Upcoming Courses

School pay and appraisal policies must make performance-related progression the basis for all decisions on pay for classroom teachers and leaders. This session will look at key points from the School Teachers’ Pay & Conditions Document in helping schools develop their approach to teachers’ and school leaders’ pay.

Terri Patterson is the Head of HR at the LDBS and a freelance HR trainer. She has extensive experience of working across all sectors in education.

“Really helpful. I feel much more empowered to use appraisal to support whole school development.”

NQT 4 – Finding and keeping your presence in the classroom: A practical workshop examining how voice, body language and frame of mind influence how teachers come across in the classroom and how they can be used to best effect. Strengths will be celebrated and weaknesses worked on, with a series of exercise and tools to help teachers have impact in the classroom.

This programme is suitable for subject leaders who have completed two or more years of successful classroom teaching. It will cover a range of leadership aspects to support you as a middle leader.

Day 1: The starting point – understanding whole school issues

• School context and history
• The role of the Governing Board
• School policies relevant to your role
• Using external school data to drive improvement
• What is your remit and who are your team?
• Knowing and resourcing your subject well
• ‘Championing’ your area of leadership

Click here to book your place ›

This one day course is delivered in an interactive, multi-sensory manner with a good balance of theory, information and practical activities. Participants will:

• Acquire the necessary phonics subject knowledge and skills to deliver high quality phonics lessons.
• Understand the expected pace and progression for phonics teaching in Reception and KS1 classes to ensure children acquire the phonics skills to support successful reading and writing and how it applies to KS2.
• Know how the Letters and Sounds programme, teaching sequence and activities support effective phonics learning.

We will cover:

• Current national trends.
• Phonics knowledge and skills that underpin teaching each of the phases in Letters and Sounds.
• The recommended pace and progression and assessment of phonics teaching in Letters and Sounds phases 2-5.
• The application of phonics skills to reading and writing.
• Use of 100% decodable books to match the Letters and Sounds programme.
• Implementation—a key features of high quality phonics teaching to include planning, teaching, assessment and tracking of pupil progress.

All participants will receive a comprehensive phonics booklet to use back in school.

Due to Covid-19 restrictions, this course will now be delivered live via an online platform as follows:

• Session 1: 9th October @ 9.30am – 3pm
• Session 2: 10th October @ 9.30am – 11am

This course is delivered by a highly experienced early reading and phonics consultant who has trained leaders, teachers and teaching assistants nationally and internationally and was an approved supplier of phonics training under the DfE matched funding scheme (2011-2013).

This one day course is delivered in an interactive, multi-sensory manner with a good balance of theory, information and practical activities. Participants will:

• Acquire the necessary phonics subject knowledge and skills to deliver high quality phonics lessons.
• Understand the expected pace and progression for phonics teaching in Reception and KS1 classes to ensure children acquire the phonics skills to support successful reading and writing and how it applies to KS2.
• Know how the Letters and Sounds programme, teaching sequence and activities support effective phonics learning.

We will cover:

• Current national trends.
• Phonics knowledge and skills that underpin teaching each of the phases in Letters and Sounds.
• The recommended pace and progression and assessment of phonics teaching in Letters and Sounds phases 2-5.
• The application of phonics skills to reading and writing.
• Use of 100% decodable books to match the Letters and Sounds programme.
• Implementation—a key features of high quality phonics teaching to include planning, teaching, assessment and tracking of pupil progress.

All participants will receive a comprehensive phonics booklet to use back in school.

Due to Covid-19 restrictions, this course will now be delivered live via an online platform as follows:

• Session 1: 9th October @ 9.30am – 3pm
• Session 2: 10th October @ 9.30am – 11am
• Please see Session 1 to book your place ›

This course is delivered by a highly experienced early reading and phonics consultant who has trained leaders, teachers and teaching assistants nationally and internationally and was an approved supplier of phonics training under the DfE matched funding scheme (2011-2013).

Day 1 of our 6 day Teaching high quality RE in the primary school programme to support all those wanting to deepen their subject knowledge and skills in teaching RE. It will provide you with solid subject knowledge across the world faiths and ideas and strategies to use back in the classroom.

