Lucy is a qualified teacher, an education explorer, and an international education consultant. She taught science and psychology at a secondary school in London for three years before turning her sights to research and policy, and gaining a distinction in her Master of Education at the University of Cambridge. We are delighted to be rated an ‘Excellent’ school by the Independent Schools Inspectorate (ISI), and this is down to our focus on providing a well-rounded education in a positive learning environment with our experienced and dedicated teachers.

I have worked very hard gathering resources for others to use and coming up with new activities. Please ask permission before copying and please give appropriate credit. The copycatting is getting ridiculous and tiresome. Lucy Crehan, author of ‘Cleverlands’, will share her fascinating experience of high-performing school systems work across the world and how we can be aspirational for all our pupils. The chapter also includes an interesting section on Maths teaching principles and practice which is likely to be of interest to the Maths teachers amongst us. One slightly surprising omission was the Chinese fascination with Western education. With increasing numbers of Chinese students not only applying for university education in the West, but an explosion of Chinese nationals seeking international education programmes in China itself, I felt there was scope for evaluating why such a successful education system hasn’t (yet) managed to stem this trend. A spacious, well presented, 5 bedroom (1 en-suite) detached property with landscaped gardens, integral garage and ample driveway parking. This superb family home features an Air Source heating system with underfloor heating, solar assisted hot water and a west facing balcony off the master bedroom.Hi! I first wanted to say that I'm thankful for the time you're putting into the book! My Wife is studying to become a teacher in Sweden, is a part time substitute teacher and special education's assistant (I think that's the word) for children with special needs while also being a passionate activist for autistic children's right to special education, something they sadly can't take for granted. We recently pledged and is eagerly waiting.

The conservatory can be accessed from both the kitchen and the dining room and enjoys pleasant views of the rear garden whilst offering an additional reception space. I think there are two separate issues here - one is whether or not it is helpful to the system overall for schools to publish data. There is no overall correlation between the proportion of schools doing this in a country and PISA results, so it is not an automatic good as is sometimes assumed by politicians. For me the answer to the first question depends on what kind of data is being published, which is the second issue.The more that you read, the more things you will know. The more that you learn, the more places you'll go.” - Dr. Suess On returning from her trip, Ms Crehan published a book – Cleverlands – recounting her findings, which was which named one of The Economist’s ‘books of the year’ within a week of its release, and has been described by Professor Dylan Wiliam as “a truly important contribution to educational scholarship”. She spent a year at Education Development Trust as part of a team advising governments on education reform, where she spent several months in Brunei working on a teacher coaching reform programme. She has also been involved in a research project on teacher career structures with IIEP UNESCO, writing a book on the existing literature and theories, and conducting case studies in Scotland and New York. Ms Crehan has advised the UK government as part of a working group on teacher workload, and spoken about her work at conferences in eight countries. She now works as a freelance education consultant and is conducting research for her second book. First up was Finland, a country oft cited by more progressive educationalists as a system from which the UK could learn. I have never quite bought the Finland story – a country with a frighteningly high suicide rate, unemployment figures at over 8% and only five Nobel Laureates in its history can’t be doing that well in education terms – so I was looking forward to learning more. Besides explaining the linguistic advantages Finland enjoys by having a language with great orthographic transparency (I’m sure you don’t need me to explain) and a heritage of reading – even in the sixteenth century you weren’t allowed to marry in Finland unless you could read a section of religious text – the author explains that Finns achieve impressive reading results perhaps because of, rather than in spite of, starting school at a later age. There is also discussion of the high quality Special Needs provision and explanation of the high quality textbooks which Finnish teachers utilise to good effect. Certainly, I could see much to admire in the Finnish model, though, like the author, I remain unconvinced by the argument that ‘the brightest kids, they’ll learn anyway, whatever you do with them’.

However, that doesn’t mean there is nothing we can learn from other countries education systems, or indeed this book. The second most striking thing is the importance of professional knowledge and expertise, particularly around support for students with specific or individual learning needs. Good intentions are no substitute for expertise. Finally, and perhaps indirectly linked to my first point, is what might be termed the concept of ‘shadow education’. Theoretically, PISA compares national education provision, much like in this country we compare schools and regions against each other. Yet, in Singapore students use tutors to get ahead, in Japan they have Juku or ‘cramming schools, in Korea it is the Hagwon. Similarly 42% of London children have received paid tutoring – which I can assure you this is not the case in Wigan. So, if so much learning goes on externally of the school environment, how can we fairly compare schools/systems against each other? Since returning from her ground-breaking trip around the world’s ‘top performing’ education systems, she has published a report on teacher career structures for IIEP UNESCO, advised the UK government as part of a working group on teacher workload, and spoken about her work at conferences in the UK, US and Sweden. She now works as part of a team advising foreign governments on education reform at Education Development Trust. Lucy lives Lucy is a qualified teacher, an education explorer, and an international education consultant. She taught science and psychology at a secondary school in London for three years before turning her sights to research and policy, and gaining a distinction in her Master of Education at the University of Cambridge. Masters in Education at the University of Cambridge, and setting off on an ethnographic, educational exploration of the world’s psychology at a secondary school in London for three years before turning her sights to research and policy, completing a

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the OECD and had a look at some of the country publications, focusing on what policies seemed to correlate with high performance

The main purpose of this group is to travel the world through books, experiencing new authors and cultures along the way. Want to read about the world? We have close to 50,000 books cataloged by setting and more are added each week. Lucy will draw on her experience researching the world’s top-performing education systems to share some surprising insights on pedagogy, the philosophy underlying their high performance, and some practical school-level strategies which schools in England can consider, taking inspiration from Finland, Japan, Canada, Singapore and Shanghai. The master bedroom, with modern en-suite, has fitted wardrobes, and access to the sun trap balcony featuring stainless steel fittings and glass balustrade, overlooking the rear garden.in PISA. But I did not feel that I could get a deep understanding of what that actually meant and looked like in the classroom;