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As a membership organisation we work directly with thousands of school leaders and teachers. Founded originally in 1987, we have been at the forefront of educational innovation for 30 years, and continue to support schools through collaborative membership and our rigorous school improvement and CPD programmes. We believe in a truly schoolsled system, supported by strong local and national government and meaningful collaborations. At the heart of our belief is that education should benefit every young person in the country.  \nAbout this manifesto  \nWhichever party is elected in June 2017, the new government will have an opportunity to address many of the concerns raised by our member schools about the educational landscape. This manifesto is published alongside Schools at the heart of educational reform, a pamphlet exploring some of these issues in more detail and the implications for school leaders.  \nThe following 25 manifesto points are by no means exhaustive, but are designed to be accessible and self-explanatory. These have been informed by our conversation with members, but they do not reflect the views of any one SSAT member, rather the views of SSAT as an independent organisation.  \nPlease join the debate and ensure education is a key part of the election rhetoric by tweeting us on @ssat.  \n[ssatuk.co. uk](ssatuk.co. uk)  \n25 things we’d like to see in a new government  \nCurriculum and assessment  \nThe focus of curriculum at all key stages should remain breadth, depth and balance – with schools publishing their curriculum vision and intent. Assessment should be closely linked to curriculum and pedagogy, and should be driven by the needs of all learners. Curriculum should promote wellbeing and good life experiences.  \n1. All schools and academies should be required to teach both PSHE and sex and relationships education from KSI-KS5 .  \n2. The government should promote a mental health programme, working cross-sector to ensure all young people enjoy good mental health and have ready access to support when needed.  \n3. The government should launch a national careers strategy, ensuring all students and businesses have access to high-quality, trained careers specialists who can facilitate between schools and local industries.  \n4. The DfE should promote a National Baccalaureate based on core learning, a personal project, and a personal development programme.  \n5. The threshold measure of % of students achieving a standard / strong pass in English and maths (‘Basics’) should be abolished.  \n6. The threshold measure of % of students achieving a strong pass in the Ebacc should be abolished. There should not be a national or school-level target for students entered for the Ebacc.  \n7. The number and intensity of primary assessments should be reduced to ease the current pressure on schools and students.  \nQuality teaching and leadership  \nThe single biggest factor in a child’s education is the teacher. While structures and systems are undoubtedly important, policy must ensure that every young person has access to high quality teaching and learning. The conditions for good teaching and learning are created by good school leaders, who develop their staff and ensure that they maintain teaching and learning at the core of their decision making.  \n8. The DfE should work with MATs and LAs on anew strategy to recruit the best teachers and school leaders in the areas most needed, while raising the status of teaching as a graduate profession.  \n9. The DfE must have a continual focus on high quality teaching and leadership; and support existing and new innovations to support this.  \n10. There should be new statutory guidance for schools and academies, requiring schools to ring fence budgets for CPD and staff training, and ensuring a relentless drive to develop teacher quality. Schools should ","cbCainh8SWmOAeww","https://ap.wps.com/l/cbCainh8SWmOAeww","pdf",108576,"English","# Curriculum and assessment\n# Quality teaching and leadership\n# Admissions\n# Funding","[{\"question\":\"What curriculum and assessment changes does SSAT call for in the manifesto?\",\"answer\":\"SSAT calls for curriculum breadth, depth and balance, with assessment closely linked to curriculum and pedagogy. It also urges reductions in primary assessments and that curriculum promotes wellbeing and good life experiences.\"},{\"question\":\"How does the manifesto propose improving mental health and careers support?\",\"answer\":\"It advocates a cross-sector mental health programme so all young people can access timely support. It also requests a national careers strategy to connect students with trained careers specialists and local industries.\"},{\"question\":\"What funding approach does SSAT ask the new government to take?\",\"answer\":\"SSAT urges transparency about real-term per-pupil funding cuts and proposes bringing options before parliament, including freezing school budgets in real terms between 2017 and 2022 or alternative actions that are clearly budgeted and accounted for. It also emphasizes fair distribution across areas.\"}]","SSAT Manifesto 2017 - 25 things we’d like to see in a new government | PDF",1789463610]