Day 1: What makes for high quality teaching and learning in RE?

• Enquiry-based learning and creating big theological questions to drive the learning
• Understanding what is meant by a balanced RE curriculum
• Understanding the progression of skills in RE and planning a unit of learning
• Strategies and ideas to use in the classroom to ensure high quality outcomes

This course can be booked as an individual session. Alternatively, click here to book the entire programme ›

The only way to 100% mitigate the risk of a Data breach would be to stop processing data, but this is wholly unrealistic.

This session will focus on the key areas of vulnerability which schools face when processing data in its various formats (paper, electronic, social media) and give guidance and advice on how to proactively detect and then minimise the risk caused by business as usual. In addition, we will look at how to reactively address data breaches to decrease the impact and lessen the likelihood of re-occurrences.

This programme explores key areas of leadership within the context of schools in London and provides opportunities for self-reflection on your leadership journey. Topics are grounded in the day-to-day experience of participants and that of the experienced Headteachers and senior leaders who contribute to the course.

Click here to book your place ›

This session will help anyone with responsibility for the management of support staff to be able to set suitable targets to enhance the performance of teaching assistants, premises and administrative staff and to have an understanding of relevant support staff terms and conditions.

Terri Patterson is the Head of HR at the LDBS and a freelance HR trainer. She has extensive experience of working across all sectors in education.

• “A really practical and helpful course which addressed what I needed to know and told me a lot more too. I can take this into my workplace confidently.”
• “Thanks! Please run this training again.”

NQT 5 – Driving learning through effective assessment and feedback: This session will look at the different forms of assessment and feedback and how they can be used by teachers to drive learning forward so that all pupils make good progress from their different starting points.

Self-evaluation isn’t new but it is cited by many school leaders as one of the most time consuming and challenging tasks. Far too often, the discussion around school self-evaluation is overly descriptive and narrative rather than evaluative.

This course is designed to equip leaders with the knowledge, skills and understanding of how to write an evaluative and effective SEF. They will develop an increased understanding of how an effective SEF can provide a meaningful picture of the school by celebrating strengths and identifying key priorities for improvement. Inspection does not require schools to have a format for self-evaluation reports but there is an expectation that schools will self-evaluate. A school’s SEF provides inspectors with their first glimpse of how the school views itself.

The new Inspection Framework makes it clear that in the initial phone call with the lead inspector, the headteacher must be able to discuss the following:

• The school’s context, and the progress it has made since the previous inspection, including any specific progress made on areas for improvement identified at previous inspections that remain relevant under the current inspection framework
• The headteacher’s assessment of the school’s current strengths and weaknesses, and the specific areas the school should focus on during inspection.

Leaders will be provided with practical tips and hints on how to succinctly evidence their school’s current evaluation. By the end of the course delegates will:

• Increase their knowledge, skills and understanding of how to write an effective SEF
• Know what to include in an effective SEF
• Tell the ‘story’ of their school, using key evidence to support this
• Understand how to demonstrate the unique contextual factors that impact on provision and practice
• Become skilled at evidencing the quality of education drawing on a wide range of sources
• Learn how to write evaluatively and succinctly

PLEASE NOTE:

• For June 2020, this course will be delivered as an online session. Log-in details will be emailed to you once your course place has been confirmed. Please log in at 9.15am for a 9.30am start.
• For November 2020, we expect this course to be delivered in a classroom setting at our venue in Causton Street, London SW1P 4AU. Start time will be at 9.30am.

“This was one of the best courses I have been on in a long time. Fantastic training.”

Day 2 of our 6 day Teaching high quality RE in the primary school programme to support all those wanting to deepen their subject knowledge and skills in teaching RE. It will provide you with solid subject knowledge across the world faiths and ideas and strategies to use back in the classroom.

