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How a West Midlands school progressed from special measures to ‘good’ in under two years. In part 2, we look at how in the process it defined a much broader vision of what a good school can be.
A student comment prompted David Newburn, SSAT LP at Excelsior Academy, to change his long-standing approach.
We have found that rewards for good behaviour work better than threats and punishments for bad, writes Claire Chambers, Bulwell Academy.
How a West Midlands school progressed from special measures to ‘good’ in under two years – starting with a focus on teaching and learning, and behaviour.
Using the example of finding the area of a trapezium, Dylan Wiliam discusses probing and pushing by teachers to challenge students using questioning and formative assessment.
Danny Bullock, Assistant Principal for Inclusion at Leeds West Academy, describes the impact of their additional needs team system.
‘No badge yet’, but Simon Wade, principal, Beckfoot Upper Heaton School, delves into the staff and student contributions that give great cause for confidence in the school’s future.
Applying research evidence through co-planning gives teachers the best chance of delivering great lessons, writes Eliza O’Driscoll, effective teaching and research lead, Bay House School and Sixth Form.
Matthew Purves, Ofsted’s deputy director for education inspection policy, led a session at SSAT’s recent curriculum conference in London. Colin Logan reports on what he had to say.
Your first headship being the fourth appointee as principal in three years is quite a challenge, as Katie Scott explains.
