Upcoming Courses

Teaching assistants are one of the most costly and effective resources a school invests in. Often they have to support a wide range of children with differing abilities but yet have had very little training other than learning ‘on the job’.

These two sessions will give teaching assistants an opportunity to develop both their subject knowledge in maths and their understanding as to how to effectively teach children so that they know more and remember more.

Course aims:

• to explore the importance of patterns and connections in mathematics
• to develop a deeper understanding of place value and the four operations at KS1
• to understand why and how to use concrete resources to and drawings to aid conceptual understanding for all learners
• to know how to develop vocabulary and full sentence answers
• to develop a range of teaching strategies so help children know more and remember more
• to have fun

Session dates are:

• 30 November @ 9.30am – 12.00pm (Online)
• 24 January @ 9.30am – 12.00pm (Online)

Please see Day 1 to book your place ›

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

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 2022 @ 9.30am – 12.30pm
  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 2022 @ 9.30am – 12.30pm
  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!

With many London schools coming under financial pressure, this conference will provide timely guidance for those undertaking or contemplating a restructuring.

A representative of EPM, the schools finance and advisory company, will be giving expert advice on how to prepare the finances for such a move.

Our experienced HR advisers will also explain how to make the business case for a restructuring, and how it affects contracts of employment and job descriptions.

Guest Speaker: EPM Ltd

HR Team: Terri Patterson, Grow Education Partners’ Head of HR, and Robert Bullett and Fiona Andrews, Grow HR advisers

• “The session was very informative and advice was given on new legislation etc. All instructors were very helpful. I would like sessions on a regular basis if at all possible”
• “It consolidated all the information regarding the covered topics in informative presentations.”

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
• 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:

• 25 January @ 1.30 – 4.00pm
• 03 February @ 1.30 – 4.00pm

SPIRITUALITY is emerging as a regular area for development in SIAMS inspections. This course is now free and will support leaders in schools expecting a SIAMS either this year or next.

The session will :

• explore a number of different ways of looking at and understanding spirituality.
• share ideas on how to begin to develop high quality provision,
• explore what spirituality looks like across the curriculum and how to encourage, develop and foster children’s spiritual growth in all aspects of the curriculum and school life.

Leaders will gain confidence and a knowledge of resources to 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.
• Kathryn Kane works closely with chaplains and secondary RE leaders.

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

Statutory requirement for education professionals meeting ‘robust 2-yearly training’ for those with a lead or designated professional role for safeguarding in schools. Having completed basic safeguarding training, this course equips professionals to perform their senior safeguarding function in schools.

Session dates are:

• 31 January @ 9.30 – 12.30pm
• 01 February  @ 9.30 – 12.30pm

Course content includes:

• Latest legislation and procedures – reflecting the Education Acts and ‘Keeping Children Safe in Education’ (September 2021)
• Policy development
• Awareness of multi-agency working
• Information sharing
• The referral processes
• Thresholds or risk analysis within the context of children and young people
• Management of safeguarding with staff and within schools – including the response to sexual violence and sexual harassment
• Challenging topics are also explored from a management level

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

Statutory requirement for education professionals meeting ‘robust 2-yearly training’ for those with a lead or designated professional role for safeguarding in schools. Having completed basic safeguarding training, this course equips professionals to perform their senior safeguarding function in schools.

Session dates are:

• 31 January  @ 9.30 – 12.30pm
• 01 February  @ 9.30 – 12.30pm

Course content includes:

• Latest legislation and procedures – reflecting the Education Acts and ‘Keeping Children Safe in Education’ (September 2021)
• Policy development
• Awareness of multi-agency working
• Information sharing
• The referral processes
• Thresholds or risk analysis within the context of children and young people
• Management of safeguarding with staff and within schools – including the response to sexual violence and sexual harassment
• Challenging topics are also explored from a management level

 Please see Day 1 to book your place ›

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

The purpose of the MTC (multiplication tables check) is to determine whether pupils can recall their times tables fluently, and to help identify those who have not yet mastered their times tables, so that additional support can be provided.

