In the second of his four-part series on taking risks in schools with teaching and learning, Matt Bromley explains how shared cultures and consistent approaches go hand-in-hand with encouraging teaching autonomy

“At its beating heart the excellent school is a place where people care more than others think is wise, risk more than others think is safe, dream more than others think is practical, and expect more than others think is possible.” Roy Blatchford

In part one of this series (Taking educated risks in our schools, SecEd, June 16, 2016: http://bit.ly/1sE8yzd), I explained that in helping my college to achieve a greater level of consistency in the quality of the teaching, learning and assessment it provided to its students – and therefore improve its Ofsted grade from “requires improvement” to “good with outstanding features” – I wrestled with two apparently contradictory beliefs.

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