Delighted to share the new Student Leadership for IMPACT webpages.
@ssatuk.co.uk has a rich history of supporting schools in enhancing student leadership. We have now updated that offer in light of recent research.
Join us for a free briefing in September.
share.google/724j2KAc0CAG...
Delighted to share the new Student Leadership for IMPACT webpages.
@ssatuk.co.uk has a rich history of supporting schools in enhancing student leadership. We have now updated that offer in light of recent research.
Join us for a free briefing in September.
share.google/724j2KAc0CAG...
If you're an aspiring, new or experienced headteacher, our Head Cases programme offers a case-based approach to exploring the complexity of the role.
It's not too late to sign up for cohort 2 of this innovative and involved approach to headship CPDL.
www.ssatuk.co.uk/cpd/leadersh...
If you're an aspiring, new or experienced headteacher, our Head Cases programme offers a case-based approach to exploring the complexity of the role.
It's not too late to sign up for cohort 2 of this innovative and involved approach to headship CPDL.
www.ssatuk.co.uk/cpd/leadersh...
I like 'James' but didn't get the sense of amazement that I'd heard from others and hoped for.
NW was brilliant. Loved every minute of it.
Melting Point was a truly fascinating history, told entirely through sources and with no authorial voice. Quite brilliant, especially in the opening sections.
Books 21-30 of my 100 for 2025 challenge/resolution.
Pick of the bunch was Muriel Spark's The Driver's Seat.
Quite simply, I've never read a novella like it. Deeply moving, disturbing, confusing, and powerful. I'm still trying hard to process it and suspect that I will be for a long while.
I've been providing reflective supervision to school leaders for over a year now.
Neither counselling nor therapy, case-based supervision has given them a space to share, reflect on, and rethink how they tackle the weighty challenges they face.
It helps. Each of them has renewed for a second year.
Hi Beth. Thanks for the kind mention. The follow up chat about the limitations of NPQH is very familiar. It came up in our Rethinking Headship survey repeatedly last year.
Which was why I developed the Head Cases offer, now recruiting for a second cohort.
www.ssatuk.co.uk/cpd/leadersh...
This looks excellent #EduSky
I've been providing reflective supervision to school leaders for over a year now.
Neither counselling nor therapy, case-based supervision has given them a space to share, reflect on, and rethink how they tackle the weighty challenges they face.
It helps. Each of them has renewed for a second year.
Cohort 2 of Head Cases is open for delegates who are aspiring or serving headteachers from any setting.
We will be using case studies and methods across five sessions to think deeply about complex challenges facing HTs, from complaints to HR, finance to exclusions.
www.ssatuk.co.uk/cpd/leadersh...
In a recent blogpost, I asked what is happening with behaviour in Ofsted reports.
Based on every need to improve comment in every inspection report since September 2023, this post has some uncomfortable answers.
Not much and increasingly less would be the summary.
www.ssatuk.co.uk/blog/attenti...
And, of course, so good to connect with you here. I've been a bit social media reluctant in recent months but you're a reminder of why it can be the best place. Hoping that you're very well.
I very much hope that you do too. So far, the blend of experience and inexperience has been beneficial. That's in line with the evidence where it has been trialled for school leaders and from other domains.
In short, it would be great to have you involved.
Thank you, Caroline. It has been fascinating seeing this through (so far) with cohort 1.
So much resonance with each case, meaning colleagues are each bringing insights, some of which are very different. And yet, each session has concluded with some commonality that holds the experiences together.
Conclusions are aimed at policymakers but are worth school leader attention too, particularly improving feelings of belonging.
This came up with PISA and TIMSS responses too.
Our work on attendance might be able to help schools wrestling with absence.
www.ssatuk.co.uk/cpd/school-i...
Most striking is the assertion, based on decompositional analysis, that the absence of PP students in Y11 accounts for the entire increase in the gap in their outcomes.
For students in Y6, the picture is more complex but absence still accounts for almost half of the increase in the gap.
As well as the DfE report on attendance (see earlier posts) March also saw this report from the Education Policy Institute.
epi.org.uk/publications...
Focusing primarily on the disadvantage gap between 2019 and 2023, it speaks volumes about the impact of attendance and outcomes.
SSAT has tracked every “need to improve” bullet point made in every Ofsted inspection conducted in schools and colleges since September. The results are fascinating.
Find out more: ow.ly/76GM50UfBTq
#EduSky @kevbartle.bsky.social #education
Do you want to delve a little deeper into the five ‘best bets’ for improving attendance and punctuality?
Find out more about our webinars: www.ssatuk.co.uk/cpd/school-i...
#EduSky #attendance @kevbartle.bsky.social
Hi Beth. Thanks for the kind mention. The follow up chat about the limitations of NPQH is very familiar. It came up in our Rethinking Headship survey repeatedly last year.
Which was why I developed the Head Cases offer, now recruiting for a second cohort.
www.ssatuk.co.uk/cpd/leadersh...
For schools improving their odds of success - more children at expected for RWM or at 5+ English and Maths, getting more students into 95-100% attendance band is key.
This is because the proportion of students in these top two bands is so large.
For students, any upward improvement is important.
At KS2, reaching a higher next attendance band increases the chance of success (expected RWM) by 30% and that's fairly consistent.
At KS4, gains across all bands are smaller, but moving from 90-95% to 95-100% attendance bands almost doubles a student's odds of success (grade 5 English and Maths).
In case you missed it (you probably didn't) the DfE report about the impact of absence on 2023 outcomes at KS2 and KS4 is fascinating but not surprising.
Improving from any lower 5% attendance band to the next one increases a student's odds of success notably.
www.gov.uk/government/p...
In a recent blogpost, I asked what is happening with behaviour in Ofsted reports.
Based on every need to improve comment in every inspection report since September 2023, this post has some uncomfortable answers.
Not much and increasingly less would be the summary.
www.ssatuk.co.uk/blog/attenti...
Cohort 2 of Head Cases is open for delegates who are aspiring or serving headteachers from any setting.
We will be using case studies and methods across five sessions to think deeply about complex challenges facing HTs, from complaints to HR, finance to exclusions.
www.ssatuk.co.uk/cpd/leadersh...
Book 8 of my 100 for 2025 pledge.
Poor by Katriona O'Sullivan (2023)
Harrowing at times, with clear identification of the failings of the state in tackling poverty (without being preachy). Education is key but, sadly, so too are funded life-changing programmes that are now largely gone.
Fittingly, book 7 of 100 for 2025.
The Seven Wonders of the Ancient World - Betting Hughes - 2024
A revelation given my rather limited knowledge of ancient history. Beautifully put together as more than simply a history.
Book 6 of my 100 for 2025 resolution.
James Barr - A Line in the Sand - 2011
An episode from modern history that I knew very little about. And, as the author's final line concludes, "a tale from which neither country emerges with much credit". But fascinating nonetheless.
Book 5 of 100
A Gentleman in Moscow - Amor Towles - 2016
What a delightful gem. Made me laugh and weep in equal measure.