SSAT (The Schools Network)

SSAT, formally SSAT (The Schools Network) Limited, is an independent educational membership and professional-support organisation based in the United Kingdom. It works with primary, secondary and special schools, academies, free schools and university technical colleges, providing practical assistance intended to improve teaching, leadership, curriculum design and pupil outcomes. Its membership model connects schools with one another, while its training, conferences, research-informed programmes and advisory work provide continuing professional development for teachers and school leaders. The present company was established in May 2012 after the earlier Specialist Schools and Academies Trust entered administration. A management buy-out acquired parts of the former organisation's UK operations and created a new company that continued the network's school-improvement activities. The new entity traded under the SSAT name while retaining the wider identity of The Schools Network. It relocated to Islington in London and operated with a comparatively small professional staff, relying primarily on school affiliation fees, events, training and commissioned education work rather than on government grant funding alone. SSAT's organisational ancestry reaches back to the City Technology Colleges Trust, founded by Cyril Taylor in 1987 to support the development of specialist technology-oriented schools. During the 1990s and 2000s, that organisation expanded its remit and successively became the Technology Colleges Trust, the Specialist Schools Trust and, in 2005, the Specialist Schools and Academies Trust. Those changes reflected the broadening of its work from supporting technology colleges to helping schools obtain specialist status, develop subject-focused provision, improve performance and participate in the academies programme. The organisation's services are grouped around teaching and learning, curriculum, networking and leadership development. It runs professional-development programmes for teachers and aspiring or serving leaders, organises subject and phase networks, supports academies and schools moving toward academy status, and helps schools interpret educational data. Its annual national conference is a prominent convening point for educators and policymakers. SSAT also publishes and disseminates practice-based material, including work connected with its Redesigning Schooling campaign, which argued that education policy and school improvement should be shaped substantially by professional knowledge, evidence and effective practice within schools. International activity is conducted principally through iNet, or International Networking for Educational Transformation. The network extends SSAT's school-improvement approach to partner schools outside the United Kingdom, including networks in countries such as China, the United Arab Emirates, the United States, New Zealand, Mauritius and South Africa. The organisation also developed international education projects, including work in Abu Dhabi. Another notable initiative was the establishment in 2006 of a school-based Confucius Institute, followed by a network of Confucius Classrooms supporting Mandarin teaching in schools. SSAT is best understood as an education-services and membership brand rather than as a school operator, examination board or conventional commercial training company. Its value proposition is based on peer learning, practitioner-led improvement, professional development, networks and access to specialist expertise. The organisation's historical role has been closely connected with major English education reforms, particularly specialist schools, academies and school autonomy, although its post-2012 activities have focused on supporting schools and educators through membership services, events, training and improvement programmes.

SSAT's history begins with the City Technology Colleges initiative of the 1980s. In January 1986, a policy meeting organised by Cyril Taylor considered how schools could respond to youth unemployment and the demand for stronger technical preparation. The resulting City Technology Colleges programme created state schools outside ordinary local-authority control, with a focus on science and technology. Taylor established the City Technology Colleges Trust in 1987 to help create the colleges, attract sponsors and develop their campuses. Susan Fey became its first chief executive in 1988. During the early 1990s, the trust expanded from establishing colleges to supporting curriculum development and teacher training. Its curriculum development directors worked with colleges on educational ethos, curriculum planning and trainee development. The trust also developed an affiliation scheme that connected other schools with the emerging specialist-schools movement. Government policy subsequently broadened the model beyond new City Technology Colleges. The 1992 and 1993 education papers and the Education Act 1993 enabled existing secondary schools to seek specialist designation in subjects including technology, languages and other areas. The trust helped schools prepare sponsorship bids and supported the implementation of the programme. In 1996, reflecting the predominance of technology colleges among specialist schools, the organisation became the Technology Colleges Trust. The network grew to include hundreds of affiliated schools, while Arts Colleges and Sports Colleges added new dimensions to the specialist-school system. The organisation also became increasingly involved in research and school performance analysis. A study by Professor David Jesson comparing GCSE outcomes with earlier primary-school data reported stronger value-added performance for specialist schools; the resulting Educational Outcomes work became an important part of the trust's data-informed improvement activity. The early 2000s brought rapid expansion. New specialisms included science, mathematics and computing, business and enterprise, engineering, humanities, music and special educational needs. In 2003 the Technology Colleges Trust became the Specialist Schools Trust. Regional structures and volunteer headteacher committees were introduced to manage the growing network, and a National Headteachers Steering Group helped shape the organisation's strategy. This period also saw a stronger emphasis on practitioner-led leadership programmes, school collaboration and improvement through networks. The organisation developed an international dimension through iNet, the International Networking for Educational Transformation. Established in 2004, iNet connected schools in the United Kingdom and overseas and promoted international exchange around educational improvement. In 2005, the trust assumed a central role in the government's academies programme and changed its name to the Specialist Schools and Academies Trust. Its work now covered specialist schools, academies, leadership, personalising learning, data use and school improvement more broadly. It also established a school-based Confucius Institute in 2006 and developed Confucius Classrooms to support Mandarin teaching. The funding and policy environment changed after 2010. The coalition government ended the ring-fencing of grants associated with specialist status, and the organisation became smaller while continuing to pursue commissioned work, including international projects. Its contract with the Department for Education to support sponsored academies ended in August 2011. The trust increasingly depended on school affiliation fees, events, training and other commercial or commissioned services. It adopted the name The Schools Network to reflect its broader membership role. Elizabeth Reid left as chief executive in December 2011 and was succeeded by Sue Williamson. In 2012, after the announcement that The Schools Network would enter administration, a management buy-out created SSAT (The Schools Network) Limited. The new company acquired parts of the former organisation's UK operations and continued delivering school-improvement services. It relocated to Islington, London, and maintained work in professional development, leadership, curriculum, networks, academy support and educational data. Its Redesigning Schooling campaign, launched around the 2012 national conference and developed through events in 2013, used contributions from educational thinkers and practitioners to explore how schooling could be improved. SSAT continues to operate as an independent membership and education-services organisation, with UK activities complemented by international work through iNet.

