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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
SSAT senior education lead Colin Logan reveals findings from phase 3 of Ofsted’s review and the implications for school leaders
Nilam Patel, mathematics curriculum leader at Canons High School, describes the improvements in progress as well as enjoyment and engagement resulting from personalised learning
Twelve months ago, when we confirmed the title ‘Pure Imagination’, we were thinking about imagined scenarios and possibilities. What became clear over the two days of the conference is that the topics we were covering are not pure imagination, but are already a reality.
In the years following austerity, we have seen the role of SBM become more demanding and challenging than ever, but also a trend in which SBMs play an increasingly strategic role in school leadership.
Dylan Wiliam, emeritus professor of educational assessment at UCL, explains the evidence for the cost-effectiveness of formative assessment.
Unfortunately, educational inequality remains a persistent problem in our system. Despite almost a decade of the pupil premium, the national attainment gap between disadvantaged students and their wealthier peers has failed to close.
