Blog

SSAT Chief Executive, Sue Williamson, explores the lived reality for our children and young people and reflects on why urgent action is needed.

Angelina Idun, Director of Education at SSAT, reflects on the importance of continuing to actively address inequalities in our school communities.

For years and years, the secondary curriculum in the UK has suffered criticism for being lacking in representation of the UK’s population today. According to Demie and Harris (2019, 2020), “the British school curriculum focuses on British culture and history and ignores ethnic minorities in the curriculum”.

The Embedding Formative Assessment programme is a priority at The Hayling College – for classroom practice, CPD, staff wellbeing and autonomy, and reducing workload…

Katharine Carruthers OBE is Director of the Mandarin Excellence Programme at the IOE, UCL’s Faculty of Education and Society. Katharine is an international expert on the teaching of Chinese and a driving force behind the teaching of Chinese in schools in England.

Failure has been an essential element of my journey into early leadership. In my early 20s, I found myself as a newly qualified teacher working across a cluster of schools where the environment was toxic. I felt disillusioned and uninspired by the work ethic and at the age of 24, I left the education profession in pursuit of a career which would make me feel motivated and capable.

SSAT’s CEO, Sue Williamson, shares her thoughts on women in leadership and education and reflects on her experiences and her journey to headship.

The word inspirational was the most common feedback from teachers to describe the Dylan Wiliam events in March. I asked several teachers why they described the day and Dylan this way. The answers were all similar. Dylan is no nonsense, straight to the point with clarity on where there is and isn’t an evidence base to improve student achievement.

Prior to the pandemic, mainstream schools were saying they were unable to get timely support for students who needed more than they themselves could provide – particularly in respect of learners who needed CAMHS support and special schools were telling us that they were operating with over-commissioned places.

Since the pandemic, we know that behaviour has become a greater concern for many schools and this is inevitably impacting on the wellbeing of staff. We partner with a number of organisations who work with schools. This piece shares the experiences of the team at humanutopia.