Upcoming Courses

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.

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 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

 Please see Day 1 to book your place ›

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

Course objectives

• to explore strategies to enthuse and support pupils through the writing process
• to explore opportunities for pupils to demonstrate ‘assured and conscious control over levels of formality’ based on an understanding of audience and purpose.

Participants will:

• use high-quality reading experiences as a stimulus to motivate and enable pupils to produce sustained and engaging pieces of writing with a clear sense of audience and purpose, covering both fiction and non-fiction
• explore opportunities for pupils to demonstrate ‘assured and conscious control over levels of formality’ based on an understanding of audience and purpose
• consider ways to enable pupils to make appropriate vocabulary choices. There will also be a brief focus on the high-level punctuation required to be assessed at greater depth

Session dates and times:

• 04 February @ 3.45 – 5.15pm
• 11 February @ 3.45 – 5.15pm

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 ›

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 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 ›

Course objectives

• to explore strategies to enthuse and support pupils through the writing process
• to explore opportunities for pupils to demonstrate ‘assured and conscious control over levels of formality’ based on an understanding of audience and purpose.

Participants will:

• use high-quality reading experiences as a stimulus to motivate and enable pupils to produce sustained and engaging pieces of writing with a clear sense of audience and purpose, covering both fiction and non-fiction
• explore opportunities for pupils to demonstrate ‘assured and conscious control over levels of formality’ based on an understanding of audience and purpose
• consider ways to enable pupils to make appropriate vocabulary choices. There will also be a brief focus on the high-level punctuation required to be assessed at greater depth

Session dates and times:

• 04 February @ 3.45 – 5.15pm
• 11 February @ 3.45 – 5.15pm

 Please see Day 1 to book your place ›

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.

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 ›

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)

• “This course is very good, all very helpful and good to listen to how other teachers/leaders are delivering and closing gaps.”
• “If only Raj Mehta’s courses were free! I would attend them all.”

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.

This practical course focuses on how to teach reading to ensure that pupils make the necessary progress from KS1 to KS2. In two 90 minute sessions, we will explore the complexities of reading comprehension and reflect on what we do as ‘good’ readers to help develop our pupils’ ability to make sense of text.

Course objectives

• explore a range of active reading strategies to develop pupil’s understanding of text
• develop questioning skills to extend pupils’ thinking
• discuss ways to encourage pupils to read more widely

Participants will:

• explore a wide range of active reading strategies to improve and develop pupils’ reading comprehension, with a particular focus on inference skills
• consider how to develop questioning skills to extend pupils’ thinking about a text and deepen their responses.
• have the opportunity to discuss ideas and explore resources for reading fiction, non-fiction and poetry, for use in whole-class, guided and independent reading
• discuss the importance of text selection to ensure fair representation of BAME characters and culture
• also discuss how to motivate our pupils to read more widely by promoting a culture of reading in our schools

Session dates and times:

• 08 March @ 3.45 – 5.15pm
• 15 March @ 3.45 – 5.15pm

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.

This course will provide guidance and support to teachers new to the RE leader role with ready-to-use ideas to engage staff and pupils. It will give participants the knowledge and confidence they need to be an effective and inspirational leader of RE. The day will cover:

• Roles and responsibilities of leading RE in a church school
• How to promote and maintain a high profile of the subject within the school
• The law and the national picture for RE
• Understanding the LDBS agreed syllabus

Mary Thorne leads on many of our RE courses. She leads on RE for the LDBS primary schools and runs the RE network meetings.

“I went away feeling encouraged and equipped to carry out my role. Lots to think about, but also lots of great ideas shared.”

This practical course focuses on how to teach reading to ensure that pupils make the necessary progress from KS1 to KS2. In two 90 minute sessions, we will explore the complexities of reading comprehension and reflect on what we do as ‘good’ readers to help develop our pupils’ ability to make sense of text.