This 2 session course will support subject leaders and class teachers, especially those in Year 4, in developing a whole school approach to teaching multiplication tables, including preparation for the MTC 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 MTC in Year 4
• the impact of games and ICT to support the learning of multiplication tables

Session dates and times:

• 01 December @ 1.30 – 4.00pm
• 01 February @ 3.45 – 5.15pm (twilight session)

 Please see Session 1 to book your place ›

Both sessions will be delivered via an online platform.

This 3 day course is suitable for subject or phase leaders who have completed two or more years of successful classroom teaching.  It will cover a range of leadership aspects to support you has a middle leader.

Day 1:  The starting point:  Understanding whole school issues

• School context and history
• What does your school website say about your school?
• The role of the Governing Board
• Understanding external data
• 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 ›

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
• 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:

• 25 January @ 1.30 – 4.00pm
• 03 February @ 1.30 – 4.00pm

 Please see Day 1 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 ›

This practical course focuses on how to teach reading to ensure that pupils make the necessary progress towards achieving greater depth in reading.

A wide range of active reading strategies to improve and develop pupils’ inference skills and understanding of text will be explored. Participants will have the opportunity to discuss ideas and explore resources for reading fiction and non-fiction, for use in shared, guided and independent reading. We will also consider how best to prepare our pupils for the KS1 reading paper as well as a range of activities to provide evidence for the ‘pupil can’ statements at greater depth.

Course objectives

• explore a range of active reading strategies
• use good quality questioning to develop pupils’ inference skills
• provide opportunities for pupils to make links between the book they are reading and other books they have read

ECT 6 – 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.

Who is this for?  Teachers and RE leads who want to develop their knowledge and skills in teaching RE.

The day begins at the Wimbledon Synagogue.

We will then move to the Buddhapadipa Temple which is a Thai Buddhist temple in Wimbledon.

In the afternoon we will head back into central London for a guided tour at the National Gallery where we will explore a number of religious paintings associated with the life of Jesus.

The aim of the day is to offer you a really rich experience of how to uses places of worship, conversations with faith leaders and religious art to enhance an enrich your RE curriculum for all pupils.

Once you have signed up, you will receive an information pack prior to the day, giving you all the information, you will need.

With the increasing spotlight on middle leaders in the new inspection framework, there is an unambiguous focus on the ability of middle and phase leaders to improve teaching and learning and ultimately, drive forwards whole school improvement.

Leaders are being judged on their ability to develop the role of middle leaders – this includes looking at the quality of training in place to support middle leaders in effectively executing their roles and responsibilities.

Created for subject and or middle leaders across the primary phase of education, this one-day course introduces them to a range of effective strategies, approaches and knowledge that will help them grow in confidence and excel in this important role.

Middle leaders will be empowered to:

• consider the changes to the inspection framework and how this impacts on the school’s curriculum
• understand the roles, responsibilities, and accountabilities of middle leaders in light of the latest changes to the inspection framework
• use an audit tool to evaluate the Intent, Implementation, and Impact within your curriculum.
• investigate how monitoring can be carried out in the most effective way e.g. planning scrutiny, work sampling, learning walks, pupil interviews and lesson observations
• gain practical tips and ideas on how to effectively execute their role as a subject leader

This full-day course provides subject leaders and teachers with an in-depth look at the formative and summative assessment of science.

Participants will be provided with a clear understanding of the expectations of the National Curriculum statements and a range of strategies that will enable teachers to confidently make formative assessments to inform their planning, and robust summative assessments on the completion of both science themes and school years.

Participants in this course will also be able to join in the Science Network meetings for FREE.

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 2022 @ 9.30am – 12.30pm
  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 2022 @ 9.30am – 12.30pm
  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!

This 3 day course is suitable for subject or phase leaders who have completed two or more years of successful classroom teaching.  It will cover a range of leadership aspects to support you has a middle leader.

