Andy Williams, Senior Education Lead, SSAT, highlights the impact that leadership and collaboration can have on student success, and the benefits that could come from additional funding and resources allocated towards the education system as a whole.
Lyndsey Morgan, lead practitioner for literacy, Drapers’ Academy, describes their successful approach, which involves colleagues and students as well as outsider expertise in decision making and implementation.
Julie Jacques, SSAT lead practitioner, Cambourne Village College, explains how more effective use of teaching assistants and practical resources to improve understanding can improve maths teaching
Steve Lee, Sutton Community Academy, describes their overhaul of the process, which made access easier for both students and staff, and has boosted completion by removing the possible excuses.
Lead practitioner Abby Chivers, assistant principal in charge of teaching and learning and CPD and assessment, Bristnall Hall Academy, identifies the key element of her role.
There are many nuances in the understanding and management of pupils with autism, explains Yvette Jackson, head of English, Bay House School and Sixth Form.
Kathryn Thorne, lead practitioner for English, Prospect School, describes the impact of the Accelerated Reader programme in year 7 onwards.
A student comment prompted David Newburn, SSAT LP at Excelsior Academy, to change his long-standing approach.
Applying research evidence through co-planning gives teachers the best chance of delivering great lessons, writes Eliza O’Driscoll, effective teaching and research lead, Bay House School and Sixth Form.
Marie Harris, SSAT lead practitioner, Solace yoga teacher and charity co-ordinator, ACE Academy, shows how a varied curriculum across several different topics can provide the building blocks for KS4.