@LeadingLearner

The link between good attendance and higher levels of attainment are pretty well established.  Many school leaders talk about “quality teaching first”; I understand and accept the basis of their logic but if a pupil isn’t in the classroom s/he won’t benefit.  You’ve got to get them in first.

Over the years, Ofsted has consistently claimed that schools working in deprived or challenging areas – their pupils, staff and leaders – are duly recognised for the quality of work they do.  Often, using a graph very similar to the one below to justify their comments, they state how inspectors contextualise the inspection process.  My … Continue reading →

It has taken time but I sense some of the fog is clearing in the post-levels World.  The title is a simple statement I make when speaking at various conferences about assessment; you could almost see the penny drop with attendees.  Far too many schools replaced levels with something that looked like levels and was … Continue reading →

The title is a statement; arguably it should be more of a question.  These would be the 5 key papers I think all teachers – from ITT to Headteachers – should read.  Others may disagree; feel free to suggest alternatives.  Having read them there is a a need to discuss with others; collaboratively develop your … Continue reading →

Schools don’t usually group all disadvantaged pupils together and deliberately teach them badly.  A lack of progress by this sub-group maybe a result of more generic issues across the school; disadvantaged children are just impacted on more.

Twelve is a good a number as any for directing people towards better teaching, assessment and learning.  It certainly won’t cover everything and there are probably things you will disagree with.  I don’t have any monopoly on what might improve teaching, assessment and learning.  Rather these are the distillation of a number of presentations I … Continue reading →