How governance in MATs and schools should contribute to an effective school-led system
Sue Williamson, SSAT Chief Executive, on facing three major challenges in school/MAT governance.
Blog
Short of some subject teachers? Redirect existing staff
SSAT senior education lead Andy Williams considers the benefits, and the practicalities.
Formative assessment, changing the culture and increasing impact
SSAT School Improvement 2018 speakers from Uppingham Community College celebrated their best GCSE results following completion of the two-year Embedding Formative Assessment (EFA) project. This film shares how they successfully led the programme and its impact.
Whatever your views on grammars, today’s announcement is a slap in the face to most schools
Tom Middlehurst, Head of Policy and Public Affairs, SSAT writes.
How Navy SEALs stay calm and relaxed under immense pressure
An SSAT Aspirations Show 2018 speaker provides advice on how to stay calm and relaxed when under immense pressure; some useful advice for students ahead of their exams.
School improvement stories: Rising above a carping inspection report – part two
How a West Midlands school progressed from special measures to ‘good’ in under two years. In part 2, we look at how in the process it defined a much broader vision of what a good school can be.
You can teach old dogs new tricks: bar modelling in maths
A student comment prompted David Newburn, SSAT LP at Excelsior Academy, to change his long-standing approach.
Why do sanctions get so much more attention than rewards?
We have found that rewards for good behaviour work better than threats and punishments for bad, writes Claire Chambers, Bulwell Academy.
School improvement stories: Rising above a carping inspection report
How a West Midlands school progressed from special measures to ‘good’ in under two years – starting with a focus on teaching and learning, and behaviour.
Dylan Wiliam talks… inclusive differentiation
Using the example of finding the area of a trapezium, Dylan Wiliam discusses probing and pushing by teachers to challenge students using questioning and formative assessment.
