Teacher appraisal forms part of established practice in maintained schools and the majority of academies. Brian Rossiter shares practical advice when reviewing performance with colleagues as part of a professional development cycle as we move into a post-Covid world

The world of Regional Schools Commissioners and Headteacher Boards has long seemed opaque. Brian Rossiter looks at how the system has evolved and advises on how school leaders can best engage with their RSC.

Local authorities good. Academies bad. The terrible stories of corruption make for regular headlines and bad publicity for the academies programme, but Brian Rossiter says we cannot let the behaviour of the few ruin the good work of the many.

Teachers who have passed the threshold and moved onto the upper pay range should be making ‘substantial and sustained’ contributions to their schools. Brian Rossiter looks at how the threshold system should work and some of the related challenges facing schools.

The School Teachers’ Pay and Conditions Document applies to all maintained schools and the majority of academies. Brian Rossiter shares advice on good appraisal practice as part of the Professional Development Review cycle and performance-related pay

Recent research suggests some schools are going to extreme lengths to game the accountability system – even excluding or managing pupils out. Brian Rossiter offers his commentary on these disturbing findings.

Where do schools go today to look for help or support to solve that intractable problem now that, for most, the support from the L.A. and a team of expert advisers well versed in hand-holding has gone? Asks Brian Rossiter

The new Teachers’ Standards came into force this month alongside new appraisal and capability procedures. The government claims they are simpler and more transparent. Former headteacher Brian Rossiter takes a look at how schools should be adopting them.

Tight budgets and measures like the EBacc have put pressure on the arts. Brian Rossiter looks at how schools are finding cheaper alternatives to keep delivering arts experiences.

We often talk to children about staying safe but we rarely urge teachers, and in particular new entrants to the profession, to stay safe. Former headteacher Brian Rossiter looks at two areas where difficulties can and do occur for staff – the use of social networks and the issue of allegations being made against adults in school.

With tightened budgets and a move towards academy status for a number of its schools, the collaboration of headteachers in the Bassetlaw area partnerships has never been more important.

With so many providers involved in local consortia, it is essential that everyone works together for the benefit of all. Headteacher Brian Rossiter discusses his consortium’s agreement to this end – the Bassetlaw Accord.

Valley School has remodelled its workforce to strengthen its ethos of total inclusion, for special needs students as well as those most at risk in society, and given non-teachers prominent roles in management. Brian Rossiter explains how it works.

Headteacher Brian Rossiter offers an account of the arrangements and structures his partnership has in place to deliver diplomas, and discusses some of the lessons they have learned.

Development changes in your workforce which make flexible use of vital support staff teams will do much to encourage school improvement in general, believes Brian Rossiter, headteacher of Valley School in Worksop.

A private finance initiative (PFI) project can transform a school. Headteacher Brian Rossiter describes the final stages of his school’s project, the initial aim of which was to turn his school into an educational establishment for the future.

Opponents claim the use of fingerprint and other biometric technology in schools risks infringing children’s civil liberties but their accusations are wide of the mark, argues ASCL member Brian Rossiter.

Schools’ relationships with the media are increasingly important. Brian Rossiter, headteacher of Valley School, Worksop, North Nottinghamshire describes his approach.

In previous issues of Secondary Headship headteacher Brian Rossiter has described his experiences of PFI in the Bassetlaw district of North Nottinghamshire. In this article he describes the parallel development of a coordinated approach to delivering post-16 education across the area.

In our September issue headteacher Brian Rossiter described the first part of the PFI route to rebuild his and other schools in the Bassetlaw district – creating the vision for the project and meeting with the bidders. Here he shares his experience of the next steps towards making the vision a reality.

Surplus places and rotting and inadequate building stock was a common experience for schools in the late 20th century. Here, Brian Rossiter, head of the Valley School in Worksop, Notts, describes the arduous PFI route he took to rebuild his school and other dilapidated schools in his district.

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A group of experienced educational professionals who have come together to offer a range of support programmes for developing collaborations and partnership working.

Design for Education is one of the UK’s leading design agencies specialising in the education sector. Their main focus is helping schools to create a ‘brand identity’ in the most cost effective and efficient way possible.