Lessons from New York schools

From 11-13 March 2020, I was lucky enough to be invited to go to New York to look at innovative schools as part of a funded study trip with Big Education and the Big Leadership Programme.  The programme looks at how as leaders, we might rethink education so that it take a more expansive view […]

Lessons from New York schools

by Sarah Seleznyov, Director of London South Teaching School Alliance. From 11-13 March 2020, I was lucky enough to be invited to go to New York to look at innovative schools as part of a funded study trip with Big Education and the Big Leadership Programme. The programme looks at how as leaders, we might […]

Why does England exclude so many pupils?

A recent article highlights the huge discrepancy between exclusions data for England and Scotland and tries to work out why the gap is so huge. The article notes that almost 98% of pupils permanently excluded in the UK in 2016-17 were from schools in England. Contrast this with Scotland whose rates of permanent exclusion are […]

Get rid of tests? Which ones?

Primary schools reacted with caution to news that Labour wants to scrap SATs and abolish the new Reception baseline test.  Whilst many agreed with their description of a “regime of extreme pressure testing”, we also wondered if this blanket statement really demonstrated Labour’s understanding of what is wrong with primary testing. Labour wants a “more […]

The widening gap between special and mainstream

It is with interest that we read that Damien Hinds has decided to seek the views of schools on whether special needs funding should be reformed to make it “more effective”.  The DFE want to know whether the funding system “could better reflect the changing nature of need”, and whether cash can be “distributed more […]

Curriculum complications

There have been some interesting developments in the curriculum debate recently. There is general agreement that it is time for the accountability framework to end its heavy focus on attainment, given that a significant body of evidence now shows that it is much more challenging to enable pupils from deprived backgrounds to attain in line […]