Outlining vision and leading strategy
This post is for any school leader or data enthusiasts with a quirky interest in macro education data. Most dataheads are comfortable with school and even national data. Andreas Schleicher, Special Advisor on Education Policy to OECD’s Secretary-General, is comfortable …
It is easy, for instance, to mistake commitment for accomplishment and enthusiasm for excellence. They are not the same. – Sir Micheal Wilshaw My experience of the last two Ofsted inspections has been largely positive. The inspection teams were open, …
There are a handful of blogs posts, from established school leaders and interested parties reviewing curriculum planning at the moment, here and here. It is that time of year. Options evening are being scheduled, Assistant and Deputy Headteachers / Principals are …
With just six reporting cycles under my belt at The Wellington Academy, this term saw the release of Progress Reports to all seven year groups, within days of the term coming to end. Reflecting back over this process, I hoped might just …
Given it is exam season is approaching and back channel conversations will no doubt seen revisit the issue of comparable outcomes and comparable performance, I thought that I would refresh my think and understanding. I am sure it will be …
At the back end of January 2011 I was reading the research findings by Jeffrey D. Karpicke, Assistant Professor of Psychological Sciences at Purdue. In a nutshell, Karpicke’s research shows that practising retrieval is an even more effective strategy than …
Even more of the progress measures… as communicated by Bill Watkin, Operational Director, SSAT. As you may or may not already know. The ’empty boxes’ will count as zero. That is students who sat fewer than eight of the required qualifications will receive a zero …
If I knew then, what I know now, what would I do differently? Our Ofsted inspection this week was a hugely demanding and hugely valuable experience, however I do not think the reasons why would be of any real practical …
