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At times of recruitment difficulties in schools, the path of Tracey Stonell, a teaching assistant-turned-teacher, is an inspiration to others who are considering changing career or progressing from a support role in school to a teaching role.
A major theme of SSAT’s 2018 National Conference was capital: after social and cultural capital, covered previously, David Priestley, executive headteacher, Greenfield Community College reflected on creative capital
This week, the Department for Education launched its new recruitment and retention strategy, which has been one of Damian Hinds’ ‘tier one’ policies since he started the role just over a year ago.
A major theme of SSAT’s 2018 National Conference was capital, discussed here by two school leaders: Andrew Morrish of Victoria Academies on social capital; and Caroline Derbyshire of Saffron Academy Trust on cultural capital
SSAT’s most popular blogger, senior education lead Colin Logan, highlights the key points, including some that are not specifically mentioned, in the new framework. Warning: this is a long blog – but worth it.
Sarah Monsell, subject leader of art at Kingsford Community School, describes how a critical thinking approach can be applied across the school to improve attainment of the most able and standards for all pupils
A number of year 10 students attended SSAT’s National Conference at ICC, Birmingham in December. Here are some of the evaluations from students at Sir Christopher Hatton Academy, collated by their teacher Laura Murphy
Rt Hon David Lammy, former barrister and now MP for Tottenham, highlights the issues in education for young people from working-class BME backgrounds and their families
Julie Jacques, SSAT lead practitioner, Cambourne Village College, explains how more effective use of teaching assistants and practical resources to improve understanding can improve maths teaching
At last month’s SSAT national conference, BBC arts editor Will Gompertz argued for a broader approach to education to balance the current focus on technology