Course objectives

• explore a range of active reading strategies to develop pupil’s understanding of text
• develop questioning skills to extend pupils’ thinking
• discuss ways to encourage pupils to read more widely

Participants will:

• explore a wide range of active reading strategies to improve and develop pupils’ reading comprehension, with a particular focus on inference skills
• consider how to develop questioning skills to extend pupils’ thinking about a text and deepen their responses.
• have the opportunity to discuss ideas and explore resources for reading fiction, non-fiction and poetry, for use in whole-class, guided and independent reading
• discuss the importance of text selection to ensure fair representation of BAME characters and culture
• also discuss how to motivate our pupils to read more widely by promoting a culture of reading in our schools

Session dates and times:

• 08 March @ 3.45 – 5.15pm
• 15 March @ 3.45 – 5.15pm

 Please see Day 1 to book your place ›

This new course is being offered to KS1 teachers and Phonics and Reading phase leaders to support them in delivering Letters and Sounds Phase 6 and the spelling programme as outlined in The National Curriculum, English Appendix 1 : Spelling.

Participants will gain the knowledge and skills to teach Phase 6 and alongside the spelling programme in KS 1 that extends and builds on children’s phonics knowledge and segmenting skills for spelling.

Course aims & objectives:

• Deepen phonemic and morphological knowledge essential to the teaching of spelling conventions and patterns.
• Understand the teaching sequence and plan for the teaching of spelling conventions which is progressive and with a cross curricular focus.
• Enable teachers to explicitly teach spelling strategies that are applied to high frequency words, subject related vocabulary and individual pupils’ bank of known words.

The course will cover:

• Phase 6 of Letters and Sounds
• Knowledge of the Spelling System
• The teaching sequence for spelling
• Analysis of pupils’ writing samples with a specific focus of the application of phonics and knowledge of spelling

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).

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 ›

This one and a half 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 1-3: 22nd March @ 9.30am – 3pm
• Session 4: 23rd March @ 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 and a half 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 1-3: 22nd March @ 9.30am – 3pm
• Session 4: 23rd March @ 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).

In this session, we will consider approaches for developing pupils’ vocabulary – from explicit teaching of language in context, ie going beyond “what does this word mean?” to a rich exploration of language and relationships between words.

We will explore activities and strategies so that pupils ‘own’ the words and can use them in different contexts. There will be a focus on developing vocabulary for both reading and writing.

Course objectives:

• to consider ways to support pupils to work out and explain the meaning of unknown words
• to explore activities and strategies to enable pupils to learn new words and to make appropriate vocabulary choices in their writing

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.

Two key questions facing school leaders with regard to the quality of education on offer are, ‘what research do we need to know?‘ and ‘how can we use it in our school?‘

Course objectives:

This one day course will give headteachers and school leaders the opportunity to explore the often impenetrable field of education, including the research underpinning the new inspection framework. The research will be demystified by translating it into practical strategies that can be implemented in school.

Participants will:

• gain a greater awareness of the key concepts that impact on curriculum design including progress, learning, automaticity, limitations of short-term memory, and cultural capital
• explore current research underpinning curriculum design, including cognitive science supporting the progression model etc and consider the 3 I’s in relation to this research
• explore research on meta-cognition and consider practical examples of what this looks like in the classroom
• explore learning & pedagogy practices including deep learning v shallow learning, and turning information into powerful knowledge
• benefit from reflection through reference to a sample of pupils’ work in any chosen subjects using the key questions (supplied) to consider what the provision and practice is like in your school

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.

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

• 17 May  @ 1.30 – 4.30pm
• 18 May  @ 1.30 – 4.30pm

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

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

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

• 17 May  @ 1.30 – 4.30pm
• 18 May  @ 1.30 – 4.30pm

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

• 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

 Please see Day 1 to book your place ›

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

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.

This free session will provide an opportunity for school leaders to refresh their knowledge and understanding of the SIAMS schedule. It will also provide a helpful introduction to SIAMS for any leaders new to Church schools.

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.

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 ›