Leadership Issues

This category contains 115 posts

Our Emerging KS3 Assessment Framework.

Having explored different ideas about assessment at KS3 during the last year, we’re about to move forward with our approach.  Here is the explanatory booklet we’ve given to parents: Assessment at KS3 So far, we’ve been seeking a focus on authentic assessment within subjects, breaking free from all the illusions and falsehoods of NC levels; … Continue reading

Conceptual ideas on school leadership – a video library.

  In a previous post, I highlighted some key contemporary educational ideas for all teachers that can be accessed via youtube. Here I’ve put together a collection of videos from some key thinkers on educational leadership.  Each one is worth watching; there’s a lot to take in. Michael Fullan: Three Keys to Maximizing Impact. (see … Continue reading

OfSTED Outstanding. The Grade Descriptors.

I’ve expressed my views before on OfSTED including the over-arching reliability question and the validity of judgements around the Outstanding/Good boundary.  In the real world OfSTED marches on but, thankfully, continues to reform and professes to operate in a more enlightened fashion.  Sean Harford explains key changes applicable to Good schools here: “The best way … Continue reading

The Art of Timetabling: Principles and priorities

This is the crunch time for the legion of timetablers across the country – and for the teachers who wait to see what they come up with.  As a former timetabler myself, I’d like to dedicate this post to my partners in crime, especially Matt who is working on the Highbury Grove timetable right now.  We’ve come a … Continue reading

Our Comprehensive Curriculum for All

One of my main goals in my first year at Highbury Grove has been to review the curriculum and make the changes necessary for September 2015.  I’m really pleased with the process and the outcome; parents, governors, staff and students have all influenced the thinking through various consultation processes.  I described some of this in … Continue reading

Progress 8: Looks like Data Garbage to me.

(UPDATES – see DataLab posts via link at the bottom for an interesting challenge, my response to it, another bits of analysis..) I’ve been looking into the detail of Progress 8, following the DFE guidance that was published in March. Is it just me or is this a massive pile of data garbage? A house … Continue reading

Assignments: Assessment and Achievement. Is this the answer?

This week I pitched the idea of Assignments to the staff at Highbury Grove during a CPD session.  I’ve had positive feedback from several curriculum areas so far and I’m optimistic that this is an idea that, after an evolutionary process over the next year or so, will help us to tackle lots of issues. … Continue reading

Processes, outcomes and measuring what we value.

I produced this diagram as part of a paper ‘Measuring Success and Securing Accountability’ for my governors and SLT.  One reason for writing it is that, along with everyone else, we face a very turbulent period in our examination system.  Over the next few years, there are so many changes to the measures we’ve been … Continue reading

21st C Leadership: Vision, Trust and Strategy. My #LFE15 Contribution

  At the London Festival of Education LFE15, I took part in this panel discussion: It’s hard to capture the full extent of what was said – and I hadn’t prepared anything in advance – but, thanks to twitter, the main bits of what I had to say were captured in my timeline.  So, here is … Continue reading

The Trivium and the Baccalaureate: The flesh and the bones of a great education.

At Highbury Grove, we’re actively developing our thinking about the curriculum, pedagogy and learning ethos we want to create, shaping the educational experience of our students in line with our overarching values and vision.  There are three interrelated strands to the thinking: 1. The National Baccalaureate @Highbury Grove.   In line with the national developments, … Continue reading


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