SSAT Journal 14 – Spring 2019

The Spring 2019 edition of the SSAT Journal, presents a diverse array of articles and discussions focused on various aspects of education and school improvement. The publication opens with candid views on the Department for Education (DfE) from Sue Williamson, Chief Executive of SSAT, and the need for a professional body to advocate for teachers and improve the profession.

The journal features a panel discussion from the SSAT National Conference 2018, where experts deliberate on reducing teacher workload, with emphasis on addressing the challenges and potential solutions. The discussions highlight the role of leaders in supporting staff and minimising unnecessary administrative burdens.

An article by Stuart McLaughlin, Bower Park Academy, showcases the remarkable journey of his school’s transformation from special measures to a ‘good’ rating in just 15 months. “Student leadership in alternative provision” by Rebekka Ashmore, highlights the importance of student leadership in AP settings, where students might face additional challenges.

“Teaching metacognition in transactional writing” by Lewis Meadows delves into teaching metacognition, focusing on transactional writing, and how Meols Cop High School approaches this aspect of literacy education. “There’s so much more to teaching reading” by Montgomery Primary Academy and Percy Shurmer Academy explores various aspects of teaching reading, highlighting the depth and complexity involved in nurturing students’ reading skills.

The journal also delves into the significance of inclusion and explores the impact of social media on students’ well-being and learning. It emphasises the importance of linking careers to the curriculum and provides insights into implementing mastery learning in mathematics.

The SSAT Journal is a benefit available to all staff members located in SSAT member schools.