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Empower 2019: Bringing your vision into focus
Free to senior leaders from SSAT Primary Network member schools.
This year’s conference will focus on transformational leadership, removing barriers to enable learning and expand opportunities, redefining pupil success, and teaching and learning – the components you need to help advance pupil achievement and support them holistically.
You will have the opportunity to network with senior leaders from SSAT member schools and celebrate the success of schools who have achieved SSAT Educational Outcomes Awards and accreditation in the SSAT Framework for Exceptional Education.
- The Whole Child: Ensuring that every child is healthy, safe, engaged, supported, and challenged
- Transformational Leadership: Building a continuum and capacity for leadership
- Deep Learning: Removing barriers to enable learning and expand opportunities
- Redefining Student Success: Moving from a narrow definition of pupil success that traditionally relies on pupil outcomes in test
- Teaching and Learning: Using innovative teaching to spark meaningful and engaged pupil learning
Book your place today on this SSAT Primary Network member-exclusive event.
Please note: Bookings should not exceed two delegate places per member school.
Not a member? Find out more about the SSAT Primary Network.
Dennis Hardiman, Executive Headteacher, Claire Bellis-Knox, Head of School and Angela Brough, Assistant Headteacher, St Cuthbert’s Catholic Primary & Nursery School
St Cuthbert’s Catholic Primary School is based on the outskirts of Liverpool city centre (within the area of Old Swan) which is in the highest deprivation quintile in the country. Although the Baseline on entry is significantly below ARE, their KS2 results are significantly above the national comparator: Attainment – top 10%, Progress – top 10% and progress of Pupil Premium – top 20%.
Such results are a by-product of a quality provision centred on developing the whole child through; sport, dance, art, chess, music, and public speaking to name a few. Within the setting, purposeful learning environments and creative opportunities for learning (for 2-11-year olds) provoke meaningful and challenging contexts for each and every one of the children. Provocations linked to children’s interests engage children to become critical thinkers and confident problem solvers. This approach to encourage independence and autonomy is what we believe sets our children well on their path to becoming competent and resilient learners. As our children move from our 2-year-old provision to Foundation Stage and beyond, they are already equipped with a strong ownership of their learning. Intentional & innovative teaching facilitates this even further.
Strong cohesion between home and school allows barriers to learning to be identified and early intervention to be implemented. This ensures that our children (and families) are nurtured and thrive. The wellbeing of our wider school community is paramount and underpins all that we do in supporting our children.
The Whole Child: Ensuring that every child is healthy, safe, engaged, supported and challenged
All school leaders want to continually improve the opportunities they provide for pupils, their families, and the community. A whole child approach sets the standard for comprehensive, sustainable school improvement and provides for long-term pupil success.
St Cuthbert’s have recently received three SSAT National Educational Outcomes awards for; progress, attainment and closing the gap for disadvantaged pupils.
Corinne Settle, Senior Education Lead, SSAT
Corinne has an insatiable passion for teaching & learning which is focussed through inspiring and supporting teachers and school leaders to become even better. Corinne has worked with hundreds of teachers through the delivery of the SSAT Embedding Formative Assessment (EFA) and Teacher Effectiveness Enhancement Programme (TEEP) and has considerable experience as a teacher and senior leader herself, having worked in schools in Salford and Hull.
- Deep Learning: Removing barriers to enable learning and expand opportunities
Deep social justice; is a commitment to ensuring that all children leave school fully prepared to lead fulfilled and purposeful lives. Deep learning for social justice means meeting the needs of learners fully, accepting that learners have different starting points, but not accepting low expectations. Corinne will summarise the four key themes for deep learning through learning-centred pedagogy.
- Marketplace: Interactive workshops – Embedding Formative Assessment
The EFA project has now ended after a two-year period with 140 schools. This session will share how Teacher Learning Communities (TLC’s) are supporting teachers to bridge the knowing-doing gap around formative assessment. Corinne will also share the challenges faced, solutions and recommendations for schools looking to develop formative assessment moment, by moment, lesson by lesson through TLC’s.