Day 2: Developing secure subject knowledge in Christianity

• Understanding the main beliefs and practices of Christianity
• Understanding the big story of the Bible through eight core concepts
• The meaning of Advent and Lent and behind Christmas, Easter and Pentecost
• How to effectively teach Biblical text analysis across the primary age-range
• Tackling sensitive issues related to Christianity

This course can be booked as an individual session. Alternatively, click here to book the entire programme ›

This programme is suitable for subject leaders who have completed two or more years of successful classroom teaching. It will cover a range of leadership aspects to support you as a middle leader.

Day 2: Ensuring a quality education for all

• What makes for a quality education and how do we measure impact?
• Understanding the relationship between intent, implementation and impact
• Developing skills in carrying out lesson visits
• Giving effective feedback
• Developing skills in how to have a ‘difficult’ conversation
• Pupils’ attitude and behaviour – promoting positive approaches in your area

Click here to book your place ›

Participants will develop the skills to lead science effectively. They will share experiences with other Science leaders and discuss current practice in their school. We will look at books, and planning audits so that participants can develop an effective science action plan to support them in their role and leave feeling confident in identifying good practice and in knowing how to support teachers in their schools. Course objectives are:

• Understanding the role of the Science leader
• Raising leaders’ awareness of current thinking on what make quality science teaching and learning

Naomi Hiscock works for the Science Learning Centre London as a trainer, delivering INSET both at The Centre based at the Institute of Education and in schools.

“Really good course – especially being new to science leadership, good to network and share ideas. I feel confident to implement some things back to school now.”

A new course offered to Humanities subject leaders to support them in understanding the implications of the new Ofsted framework on their leadership role. The new Ofsted Framework focuses on ensuring that learners receive a high-quality education, through the school’s rich curriculum offer. This 1 day course is aimed at empowering History subject leaders to:

• Understand the implications of the new Ofsted framework on their leadership role
• Explore how intent, implementation and impact relate to each other within the context of a school’s History curriculum
• Consider the key elements of a ‘Deep Dive’ in History.
• Evaluate practical ways to drive forward improvements in History.

Leaders will also have the opportunity to consider:

• What knowledge and understanding are pupils expected to gain at each stage of their schooling and in each subject?
• How does our whole-school curriculum hang together?
• How does the school’s context inform the curriculum?
• Do pupils know more and remember more of the planned curriculum? How does this compare to expectations?

This new course is being offered to Phonics and Reading leaders and phase/middle leaders to support them in understanding their leadership role. This course will support you as you revise and enhance the application of Phonics in Reading and Writing by:

• Evaluating the quality of teaching in phonics and early reading
• Using data to identify key trends in communication and language, phonics and reading links across the EYFS, KS1 and KS2
• Using resources effectively to support high quality teaching, including the use of decodable texts.

Resources will be available to purchase at an extra cost at the end of the session.

The course will be led by a highly experienced early reading and phonics consultant who has trained leaders, teachers and teaching assistants nationally and internationally and was an approved supplier of phonics training under the DfE matched funding scheme (2011-2013)

NQT 6 – Developing children’s number sense: This session considers approaches to developing children’s number sense in KS1 and KS2. We will consider different models of the number system and ways in which these can be used to support children’s understanding and connections between different aspects of number.

Day 3 of our 6 day Teaching high quality RE in the primary school programme to support all those wanting to deepen their subject knowledge and skills in teaching RE. It will provide you with solid subject knowledge across the world faiths and ideas and strategies to use back in the classroom.

Day 3: Developing secure subject knowledge in Judaism and Islam

• Understanding the main beliefs and practices of Judaism and Islam
• Exploring the meaning behind the major festivals celebrated within the religions
• Ideas to use in the classroom to ensure high quality outcomes
• Tackling sensitive issues related to each religion

This course can be booked as an individual session. Alternatively, click here to book the entire programme ›

This 2 session course will support Maths subject leaders and class teachers, especially those in Year 4, in developing the approach to teaching multiplication tables across the school, including preparation for the multiplication tables check in Year 4.

