Subject leaders are actually leaders and managers.  They must juggle the day to day operational management of their department with longer-term strategic planning.  Effective leadership is about setting direction. This is done by agreeing and articulating a shared vision, then by setting clear goals and performance targets that help bring that vision about. Effective subject leaders model the behaviours they expect of others (such as positivity and optimism, passion and determination); they develop their colleagues through support and understanding and re-design their departments (through a process of collaboration) in order to become - or continue to be - excellent. This course is perfect for Subject Leaders and Heads of Department leading any discipline and is ideal for those new to the role and those just seeking their first middle leadership position.  It is a practical course, anchored in the day-to-day reality of running a department.  It follows a focused, logical sequence, and is full of real-life learning.

Bond building with babies and infants takes time effort and energy, but the rewards are so worthwhile.  Children who create secure attachments and feel truly safe and happy when with one or more of their caregivers are far more likely to thrive in life and learning. This course looks at some of the basic building blocks needed to form strong bonds with little ones you are working with or caring for and is suitable for parents, carers or professionals working with babies and young children.

This is a playback of a past live webinar. Step into the shoes of your dyslexic students and explore five ideas that will promote their enjoyment, engagement and achievement.  Whilst aimed at supporting students with dyslexia, these ideas will benefit every learner in your class or group.

This is a playback of a past live webinar.  It can be hard to remain cool in the face of challenge or a crisis so in this session you’ll be walked through a range of techniques to help you to do just that.  You’ll consider how to diffuse and respond to anger and how to remain (or at least appear to remain) calm when a child is deeply distressed and in need of a supportive adult.

In this course, Matt Bromley explores the third of his three steps of teaching for long-term learning: planning opportunities for pupils to engage in deliberate practice in order to retrieve prior knowledge from long-term memory.    In order to achieve long-term learning, students must not only encode information into long-term memory but must also be able to retrieve that information at a later time and in a number of contexts.  To aid the retrieval process, teachers need to plan opportunities for pupils to engage in deliberate practice, including spaced and interleaved practice, and should encourage pupils to apply their knowledge and skills in multiple contexts, thus improving transferability and creating new memories to bolster storage strength.  Teachers then need to help their pupils to become increasingly independent as learners by teaching study skills such as self-quizzing and revision.      As well as being useful for individual CPD for teachers, this course could form the basis of whole-school INSET.   

In this course Pooky will walk you through eight practical ideas and approaches to enable you to better support students who are currently self-harming.  This will aid your understanding and your confidence. The course is suitable for anyone working with or supporting a young person who is self-harming in any way.  These videos could also make a useful focus for team INSET.

This is a playback of a past live webinar.  Aimed at middle and senior leaders who are keen to support the wellbeing of their team, this webinar will explore four simple ideas that will help you to lead with empathy and compassion and look after the wellbeing of your incredible teams during these… interesting… times.

This pathway is aimed at anyone aspiring to school leadership.  It is split into three sections:

1. Preparing for senior leadership: Matt talks about finding the right role for you and about how to articulate your suitability for that role.  He also explores four qualities of effective school leaders and explains how you can set out your leadership vision. 
2. Becoming SLT: Matt talks about the recruitment process.  He offers advice on writing the covering letter and application, and on preparing for and performing well in panel interviews and during the presentation.  
3. Being SLT: Matt concludes his exploration of the recruitment process by looking at simulations such as team meetings, at written tasks such as the in-tray exercise, and at the final interview.  He then explores what great senior leaders do once appointed. 

As well as being useful for individual CPD, this course could form the basis of in-school 121 coaching for prospective members of SLT. 

This pathway is split into three sections.  

1. Routines, rewards and sanctions: Matt offers practical, sensible advice on how to manage student behaviour in the classroom. He shares seven easy-to-implement strategies and emphasises the importance of establishing good routines to limit the amount of time spent off-task.
2. Motivation and engagement: Matt talks about the importance of motivation and engagement as a means of preventing poor behaviour. 
3. Principles and presence: Matt shares ten top tips for managing behaviour, shares three principles to guide your behaviour management approaches, and articulates the importance of developing a presence in the classroom to exude authority and control. 

