Coaching for staff development has become a key concept in many schools. When managed correctly coaching can be a powerful tool to improve teaching and learning as well as leadership practices. Staff develop confidence in the things they do well…
In our self-improving school system, most schools are committed to continually reviewing and evaluating their provision to ensure they provide the highest Quality of Education for each and all of their learners. A well thought through Quality Assurance (QA) policy…
Ofsted reminded us of the key role that a subject leader plays by focusing their inspections on the “quality of education” and in particular on the Intent, Implementation and Impact of the curriculum. A student’s education relies on the connectedness,…
Covid-19 and the subsequent lockdowns have brought about many challenges for schools, which have been forced to dramatically alter their provision with very little time to prepare. The most recent lockdown has again required schools to switch to remote learning…
On 13 October 2020 the Headteacher Standards were updated by the DfE for schools in England. The DfE website clearly states the standards are for: headteachers governing boards people planning to become headteachers However it is not as simple as…
“School Improvement with a Curriculum focus for the 2020s” A Subject Development review is essentially an in-depth curriculum review, which triangulates evidence from a variety of sources and is thus broad based, valid and reliable. It is not based on…
Most likely the government will begin to relax the Covid-19 restrictions sometime in May. Although they are very keen to avoid a second peak of virus cases, government departments are working through how society might gradually be re-opened. They are…
Here at For Schools Education Services we've spent the first two months of 2020 looking at how quality assurance activities are adjusting towards the greater focus on curriculum and a more developmental approach to school improvement. We have looked at…
Although the long-term impact on pupils’ development and their examination successes will not be visible for a few years, the refocusing on the curriculum and its delivery is causing all schools to take stock. Many remain skeptical about the benefits…
Good school leaders recognise that gathering evidence to support the performance management process should, most importantly, build an individual’s confidence in their development and achievements. It should also: be simple, not be bureaucratic and increase workload; and point towards areas…
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