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Articles by Luke Ramsden
Empowering Schools to Lead the AI Conversation Together
Luke Ramsden is an award-winning Senior Deputy Headmaster and Director of Safeguarding for the St Benedict’s family of schools. In September of this year he is taking up the position of Headmaster at St John’s College, Cardiff. Named NAPCE Pastoral Leader of the Year 2021–22, he has worked with technology companies to develop practical safeguarding software, and he writes and speaks regularly on education leadership, pastoral care, and the ethical use of AI in schools.
Empowering Schools to Lead the AI Conversation Together
Luke Ramsden is an award-winning Senior Deputy Headmaster and Director of Safeguarding for the St Benedict’s family of schools. In September of this year he is taking up the position of Headmaster at St John’s College, Cardiff. Named NAPCE Pastoral Leader of the Year 2021–22, he has worked with technology companies to develop practical safeguarding software, and he writes and speaks regularly on education leadership, pastoral care, and the ethical use of AI in schools.
Why fencing is the ultimate school sport Original
At St Benedict’s School, fencing has moved from a niche option to a core part of the sports programme. What began as a long-standing tradition is now one of the most inclusive, popular and effective sporting choices across all year groups. For schools reviewing their own co-curricular offer or looking to broaden access to sport, fencing is well worth consideration. By 2010, fencing had become the most popular after-school club across both our junior and senior schools.
Consent education: Something has to change
The pressing need for consent education in schools has never been more evident. Evidence of on-going societal misogyny and rising numbers of sexual offences, including rape offences, in England and Wales (ONS, 2023) underscore the urgency of addressing these issues head-on. Effective consent education can play a pivotal role in changing the narrative, fostering respect, and reducing sexual violence.
Clearing the haze: Combatting vaping in schools
Teen vaping has become an unwelcome phenomenon in schools. Luke Ramsden addresses this burgeoning health concern, the insidious marketing that permeates young people’s minds and explores how to mitigate the risks of vaping. Vaping is a growing health concern in schools up and down the country.
Five fantastic outdoor activity ideas
Tailoring your RSHE curriculum The DfE has announced a review of RSHE to be carried out by the end of this year. Rebecca Jennings discusses the concerns raised and how to enhance RSHE delivery. As an RSHE subject matter expert, my recent work with the DfE has been to support staff by creating staff training modules around the... Read more... Teaching empathy In the age of AI, what skills will distinguish humans in work and life as machines take over more tasks?
RSHE: Teaching consent effectively
At the time of writing, the government has announced the expected national review of the relationships, sex, and health education (RSHE) curriculum (DfE, 2023). The review was always due to take place this year and while recent stories of inappropriate lessons are, at least partly, being overstated by some MPs, it is clear that teachers up and down the country need more support and training in delivering this curriculum.
Teaching empathy
In the age of AI, what skills will distinguish humans in work and life as machines take over more tasks? Luke Ramsden explains why empathy is crucial for success and tips for modelling in the classroom. With the dawn of a new era in Artificial Intelligence, it is more critical than ever for schools to focus on developing those aspects of learning that AI may not replace anytime soon. Among these areas, empathy and creativity are arguably the most important.
Making invisible careers visible
Nic Ponsford discusses 'invisible careers' and the importance of diverse and inclusive role models for students to unlock their potential. Is your school addressing this? As young people grow up and explore the world around them, they are often asked to consider what they want to do when they’re older. However, for many, the answer isn’t clear. They may not know what they want to do - or they may not even be aware of all the career options available to them.
10 top tips for early career teachers
The first years of teaching can be a challenging and overwhelming time. Mel Greenwood offers her top 10 tips to help ensure you thrive. I am currently at the point in my career where I am ready for a fresh challenge and something new. Having worked in schools for 16 years, six as a deputy headteacher, I have taken some space to stop, rest and reflect on what is next for me. I know that not everyone can take a short career break whilst resetting but, if you can in the future, I would advocate for it.
Cultural humility in schools
One of the most important roles of leaders and teachers is to set the culture of the school. Amy Marsh discusses cultural humility and the consequences of your school not having it. Culture is the way people do things. Shared beliefs, values and norms mean that people have ways of thinking and behaving which are similar across the cultural group. The group could be defined as people from the same country, religion, school, or any other defining feature.
SEND Provision - an interview with Gareth Morewood
Gareth Morewood discusses the health and wellbeing of SEND pupils and his thoughts on the upcoming SEND Provision conference. What are you looking forward to on the day of the SEND Provision conference? Gareth: Firstly, it is an absolute delight to be asked to chair a live event again, there are always positive discussions at these conferences.
