• Design a vision statement for your curriculum that recognises the unique qualities of your school and its staff.
• Ensure your curriculum is evidence-based and underpinned by quality research.
• Create a pupil skills progression matrix and knowledge progression map.
• Devise new impact measures to gauge progress or adapt those you currently use.
• Help your subject leaders adjust their action plans so they encompass your curriculum’s vision and create clear links between subjects.
• Support your staff as they develop their subject knowledge in all areas of need.
• Showcase evidence of your successes to inspectors and external stakeholders in the best possible way.

• Three to four in-school support days (face-to-face or online)
• Two follow-up twilight sessions (face-to-face or online)
• Up to 10 hours of remote support

• Apply best practice thinking from the Sutton Trust, The Great Teaching Tool Kit and the Education Endowment Foundation.
• Discover and evaluate effective classroom strategies, including prompting for effortful thinking, questioning, metacognition, modelling, scaffolding, and clear explanations.
• Apply adaptive techniques that make learning stick.
• Implement practical and highly effective classroom strategies that create both challenge and curiosity in all learners.
• Reflect on your strengths as a teacher, do more of what works, and learn the psychology behind building good habits and breaking bad ones.
• Use key ideas from ‘Becoming a Growth Mindset School’ and ‘The Power of Mindset’ to transform your classroom environment.
• Make the best use of formative assessment and effective marking techniques.

• Three to four in-school support days (face-to-face or online)
• Two follow-up twilight sessions (face-to-face or online)
• Up to 10 hours of remote support

• Create a team of Lead Practitioners who will lead teaching and learning, professional development, and pedagogical coaching in your school.
• Build a culture of trust that supports colleagues to move forward with confidence.
• Make better use of classroom observations that improves teacher practice.
• Use Instructional coaching and mentoring to support teachers to improve their classroom practice.
• Gain knowledge of the principles behind forming habits and how to rewire your brain.
• Focus on developing good CPD provisions that enable staff to collaborate with one another.
• Discover how to set up and lead a Teaching and Learning Community.
• Review innovative and evidence-informed classroom practices that improve student achievement.
• Evaluate the effectiveness of staff CPD programmes on both teaching and learning outcomes.

• Establish a collaborative relationship between governors and school leaders, ensuring effective communication and harmony.
• Identify skills gaps in your governors’ expertise to improve future board recruitment.
• Develop a roadmap for your school through a continuous cycle of strategic planning and actions.

• Be prepared for inspections by understanding how inspectors assess governing bodies.
• Redefine the committee’s role by moving beyond traditional perceptions of its function.
• Raise the profile of your governing body with key stakeholders to enhance its effectiveness.

• Apply the latest neuroscience and cognitive psychology research to classroom pedagogy.
• Evaluate the influence of six key hormones and other physiological factors on student performance.
• Use the insights of key researchers such as Daniel Willingham and The Sutton Trust in your classroom.
• Implement new learning and revision strategies that make memories ‘stick’ and recall more effective.
• Help students become independent and self-regulated learners so they can take the lead in their own learning.
• Teach strategies and assessment techniques that maximise student learning in both the short and long-term.
• Carry out curriculum reviews and audits to support deeper learning across all subject levels.

• Three to four in-school support days (face-to-face or online)
• Two follow-up twilight sessions (face-to-face or online)
• Up to 10 hours of remote support

• Level 1 Whole-school safeguarding and child protection training — choose from 12 possible modules.
• Designated Safeguarding Lead (DSLs) training — for those new in post or requiring a refresher course.
• DSL ‘Train the Trainer’ programme.
• Safeguarding supervision meetings for DSL’s.
• Safer recruitment — for senior leaders and HR managers.
• How best to use whole-school audits and reviews of current safeguarding, e-safety, anti-bullying and inclusion policies.
• Inspection Safeguarding training.
• Whole-school training modules from our Accredited Safeguarding and Child Protection Training Pack (currently only available to International Schools).

After this training, you will be able to:

• Establish a culture that nurtures positive wellbeing and mental health throughout the whole of your school system.
• Implement preventative measures and practical strategies that reduce barriers to learning.
• Develop an effective wellbeing and mental health curriculum across all key stages in your school.
• Discover a range of practical preventative measures that you can implement fast and effectively.
• Develop a whole-school system for assessing, monitoring, reviewing and evaluating student cases sensitively and effectively.
• Instil ‘digital resilience’ in children and young people to ensure their social and emotional wellbeing online.
• Apply educational research from the most reliable and current sources to support your wellbeing programme.
• Creating a Whole-School Framework for Emotional Wellbeing and Mental Health is suitable for: all staff, but particularly those with a pastoral responsibility.

Creating a Whole-School Framework for Emotional Wellbeing and Mental Health can include:

• Three to four in-school support days (face-to-face or online)
• Two follow-up twilight sessions (face-to-face or online)
• Up to 10 hours of remote support