It will cover:

• A whole school approach to the teaching and learning of times tables
• Securing conceptual knowledge and quick recall of multiplication tables
• The requirements of the multiplication tables check in Year 4
• The impact of games and ICT to support the learning of multiplication tables

Session 1 will be delivered via an online platform. Session 2 will be delivered at our usual venue in Causton Street, SW1.

This programme is suitable for subject leaders who have completed two or more years of successful classroom teaching. It will cover a range of leadership aspects to support you as a middle leader.

Day 3: Leading with a clear vision, preparing for Ofsted, engaging with all stakeholders

• Leading and managing with a vision
• Preparing for inspection
• Understanding what a ‘deep dive’ might look like
• Engaging the wider community, including parents/carers, in school improvement
• Cultural capital – what does it mean in your context?
• Effective action planning and evaluating impact
• Planning your next steps back in school in your role as a middle leader

Click here to book your place ›

This programme explores key areas of leadership within the context of schools in London and provides opportunities for self-reflection on your leadership journey. Topics are grounded in the day-to-day experience of participants and that of the experienced Headteachers and senior leaders who contribute to the course.

Click here to book your place ›

NQT 7 – Creating a community of readers and writers: This session will discuss the Reading for Pleasure pedagogy and will look at different ways to create a positive classroom environment which promotes literacy and oracy. We will also explore the impact of the physical and emotional environment as well as key teaching strategies, including the promotion of speaking and listening.

Day 4 of our 6 day Teaching high quality RE in the primary school programme to support all those wanting to deepen their subject knowledge and skills in teaching RE. It will provide you with solid subject knowledge across the world faiths and ideas and strategies to use back in the classroom.

Day 4: Developing secure subject knowledge in Hinduism and Sikhism

• Understanding the main beliefs and practices of Hinduism and Sikhism
• Exploring the meaning behind the major festivals celebrated within the religions
• Ideas to use in the classroom to ensure high quality outcomes
• Tackling sensitive issues related to each religion

This course can be booked as an individual session. Alternatively, click here to book the entire programme ›

This morning session, led by our experienced HR team, will support new and experienced Headteachers in exploring how to effectively manage parental complaints and how to address the challenges they present to management in primary schools.

Terri Patterson is the Head of HR at the LDBS and a freelance HR trainer. She has extensive experience of working across all sectors in education.

• “Very timely as we have to rewrite our policy and have recently had some unusual complaints to deal with.”
• “Thanks for the professional delivery and for giving us lots of useful information to support us if and when handling complaints.”

Is your school vision really embedded in the life of the school? Is it really having a positive impact on the lives of pupils and adults within your school community? This course will provide the opportunity for up to 3 SLT/GB members to consider how to develop rigorous and robust systems for reviewing the impact of the school’s vision.

Jayne Pavlou is an experienced SIAMS inspector and a member of the Church of England Quality Assessors Group. She also leads on SIAMS for the LDBS.

“An excellent use of information, clarification, idea sharing and inspiring examples.”

Whenever you plan a school trip you need to perform a health and safety risk assessment but did you know that you may need to perform a Data Protection risk assessment if you are going to start using Twitter or install new servers? This session will guide you through the when and where of DPIA use and also address how you can effectively analyse and minimise the risks posed by data processing.

These courses are free for schools buying into our Data Protection support package but schools without a package are very welcome to attend, at the advertised cost per session.

These sessions form part of a unit of learning to support SENCO’s, class teachers and support staff who want to develop an understanding of the  Autism spectrum and how best to support children and their families in any setting. Attending as teams is actively encouraged.

• Session 1: 25 January 2021 @ 9.30 – 12.30am
  This practical and collaborative session will help attendees to understand the main areas of difference for children on the Autism spectrum. It will provide ideas on how to successfully develop the learning environment and curriculum for all learners.
• Session 2: 24 February 2021 @ 9.30 – 12.30am
  Building on Session 1, practitioners will consider ways to include children with Autism in a mainstream classroom. Another practical session providing top tips, resources and quick adaptations the aim of helping you to include children and set them up for success in the mainstream classroom.

