Since creating the first version of Classroom Monitor over 12 years ago, I have seen both technology and assessment change beyond recognition. Now, pupil trackers come in all shapes and sizes; whether it’s using Excel or a web-based assessment application, you need to do more than just collect data. My founding principle has always been that assessment systems should fundamentally: save time, follow your specific curriculum and engage all your school stakeholders with actionable insights. But how should schools choose the best assessment solution for them?

Proposing the idea that more testing may be the answer to improving pupil outcomes would undoubtedly result in heads in the staffroom turning in absurdity - or the cause of a full riot on social media. It is the belief of many that pupils are being over-assessed already, so why introduce more? It is felt that too much assessment is affecting the mental health of children, or squeezing the joy out of learning, and may be a direct cause of underachievement. Therefore, to introduce more would be outlandish. Each concern is valid - especially in the case of high-stakes testing - however, we should not discount the role that low-stakes testing may have in enhancing pupil learning.

On Friday 15th June, the ultimate teacher-workload reduction initiative will commence. Kicking off at Wigan’s DW Stadium, the Lead LIVE roadshow will look to significantly reduce teacher workload in schools across the country… and tickets are free-of-charge. Scroll down for the 5 Ws: why, who, what, when, and where...

In an ever-changing and turbulent climate of expectations in education, the demands on educators is at a premium; a premium which is quickly becoming unsustainable. Many teachers, who are good at and passionate about their jobs, feel unable to cope with the changes and demands being placed upon them. Many schools have tried to introduce various initiatives to address teacher wellbeing, such as wellbeing-centric days, meditation activities, away days, and so on. Each of these initiatives, even with the best intentions, have no real-long term impact, and that is why the key to teacher wellbeing rests with middle leaders.

To coincide with 25th May’s Geek Pride Day, we thought we’d interview one of British education’s most passionate, knowledgeable geeks. Enter Primary acting head of school, NPQML-holder, blogger, presenter and Primary Rocker, Tim Head.

After their big win at the 2017 TES Awards, we wanted to discover just how Manchester Communication Academy (MCA) capitalises on the city’s rich culture and history. We sat down with principal John Rowlands to find out more, and were soon joined by vice principal extraordinaire Patsy Hodson!

When it comes to bringing together a school community through data-harmony, there can be a lot of hassle involved. As Tina Holmes, deputy safeguarding officer at Woodhouse West Primary School in Sheffield, discusses: “Admin for safeguarding and pastoral support can be an enormous challenge, especially regarding transition.”

School leaders don’t come much more passionate than Leeds’ Chris Dyson. This Northern Powerhouse of a man - our words, not his - has been headteacher at Parklands Primary School for four years now. Chris is all about championing pupils and teachers, “selling the dream with a carrot, not a stick”.

When a school wins twice at one of the world’s biggest education awards ceremonies, the sector takes notice. Here, we sit down with Malcolm Drakes, executive headteacher of The Learning Federation, to see how Broadford Primary School has developed since its 2017 victory.

Until recently, ‘That Boy Can Teach’ was a whisper on the wind of education. Writing under a pseudonym, he quickly became a trusted, popular name in helping teachers and school leaders to reach their full potential (while being humble enough to balk at such a description). Now, however, Iron Man’s helmet has been removed, and Tony Stark - or rather, school leader Aidan Severs - has been revealed to the world.