I was recently reminded of the ‘schools are killing creativity’ trope that was so prevalent a few years ago. Tempting as it may be to nod along with Ken Robinson and his cronies,
In response to a request for constructive criticism of the English assessment model I helped design, Michael Tidd got in touch to query whether it met his 7 questions you should ask about
You may remember that over the past few weeks I’ve been trying to refine my thinking about how we can improve the way we give feedback. If you haven’t already read the
Most of what makes classrooms work lies beneath the surface. The here and now of lessons and classrooms is dependent on the routines and relationships teachers have forged over time. If you’re
I started to explore how we might make feedback more meaningful a few weeks back but then got sidetracked. If you haven’t already looked at them, it might be worth spending a
Oldfield School in Bath has a long history of being graded Outstanding and throughout Headteacher Kim Sparling has been at the helm. I worked there briefly and took part in their successful 2003 inspection.
The cynics are right nine times out of ten. H.L. Mencken Does the outstanding grade retard innovation or drive us towards excellence? This is just a flight of fancy; a thought experiment.