43 Headteacher courses

This masterclass will enable you to gain comprehensive awareness and be a supportive guide for Key Staff through fully understanding recent changes and developments in one of the fastest growing categories of safeguarding concerns.

What does this course cover? This is an online course for developing history leadership in primary teaching. This term, we will be piloting the course as an immersive programme covering the key elements of primary history subject leadership, enabling all involved in history leadership at primary to carry out their role effectively. How is this course structured and delivered? The course will take place in ten online sessions from January–May 2025. Sessions 1, 8 and 10 are compulsory to attend live. Participants will be required to complete a gap task after each session and contribute to an online reflection diary. The other sessions will be recorded for participants to work through at their convenience, though participants are encouraged to attend the recording sessions live in order to make the most of the programme. All recordings will be made available on the course Moodle page within two working days of the live recording session. Who is this course for? This programme is designed for anyone who is a subject coordinator or subject leader for history in their primary school. You may have just been appointed as a subject leader, or be more experienced but looking for formal training or fresh inspiration and direction. What are the outcome? This course will: equip you fully for the demands of history leadership in primary schools increase your confidence to develop an innovative, inclusive and effective history curriculum in your school develop your understanding of efficient action planning and how to make a wider impact help you to make the case for history with senior leaders enable you to enthuse others and lead staff meetings about history develop your understanding of current issues in primary history education The course will include a chance to share resources and assessment approaches, plus much more What will each session cover? Session 1: Introductory meeting (Live attendance) Wednesday 22 January 2025, 4pm–5.30pm Introduction and aims Reflection activity on the current state of history in your school Key responsibilities of the history subject leader Current Ofsted implications for the subject and what to expect in an inspection How the HA and latest Ofsted material can support you Session 2: What makes an effective history subject leader? (Live and recorded) Monday 27 January 2025, 4pm–5.30pm How to effectively support teachers and learners as a history leader How to create a vision, lead change, and manage time Effective action planning and improvement Auditing your history provision and building your evidence trail Developing an innovative, inclusive and effective history curriculum in your school Disciplinary knowledge: What is history? What do historians do? Suggested gap task: Conducting teacher and/or pupil voice questionnaires. Compulsory gap task: Add to your reflection diary for the programme. If relevant, reflect on how you will use the teacher questionnaire or pupil voice. Session 3: What makes effective teaching of history? (Live and recorded) Wednesday 19 February 2025, 4–5.30pm The role of the teacher Supporting SEND pupils Securing substantive knowledge and concepts across the curriculum How to support colleagues by identifying core knowledge How to involve the whole staff in mapping out and embedding the progression of concepts across the curriculum Suggested gap task: Consider SEND in your curriculum. Compulsory gap task: Add to your reflection diary for the programme reflecting on SEND. Session 4: Curriculum and practice at EYFS (Live and recorded) Tuesday 25 February 2025, 4–5.30pm Unpicking and supporting the requirements of the EYFS curriculum and Development Matters Developing historical and chronological understanding in EYFS as part of Understanding the world Progression and transition from EYFS to Key Stage 1 Ensuring coherence: how to start developing concepts Making use of the local history on your doorstep for EYFS and KS1 Accessing resources and support for EYFS Suggested gap task: Fact finding and liaison. Compulsory gap task: Add to your reflection diary for the programme reflecting on current EYFS practice. Session 5: Curriculum and practice at Key Stage 1 (Live and recorded) Monday 3 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS1 Progression: building upon transition from EYFS What do KS1 require before KS2? Ensuring coherence: further developing the school’s chosen substantive concepts How to develop disciplinary concepts Developing appropriate chronological understanding in KS1 Enhancing and engaging children’s knowledge and retention through enquiry The use of working walls in KS1 to support learning Accessing resources and support for KS1 Suggested gap task: Check your KS1 curriculum for coverage and progression, building upon what they have learnt in EYFS. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS1 practice in your setting. Session 6: Curriculum and practice at Key Stage 2 (Live and recorded) Tuesday 11 March 2025, 4pm–5.30pm Unpicking and supporting the requirements of the National Curriculum for KS2 How to incorporate local history with progression in KS2 What do we want the children in Year 6 to leave with? Developing appropriate chronological understanding in KS2 Preparing for transition to Key Stage 3 Ensuring coherence: building upon the school’s chosen concepts for progression What the HA can do to support the teaching of KS2 units? Resources and support for KS2 Suggested gap task: Check your KS2 curriculum for coverage and progression, building upon what they have learnt in EYFS and KS1. Compulsory gap task: Add to your reflection diary for the programme reflecting on KS2 practice in your setting. Session 7: Approaching sensitive issues in history (Live and recorded) Tuesday 18 March 2025, 4pm–5.30pm What do we mean by diversity in history and why is it important? How to ensure a wider diversity in your history teaching Barriers to making the curriculum more diverse and how to overcome them Approaches to sensitive issues in history lessons, including: - Refugees and migration history - War - Climate change Suggested gap task: Consider opportunities for increasing diverse voices and raising climate issues in your curriculum. Compulsory gap task: Add to your reflection diary for the programme considering how you might address the sensitive or current issues raised in this session. Session 8: Interim review meeting (Live attendance) Tuesday 25 March 2025, 4pm–5.30pm A review session allowing subject leaders to reflect upon their progress so far Opportunity to respond to suggestions, clarify information, or raise issues from the previous sessions Time to ask questions, share good practice or recommended resources with the rest of the cohort Suggested gap task: Time to follow up on anything raised in this session or to complete any previous tasks, following clarification and inspiration from this session. Compulsory gap task: Add to your reflection diary for the programme, reflecting on your priorities and actions using suggestions from the presenter or other delegates. Session 9: Assessment and evidence (Live and recorded) Wednesday 30 April 2025, 4pm–5.30pm Assessment and expectations A word about writing Triangulating the evidence What to look for in a work scrutiny Suggested gap task: Conduct a work scrutiny on one aspect to check across the school, in conjunction with a focused pupil voice on the same aspect. Compulsory gap task: Add to your reflection diary considering how you will conduct a work scrutiny and what you will focus on – or, if relevant, reflect on what you discovered and how you will address any issues. Session 10: Final meeting (Live attendance) Wednesday 14 May 2025, 4pm–5.30pm Following up any requests arising from the interim meeting (Session 8) Discussion or clarification of any issues arising from previous sessions Discussion of priorities, next steps and any issues Sharing ideas for enthusing others and leading staff meetings: “What worked for me?” Communicating with headteachers, governors, colleagues and parents Are you ready for the HA Quality Mark? Suggested gap task: Identifying your school’s next steps Compulsory gap task: Complete your final piece in your reflection diary.

