I’m starting 2017/18 after my first year as principal at a school in challenging circumstances, which has been in and out of special measures for several Ofsted cycles. We all know what a school like this looks like on paper, but I hadn’t considered the damage that this does to the core fabric of a school. The climate at Queen Elizabeth's Academy was broken and needed urgent attention.
As part of its ‘Learning Rooms’ approach, which addresses many aspects of the learning and teaching environment, STAGE’ modular systems manufacturers Gratnells is offering schools a variety of mini staging formats which can be easily used and stored in the classroom.
Are you ready for mastery? Socratess by InfoMentor is a unique leadership self-assessment tool that helps you implement Mastery Learning in your school. Education legislation, resources, curriculum and assessment arrangements and pupil outcomes all represent tough challenges for school leadership. As countries are seeking to adapt their education systems to the needs of society, expectations for schools and school leaders are changing. School leaders have greater freedom in their decision-making. InfoMentor will be discussing these issues at this year’s Bett Show, and you can find them at Stand B200.
The way we’re teaching in the classroom is changing, and it’s time to review the way we communicate and engage with the whole school community. Following the removal of national curriculum levels, schools have been given a measure of freedom as to how they teach the curriculum. Some may think this is an improvement – but it begs the question - does that make it more difficult for parents to understand how to read the performance of their child?
Britain’s schools are facing big challenges. After 16 years of constantly rising pupil numbers, recent figures suggest that an extra 750,000 school places will be needed by 2025. Schools are faced with overcrowded classrooms and a squeeze on both space and budgets. At the same time, they need to keep up with the changing needs of the curriculum and provide dedicated space that suits the needs of a wide range of subjects. In this article, I’ll look at how Britain’s schools can look beyond these challenges and use innovation to create the best possible dedicated learning environments.
I’m very fortunate to have been appointed head of school for the new Q3 Langley Academy, which opened its doors this September to 153 Year 7 students. It is a unique partnership with the local authority and a Multi-Academy Trust that has led to somewhat of a blank canvas in relation to curriculum. In an education world that has seen a sharp decline in non-EBacc subjects, we are still committed to offering a broad and balanced education for all our students.
If you’re a member or school leadership or administration, there are so many things to consider, but really, the first thing should be the welfare of the teachers at your school. How do you do this? Well, how often is this a topic for discussion among administrators? Not hardly enough. The fact is, there are very few people in a school whose main job is really to ensure that teachers are well supported and cared for. The principal or headteacher is at the top of this list.
‘Too much to do and too little time’ is a cry I often hear in schools, and yet how is it that some people have enough time and other people don’t? An ex-colleague used to say: “If you want something doing, give it to a busy person”. So is it that busy people are better with time management, or could it be that they have less to do than they are letting on?