Teaching creativity: how design thinking can help
Are you teaching your students creativity? Luke Ramsden suggests how to do so and discusses removing the fear of failure. One way that schools can encourage creativity is by introducing design thinking as a structure for problem-solving. Design thinking is a process that involves: empathy definition ideation prototyping testing. Following this process, students learn to approach problems more creatively and systematically. Design thinking can be applied to a variety of subjects.
Equity is not equality - we must stop mixing the two
Does your school know the difference between equity and equality? Mel Greenwood discusses the benefits and importance of the two in the classroom. If there are two virtues I see muddled often, they are equality and equity.
A time to reflect and celebrate
The inaugural MAT Excellence Awards give school trusts the opportunity to be recognised and celebrated for their work. What achievements would you like to share? What are you most proud of about your multi-academy trust? Is it the wellbeing support you offer to pupils, staff and families? Is it the way that your executive team works together? Is it your stellar chief finance officer? Is it the way that you’ve integrated your services into the community?
Smells like team spirit
A time to reflect and celebrate The inaugural MAT Excellence Awards give school trusts the opportunity to be recognised and celebrated for their work. What achievements would you like to share? What are you most proud of about your multi-academy trust? Is it the wellbeing support you offer to pupils, staff and families? Is it the... Read more... New headteachers: 10 things not to do! Starting a new headship position this term?
Looking ahead to changes in the ISI inspection framework
What can independent schools expect from the proposed changes? Luke Ramsden discusses. It is very likely that the vast majority of the proposed new framework will come in for September 2023, not least because some of the elements are already in place, and other changes are in line with the new Keeping Children Safe in Education 2022 (KCSIE 2022) that comes into effect in September.
The PERMA approach to staff wellbeing
Education professionals are reporting high levels of work-related stress. Nicola Harvey explains how the PERMA approach can nurture a sense of wellbeing, fulfilment and purpose. After a well-deserved summer break, education professionals in England, have returned to the classroom. While everyone adapts to a ‘new normal’ and transitions into school routines, the uncertainty of the COVID-19 pandemic still has an impact on student and teacher wellbeing.
Safeguarding training for pupils? Here's why it makes sense
For safeguarding leads, one of the most important things to come out of the past academic year was this phrase from the new Keeping Children Safe in Education guidance: “Even if there are no reports in their schools or colleges, it does not mean it is not happening; it may be the case that it is just not being reported.” While it specifically refers to sexual abuse and harassment as a key focus, following the Ofsted report in June, it could equally be applied to any sort of safeguarding or...
What do DSLs need to be prepared for?
What challenges does the upcoming academic year hold for safeguarding leads? Luke Ramsden shares his reflections on the impact of KCSIE, Everyone’s Invited and Covid-19. With teachers around the country reaching their well-deserved summer breaks (ignoring for the moment the inevitable fallout of teacher assessed grades when we get to results day in August!), safeguarding leads will no doubt also be doing some preparation for the new academic year. So what do DSLs need to be prepared for?
Navigating digital media: an essential part of the school curriculum?
Luke Ramsden makes the case for the explicit teaching of media and digital literacy to equip young people for a world of limitless information. If you look at the front page and mission statement of any school around the country you are likely to see that they boast that they are teaching for a ‘21st century education’ (and not a moment too soon it could be argued, having already reached 2021!). What isn’t always clear is what they are doing that’s different from teaching for the 20th century.
Supervision for mental health leads: why and how?
Kelly Hannaghan makes the case for pastoral staff supervision for mental health and wellbeing leads, as a means to process the increasing pressures they are carrying. It’s perplexing that wellbeing practitioners such as psychologists and social workers have regular supervision that is mandatory, yet our wellbeing front-liners in education do not.
Pause and prioritise the basics: lockdown, pandemic and resilience
Adele Bates talks to resilience writer David Gumbrell about the importance of connection, space, reassurance and getting outdoors. David Gumbrell is an author and speaker on resilience and wellbeing. A teacher for over 20 years, he worked his way up from NQT to headteacher, holding various positions of responsibility along the way, including NQT mentoring. Find out more about David’s work at The Resilience Project. AB: So David – how are you doing?
A day in the life of a safeguarding lead in lockdown
Luke Ramsden reflects on the 'new normal' of life as a safeguarding lead during lockdown and beyond. At a time when the media has generally described schools as ‘closed’, teachers have in fact been busier than ever, trying to adapt well-practised lesson plans and schemes of work to a world of online learning. This is certainly the case for the safeguarding lead, whose workload is rising as the pressures of lockdown affect students and their families.
How the role of the DSL is set to change in 2021
Luke Ramsden explores the implications of proposed changes to Keeping children safe in education for the ever-expanding role of designated safeguarding lead. There’s been a lot of focus recently on the government consultation around assessment and exams for summer 2021. However, there’s another important consultation underway: proposed changes to Keeping children safe in education (KCSIE).
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