Safer recruitment training became mandatory for the recruitment of school staff from 1 January 2010. This means a recruitment panel must have at least one member who has completed the training, or where an individual is in charge of recruitment, that individual must have completed the training. It is the responsibility of schools to comply. It is recommended that anyone recruiting into the wider children’s workforce be trained.

Positive behaviour can lead to effective planning, delivery, and assessment in teaching. This course covers essential skills and techniques needed for successful teaching, including learning skills development, critical thinking, lesson delivery methods, ICT in education, effective target setting, record keeping and monitoring, and constructive feedback. Learning outcomes: Develop skills in effective lesson delivery and student engagement Demonstrate knowledge of various teaching methods and techniques for critical thinking skills development Understand the importance of ICT in education and its effective use in teaching Learn how to set and achieve targets effectively Develop skills in monitoring and record keeping Provide constructive feedback to students and assess their progress accurately This course provides a theoretical foundation for effective teaching, covering all the essential aspects of planning, delivery, and assessment. Participants will learn how to develop learning skills, critical thinking skills, and how to deliver lessons effectively using a range of teaching methods. They will also learn how to incorporate ICT into their teaching, set effective targets, and monitor progress using record-keeping techniques. Furthermore, participants will gain the skills to provide constructive feedback to students and assess their progress accurately. By the end of the course, participants will have the knowledge and skills required for successful teaching. Certification Upon completion of the course, learners can obtain a certificate as proof of their achievement. You can receive a £4.99 PDF Certificate sent via email, a £9.99 Printed Hardcopy Certificate for delivery in the UK, or a £19.99 Printed Hardcopy Certificate for international delivery. Each option depends on individual preferences and locations. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? This course is designed for individuals who want to become effective teachers or enhance their existing teaching skills. It is suitable for: Aspiring teachers Newly qualified teachers Experienced teachers looking to improve their teaching techniques Career path Teacher (starting salary £25,714 - £32,157) Head of Department (starting salary £38,690 - £41,604) Assistant Headteacher (starting salary £45,319 - £50,026) Deputy Headteacher (starting salary £55,338 - £60,726) Headteacher (starting salary £62,426 - £114,149) Educational Consultant (starting salary £35,000 - £50,000)

This must-attend masterclass will provide a comprehensive understanding of all the key developments in the latest statutory and non-statutory guidance documents from a DSLs perspective, and how they relate to safeguarding provision in schools and colleges.