As well as being useful for individual CPD for teachers, this course could form the basis of whole-school training or one to one coaching. The ideas could be adapted and used across phases and is suitable for a wide range of staff including newer staff and support staff.

This is a great course for all teaching assistants, especially those new to the role or new to a school, and helpful for supporting and training colleagues. Here we look at the expectations around how teaching assistants engage with other adults, within the school community and those visiting. We take a look at how we need to be mindful of what knowledge can be shared and when, and how to engage effectively with other, being mindful of the sensitivity of some situations and conversations. 

There is no right or wrong time to apply for your first subject leader role, nor a tick-list of experiences you must acquire prior to applying.  Sometimes, you just know you’re ready; often, you don’t know until you try.  But when you contemplate taking that leap, there are many things you can do to prepare.

This course is perfect for Subject Leaders and Heads of Department leading any discipline and is ideal for those new to the role and those just seeking their first middle leadership position.  It is a practical course, anchored in the day-to-day reality of running a department.  It follows a focused, logical sequence, and is full of real-life learning.  

 

This pathway course is for those new or experienced leading a team of support staff in school and will help you reach your potential within your role.  The course has four parts:

• Leadership skills
• Being an effective team player
• Looking after yourself whilst looking after others
• Promoting the wellbeing of your team

This course is suitable for independent study or for team CPD.  You'll receive a certificate showing 3 hours CPD on completion of the course. 

In this pathway, Matt Bromley explores the importance of teachers and the quality of their teaching on student outcomes.  He shares some of the habits adopted by effective teachers, defines the complex process of ‘learning’, and explains the difference between ‘performance’ and ‘learning’.  He then sets out his three steps to long-term learning that can help teachers to plan and deliver effective lessons and help students to ensure that what they learn today, they can remember and apply tomorrow.     

This pathway covers four key areas:

• Teaching and learning
• Sensory memory
• Working memory
• Long-term memory

As well as being useful for individual CPD for teachers, this course could form the basis of whole-school INSET.

A trauma informed response is one where we create an environment where children who’ve experienced trauma or adversity feel safe, can emotionally regulate and are more able to engage with life and learning.  This approach can reduce exclusions and increase engagement with learning both within and beyond the classrooms as children are supported to move beyond a fear response into a calmer state where learning becomes a possibility and anger and anxiety responses become better regulated.

During this course, we consider the warning signs that a child is struggling with their wellbeing and how we can create a supportive environment to help them explore their worries.  This course was written initially for parents and carers but provides useful ideas for any adult who works with or cares for children.

The expectations around how we support staff and pupils in the area of teaching and learning are very much in the spotlight, as research is looking at what impact they are making. Here we look at the professional standards in this area and unpick the key elements that need to be demonstrated.  This is a great course for all teaching assistants, especially those new to the role or new to a school, and helpful for supporting and training colleagues. There are also helpful ideas in here that anyone working with or caring for children may find useful.

This in-depth course is perfect for Heads of Department leading any subject discipline and is ideal for those new to the role and those just seeking their first middle leadership position. 

It is a practical course, anchored in the day-to-day reality of running a department and it follows a focused, logical sequence, and is full of real-life learning.  During this course you'll cover the following:

• Stepping up to head of department
• Leading and managing
• People and provision
• Curriculum and assessment
• Learning and improvement

This is a playback of a past live webinar.  Many girls on the autistic spectrum fly by under the radar.  During this session we’ll explore how autism presents in girls, why we so often miss it and what tell-tale signs we could be looking out for as well as thinking about what to do next if we suspect a girl might be on the spectrum.

Here we look at 5 ways to maintain wellbeing during the school day around our roles and activities. Although term time is fraught and days are busy, by taking just a few moments to ‘notice’ or ‘connecting’ with others, you can change your own behaviours into good wellbeing habits which will not only benefit you but impact on those around you.  This course is especially suitable for anyone supporting pupils with special or additional needs, but there are useful ideas in here for everyone! 

The course is for all vocational teachers from any subject as well as managers and teachers of English who are interested to see how they can support the development of English language skills across a programme of study.