Last Friday, the Education Secretary addressed ASCL about her ambitions for the teaching profession and how to support teachers in a school-led system. A key aspect underpinning the topics covered in her speech was ‘teachers and leaders as the drivers of social mobility.’
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In these latest blogs, experienced school improvement professionals including former headteachers, senior leaders, inspectors and data specialists bring you current knowledge and advice to help you improve pupil outcomes.
Following on from the three reports addressing the challenge of teacher workload published in March 2016 (led by independent review groups on marking, data management, and lesson planning) the DfE published an action plan this week to set out what they are doing to meet the recommendations of the reports.
Improving outcomes for more able pupils, especially those from disadvantaged backgrounds, is high on the agenda for many schools. The starting position for improving outcomes for more able pupils is without doubt ensuring that you have an agreed definition in your school.
With the close of the government’s consultation last month on the Green Paper proposals, ‘Schools that work for everyone’; and the spring term underway, it is a useful time to take stock of the education landscape while we await the government response and digest the recently published accountability data.
I’ve been thinking a lot lately about professional development and how often it is overlooked as a priority in schools. I can already hear you shouting at the screen that you take it very seriously in your school and I’m sure you do, but as a whole profession do we really get it right?