Blog posts by Guest

Arts bytes is a national EdTech programme that utilises a bespoke, immersive, virtual gallery to offer young participants the opportunity to see their art exhibited online.

At Shireland Collegiate Academy, we have come to the end of our two year Embedding Formative Assessment Programme. At the end of our first year, we saw that teachers valued the programme and could see a difference in their classrooms when being consistent with the use of whole class response systems; embedded use of WALTs and WILFs; and a school-wide ‘no hands up’ strategy.

Did you know that children with a learning disability are 28 times more likely than children without a learning disability, to have a serious sight problem?

The 2023 OxWell Student Survey for non-mainstream schools (specialising in SEN) is now live and will run from June to December 2023.

Sitting in my office writing this article feels rather surreal. This is likely to be my last piece that I write for SSAT. Earlier in the year I was interviewed for a book on leadership. The author asked me about my style.

May 2020 was a defining moment for the world: the injustice of George Floyd’s death precipitated protests across the world for racial inequalities at the core of society, inequalities that rested in the very institutions that were supposed to underpin social justice.

Year nine is a key transition point in a student’s journey. For the first time, they are being asked to make decisions which have the potential to alter their future life choices. At this young age, it is vital that students, parents and teachers work together not only for their options, but also as they become increasingly independent.

Transition means moving beyond something. It is a process that every child will go through, along with every adult that surrounds them. It seems to happen all of a sudden, but how can we help?

A panel discussion with leaders of the lower school at GEMS Wellington International School.

A culture of risk-taking and collaboration, a focus on workload reduction and staff wellbeing, and a commitment to changing the feedback policy have underpinned the successful adoption of the Embedding Formative Assessment programme at St Julie’s Catholic High School.