Future-proofing your school: do you need your own ‘Sigmoid moment’?

Key insights

Jenny Moore

With current uncertainty over education policy after the general election, I was interested to hear what Teresa Tunnadine, headteacher of the Compton School in Barnet, would have to say to us at The Key in her talk on future proofing through school leadership.

To give some context, the Compton School has been graded as ‘outstanding’ by Ofsted three times, and its results are in the top 1% of schools in the country for the amount of progress students make. Initially set up as a ‘Fresh Start’ school in 1992, The Compton serves a diverse community; it is situated on a large housing estate in north London, with just under 50% of pupils eligible for free school meals, and somewhere around 50 languages spoken by the pupils.

Teresa TunnadineTeresa initially joined as a deputy headteacher when the school reopened, before becoming headteacher. Impressively, she’s now in her 16th year as headteacher.

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Knowledge and Skills and Teaching #Blogsync February


This post forms part of the Knowledge and Skills discussion for #Blogsync February.You can read all the wonderful and varying posts on this topic by visiting @Edutronic_Net ‘s #Blogsync page.

I have given the knowledge and skills debate a great deal of thought over the years. Periodically it pops up on Twitter and causes a huge debate. Tempers are frayed on both sides of the table and we sometimes end up with a right old Twitter storm. I’ve seen insults hurled and people blocked for daring to challenge the opinions of others. I’m loath to join discussions like that. For me it seems akin to arguing about politics or religion, you will never change someone’s mind in that way.

This month the lovely @Edutronic_Net has invited us to join #Blogsync where we can air our views in a calm and controlled manner. A grown up forum for sharing ideas. These…

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What will be the most significant classroom innovation in the next 10 years?

Shift towards student led education – the future for education!


The devaluing of content demands innovation

In my recent work, both in the classroom and in research, the most common recurring question is “what should we be teaching?” This question is valid in a world of Google, Wikipedia and instant access to information from the device in your pocket. This educational challenge is also expanded by the thousands of young people already pushing beyond the conventional system due to success in personally instigated start-ups and projects they have organised themselves. The personal empowerment and opportunities that the internet and technology offer will challenge nearly every aspect of traditional education.


The most significant innovation in the classroom during the next 10 years will not be some magical technology or even students staying at home. It will be a shift towards student-led education, which focuses on the development of key competencies for success in this century.    Photo credit

I’m lucky…

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Day 8 – #28daysofwriting – #teacher5aday Summer Festival is coming …..

Sounds awesome!

20 years a teacher


A Summer Festival – 5 months and counting?

What would you include in a summer festival?


My favourite summer pastimes involve outdoor eating and drinking. I also enjoy listening to music in good company.  How about a wander through a quintessential English village and a gentle climb up some rolling hills and back? If you had the chance to share this experience with people who had supported each other for the first half of the year would you be interested?

How about some Art work and some activities to take part in?

What about a chance to learn from each other?

Along with the #teacher5aday Exhibition a number of #wellbeingsuperheroes are busily planning the #teacher5aday Summer Festival. With something to plan for and think about that is longer than a few weeks away, will this give all concerned a reason to continue thinking about their well-being? An excuse to…

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The Challenge for the DfE with Workload

Ramblings of a Teacher

Who’d be a politician, eh?

You get the blame for everything, and yet relatively little power to do much about it.

It seems that the response to the Workload Challenge has not been received with great joy… but then, was it ever going to be? The results of the survey speak for themselves. Over 40,000 teachers responded, and the two biggest drivers of workload according to those responses? Ofsted and School Leaders, neither of which are directly within the control of the department.

The two most often-mentioned tasks that added to workload? Excessive data and excessive marking. No prizes for guessing who the main drivers of those excessive demands are.

One has to ask what people were really looking for from the DfE in response to these challenges.


The reality is that the DfE had tasked itself with a mission of improving something that it really couldn’t control. It’s true…

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Self-evaluation and inspection: joined-up thinking from The Key’s conference

Mary Myatt’s site (link in blog) has lots of really useful resources. Well worth a visit!

Key insights

adam-wainwright-researcher-480It is no secret that inspection is a high-pressure element of most school leaders’ lives. As a researcher at The Key, if I can help them even a little when it comes to inspection, I’m happy. That’s why I’m always interested to hear strategies and practical ideas to pass on to our members.

One talk that particularly interested me at our recent one-day conference on school inspection was Mary Myatt’s presentation on completing an accurate self-evaluation, to which many staff contribute. Staff need to be clear how you’ve determined your plans and priorities – and able to express this to inspectors.

It stands to reason that the better your own evaluation, the fewer surprises you’ll have when the Ofsted team arrives. A phrase I heard more than once throughout the day, from those describing a successful inspection, was “You should lead the inspection, not let the inspectors lead you”…

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