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 […]
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 […]
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 […]
Read our Director Sarah Selezynov’s blog for Voice 21 on how our Teacher Scheme for Educational Dialogue Analysis project helps teachers research and improve their own classroom talk.
Read our Director Sarah Seleznyov’s blog for SEND Gateway, on how our Autism: Researching Practice programme helps mainstream schools manage an ever growing range of SEND needs.
Curriculum development: The practitioner’s view This month, read our Director Sarah Seleznyov’s blog for BERA, on curriculum development and the importance of getting teacher education right, in order to ensure that teachers can become active participants in design for their pupils. You can view the blog through this link: http://bit.ly/2YYVbdO
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 […]
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 […]
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 […]
At our recent event, Sean Harford, National Director for Education at Ofsted set out the proposed changes to future inspections, with an increased focus on curriculum as part of a single judgement on Quality of Education, encompassing previous judgements on Teaching, Learning and Assessment and Outcomes. He described this as ‘evolution, not revolution’, a journey […]