This course is offered by the senior leadership team of Kentish Town CE Primary School (Camden). A highly inclusive, outstanding school with 2 additional resource bases, their provision for SEND children was described as ‘exceptional’ by Ofsted in December 2017.

The course leader was fantastic, knowledgeable, current, enthusiastic and informative, sharing practical strategies for the classroom. Really helpful with lots of practical, realistic advice and resources. Great session – thanks!

NQT 8 – Inclusion Part 1: This session aims to provide practical support and guidance regarding pupils with SEND so that they are fully included in the learning in the classroom.

It is very rare to find a course which will support you in leading high quality collective worship. This popular course is designed for clergy, senior leaders and teachers who wish to develop their understanding of the purpose and role collective worship plays in the life of church schools. The course will address how to deliver engaging and innovative worship across the primary age range, focusing particularly on the following areas:

• How to ensure collective worship is an expression of the school’s Christian vision
• The importance of effective partnership working between church and school
• How to plan effective collective worship across a week, term and year
• Developing the role of pupils in planning, leading and evaluating collective worship

• Mary Thorne leads on many of our RE courses. She leads on RE for the LDBS primary schools and runs the RE network meetings.
• Kathryn Kane works closely with chaplains and secondary RE leaders.

“It was a really helpful introduction to collective worship and enabled me to gain a much clearer understanding of the purpose and elements of collective worship.”

This course is suitable for senior leaders, teachers and clergy leading on spiritual development in their schools. We will explore a number of different ways of looking at and understanding spirituality. We will share ideas on how to develop high quality provision, giving leaders the confidence and resources to go back and try in their own schools.

• Mary Thorne leads on many of our RE courses. She leads on RE for the LDBS primary schools and runs the RE network meetings.
• Sally Moore is skilled in mentoring, developing SMSC and promoting positive mental health.

“Thank you so much for the ideas and clarification on many aspects. It was great to be able to share ideas.”

This course is certificated and can serve as evidence of the statutory 2 year training for DSLs. Session dates are:

• 1 February  @ 9.30 – 12.30pm
• 3 February  @ 9.30 – 12.30pm

Both virtual sessions will form the certification of attendance and so attendees will need to be available for both.  It covers the following aspects:

• Updating DSLs on messages from Serious Case Reviews and recent changes in policy, statutory guidance and legislation
• Outlining current risks and how schools should respond to support identified pupils
• Providing an opportunity for case discussion (anonymised) and for reflective practice
• Further developing skills in knowing how best to advise staff about safeguarding and child protection concern
• Judging when and how to make effective referrals to statutory services

“Excellent session, very informative and reinforces the message that what we do is so important.”

This programme explores key areas of leadership within the context of schools in London and provides opportunities for self-reflection on your leadership journey. Topics are grounded in the day-to-day experience of participants and that of the experienced Headteachers and senior leaders who contribute to the course.

Click here to book your place ›

This 2 session course will support Maths subject leaders and class teachers, especially those in Year 4, in developing the approach to teaching multiplication tables across the school, including preparation for the multiplication tables check in Year 4.

It will cover:

• A whole school approach to the teaching and learning of times tables
• Securing conceptual knowledge and quick recall of multiplication tables
• The requirements of the multiplication tables check in Year 4
• The impact of games and ICT to support the learning of multiplication tables

Session 1 will be delivered via an online platform. Session 2 will be delivered at our usual venue in Causton Street, SW1.

Please see Session 1 to book your place ›

NQT 9 – Personal resilience and maintaining your own well-being: This session will explore personal resilience skills and will highlight personal strengths and development aspects. It will cover approaches to help maintain a good work-life balance and effective time management approaches.

Sally Moore is skilled in mentoring, developing SMSC and promoting positive mental health. She leads on our Middle Leadership course and also supports our NQT programme.

Day 5 of our 6 day Teaching high quality RE in the primary school programme to support all those wanting to deepen their subject knowledge and skills in teaching RE. It will provide you with solid subject knowledge across the world faiths and ideas and strategies to use back in the classroom.

