Supporting Autistic Pupils in Mainstream Classrooms
1 in 100 people have autism, and schools need to be prepared to support autistic students. Katie Goodwin, Assistant Headteacher at Abbey Hill School shares how austistic pupils can be better supported in mainstream classrooms.
The Problem of Sustainability for Academy Funding
In line with the UK Government's aim of reaching net-zero carbon emissions by 2050, the Department for Education published the Sustainability and Climate Change Strategy (2022). Phil Reynolds, Chief Executive Officer of PLR Advisory shares with us how the sustainability targets outlined in the strategy are difficult to achieve with academy trust finances and outlines changes that need to be made so that academies can become more sustainable.
Using Covid-19 Catch-Up Funds to Reduce the Attainment Gap
The Covid-19 Catch-Up Funds have been fundamental in helping schools decrease the attainment gap between students and helping disadvantaged students catch up with their peers. We heard from Lee Raftery, Deputy Headteacher of the Royal Liberty School about how interventions funded by the catch-up fund have helped improve student progress.
Ofsted: A Review on Sexual Harassment in Schools
After the viral ‘Everyone’s Invited’ campaign that raised awareness of sexual harassment in schools, Ofsted launched an investigation into the prevalence of abuse in schools. This article outlines the findings of this review, providing recommendations to tackle abuse.
Improving the Social, Emotional and Mental Wellbeing of SEND Students
SEMH needs are a type of special educational need in which children/young people have severe difficulties in managing their emotions and behaviour. This case study looks at the strategy of the Astrea Academy Trust. The Trust promotes a focus on the social, emotional, and mental health needs of pupils with SEND.
Embracing School Culture through Transformational Leadership
Ongoing professional development is likely to be the most impactful tool at our disposal for improving teacher quality and boosting pupils’ learning. This case study will examine the characteristics of effective school leadership. It will then discuss the Transformational Leadership model of Rob Williams, Headteacher of Malton School.