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This blogpost will outline how SSAT’s analysis and synthesis of research findings have helped us to redevelop our offer to schools in enhancing provision for student leadership development.
Why after fifteen years, are we still continuing to embed formative assessment and what impact has it had in school; beyond its prime directive of improving the quality of teaching and learning?
England’s teacher recruitment and retention crisis is growing. In this Teaching Commission focus group, school leaders shared powerful insights into the pressures facing the profession, and the practical steps they’re taking to support staff and sustain schools.
SSAT Leadership Legacy Fellows were invited to join this important discussion about the recruitment and retention crisis facilitated by Professor Mary Bousted, Chair of the Teaching Commission, and Commissioner Angelina Idun.
Recognising what Gert Biesta (2016) describes as “…the beautiful risk of education,” we hope that this short piece introduces you to how engaging with SSAT’s Embedding Formative Assessment (EFA) programme – proven, evidence-based professional development – has revolutionised our approach to working together on formative assessment.
Greg Gilbey, Director of Learning at Lincoln Christ’s Hospital School, shares how a drama lesson hinge question helped shift student thinking. His approach offers a practical model for using hinge questions to deepen understanding across subjects.
Discover how Catcote Academy’s innovative use of the Embedding Formative Assessment (EFA) programme transformed teaching practices and significantly improved student outcomes. This case study highlights the power of collaborative teacher development and adaptive assessment techniques in a supportive environment, making a lasting impact on students with diverse needs.
This morning, I asked an AI tool ‘what are the recent trends in pupil behaviour in English schools?’. The response that came back said this:
As we hurtle towards the finish line of our two-year Embedding Formative Assessment (EFA) journey, it felt like a good time to step back and reflect upon what has been a truly transformational process in terms of how we effectively use formative assessment in our classrooms and the passionate and reflective staff and student conversations around teaching and learning happening regularly at Erdington Academy.
Congratulations to St Mark’s CE Academy in London, Salesian School in Surrey and Chorlton High School in Manchester, who have become the latest schools to be recognised for ‘transforming’ practice in all areas of the Framework for Exceptional Education.
