Embedding Formative Assessment project to enable deep learning for social justice
Assistant headteacher Senaka Galagedera describes the school’s methodical approach to the programme, and its benefits.
Blog
“You look fine to me!”
Nina Jackson, Associate Director, Independent Thinking, expresses the importance of creativity, curiosity and compassion in the classroom on mental wellbeing, which she will explore further at SSAT’s National Conference next month.
Change is required from tech companies, government, media, parents and schools to reduce bullying
In advance of Anti-Bullying Week (11-15 November), Diana Whistance-Smith, SSAT, explores Anti-Bullying Alliance’s Change Starts With Us report released this week.
Addressing psychological impact of disadvantage while delivering the crucial academic passports
Stephen Tierney, CEO, Blessed Edward Bamber Catholic Multi Academy Trust, describes how their young people have been empowered to become masters of their own destiny.
“Closing the attainment gap requires dealing with inequalities outside school as well as those inside”
Lee Elliot Major OBE, Professor of Social Mobility, University of Exeter, highlights the peaks and pitfalls of social mobility in schools, gearing up to his presentation at SSAT’s National Conference next month.
#teacher5aday: why I started it, what we’re doing now, and its impact
In advance of his presentation at the SSAT National Conference next month, Martyn Reah, Deputy Head at Eggar’s School, explains the #teacher5aday philosophy implemented within his school.
The approach to peer-to-peer development that has revived our sense of community
Sarah Jones, principal at Tavistock College, describes how they have tackled the challenges facing the local community: austerity, increasing drug-related issues and social media bullying.
Why it’s necessary to develop leadership skills in disadvantaged students
Manpreet Kaur, English teacher at The Romsey School, explains how SSAT’s Student Leadership Accreditation scheme is being used to support disadvantaged students.
Building a stronger curriculum for special schools
Nick Whittaker, HMI specialist adviser for SEND, led a roundtable discussion addressing ongoing changes and challenges in special schools and how leaders can cope. Diana Whistance-Smith reports
The strategies that enabled us to close the disadvantage gap
Karl Robbins, Head of Year 11 at Broadway Academy, describes the strategies identified and implemented to close the gap in disadvantaged students’ GCSE results.