Day 2:  Ensuring a quality education for all

• What makes for a high quality inclusive, diverse and anti-racist curriculum?
• 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 – how to promote positive approaches to your area of responsibility

Click here to book your place ›

The course provides an overview of what is inspected under Strand 3 of the SIAMs schedule. We will explore how to enable your pupils to be courageous advocates, share best practice and learn about some of the organisations which can support this work.

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, a bank of ideas and strategies to use back in the classroom and motivation to continue being an inspirational teacher of RE.

Promoting religious literacy in the classroom

• Understanding what being religiously literate means
• Teaching religious vocabulary creatively
• Promoting effective talk in the classroom
• Inclusive RE – what does it look like?
• Strategies and ideas to use back in the classroom

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

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 increasingly regular.

This session will focus on ensuring you have a a robust framework in place to easily identify and deal with data requests without them causing undue concern. The specific types of requests which will be addressed are Subject Access, Freedom of Information, Rectification and Restriction of Processing.

From the 1^st of September the new EYFS framework becomes statutory. 

These practical sessions will support teachers to understand the changes that apply to maths and consider how to incorporate them creatively in their setting.

Course aims:

• to be familiar with the new statutory EYFS framework for maths; the revised Early Learning Goals; and the Development Matters documents, reflecting upon the changes
• to understand the importance of shape, spatial awareness and measure in mathematical development
• to explore  matching, sorting, and comparing activities and consider the crucial role they play.
• to understand perceptual & conceptual subitizing and patterns and how they support number sense
• to consider the difficulties that some children may encounter and how these can be overcome
• to develop reasoning, problem solving and mathematical language
• to play with a range of resources and participate in activities, considering  how these can be applied to both indoor and outdoor environments
• to have fun

Session dates are:

• 18 October @ 1.30pm – 4.00pm (Online)
• 28 February @ 1.30pm – 4.00pm (Causton Street)

Please see Day 1 to book your place ›

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 1 & 2) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 1st March @ 9.30am – 12.00pm (Causton Street)
• 28 April @ 9.30am – 12.00pm (Causton Street)

Note: Please bring a small selection of books and planning

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 3, 4, 5 & 6) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 1st March @ 1.30pm – 4.00pm (Causton Street)
• 28 April @ 1.30pm – 4.00pm (Causton Street)

Note: Please bring a small selection of books and planning

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

ECT 7 – 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.

This training is for Key Stage 1 teachers to support them in delivering GES’s Simply Letters and Sounds and the spelling programme as outlined in The National Curriculum, English Appendix 1 : Spelling.

This 90 minute online training session will provide participants with the knowledge and skills to effectively teach the spelling programme in KS1 so that it that extends and builds upon 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
• Deepen understanding of how the spelling programme builds upon pupils’ prior phonics knowledge
• Enable teachers to explicitly teach spelling strategies that are applied to high frequency words, subject related vocabulary and individual pupils’ bank of known words
• To understand the teaching sequence and plan progressively for the teaching of spelling conventions whilst providing a cross curricular focus

The course will cover:

• The statutory requirements for Year 2 Spelling programme in the National Curriculum
• 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

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 ›

Pupils have missed nearly two terms of face-to-face teaching in the last two academic years, with a significant number of pupils not fully accessing remote education. Assessment for Learning will be key to identifying the impact of lost learning and supporting teachers to address gaps in pupils’ knowledge and skills.

In this session, we will look at examples of writing of pupils covering the ability range to agree what ‘age-related’ and ‘above age-related’ look like. We will discuss what the pupils have been able to achieve and decide on the next steps to move them on in their writing, including what needs to be taught and how. We will discuss the role of marking and feedback. We will consider the difference between proofreading, editing and redrafting, and how to support our pupils to do this effectively.

The facilitator will provide a selection of writing but there will also be the opportunity to look at writing from teachers’ own schools.

Course objectives:

• to be able to make judgements about standards in writing (Y3-4) as well as pupil progress
• to carry out gaps-analysis to inform teacher planning and next steps for pupils
• to discuss the impact of marking and feedback in moving pupils on in their writing
• to support pupils to proof-read, edit and re-draft effectively

‘‘Cognitive Load Theory is the single most important thing for teachers to know.’’ Professor Dylan Williams, Research that Teachers Really Need to Understand, 2017 ›

Did you know that? As a professional would you be able to answer the question ‘How do children know more and remember more? Would you be able to link it back to cognitive science? Did you know that this is part of the teacher standards? These sessions will explore Cognitive Load Theory and the practical approaches that can be applied in the maths classroom.

