We're hiring a Curriculum Specialist! 👉 Download the job description here: https://chartered.pulse.ly/v9pwkofypq #WereHiring #Curriculum #ProfessionalBody
David Bailey FCCT
@classleading.bsky.social
Trust School Improvement Director & Director of Newham Learning, Former Chair of Govs, LTF Advocate, STEM Learning Senior PDL, NPQEL, FCCT. Evidence-informed educator, fascinated by effective education. Views expressed are my own - www.classleading.co.uk
🚨 Attention all History Teachers!! 🚨 We are looking for a History teacher to write a short article. This is a PAID writing opportunity. Email andy@teacherwriters.com for details. #EduSky #UKEd #TeachingUK
Latest article on Linkedin - www.linkedin.com/pulse/how-ha...
How has generative AI's recommendations about the use of generative AI in education changed over time: A mini meta-experiment
If you've been reading previous articles, you may have noticed that I've been carrying out a mini experiment relating the use of generative AI to support learning. Generally, I'm very cautious (if not...
linkedin.com
Reading anything good this summer? 📚 The best teacher-authors are readers first. If your holiday reading's sparked an "I could write this" moment - that's your sign. #Teachers #Education #WriteABook
A lot of teachers say "I'll write a book one day, when I've got time." That day rarely arrives on its own. The ones who do it usually just start with a conversation. No pressure - happy to be that conversation if it helps. ☕ #Teachers #Education #WriteABook
Does codifying pedagogy protect quality—or diminish autonomy? Lee Pace explores how shared routines can make expert teaching visible and repeatable, while asking what leaders must preserve to avoid rigid compliance. school-leadership.co.uk/does-codifyi...
The Schools White Paper is neither a checklist nor a reason to wait. Aimee Williams asks how trusts can prepare deliberately while balancing shared principles with school context. school-leadership.co.uk/not-a-checkl...
Headship is not about having all the answers. After 28 years in schools, Brendan Pavey reflects on imposter syndrome, progression and why the role depends on clarity, judgement and bringing out the best in others. school-leadership.co.uk/lessons-lear...
The transition into headship starts before the first official day. Dr Jill Berry explores choosing the right school, navigating selection and using the lead-in period well—and why headship can be a source of real joy. school-leadership.co.uk/making-the-t...
Professional growth can begin by recognising that what once looked like success was not the whole story. Anthony Benedict reflects candidly on early teaching, behaviour and the assumptions experience changed. school-leadership.co.uk/how-i-got-it...
School improvement can be crowded out by initiatives and optics. Sam Strickland returns to the essentials: clarity, consistency, safe classrooms and the courage to hold the line. Read: school-leadership.co.uk/the-essentia... #SchoolLeadership
Are mainstream schools becoming specialist settings without being resourced like them? Lucy Rundle shares the practical and cultural work behind moving from “they belong elsewhere” to “they belong here”. school-leadership.co.uk/are-mainstre... #SEND
When a dangerous online trend reaches school, a warning can amplify the behaviour leaders want to stop. Hannah Carter explores digital resilience, calm parent communication and knowing when targeted vigilance is wiser. school-leadership.co.uk/dealing-with...
Why is teaching and learning so often paused when pressure rises? James Harris makes the case for integrated CPD built on trust, transparency and a manageable “little and often” approach. school-leadership.co.uk/building-a-t...
School improvement can be crowded out by initiatives and optics. Sam Strickland returns to the essentials: clarity, consistency, safe classrooms and the courage to hold the line. Read: school-leadership.co.uk/the-essentia... #SchoolLeadership
Are mainstream schools becoming specialist settings without being resourced like them? Lucy Rundle shares the practical and cultural work behind moving from “they belong elsewhere” to “they belong here”. school-leadership.co.uk/are-mainstre... #SEND
Can any qualification fully prepare someone for headship? Phil Walklate reflects on the intensity and adaptability the role demands—and why developing the team around you may be a headteacher’s most important work. school-leadership.co.uk/can-anything...
When a dangerous online trend reaches school, a warning can amplify the behaviour leaders want to stop. Hannah Carter explores digital resilience, calm parent communication and knowing when targeted vigilance is wiser. school-leadership.co.uk/dealing-with...
Why is teaching and learning so often paused when pressure rises? James Harris makes the case for integrated CPD built on trust, transparency and a manageable “little and often” approach. school-leadership.co.uk/building-a-t...
Headship is not about having all the answers. After 28 years in schools, Brendan Pavey reflects on imposter syndrome, progression and why the role depends on clarity, judgement and bringing out the best in others. school-leadership.co.uk/lessons-lear...
The Schools White Paper is neither a checklist nor a reason to wait. Aimee Williams asks how trusts can prepare deliberately while balancing shared principles with school context. school-leadership.co.uk/not-a-checkl...
Does codifying pedagogy protect quality—or diminish autonomy? Lee Pace explores how shared routines can make expert teaching visible and repeatable, while asking what leaders must preserve to avoid rigid compliance. school-leadership.co.uk/does-codifyi...
What happens when the relationship between home and school becomes transactional—or openly conflictual? Andrew Hampton explores the pressures driving mistrust and more radical ways to rebuild partnership. school-leadership.co.uk/it-takes-a-v... #ParentEngagement
School improvement is not simply a matter of pulling the right levers. David Bailey asks why decisive leadership can secure compliance but not commitment—and what authentic, sustainable improvement requires. school-leadership.co.uk/why-school-i...
@england.nhs.uk How is a child of 16 supposed to get a flu vaccination? We have all been urged to get one (www.bbc.co.uk/news/article...) but our GP practice says he isn't eligible, his post-16 college doesn't offer one and our local pharmacies are unable to vaccinate a 16YO privately? Advice please
NHS urges people to get flu vaccination before winter
A Devon hospital trust is encouraging people to get their flu vaccinations before winter starts.
bbc.co.uk
@england.nhs.uk How is a child of 16 supposed to get a flu vaccination? We have all been urged to get one (www.bbc.co.uk/news/article...) but our GP practice says he isn't eligible, his post-16 college doesn't offer one and our local pharmacies are unable to vaccinate a 16YO privately? Advice please
NHS urges people to get flu vaccination before winter
A Devon hospital trust is encouraging people to get their flu vaccinations before winter starts.
bbc.co.uk
Just had a look on 'X'. Seems there are some very lively (and often unpleasant) education related discussions. I wonder if it is a reflection of what will be happening in classrooms as we head into November...