Day 5: Enriching the RE curriculum

• Visiting a place of worship: preparation, the visit itself, and follow up learning
• Outside speakers to enhance learning– a member of a faith community will join us
• How to make effective cross-curricular links

This course can be booked as an individual session. Alternatively, click here to book the entire programme ›

This one day course, suitable for teachers and subject leaders, will support schools with developing effective assessment procedures. Participants will explore possible models for assessing both science knowledge and skills. The course will focus on both formative assessment for learning and making robust summative judgements.

• Developing assessment for learning strategies
• Expectations for science assessment
• Different models used to assess science

Naomi Hiscock works for the Science Learning Centre London as a trainer, delivering INSET both at The Centre based at the Institute of Education and in schools.

These sessions form part of a unit of learning to support SENCO’s, class teachers and support staff who want to develop an understanding of the  Autism spectrum and how best to support children and their families in any setting. Attending as teams is actively encouraged.

• Session 1: 25 January 2021 @ 9.30 – 12.30am
  This practical and collaborative session will help attendees to understand the main areas of difference for children on the Autism spectrum. It will provide ideas on how to successfully develop the learning environment and curriculum for all learners.
• Session 2: 24 February 2021 @ 9.30 – 12.30am
  Building on Session 1, practitioners will consider ways to include children with Autism in a mainstream classroom. Another practical session providing top tips, resources and quick adaptations the aim of helping you to include children and set them up for success in the mainstream classroom.

Please see Session 1 to book your place ›

This course is offered by the senior leadership team of Kentish Town CE Primary School (Camden). A highly inclusive, outstanding school with 2 additional resource bases, their provision for SEND children was described as ‘exceptional’ by Ofsted in December 2017.

Fantastic, knowledgeable, current, enthusiastic and informative, sharing practical strategies for the classroom. Great session—thanks Miriam!

NQT 10 – Inclusion Part 2: Continuing on from Inclusion Part 1, this session will look closely at the needs of specific pupil groups e.g. EAL, LAC, Disadvantaged and the Most Able within the classroom and how their needs can be fully met.

Day 6 of our 6 day Teaching high quality RE in the primary school programme to support all those wanting to deepen their subject knowledge and skills in teaching RE. It will provide you with solid subject knowledge across the world faiths and ideas and strategies to use back in the classroom.

Day 6: Promoting religious literacy in the classroom

• Understanding what being religiously literate means
• Teaching religious vocabulary creatively and promoting effective talk in the classroom
• Using art and music as powerful mediums to develop religious literacy in the child

This course can be booked as an individual session. Alternatively, click here to book the entire programme ›

Recent Data Protection legislation has given data subjects unprecedented access to the information held on them by data controllers. This has created an environment where requests to controllers are a matter of when, not if.

This session will focus on how to stop fearing the inevitable by ensuring you have a robust framework in place to easily identify and smoothly deal with data requests. The types of requests we will cover are Subject Access, Freedom of Information and rectification & restriction of processing.

Courageous advocacy is an important aspect of the SIAMS schedule. This course will support you to develop it effectively in your schools, with the help of key external partners including Christian Aid’s Global Neighbours initiative.

• Kate Roskell leads our Leadership of a CE school course and contributes to several of our courses. She is skilled in leadership and governance.
• Kathryn Kane works closely with chaplains and secondary RE leaders.

NQT 11 – Learning measuring through problem-solving: This session considers problem solving approaches to supporting children’s understanding of the different aspects of measuring. We will look at key concepts and common misconceptions in teaching all measures and how these can be supported in the classroom.

PLEASE NOTE:

• 2nd October 2020 – this date replaces the course previously postponed due to Covid-19 and should only be attended by 2019/2020 NQT trainees.
• 10th March 2021 – this course is for 2020/2021 NQT trainees and will be delivered as normal at our venue in Causton Street, London SW1P 4AU. Start time will be at 1.30pm.

In this highly practical one day course, participants will look at the types of science enquiry that should be incorporated into the primary curriculum. They will consider the individual working scientifically skills that are required for independence and progression. Participants will become familiar with:

• The types of science enquiry that should be incorporated into the curriculum
• The skills required to work scientifically and age related expectations

Naomi Hiscock works for the Science Learning Centre London as a trainer, delivering INSET both at The Centre based at the Institute of Education and in schools.

