Blog

This is the third and final of a trilogy of blogposts about SSAT’s Head Cases programme, which uses case studies and case methods to explore typical challenges facing headteachers.

In the face of underlying issues that extend far beyond the school gates it’s easy to feel powerless, helpless. But, even amidst the everyday demands of teaching and school life, there are powerful (and empowering) things we can do. And one of the most powerful is to change the conversation – a conversation about the way we relate to young people, a conversation rooted in listening, support and boundaries.

Last week a large group of school leaders came together for this year’s Leading Edge conference. This year, we returned to a familiar theme, that of understanding what supports high performance.

I can confidently say that Embedding Formative Assessment (EFA) programme has completely changed our school for the better. This is evident not only in improvements in attainment, but in the powerful insights our teachers have about how this programme reshaped their work.

There is a crackle of ‘expectation’ or ‘frustration’ around where this government will take SEND provision in England, following increasing media reports of children who are unable to find placements in schools they want to go to, funding for the level of support they require, or schools who ‘do not meet the needs’ of specific children.

Contemplating headship? Concerned that the NPQH, for all its benefits, hasn’t quite given you the experiences that you know you will face in taking up the role? Considering how you might bridge the experiential gap between being a deputy and being the person with their name on the signage? If so, you are crucial to the future of the education system. This post is for you.

My passion for teaching and learning was re-inspired firstly by TEEP, an evidence-informed teaching and learning framework and training programme. This helped me improve the quality of teaching and student focused learning within my own practice.

As school leaders we like to think we are in control; a safe hand at the tiller steering the ship, a wise farmer tending to our crops. All the metaphors for school leadership persuade us that there is order; patterns to follow and interpret.

Coaching has become a powerful tool in educational settings, transforming the way teachers develop their practice and fostering a culture of continuous improvement. The opportunity to support colleagues in their professional growth and see the tangible impact on learning and teaching has been rewarding.

I decided to undertake the SSAT Lead Practitioner (LP) accreditation as a means of furthering my leadership skills within my own school and expanding my professional network beyond my school context.