Blog posts by Guest

At Townley Grammar, our commitment to racial equality isn’t a slogan or a policy document it’s something we live out daily in our classrooms, corridors, and community.

Rebecca Jarrett is Teaching and Learning Team / Art Lead / Writing Lead (Mat cover) / class teacher at Ryders Green Primary School. She was successfully re-accredited as an SSAT Lead Practitioner in March 2025. In this case study she shares how her work leading on developing metacognition across the school has impacted pupil learning.

Why are Black and Global Majority teachers underrepresented at all stages in teaching? How can the teacher and leader workforce be more representative of the diversity of the pupil community?

I’ve long believed in the importance of oracy education. As a young teacher, I was inspired by the Bullock Report, which made the case – beautifully and unarguably – for the importance of language across the curriculum.

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?

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.

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.

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.