We are offering an Annual Child Protection Awareness Course at your organisation for up to 50 people for a low cost of £800+vat. It’s essential that anyone who works or volunteers with children or young people has the knowledge and skills needed to help keep children safe. But what does that mean in practice? Statutory guidance sets out the child protection requirements for people working or volunteering with children in the UK.

What is Person Centred Planning? How is it different to any other kind of meeting or planning? On this day all will become clear… Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Making inclusive action plans using full participation and graphic facilitation Drawing on the planning tools MAPS and PATH (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. Jack Pearpoint, Marsha Forest and John O’Brien developed these innovative approaches in North America and they are being used successfully in many parts of the UK. The planning can focus on an individual, group or organisation and provides a powerful problem solving opportunity, which is flexible and robust enough for many occasions. Tell the story, find the dream, touch the nightmare, and explore who you are, what are the gifts and strengths of the person or group, what are the needs of those present and what is the action plan for the future? Learning objectives  Participants understand Person Centred Planning and its values and applications Participants have skills and confidence to facilitate PATH/MAP processes Participants learn graphic as well as process facilitation skills Strengthens practitioners inclusive practice Provides additional tools for those involved in inclusive work in schools and the community Further develop problem solving and planning skills Course Content The course answers the questions: Need to find new ways to bring Pathway Planning alive? Bored with annual reviews, transition plans and review meetings? Want to find a way of making meetings and planning feel more real and engaging? Need an approach, which engages a young person respectfully together with his or her family and friends? Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LA? Inclusive Solutions offer an introductory day to person centred planning or a 3 – 10 session course which is practical as well as values based. Participants will receive direct individualised coaching and training. We will cover: The person being at the centre Family members and friends being full partners Planning reflecting the person’s capacities, what is important to the person and specifying the support they require to make a full contribution to their community Planning building a shared commitment to action that will uphold the person’s rights Planning leading to continual listening, learning and action and helping the person get what they want out of life. Essential Lifestyle Planning, PATH MAPS Personal Futures Planning.

A teacher's message delivered with clarity and confidence can make a significant impact on their students. Effective communication is crucial for teachers and trainers to impart knowledge and engage with their learners. This course covers the fundamental concepts and practical strategies for building effective communication, enabling teachers and trainers to create a positive learning environment. Learning outcomes: Understand the basic concept and foundations of communication in the classroom. Develop effective verbal and nonverbal communication skills for better engagement with learners. Learn strategies for building effective communication and sharing information in the classroom. Acquire techniques for leading classroom discussions and using classroom talk to encourage students' thinking. Develop communication skills to interact with parents, colleagues, and administrators effectively. Learn how to communicate in less-than-ideal circumstances and with difficult people. This course covers a broad range of communication strategies, starting with the basic concept and foundations of communication and progressing to the application of those strategies in various contexts. Learners will acquire techniques for building effective communication with their students, leading classroom discussions, and using classroom talk to encourage critical thinking. They will also develop communication skills to interact effectively with parents, colleagues, and administrators. Moreover, they will learn how to communicate in less-than-ideal circumstances and with difficult people. Effective communication is the backbone of education and training, and this course aims to equip teachers and trainers with the tools to communicate with their learners and stakeholders effectively. Enrol in this course today and start developing your communication skills to become a more effective teacher or trainer. Certification Upon completion of the course, learners can obtain a certificate as proof of their achievement. You can receive a £4.99 PDF Certificate sent via email, a £9.99 Printed Hardcopy Certificate for delivery in the UK, or a £19.99 Printed Hardcopy Certificate for international delivery. Each option depends on individual preferences and locations. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? Teachers and trainers in primary and secondary schools Higher education instructors Education professionals in training and development Anyone looking to improve their communication skills in a classroom or training environment Career path Primary and secondary school teacher (£24,000 - £40,000) Higher education lecturer (£33,000 - £59,000) Training and development officer (£22,000 - £38,000) Education consultant (£28,000 - £70,000) Curriculum developer (£23,000 - £47,000) Headteacher (£45,000 - £113,000)

