Let’s Create the Neuroinclusive Classroom… Together!
In Marius Frank’s third blog, he sets out the thinking behind the Neuroinclusive Classroom, a concept shaped over a decade of listening to children, teachers and leaders, and by confronting evidence showing that current systems are failing too many learners.
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My Leadership Journey and the SSAT Leadership Legacy Project
Nuala Ryan participated in the 2024-25 cohort of the Leadership Legacy project as a Teacher of social sciences at Helsby High School. Nuala is now a middle leader with responsibility for Pastoral and Progress for Year 9.
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Let’s Rewrite the Inclusion Playbook: Making Learning Accessible
In the second of three blogs, Marius Frank examines the meaning of inclusion at a moment when the term is under renewed scrutiny—shaped by Ofsted’s focus on belonging and thriving, and by the SEND Reforms White Paper Putting Children and Young People First.
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Embedding sustainability and professional growth through SSAT Lead Practitioner Accreditation
Completing the SSAT Lead Practitioner (LP) accreditation has been a transformative stage in my professional journey, enabling me to refine my leadership practice and extend my impact beyond my own classroom and school.
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My Leadership Journey and the SSAT Leadership Legacy Project
John Nicholson participated in the 2018-19 cohort of the Leadership Legacy project as a newly qualified teacher at Ryde Academy on the Isle of Wight. John is now Head of Design Technology and Computer Science and sits on the SLT with responsibility for whole-school attendance.
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Speaking Up about Conflict: An Oracy Intervention
Oracy: the new buzz word in education. As oracy lead for a comprehensive school in Greenwich, the benefits of oracy to our students are not lost on me.
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A Game-Changer for Teaching and Learning
At Mounts Bay Academy, we are always seeking professional development opportunities that are not only grounded in evidence but also practical, sustainable, and capable of driving meaningful classroom change.
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The reach of a Lead Practitioner – moving beyond school-wide impact to multi-academy trust and international influence
Being a Lead Practitioner is about more than strong classroom practice; it’s about using that expertise to improve teaching and learning at scale. Verity Merryweather reflects on her journey as a newly accredited LP.
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Global connectivity: Introducing Mandarin Chinese in your school
In England, schools are engaging with the Department for Education’s Consultation on Progress 8 and Attainment 8, as well as dealing with significant financial constraints. What do our children need? This blog post makes a case for Mandarin Chinese (Mandarin), giving a run through of the support available and catching up with a teacher from a language college, who taught Mandarin there for 23 years.
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Spotlight on FEA Innovation: building whole-school cultures of body respect
The Body Happy Schools programme shows how a whole-school focus on body respect positively impacts on inclusion, pupil wellbeing, and school culture.
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