SSAT Journal 24 – Spring 2024

The Spring 2024 edition of the SSAT Journal explores a wide range of topics highlighting best practice and innovation in schools.

In this edition, Kirkbampton CE Primary School share the impact SSAT’s Embedding Formative Assessment programme has had in their school. They explain how it was “the springboard [the school] needed to drive school improvement and thrive during its Ofsted inspection”.

Allerton High School explain how the introduction of Learning Zones (an agreed set of expectations of how students should behave in different classroom scenarios) have been implemented and the benefits they have had by creating predictability in the classroom, ensuring young people have clear and consistent expectations and, ultimately, removing barriers to learning.

Jackie Rose joined SSAT in early 2024 and her first article for the Journal explores the challenges of navigating through the social care system as a parent of a child with severe and complex learning difficulties, what may be helpful to know, and what parents may or may not encounter.

In this term’s edition, Rachel Munday, Head of Geography at Royal Latin School, explains how she used her previously gained Lead Practitioner accreditation and subsequent reaccreditation to support embedding retrieval in the geography department to ensure learners develop as knowledgeable and skilled geographers.

Additional articles cover topics such as assessment in special schools, cross-phase school improvement, student leadership, CPD strategies, the importance of a shared language of learning, vaping and redesigning an English curriculum.

The SSAT Journal is a benefit available to all staff members located in SSAT member schools. If you’d like to contribute to a future edition, details can be found here.