Collaboration is the key to school improvement…
Tom Welch responds to a recent CMRE report and calls for collaboration to be established with purpose and continually worked at and refined.
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Who owns the curriculum?
Tom Middlehurst asks us to remember that the real curriculum designers are practitioners - they have the biggest influence on the lives of young people.
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What does it mean to be one of the best schools in the world?
Kike Agunbiade explores the terminology used for schools that have progressed beyond 'Outstanding'.
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School leadership – effective for what? For whom?
Dan Belcher, Senior Education Lead SSAT, writes… John Dewey had some answers over a century ago The language of school ‘effectiveness’ has generally become accepted and normative. It is hard to argue against schools being effective, it sounds obvious. However,
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Congratulations to Lorna Bradford – Secondary School Teacher of the Year!
Congratulations to Lorna Bradford - the winner of the SSAT-sponsored Pearson Teching Awards Secondary School Teacher of the Year 2015.
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Raising standards or raising fears?
Bill Watkin responds to a recent New Schools Network report on the teaching of the three Rs in primary schools.
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Learning to make a difference
At SSAT's National Conference 2014, Charles Leadbeater highlighted a number of key features that must characterise schooling in the future.
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Personalising to help students realise their potential
Essa Academy, Bolton, gives students real-life experiences based on their interests and levels of achievement, to foster their drive to succeed.
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Caught between a rock and a hard place…
In a fourth blog about the 'Ebacc for all' issue, Bill Watkin suggests that there has been a slight shift in the government's approach.
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Better results from primaries set a challenge for KS3 curriculum
Smestow School saw assessing without levels as an exciting opportunity, but its new Y7 intakes were offering increased (though welcome) challenges...
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