• 2012

  SSAT (The Schools Network) Limited formed

  [1]SSAT (The Schools Network)en.wikipedia.org

  A management buy-out created the present company after the previous organisation entered administration.

• 2011

  Adopted The Schools Network name

  [1]SSAT (The Schools Network)en.wikipedia.org

  Following changes in government funding and the end of its sponsored-academies contract, the organisation adopted a name emphasising its membership network.

• 2006

  First school-based Confucius Institute established

  [1]SSAT (The Schools Network)en.wikipedia.org

  The organisation established a school-based Confucius Institute and subsequently supported a wider network of Confucius Classrooms.

• 2005

  Renamed Specialist Schools and Academies Trust

  [1]SSAT (The Schools Network)en.wikipedia.org

  The trust took on a central role in the academies programme and broadened its institutional remit.

• 2004

  iNet international network established

  [1]SSAT (The Schools Network)en.wikipedia.org

  The organisation developed its international school-improvement arm, later known as iNet.

• 2003

  Renamed Specialist Schools Trust

  [1]SSAT (The Schools Network)en.wikipedia.org

  The trust adopted a name reflecting its broader support for specialist schools and its expanding affiliated network.

• 1996

  Renamed Technology Colleges Trust

  [1]SSAT (The Schools Network)en.wikipedia.org

  The organisation changed its name as technology colleges became the dominant part of the specialist-schools network.

• 1992

  Specialist technology-college model expanded

  [1]SSAT (The Schools Network)en.wikipedia.org

  Government policy introduced the possibility of developing specialist technology colleges from existing secondary schools.

• 1987

  City Technology Colleges Trust founded

  [1]SSAT (The Schools Network)en.wikipedia.org

  Cyril Taylor established the trust to help create City Technology Colleges, attract sponsors and support their development.

• 1986

  City Technology Colleges programme announced

  [1]SSAT (The Schools Network)en.wikipedia.org

  The UK government announced a programme for state schools specialising in science and technology, creating the policy context for the organisation's formation.

A practitioner-oriented education network that combines membership, professional learning, school-to-school collaboration, leadership development and improvement support for schools and academies.

• Educational membership

  SSAT Membership Network

  A network for schools and education professionals that provides access to peer connections, events, improvement resources, subject and phase networks, and professional-learning opportunities. Membership has been a central source of the organisation's post-2012 operating model.

• Teacher and leadership training

  Professional Development Programmes

  Continuing professional development for teachers, aspiring leaders, headteachers and other school professionals. Programmes address leadership, teaching and learning, curriculum, school improvement and the practical use of evidence and data.

• Education conference

  SSAT National Conference

  An annual event bringing together school leaders, teachers, education specialists and policymakers. The conference provides presentations, workshops and opportunities for professional networking, and has served as a platform for SSAT initiatives and publications.

• International school network · 2004

  iNet

  SSAT's international arm, the International Networking for Educational Transformation, connects schools in the United Kingdom and overseas. It supports international exchange, school-improvement activity and professional collaboration across multiple national education systems.

• Education advisory services

  Academy and School Improvement Support

  Support for sponsored academies, schools converting to academy status and other schools seeking improvement. The work includes leadership advice, networking, curriculum and teaching support, and analysis of school performance information.

• 2012Redesigning Schooling

  United Kingdom

  A campaign arguing that the future of education should be shaped by high-quality professional practice, school-based evidence and research. It developed through national-conference activity and events in London and Manchester, with contributions from education researchers and practitioners.

  Outcome. The campaign generated debates, workshops and publications distributed to SSAT member schools.

  Source

• 2012

  Management buy-out created the present companyM&A

  Background

  The Schools Network was announced to be entering administration, putting continuation of its school-support work at risk.

  Action taken

  A management buy-out established SSAT (The Schools Network) Limited and acquired parts of the former organisation's UK operations.

  Aftermath

  The new company continued trading under the SSAT brand and delivered education-improvement services as an independent organisation.

  Source

• 2011

  Shifted toward membership and earned incomeStrategy

  Background

  Changes to government funding and the conclusion of the sponsored-academies support contract reduced the role of direct public grants.

  Action taken

  The organisation adopted The Schools Network name and focused more heavily on affiliation fees, events, training and commissioned work.

  Aftermath

  The organisation became smaller but continued UK and international education-support activities.

  Source

• 2005

  Expanded into the academies programmeStrategy

  Background

  The organisation's earlier work with specialist schools was extended to the government's academies programme, which addressed underperforming schools and required broader improvement support.

  Action taken

  The trust took on a central role supporting academies and changed its name to the Specialist Schools and Academies Trust.

  Aftermath

  Its remit expanded beyond specialist designation into academy support, leadership, data use and wider school improvement.

  Source

1. 1SSAT (The Schools Network)en.wikipedia.org
2. 2SSAT official websitessatuk.co.uk