Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.
This report distils down what others can learn from three decades of England’s approach to school performance data.
This study investigates the experience of an unusually interesting group of government-funded primary and secondary schools in England.
This report showcases nine research studies conducted by two CfBT Schools Trust academies: St Mark's Church of England Academy and Oxford Spires Academy.
As the debate about the nature and generation of education evidence becomes centre stage globally this report leads the way. Twelve teacher-led randomised controlled trials and other styles of experimental research demonstrate the potential of serving teachers to carry out research that applies scientific method with rigour. The teachers planned, conducted, analysed and wrote up their research, which they have presented in a conference poster format.
This is the first in a series of three reports that collectively provide a commentary on research awareness and research use within schools in England.
This report is the third of three publications that collectively provide a commentary on research awareness and research use within schools in England.
This is the second of three publications that collectively provide a commentary on research awareness and research use within schools in England.
Language Trends Wales 2015/16 is the second in a series of annual reports on foreign language teaching in Welsh schools.
School leaders are under considerable pressure to demonstrate the contribution of their work to school improvement - this review addresses what successful school leadership looks like in a variety of contexts.
This report considers how successful London's schools have been over the past decade and identifies what might be learned from the transformation that is relevant to policy makers and educationalists worldwide.