Course aims:

• to explore the research regarding cognitive load theory (and overload)
• to consider the significant ways in which children and adults learn and how they remember.
• to consider how the theory can be transferred into practical approaches that can be applied in the classroom to enhance teaching and learning in mathematics so that children know more and remember more.

Session dates are:

• 08 December @ 1.30pm – 4.00pm (Online)
• 14 March @ 1.30pm – 4.00pm (Online)

Please see Day 1 to book your place ›

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

This in-depth, 1 day course gives subject leaders and teachers the opportunity to develop a greater understanding of the progression within the working scientifically skills.

This course will provide subject leaders and teachers with a range of strategies to support the explicit teaching of the ‘working scientifically’ skills to ensure appropriate progression through the school and their integration with scientific enquiry.

Participants in this course will also be able to join in the Science Network meetings for FREE.

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 is suitable for newly-appointed headteachers, heads of school and experienced deputy headteachers aspiring to headship in the next year to develop the skills and knowledge needed to lead a successful school.

Click here to book your place ›

ECT 8 – Punctuation & 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.

This 3 day course is suitable for subject or phase leaders who have completed two or more years of successful classroom teaching.  It will cover a range of leadership aspects to support you has a middle leader.

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

• Leading in a church school – what makes it different and distinctive?
• 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 ›

The introduction of the Education Inspection Framework (EIF) in 2019, revolutionised the education landscape and firmly placed a school’s curriculum under the spotlight.

Further, the EIF is underpinned by a broad body of research including from the disciplines of psychology and cognitive science. As educationalists we have been asked to reconsider concepts like ‘progress’ and ‘learning’ in light of this research. 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?‘

Fed up with staff playing catch up?  Do any of these statements sound familiar? ‘The previous teacher over inflated this class’ assessments!’ or ‘Did this class learn anything for the whole of last year?’ This one-day course will give school leaders the opportunity to understand what may be causing staff to feel frustrated over pupils not retaining the content that is being taught.

Delegates will be able to demystify  research in these areas by translating it into practical strategies that can be implemented in school. They will explore how synergy can be achieved between the curriculum, pedagogy and learning to ensure that pupils remember the content that is being taught.

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

This 1/2 day course provides subject leaders and teachers with an introduction to the Design & Technology process.

Participants will investigate and evaluate an existing product and practice a technical skill. They will then develop a design brief and design, make and evaluate a final product.

Participants in this course will also be able to join in the Science Network meeting on 28th March @ 4.00pm – 5.30pm for FREE

NOTE: this course will be held at Kentish Town Primary School in Camden and if there is sufficient interest we may be able to offer this to school clusters in other areas.

Please contact us should you like to arrange this for your schools ›

Hosted by Naomi Hiscock, a highly experienced and science consultant, these network sessions are designed to provide subject leaders with the opportunity to discuss and share best practices in science teaching and learning.

The cost is £25 per session or FREE if attending any of the following courses:

• Role of the Design & Technology (DT) leader
• Developing Design & Technology skills
• Outdoor Learning
• Role of the Science leader
• Effective Science assessment
• Working scientifically

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 been judged as excellent under the 2018 schedule.

Jayne Pavlou is an experienced SIAMS inspector and a Quality Assurance Inspector for the national SIAMS team. 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.”

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 1 & 2) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 1st March @ 9.30am – 12.00pm (Causton Street)
• 28 April @ 9.30am – 12.00pm (Causton Street)

Note: Please bring a small selection of books and planning

Please see Day 1 to book your place ›

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

As part of a school’s monitoring policy, children’s work and teachers’ planning are often internally moderated. These workshops will give middle/senior leaders and class teachers the opportunity to compare their thoughts and judgments against other schools,  consider progress and plan their next steps and assist with teacher assessment.