This programme explores key areas of leadership within the context of schools in London and provides opportunities for self-reflection on your leadership journey. Topics are grounded in the day-to-day experience of participants and that of the experienced Headteachers and senior leaders who contribute to the course.

Click here to book your place ›

With an ever-growing concern of the potential risks of the use of the internet and mobile technologies, schools are becoming increasingly aware of the need to monitor and evaluate systems to ensure pupil safety. This course will enable your school to follow best practice and will provide you with the knowledge needed to share your learning and CEOP resources with your staff. This one day course is in two parts:

Morning session: A certified CEOP (Child Exploitation and Online Protection) ThinkUknow Online Safety course. This focuses on the work of CEOP and covers the ‘ThinkUknow’ resources and how to deliver them to pupils.

Afternoon session: This will provide you with the freedom to explore issues and available resources to support online safety. There will be time for you to explore some of the sites and resources which pupils are accessing and contributing to. We will also look at recognising and dealing with online bullying, Risk v Resilience, positive use of social media, staff use of the internet, Ofsted and what you should include in your school’s Online Safety policies. It will also explore Online Safety in the new computing curriculum and guidance on developing your own progressive online safety curriculum.

Mary Rebelo is a Technology and Computing Consultant. She sits on the online safety subgroup on Camden’s Safeguarding Children’s Board. She is an accredited CEOP (Child Exploitation and Online Protection Agency) Ambassador. She delivers online safety training and cyber bullying workshops to schools across the country. In addition, she runs parent meetings on online safety.

• “The session was very informative, good website links and good resources.”
• “Excellent coverage of issues, Mary is excellent, passionate and well-informed.”

NQT 12 – Punctuation and Grammar: This session will provide an opportunity to brush up on punctuation and grammar subject knowledge. We will also share classroom strategies for teaching these aspects effectively. Please bring some examples of writing which include punctuation errors and some examples of planning for the teaching of grammar.

PLEASE NOTE:

• 2nd October 2020 – this date replaces the course previously postponed due to Covid-19 and should only be attended by 2019/2020 NQT trainees. Start time will be 9.30am.
• 24th March 2021 – this course is for 2020/2021 NQT trainees and will be delivered as normal at our venue in Causton Street, London SW1P 4AU. Start time will be at 1.30pm.

NQT 13 – Promoting poetry in the classroom: This practical session will consider ways to develop teachers’ own subject knowledge and enjoyment of poetry. It will look at techniques to help lift poetry off the page to enhance children’s response to poems and to support children in writing their own poetry. Please bring with you a poem you remember from your childhood and one that you have used successfully (in any way) with your class.

This course is certificated and can serve as evidence of the statutory 2 year training for DSLs. It covers the following aspects:

• The role and key responsibilities of the DSL
• Understanding key legislation and guidance and discussing messages from recent serious case reviews (SCRs)
• Managing disclosures
• Actions to take when informed of a range of concerns about a child or young person
• Understanding the issues in connection with recording and sharing of information, including that of confidentiality
• Making referrals to external agencies
• Understanding the procedures for allegations against staff, including the Headteacher

Lynne Rigg is an experienced Safeguarding Adviser and an accredited NSPCC trainer. She advises Designated Safeguarding Leaders and represents Education on the Local Safeguarding.

“Lynne was extremely informative with excellent up-to-date knowledge to share.”

NQT 14 – Teaching Christianity: This session will look at key Christian festivals and different approaches to teaching them to pupils in KS1 and KS2. There will be an opportunity to discuss strategies and to look at a range of resources and artefacts to support effective teaching of these festivals.

Mary Thorne leads on our Middle Leadership course and many of our RE courses. She is an experienced trainer of Middle Leaders in the UK, leads on RE for the LDBS primary schools and runs the RE network meetings.

