Previously I shared a framework to help schools plan and evaluate the impact of their Covid-19 response. This blog builds on this to offer a dynamic model for the identification of vulnerability on a daily basis and during extraordinary circumstances.
I listened with interest to the Business as (un)usual: Supporting vulnerable learners through Covid roundtable (#CovidRoundTable). As the panel shared their experiences it occurred to me that at some point – maybe now, maybe later – that schools may want to evaluate what they have achieved during this time. So here is my contribution to the debate. Here are the beginnings of an outcomes framework that seeks to capture the extent of the current schools context.
NASS launches a new book ‘Special School Leaders – Case Studies from Leaders of Independent Schools and Non Maintained Special Schools’. Published by NASS and edited by Matt Overd and Anita Kerwin-Nye this resource shares the experiences of school leaders who took part in this year’s NASS Leadership Programme.
This is not a new question. There is much debate around the prescriptive nature of the qualification frameworks, the impact of the EBACC on other areas of education, the expansion of exclusive education and calls for teachers – not politicians – to set the education agenda.
Anita Kerwin-Nye and Matt Overd talk to School Travel Organiser (go to pages 22-23) on why every child should have access to school trips and on the wider Every Child Should campaign.
Classroom banter, unruly pupils and aggression from parents are not new to those working in education.
This blog is about Managing Conflict, one of our middle leadership competencies. Get a quick insight into our competency framework with our Leadership Diagnostic.
Chris Ledgard talks with Chris White, Hostage Negotiator, and Matt Overd from Dfuse to examine how the words we use play a critical role in resolving conflicts – from hostage negotiations to relationship counselling to dealing with pupils in school.
