SSAT Journal 16 – Winter 2019

The Winter 2019 edition of the SSAT Journal, features a collection of articles focusing on improving opportunities for young people, enhancing pedagogy, and developing the professional growth of staff in educational settings. The journal begins with a welcome message from Sue Williamson, the Chief Executive of SSAT, emphasising the importance of collaboration and creativity in removing barriers to learning for young learners.

The first article, “Keeping Children in the Classroom (or at least in the school building),” written by Danielle Egonu from Temple Hill Primary School, shares the school’s efforts in creating a provision to support pupils facing complex social, emotional, and behavioural needs, reducing the likelihood of permanent exclusion. The article describes their use of a unique behaviour tracking system and the establishment of a safe space called the “Lifeboat” for students to seek support.

Chris Jukes and Steve Davis from The Cam Academy Trust highlight in “Utilising Curriculum Models to Enhance Classroom Learning from Infant to Junior Schools,” the importance of collaboration between primary and secondary schools within the trust. It discusses the development of middle leaders and phase leaders to promote autonomy and ownership in improving teaching and learning. The article also explains the trust’s efforts to develop teaching assistants into qualified teachers through a partnership with the University of Bedfordshire.

The journal covers a wide range of topics, including creating a formal mentoring process in a special school, improving learning by focusing on teaching, lesson by lesson, leading meaningful change in PSHE, using technology for professional development, promoting and improving the self-esteem of female students, and more.

The SSAT Journal is a benefit available to all staff members located in SSAT member schools.