Empowering mentors and student teachers: Coaching, CPD and reflective practice in action
This blog demonstrates the value of coaching and reflection not only for student teachers but also for mentors. By fostering growth through structured CPD and collaborative practice, these initiatives highlight how empowering educators at all levels can create lasting improvement in teaching and learning.
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How to enable schools to be family friendly employers
There was a time when teaching was the best job to do as a working parent. Some people who don't work in schools or are not married to teachers still view it as a job that fits around the family. You get the holidays, of course. Except you don't.
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The Teaching Commission
Do you remember what attracted you to a career in teaching?
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Pupil attendance is now officially everyone’s business
In this blog, we would like to share with you some insights about how attendance has increasingly become the business of Ofsted inspectors.
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“Usualising” Assistive Technology
One of the key ideas that emerged from our member conference in December, which focused on neurodiversity, was the need to “usualise” the use of assistive technology.
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Making learning accessible for every child: Using Assistive Technologies to rewrite the inclusion playbook
I look around the education landscape with sadness and concern as the word “inclusion” has been diluted, misappropriated, and sometimes airbrushed out of everyday professional parlance.
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Implementing Effective Change – What did we learn from part 1 of the pilot last term?
Within any organisation, implementation matters. Leaders may be generating inspired, ground-breaking ideas, but without effective implementation, they will remain only that, an idea. Implementing change in schools is complex, requiring every member of staff to play their part.
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Every child should go to a school where they are free to be themselves
I had the privilege of helping Lauren, my PA, to choose a primary school for her nearly 5-year-old twins. Two happy, but very different children.
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Moving learners forward with successful feedback through the Embedding Formative Assessment (EFA) programme
After 33 years of teaching, following many different trains of thought, always amending my approach and trying earnestly to keep myself ahead of the game, I have found myself curiously captivated by what really is good feedback?
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Do we really need middle leaders?
So why write another blog on middle leadership? Well, in one way the answer is simple. I would like you to ensure that you take up your three member places on our new Middle leaders’ programme which begins on 30 January 2025 or consider becoming a delivery partner for our National Award for Middle Leadership (NAML) programme.
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