This programme explores key areas of leadership within the context of schools in London and provides opportunities for self-reflection on your leadership journey. Topics are grounded in the day-to-day experience of participants and that of the experienced Headteachers and senior leaders who contribute to the course.

Click here to book your place ›

This course provides senior leaders with the opportunity to consider how they might develop their case for excellence. The session will include a contribution from a headteacher of a school which has recently been judged as excellent.

Jayne Pavlou is an experienced SIAMS inspector and a member of the Church of England Quality Assessors Group. She also leads on SIAMS for the LDBS.

“Really helpful in allowing us to reflect where we are at the moment and what to do next.”

Data Protection legislation requires continual attention and administration.

This session will focus on the mandatory data protection documents and the best way to maximise their effectiveness, whilst also minimising administration time. The documents which will be specially addressed are; Privacy Notices, the Record of Data Processing, Data Processing Agreements (including data sharing with PTA) and Data Protection Impact Assessments.

NQT 15 – Teaching science – a practical approach: This practical session will provide teachers with the opportunity to take part in a range of science activities that can easily be adapted for use back in school. There will be an opportunity to share your experiences of teaching science with colleagues.

Naomi Hiscock works for the Science Learning Centre London as a trainer, delivering INSET both at The Centre based at the Institute of Education and in schools.

NQT 16 – Teaching World Faiths: This session will look at the key tenets and festivals of the world faiths. We will also cover sensitivities relating to each faith. There will be an opportunity to discuss strategies and to look at a range of resources and artefacts to support effective teaching of RE.

Mary Thorne leads on our Middle Leadership course and many of our RE courses. She is an experienced trainer of Middle Leaders in the UK, leads on RE for the LDBS primary schools and runs the RE network meetings.

This two day course run by our HR Team qualifies participants as an adult mental health first-aider. Split into a series of manageable sessions built around the Mental Health First Aid action plan, learning will take place through a mix of presentations, group discussions and workshop activities. The course provides:

• An in-depth understanding of mental health and the factors that can affect well-being.
• Practical skills to spot the triggers and signs of mental health issues.
• Confidence to step in, reassure and support a person in distress.
• Enhanced interpersonal skills such as non-judgemental listening.
• Knowledge to help someone recover their health by guiding them to further support – whether that’s self-help resources, through their employer, the NHS, or a mix.

At the end of the course you will receive:

• A certificate of attendance to say you are a Mental Health First-Aider.
• A manual to refer to whenever you need it.
• A quick reference card for the Mental Health First Aid action plan.
• A workbook including a helpful toolkit to support your own mental health.

Numbers are limited to 16 people per course so that the instructors can keep people safe and supported while they learn.

This two day course run by our HR Team qualifies participants as an adult mental health first-aider. Split into a series of manageable sessions built around the Mental Health First Aid action plan, learning will take place through a mix of presentations, group discussions and workshop activities. The course provides:

• An in-depth understanding of mental health and the factors that can affect well-being.
• Practical skills to spot the triggers and signs of mental health issues.
• Confidence to step in, reassure and support a person in distress.
• Enhanced interpersonal skills such as non-judgemental listening.
• Knowledge to help someone recover their health by guiding them to further support – whether that’s self-help resources, through their employer, the NHS, or a mix.

At the end of the course you will receive:

• A certificate of attendance to say you are a Mental Health First-Aider.
• A manual to refer to whenever you need it.
• A quick reference card for the Mental Health First Aid action plan.
• A workbook including a helpful toolkit to support your own mental health.

Numbers are limited to 16 people per course so that the instructors can keep people safe and supported while they learn.

 Please see Day 1 to book your place ›

NQT 17 – Closing Ceremony: An overview of the year and an opportunity to jointly celebrate your first year as teachers. This will be held in a designated venue e.g. Westminster Abbey, where we will hand out certificates of completion for the first year of teaching.

This programme explores key areas of leadership within the context of schools in London and provides opportunities for self-reflection on your leadership journey. Topics are grounded in the day-to-day experience of participants and that of the experienced Headteachers and senior leaders who contribute to the course.

Click here to book your place ›