Course aims:

With the support and guidance of an experienced maths consultant, participants will:

• explore a range of children’s work (Years 3, 4, 5 & 6) considered to be ‘working towards’, ‘working at’ & ‘greater depth’
• see how activities have been scaffold, differentiated and extended; and consider if they could enhance or extended these further
• look for intelligent practice and variation theory
• consider the questioning generated by teachers and the children’s voice and written responses
• monitor the attainment and progress that children have made
• make judgments and comparisons against their own books
• ‘steal’ ideas!

Session dates are:

• 1st March @ 1.30pm – 4.00pm (Causton Street)
• 28 April @ 1.30pm – 4.00pm (Causton Street)

Please see Day 1 to book your place ›

Peter Warwick: A Primary Maths specialist with over 23 years’ teaching experience, Peter has worked across several London boroughs helping schools achieve outstanding inspection grades.

He was an advanced skills maths teacher and a local authority Teaching & Learning Consultant. He is an accredited Numicon & Inspire Consultant; has presented at national and international conferences, and is a published author.

ECT 9 – Inclusion Part 2: Continuing on from ECT 5 – 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.

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 programme is suitable for newly-appointed headteachers, heads of school and experienced deputy headteachers aspiring to headship in the next year to develop the skills and knowledge needed to lead a successful school.

Click here to book your place ›

We are delighted to offer this course as an online training opportunity run by Mental Health First Aid England instructors. 

This online course is split into 4 manageable sessions which are built around the Mental Health First Aid action plan. Learning takes place through a mix of presentations, group discussions and workshop activities. There will also be independent study work between sessions and tutors will be available to support you through these.

At the end of the 4 sessions, 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 helpful toolkit to support your own mental health

The course will provide an in-depth understanding of mental health and the factors that can affect well-being, the practical skills to spot the triggers and signs of mental health issues and the confidence to step in, reassure and support a person in distress.

It will also help develop the enhanced interpersonal skills such as non-judgemental listening and build the 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.

We will then be repeating this course (4 sessions) again in Summer Term One on the following dates. Please book Session 1 on 17th May to secure your place on this course. Once again, kindly note that all sessions will be held from 9.30am – 12.30pm:

• Session 1: 17th May
• Session 2: 19th May
• Session 3: 24th May
• Session 4: 26th May

Please provide us your home address in order to receive the learning materials and certificate. Your details is for posting the learning materials purpose only, we will not use your details for any other purpose. 

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

• 17 May  @ 9.30am – 12.30pm
• 18 May  @ 9.30am – 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:

• 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  @ 9.30am – 12.30pm
• 18 May  @ 9.30am – 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:

• 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.”

We are delighted to offer this course as an online training opportunity run by Mental Health First Aid England instructors. 

This online course is split into 4 manageable sessions which are built around the Mental Health First Aid action plan. Learning takes place through a mix of presentations, group discussions and workshop activities. There will also be independent study work between sessions and tutors will be available to support you through these.

At the end of the 4 sessions, 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 helpful toolkit to support your own mental health

The course will provide an in-depth understanding of mental health and the factors that can affect well-being, the practical skills to spot the triggers and signs of mental health issues and the confidence to step in, reassure and support a person in distress.

It will also help develop the enhanced interpersonal skills such as non-judgemental listening and build the 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.

We will then be repeating this course (4 sessions) again in Summer Term One on the following dates. Please book Session 1 on 17th May to secure your place on this course. Once again, kindly note that all sessions will be held from 9.30am – 12.30pm:

• Session 1: 17th May
• Session 2: 19th May
• Session 3: 24th May
• Session 4: 26th May

Please provide us your home address in order to receive the learning materials and certificate. Your details is for posting the learning materials purpose only, we will not use your details for any other purpose. 

This session will provide the opportunity for heads of schools to meet and discuss pertinent issues related to their roles.

We are delighted to offer this course as an online training opportunity run by Mental Health First Aid England instructors. 

