By deciding to withdraw from the EU’s world leading international education exchange programme ‘Erasmus+’, the UK has undoubtedly shot itself badly in the foot. Simon Sharron writes how this Brexit 'surprise' serves to underline again the lamentable state of language learning in the UK.
The digital divide exists not only between better-off and poorer students, but also between Edtech producers and teachers. Billy Huband-Thompson reports on some new research.
The current crisis has made it clearer than ever that traditional MIS systems need transforming to cope with learning anywhere and distance teaching trends, as well as with the emergence of multi-site trusts. It’s time to empower teachers and leaders with real-time intelligence, argues Winston Poyton
After surveying 50 schools using distance learning during the lockdown, Glenys Hart analyses the changes - some of them surprising and far-reaching – that are emerging.
Mental health distress among teachers has always been high, but now with Covid its soaring! Melanie Nunn , a qualified Mental Health First Aid instructor at Strictly Education, asks whether its time schools got serious about it?
When Chris Dyson took over at Parklands Primary School, there had been 150 exclusions in the previous year and morale was at an all-time low. By addressing the underlying wellbeing issues, he is now head of a school that is in the top 1% nationally for maths and which has received an ‘Outstanding’ rating from Ofsted.
As a gung-ho young head, Rob Carpenter was in love with systems. It was, he discovered, a big mistake. He now believes that the core of leadership should be based around relationships with staff and children.
Building on last issue’s article on Acing the Leadership Interview, here we look at how sometimes the worst thing that can happen isn’t not getting a job you’ve applied for, but getting the wrong job. Jill Berry shows how you can avoid falling into that trap and what to do if you end up in a post that’s not right for you.
In the first of a series of seven articles, Rob Carpenter looks what real school improvement is and how important it is to stay focused on the real substance of education rather than pandering to the latest trends in accountability.
Working within a collaborative structure, such as a MAT or some other alliance, is becoming more and more common in the UK, and the leadership required is different than for individual schools. David Middlewood, Ian Abbott and Sue Robinson show how a willingness to learn from each other can help school leaders thrive in these new partnerships.
Joan Deslandes, OBE, shows how Kingsford Community School is helping children from deprived backgrounds reach for the top, achieving the distinction of becoming a Centre of Excellence for their approach to inclusivity.
Being a school leader involves much more than taking on a new title and more responsibility. It involves growth and skill development, which can and should occur at all career stages. Heather Clements outlines steps and strategies teachers can take to put themselves on track for successful career progression.
The parents of disadvantaged children are the most difficult to engage but they must always be the priority! Caroline Kelly explains how the approach the issue in a large primary school in the Midlands.
We need more leaders from a variety of ethnic backgrounds: What can schools do? Marianne Coleman reports on the best practices of schools dedicated to inclusivity and diversity at all levels.
This DfE report builds on the statistics presented in the annual School Workforce Census by looking at the characteristics and trends of teachers in leadership roles in state-funded schools.
Leadership Briefing (141)
In this article Toby Greany describes the development of school-to-school support,networks and partnerships, focussing in particular on recent developments in England.He explores the leadership practices associated with these and argues that schoolleaders must become adept at working in an environment that incentivises collaborative competition.
Toby Greany and Peter Earley explore the intriguing tensions between freedom
and control which lie at the heart of the English educational system, and consider
the implications for school leadership and professional development.
The push for more and better school-led research to improve practice and children’s learning has never been stronger. But many are skeptical about its value.Tim Cain investigates its current role and reception at the coal face.