This training is facilitated by Sally Perkins

Sally Perkins has a passion for School Improvement and she especially loves developing Leadership and Management in schools. Sally is an expert in governance, safeguarding, attachment and Looked after Children (LAC) & Previously Looked after Children (PLAC).

Focus:

• In the morning the course will cover the roles and responsibilities of the designated teacher and all other staff & key stakeholders relating to LAC & PLAC.
• The afternoon will be an introduction and understanding of attachment and some strategies to support in your settings.

 This is a repeat of last year’s course, with the addition of primary content and concepts

This training is facilitated by James Rawbone

Key objectives:

To provide an introduction to coaching by exploring the differences between mentoring and coaching and identifying what are the key principles of effective coaching.

The training session will involve facilitated discussion on understanding what coaching is and is not, supported by opportunities for group discussion to unpick key elements of coaching.

There will be a focus on identifying the differences between mentoring and coaching, and the two key fundamentals to effective coaching of listening and responding.

The use of the GROW model to structure a coaching conversation will be explored, along with introducing some tools that can be used to self-evaluate the effectiveness of coaching.

Session Outcomes:

An understanding of what makes coaching different to mentoring. Introduction to skills that can be used to ensure that a coaching conversation is effective.

Alex Quigley, the Head of Content and Engagement for The Education Endowment Foundation, will facilitate this training. Alex is the author of multiple books for educators, including “Why Learning Fails (And What To Do About It) and a regular contributor to the TES Magazine.

Key objectives for this training:

• Develop a confident understanding of adaptive teaching
• Consider scaffolding as a key facet of adaptive teaching (high challenge, high support)
• Understand adaptive reaching in relation to supporting high-needs pupils
• Plan for implementing high-quality universal teaching and targeted support

Session structure

Session 1: What problem is adaptive teaching solving? Understand, define, and initiate planning to establish adaptive teaching for universal teaching and targeted support

Session 2: Consider the 3As model for adaptive teaching and the central role of scaffolding

Session 3: Supporting implementation in every classroom – structured planning and sustaining success (targeting support to individuals, whilst providing high-quality adaptive teaching for all).

             Session Outcomes:

• Strong knowledge and understanding of the national context, defining adaptive teaching, and targeted academic support.
• Practical implementation planning to put the knowledge into action.

Consolidating Classroom Practice (CCP) provides teachers with in-depth coaching tailored to a self-assessment of their teaching. It provides opportunities to deepen their understanding of high quality classroom practice and teaching and learning. Participants improve their teaching through facilitated practice and the opportunity to collaborate with colleagues.

The programme supports a wider range of teaching activities, including: planning lessons, starter activities, and plenary sessions, questioning techniques, engaging in learning, challenging learning, assessment and adaptive teaching strategies.

The CCP builds confidence of staff to become used to class observations and adopt a positive “can do” attitude.

This is a repeat of last year’s course.

Samantha Austin (TOVE School Improvement Director Teaching and Learning) facilitates this training

Aimed at all  secondary school class teachers. The training will explore a range of powerful teaching approaches and strategies to foster independence, critical thinking, and motivation. To develop teachers’ pedagogical knowledge in order to encourage autonomy by creating an environment that encourages self-directed learning, challenge, decision-making, and responsibility for pupils progress. Practitioners will gain a deeper knowledge of why it is important to develop learners’ autonomy and have some practical strategies to build on their practice and take back to their departments.

Areas of Focus:

 James Rawbone facilitates this training

Key objectives:

To provide an introduction to coaching by exploring the differences between mentoring and coaching and identifying what are the key principles of effective coaching.

The training session will involve facilitated discussion on understanding what coaching is and is not, supported by opportunities for group discussion to unpick key elements of coaching.

There will be a focus on identifying the differences between mentoring and coaching, and the two key fundamentals to effective coaching of listening and responding.

The use of the GROW model to structure a coaching conversation will be explored, along with introducing some tools that can be used to self-evaluate the effectiveness of coaching.

Session Outcomes:

An understanding of what makes coaching different to mentoring. Introduction to skills that can be used to ensure that a coaching conversation is effective.

Note: This is a repeat of the training held on 3/12/2025

This training is facilitated by Ann Pugh (Director of the Grand Union Training Partnership & ECTE Facilitator)

Overview:

A day focusing on key elements that leads to successful classroom practice.

Providing a toolkit of knowledge, approaches and techniques to support delivery in the classroom for Cover Supervisors & HTLAs.

Focus:

1. Communication skills - understanding communication pie.
2. Classroom routines and managing behaviour.
3. Understanding the principles of cognitive architecture; how pupils learn.
4. Effective questioning techniques in the classroom.
5. Engaging students in the classroom.

Lunch included, this is a repeat of last year’s course.

This training is facilitated by Kim Lynch

Join this practical online session designed for Teaching Assistants, Teachers, and SENCOs who want to make a real difference for pupils with dyscalculia. Suitable for secondary school-based colleagues.

The session will explore:

•  What is dyscalculia, and what do we know about the causes and indicators
• What difficulties are associated with dyscalculia
• How to assess dyscalculia
• Advice for assessing need and designing support for young people with dyscalculia.

Gary Aubin facilitates this training.

Gary Aubin brings a wealth of expertise and practical insight to this session. As the Education Endowment Foundation (EEF) Content Specialist for Special Educational Needs and Disabilities, Gary plays a key role in shaping national guidance and supporting schools to improve outcomes for all learners. He is the creator of the widely respected SENDMatters.co.uk blog and author of The Lone SENDCO, a highly regarded handbook offering clear, grounded support for SENDCOs navigating the complexities of the role.

Audience

The training session is suitable for SENCOs, Deputy SENCOs, and Senior Leaders.

Join us for a dynamic, practical session that goes beyond simply collecting information. We will dive into the real “so what?” of data—showing you how to transform what you gather into meaningful actions that shape and strengthen your provision.

Discover how to balance targeted interventions with high-quality teaching and learn the core principles that make interventions truly effective. Whether you are looking to refine your current approach or build confidence in decision-making, this session will equip you with the tools, clarity, and strategies to make every piece of data count.

Empower your practice. Elevate your outcomes. Book your place today!

This training is facilitated by James Rawbone

Key objectives:

To provide an introduction to coaching by exploring the differences between mentoring and coaching and identifying what are the key principles of effective coaching.

The training session will involve facilitated discussion on understanding what coaching is and is not, supported by opportunities for group discussion to unpick key elements of coaching.

There will be a focus on identifying the differences between mentoring and coaching, and the two key fundamentals to effective coaching of listening and responding.

The use of the GROW model to structure a coaching conversation will be explored, along with introducing some tools that can be used to self-evaluate the effectiveness of coaching.

Session Outcomes:

An understanding of what makes coaching different to mentoring. Introduction to skills that can be used to ensure that a coaching conversation is effective.

Note: This is a repeat of the February training.