This online course is split into 4 manageable sessions which are built around the Mental Health First Aid action plan. Learning takes place through a mix of presentations, group discussions and workshop activities. There will also be independent study work between sessions and tutors will be available to support you through these.

At the end of the 4 sessions, 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 helpful toolkit to support your own mental health

The course will provide an in-depth understanding of mental health and the factors that can affect well-being, the practical skills to spot the triggers and signs of mental health issues and the confidence to step in, reassure and support a person in distress.

It will also help develop the enhanced interpersonal skills such as non-judgemental listening and build the 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.

We will then be repeating this course (4 sessions) again in Summer Term One on the following dates. Please book Session 1 on 17th May to secure your place on this course. Once again, kindly note that all sessions will be held from 9.30am – 12.30pm:

• Session 1: 17th May
• Session 2: 19th May
• Session 3: 24th May
• Session 4: 26th May

Please provide us your home address in order to receive the learning materials and certificate. Your details is for posting the learning materials purpose only, we will not use your details for any other purpose. 

ECT 10 – 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.

We are delighted to offer this course as an online training opportunity run by Mental Health First Aid England instructors. 

This online course is split into 4 manageable sessions which are built around the Mental Health First Aid action plan. Learning takes place through a mix of presentations, group discussions and workshop activities. There will also be independent study work between sessions and tutors will be available to support you through these.

At the end of the 4 sessions, 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 helpful toolkit to support your own mental health

The course will provide an in-depth understanding of mental health and the factors that can affect well-being, the practical skills to spot the triggers and signs of mental health issues and the confidence to step in, reassure and support a person in distress.

It will also help develop the enhanced interpersonal skills such as non-judgemental listening and build the 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.

We will then be repeating this course (4 sessions) again in Summer Term One on the following dates. Please book Session 1 on 17th May to secure your place on this course. Once again, kindly note that all sessions will be held from 9.30am – 12.30pm:

• Session 1: 17th May
• Session 2: 19th May
• Session 3: 24th May
• Session 4: 26th May

Please provide us your home address in order to receive the learning materials and certificate. Your details is for posting the learning materials purpose only, we will not use your details for any other purpose. 

Data Protection is a living, breathing legislation which requires continuous attention and administration.

This session will focus on the mandatory documents, their purpose, and the best ways to maximise their effectiveness whilst minimising administration time. The documents which will be specifically addressed are Privacy Notices, the Record of Data Processing and Data Processing Agreements (including data sharing with PTA).

This 1/2 day course provides subject leaders and teachers with an introduction to the benefits of using outdoor learning to enhance the science curriculum.

Participants will develop their understanding of the benefits of outdoor learning and consider the potential barriers. It will highlight the opportunities for outdoor learning within the Science National Curriculum, demonstrating how it is vital to some topics and beneficial to others.

Part of the time will be spent in the school grounds and therefore participants should wear appropriate clothing and footwear.

Participants in this course will also be able to join in the Science Network meeting on 14th June @ 4.00pm – 5.30pm for FREE

NOTE: this course is likely to be held in Westminster. We will confirm the exact venue as soon as we can. If there is sufficient interest we may be able to offer this to school clusters in other areas.

Please contact us should you like to arrange this for your schools ›

Hosted by Naomi Hiscock, a highly experienced and science consultant, these network sessions are designed to provide subject leaders with the opportunity to discuss and share best practices in science teaching and learning.

The cost is £25 per session or FREE if attending any of the following courses:

• Role of the Design & Technology (DT) leader
• Developing Design & Technology skills
• Outdoor Learning
• Role of the Science leader
• Effective Science assessment
• Working scientifically

ECT 11 – 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 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 programme is suitable for newly-appointed headteachers, heads of school and experienced deputy headteachers aspiring to headship in the next year to develop the skills and knowledge needed to lead a successful school.

Click here to book your place ›

The session will cover the following areas:

• What is the core purpose of RE?
• Understanding the principles that lie behind the LDBS RE syllabus
• How to plan a unit of learning in RE
• Strategies and ideas to use in the classroom that are engaging, motivating and lead to high outcomes