Steve Taylor, Executive Headteacher, Robin Hood Academy
Steve is the executive headteacher of Robin Hood Multi Academy Trust in Birmingham, which is a primary school MAT with four schools. The trust has a reputation for innovation within education and across the schools there is a focus on providing children with cutting edge learning opportunities including; learning Mandarin from Nursery to Year 6, programming drones, using CAD software and 3D printing to bring the curriculum to life and many other concepts. Steve currently sits on the SSAT Primary Advisory Board.
Redefining Student Success: Moving from a narrow definition of pupil success that traditionally relies on pupil outcomes in tests
The session will focus on Robin Hood Academy’s approach to delivering innovative learning opportunities outside of the national curriculum through the concept of University Challenge. Within this session Steve will discuss:
- How University Challenge was created.
- Engaging children in wider learning opportunities outside of the National Curriculum.
- Empowering staff to deliver sessions they are passionate about.
- Promoting a culture of high ambition amongst the children.
Marketplace: Interactive workshops on Teaching and Learning: Using innovative teaching to spark meaningful and engaged pupil learning
Jim Piper, Headteacher, Barton Hill Academy
Jim Piper is currently an interim headteacher at Barton Hill Academy Torquay, having previously been Deputy since 2008. He is an experienced primary school teacher of 20 years, which the majority has been spent focussed in KS2 and particularly Year 6. He is part of a dedicated and stable team of staff at Barton who have overseen the school’s transformation to a position where pupil progress is amongst the strongest in the country and outcomes above national, despite its challenging context.
The Two Teacher Model
Focussing on the impact of the ‘two teacher approach’ at Barton Hill Academy, to include:
- The context and moral imperative of the school which led staff to innovate and implement this initiative;
- the rationale behind it and the process by which it evolved, and
- the impact and lessons learned from the initiative and how it has been sustained, evaluated and the comments it has drawn from stakeholders, Ofsted and various leading educationalists.
Sarah Jane Jones, EAL Co-ordinator and EAL Hub Teach, Lea Forest Academy
In 2004 Sarah acquired a 1:2 BA Hons in Biology with QTS status. After 4 years of teaching in numerous schools across all year groups, as a class teacher, she joined the Lea Forest team.
After enjoying many years as a class teacher, she was given the opportunity to become a middle leader as the EAL co-ordinator. As a school they took on a year 2 bulge class of newly arrived EAL children which, Sara had the greatest pleasure in being their class teacher. This role filled her with passion and the desire to learn more about EAL methodology and linguistics.
In 2016, due to the increase of newly arrived families to England and the ever-growing need to support EAL learners, their families as well as their staff, she was offered the opportunity to take on a new role as the EAL Hub teacher specialising in teaching English to new arrivals.
Even though this role is challenging and often they sail into uncharted waters, it is overwhelmingly rewarding and exceptionally beneficial for our children and staff. So much so, that in our very short journey we have become a Birmingham EAL Hub school through establishing inspirational and innovative first-class EAL teaching.
The EAL Hub
- Introduction – Some background information on who Lea Forest is and what we stand for.
- Our intentions – Lea Forest’s vision for our EAL children.
- Implementation of The EAL Hub – A snapshot, through discussion and photographs, of how we teach our EAL children in an innovative style through imagery, drama, personal experiences and speaking and listening activities, using a wide range of teaching strategies, as well as scaffolding materials.
- Impact of the Hub – EAL data: percentages on role, attainment and progress.
Suzanne Spencer, Assistant Headteacher and Jenny Cane, KS1 Leader (SLE), Bursted Wood Primary School
Bursted Wood Primary School is a large primary school located in Greater London. The school has recently expanded to a three-form entry school.
Using the SSAT Framework for Exceptional Education (FfEE) to have a positive impact on your school: School case study
Suzanne and Jenny will describe how the SSAT Framework for Exceptional Education, had a positive impact on driving school improvement at Bursted Wood; to focus on the areas identified from their initial audit: Climate for Learning, Curriculum Design and Quality Assurance.
- share how they have developed and strengthened their core values to enhance positive relationships between children and staff using Character Education as the platform;
- look at the role of children as ambassadors through the promotion of pupil voice;
- explain how their climate for learning has also impacted on teacher workload through a renewed teaching and learning policy and purposeful feedback, showing how this has in turn improved focus in lessons; and
- show how their curriculum design has developed subject leaders and given class teachers opportunities to drive their exciting and ambitious curriculums through subjects such as science or history.