Unlock the potential of your teaching career with our Education and Pedagogy course. Gain a deeper understanding of pedagogy and learn effective teaching strategies and methods, including the latest in educational technology. Elevate your teaching abilities to the next level and empower your students to achieve their full potential. Learning outcomes: Understand the principles of pedagogy and their application in education Develop effective teaching strategies and methods for improved student outcomes Explore the role of assessment in teaching and learning Gain knowledge and skills in educational technology and blended learning Learn how to teach the teachers through pedagogical approaches Become a smart pedagogue with a comprehensive understanding of teaching and learning theories. Our Education and Pedagogy course provides a comprehensive understanding of pedagogy and its application in teaching. Through this course, you will learn effective teaching strategies, methods, and assessment techniques that will enhance student learning outcomes. We will delve into the latest educational technology and blended learning methods, and you will learn how to teach the teachers using pedagogical approaches. The course is divided into eight modules, each covering a specific aspect of pedagogy in education. Module 01 provides an introduction to pedagogy, and Module 02 explores pedagogy in education. Module 03 focuses on pedagogy in teaching teachers, and Module 04 covers smart pedagogy. Modules 05 and 06 discuss teaching methods and effective teaching strategies, respectively, while Module 07 explores assessment and teaching. Finally, Module 08 delves into educational technology and blended learning. This course is ideal for teachers, educators, and anyone interested in teaching and learning. Join us today and take the first step towards becoming a smart pedagogue! Certification Upon completion of the course, learners can obtain a certificate as proof of their achievement. You can receive a £4.99 PDF Certificate sent via email, a £9.99 Printed Hardcopy Certificate for delivery in the UK, or a £19.99 Printed Hardcopy Certificate for international delivery. Each option depends on individual preferences and locations. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? Teachers and educators looking to enhance their teaching skills Anyone interested in teaching and learning principles Individuals looking to enter the field of education Those seeking to expand their knowledge in pedagogy. Career path Teacher - £24,000 - £40,000 per year Educational consultant - £25,000 - £50,000 per year Curriculum developer - £28,000 - £45,000 per year Educational technology specialist - £30,000 - £55,000 per year Headteacher - £45,000 - £110,000 per year Professor of education - £50,000 - £100,000+ per year.

Imagine being able to develop a mindset that helps you and your students thrive in the face of challenges. Our Growth Mindsets for Teachers and Learners course helps you do just that. Through ten modules, you'll gain a deep understanding of growth mindsets and learn how to develop them for yourself and your students. Learning outcomes: Understand the difference between a growth and fixed mindset. Develop principles and practices for adopting a growth mindset in your life and classroom. Learn how to communicate using growth mindset language to foster a positive environment. Gain tools to support and encourage a growth mindset in yourself and others. Understand the relationship between growth mindset and leadership. Develop strategies to incorporate growth mindset principles into classroom practice. Identify a clear path to developing a growth mindset for yourself and your students. Our Growth Mindsets for Teachers and Learners course is designed to help teachers and educators develop a growth mindset for themselves and their students. Through ten modules, you'll gain a deep understanding of growth mindset theory and how it can be applied to foster a positive and supportive learning environment. You'll learn how to develop a growth mindset for yourself, and how to support your students to do the same. You'll explore the relationship between growth mindset and leadership, and gain practical tools and strategies to incorporate growth mindset principles into your classroom practice. You'll also learn how to communicate using growth mindset language, and gain a clear path to developing a growth mindset for yourself and your students. If you're looking to create a positive and supportive learning environment for yourself and your students, then this course is for you. Whether you're a teacher, educator, or anyone interested in fostering a growth mindset, our course will provide you with the tools and knowledge you need to make it happen. Certification Upon completion of the course, learners can obtain a certificate as proof of their achievement. You can receive a £4.99 PDF Certificate sent via email, a £9.99 Printed Hardcopy Certificate for delivery in the UK, or a £19.99 Printed Hardcopy Certificate for international delivery. Each option depends on individual preferences and locations. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? Teachers and educators at all levels Educational leaders and administrators Anyone interested in developing a growth mindset for themselves or their students Career path Primary school teacher: £24,000 - £38,000 Secondary school teacher: £26,000 - £42,000 Headteacher: £45,000 - £110,000 Educational psychologist: £31,000 - £46,000 Learning and development manager: £30,000 - £60,000 Training and development officer: £20,000 - £40,000