Education leadership has been subject to a period of turmoil with rapid social change, political demands for excellence, economic pressures for austerity and the influence of technology impacting on leadership roles in multiple ways. This book draws on real examples of practice to identify the key challenges facing educational leadership and how these might be overcome drawing on recent research and interventions that have impacted positively on learner outcomes and teacher retention. Covering all aspects of leadership including school improvement, vision and values, working with partners and leading change, the book launches the concept of atomic leadership, advocating small steps to change for maximum momentum and large-scale impact. It reveals how leaders can cooperate to trial new ways of learning and disseminate their successes and failures with a new honesty and openness about what works in our schools. With reflective tasks in every chapter, this text will inspire debate and inform discussion at staff meetings and is essential reading for all school leaders as well as those undertaking master-level courses in educational leadership and or pursuing the National Professional Qualifications in leadership.

Teacher education is experiencing a period of dramatic and arguably irrevocable change within a wider context of turbulence in the English education system. With contributions from a range of teacher educators and academics in the field, Teacher Education in Challenging Times presents sustainable, robust, and informed responses to the challenges posed by the current unrest in the education sector. This book considers the nature of teacher professionalism, the nurturing of truly collaborative partnerships between universities, schools and other agencies, and developments in practice with tangible impact for children and young people. Drawing on important research and illustrations of policy and practice from England and other countries, chapters present a series of counter-cultural ideas, principles and practices that respond to pressing challenges facing educators in a range of contexts. Positive and forward-looking, this book offers a robust defence of the present need for high-quality teacher education in challenging times. This book is a timely contribution to an international debate about the future of teacher educators and should be of key interest to academics, researchers and postgraduate students in the fields of teacher education, philosophy and sociology of education, policy and politics of education, and pedagogy. It will also appeal to a range of practitioners, including trainers, local authority officers, professional groups, educational service providers, and educational and school improvement consultants.

If the phrase NO NOTICE INSPECTION strikes fear into your heart, don't panic! In her new book, Sarah Findlater covers everything you need to know to survive an Ofsted inspection. This book is an invaluable guide for every NQT or new teacher who wants to ensure they are fully prepared for their first Ofsted inspection. The short term and long term strategies in this book will help ensure you will survive the process, get as much out of it as your possibly can and perform in an outstanding manner. The book is split into four phases, making this book relevant whether you want to set up systems well in advance, need quick-fix 'night before' advice or 'on the day' strategies, or help making the most of Ofsted feedback once the inspection is over. Hashtags throughout the book enable you to join the conversation and share best practice with colleagues around the UK and the world! All written from Sarah's first hand experience of supporting teachers through inspections in her school and in her accessible and friendly tone, How to Survive an Ofsted inspection is an invaluable guide for every school teacher preparing for Ofsted.

The thought of a looming Ofsted inspection can send even the most positive practitioner into a panic. Julian Grenier leads you through the new updated Ofsted framework, and shows you how to navigate the process. He focuses on doing what is best for children and families to build long-lasting and effective provision that can be maintained before, during and after inspection. This new edition includes: • More downloadable templates and resources • Detailed coverage of the curriculum, and the new ‘Quality of education’ judgement • Guidance on working with parents and carers to ensure their voices are part of the Ofsted inspection process This book is ideal for Headteachers, EYFS co-ordinators, Nursery Managers and Early Years practitioners.

This timely book examines what a meaningful school accountability system could look like in England. The book starts with a deep dive into our current inspection model, discussing some of the current pressures within the system, and comparing our inspection approach to that of other countries and sectors. It moves on to show how Ofsted and school inspections are perceived and portrayed - using first-hand accounts, academic papers, government publications, and media reports - and pulls together some of the current thinking on how the model could be improved. The author ends with her own proposals for a more meaningful and humane school accountability system. She suggests we rethink what we do, and how we do it, with a call for wide-ranging consultation leading to evidence-informed reform of the school inspection process.