6 Initial Teacher courses in Chadderton delivered Live Online

inclusive practice

Where are you on your EDI journey? We are all unique. Fact. Diversity is what makes the world such an interesting and vibrant place. Utilising diverse skills and talents makes excellent business sense. When diversity is valued and an equitable, inclusive culture prevails, people feel safe to be themselves. Staff and students are more engaged and more productive. Over recent years, great strides have been made on a legal level towards making organisations more inclusive, however knowing how to do so takes a little extra help. In our ideal world, equality, diversity and inclusion would become so completely embedded across society that our services would no longer be required… but until that happens, here we are to help you on your EDI journey. We offer a free and friendly consultation call to discuss your training requirements. If you’re not quite sure what an EDI training course should entail, you can trust us to use our knowledge and experience to advise on the length and content of the session to ensure your training needs are met. We employ a range of teaching styles and resources to cater for different learning styles to allow delegates to discuss, debate, ask questions and explore real-life situations in context. We are Approachable We pride ourselves in being friendly and approachable. You’ll get that from our emails, phone calls and in the training session itself. We recognise that EDI can feel like an uncomfortable topic, so establishing a safe space is super important. We aim to create an environment where people feel they can share diverse viewpoints, contribute to discussions and ask questions without fear. We are Committed We are committed to promoting real and lasting change that goes beyond simply awareness-raising. Our training will provide delegates with practical strategies that can be implemented immediately after the training, as well as longer-term measures. The Equality Code, our best practice audits and the signposting to further resources give you all the tools you need to continue your EDI journey, long after we’ve left the building. We are Honest Honesty is the cornerstone of integrity for us. We will answer your questions openly and honestly and guide you to make the best decisions for your organisation based on our years of experience. Should you ask for something that we don’t think will work, we’ll say so.

essa academy

Without doubt, the children are at the heart of everything we do. We will make the most of our unique family of schools to give every child the best possible opportunity to flourish and develop into a decent, disciplined, well-educated, and employable young person. We also want to make a real and lasting difference to the communities within which we work.

ashton-on-mersey school

As part of our protocols, we have a number of over-arching aims and a mission that pervades all of our schools and academies as follows: Our mission: We always put ‘pupils first’ We follow Local Authority admissions criteria We believe that local children should attend local schools and we are not selective We are fully inclusive and welcome children from vulnerable groups e.g FSM, SEND, LAC etc We continuously provide high quality professional development for all of our staff We follow the School Teachers’ Pay and Conditions and National Joint Council conditions of service We work positively with trade unions and actively involve them in our decision making We play our full role in behaviour partnerships/hard to place protocols We always put collaboration before competition Aims: To work in the areas of greatest challenge To move all academies in the Trust to at least ‘Good’ using The Dean Trust school improvement offer from the centre (Teaching School) To sustain improvements by developing character, values and beliefs alongside sound systems and processes To ensure that all academies in our Trust adopt The Dean Trust model for success, high aspirations, high standards and continuous improvement throughout the organisation To concentrate our operation within a 50-mile radius of the Central Hub to ensure that coverage of the academy group and lead times are manageable and focused The Trust would have at the centre The Dean Trust Teaching School and high quality School Centred Initial Teacher Training (SCITT) To have high quality academy/school governance at the heart of the process To establish a strong centralised ‘back office’ support service for the academy group which is well resourced and funded to meet operational needs.

cheadle hulme high school

The key belief across the Laurus Trust, is that the all-round educational attainment of individual students and pupils, is substantially promoted by their participation in a whole range of activities, not just classroom based academic ones. Inspiring students and pupils through these activities will enable them to become better motivated, as well as being more respected by their peers. From nursery through to Sixth Form we will strive to provide the best all-round educational experience. We aim for our students to have the choice of accessing the top universities and employment, to have the attitudes and habits to be successful when they get there, and the cultural preparation to think, study and lead – or influence those who lead.

making education a priority (meap)

Founded in 2013, we are a consortium of African and African Caribbean-led supplementary schools delivering high quality educational, social and cultural provision across the Greater Manchester area. Our consortium consists Highway Hope Supplementary School, Grace Incorporation Faith Trust (GIFT) Academy Supplementary School, Highway Hope Social Enterprise, Twilight School at MMU and Nurturing Foundations. Black Man and Woman in Coffee Shop Our Vision and Mission Our vision is to promote community-led, heritage-inspired education and community lifelong learning as key drivers for urban regeneration. Our mission is to build capacity within the community education sector. We aim to: Grow our consortium of supplementary schools across the Greater Manchester area. Share teaching, research, capital and human resources across the consortium. Focus on teaching core curriculum subjects (English, Maths and Sciences). Use digital, creative education and training as well as heritage studies as media for teaching core curriculum subjects. Provide high quality, academically relevant extra-curricular enrichment activities across the consortium. Support volunteer teachers across the consortium with their Continuing Professional Development (CPD) and Initial Teacher Training (ITT). Support CPD and ITT with high quality community-led research Form partnerships with educational, cultural and social providers to continually strengthening our educational provision within the communities we serve. Expand our programme of community lifelong learning initiatives. Mentor young people in employability and enterprise skills. Develop education and enterprise programmes which include apprenticeship programmes. Qualified Teacher Learning and Skills success at MEaP With our joint responsibilities for teacher training plus curriculum and teacher mentoring, we are very excited about our plans for the Continuing Professional Development of all of our staff. We believe that our school offers unique professional growth opportunities for all of our teaching staff, enabling them to develop high levels of cultural competence and excel in community teaching.

the bishop fraser trust

The Bishop Fraser Trust - A Church of England Multi Academy Trust What is a Multi Academy Trust? A multi-academy trust (MAT) is a single organisation established to improve and maintain high educational standards across a number of member schools. Through collaboration and partnership the member schools are able to share expertise and resources. A MAT has responsibility for the overall governance, finance and performance of the member schools. Who were the initial member schools of the MAT? The Bishop Fraser Trust was established in December 2017 with two outstanding schools in Bolton. Canon Slade School and St James’s CE High School came together as convertor academies with the ambition to secure best practice, uphold the positive aspects of tradition and a provide distinctive Christian education for our families. We were delighted to welcome Bolton St Catherine’s Academy in May 2018 as a sponsored academy and Bury Church of England High School joined us as a convertor academy in January 2022. What is the vision at The Bishop Fraser Trust? Our vision is: To allow all children to experience ‘life in all its fullness’, no matter what their starting point. We will do this by: Offering a high quality, inclusive and distinctive education A caring and nurturing environment based on our Christian values Recognising the unique nature of each child.

north chadderton school

pq france

Odette has worked as a primary school teacher and Local Authority Primary Languages Consultant. She has been a speaker at national and local primary MFL events and has worked with The British Council, universities and local authorities in France and Spain to provide intensive language training and job shadowing opportunities for UK, Spanish and French teachers. She has also been a trainer for the Department for Education Language Improvement Programme (with CfBT). Now working as an independent language consultant, Odette continues to support schools with their MFL development, providing courses, training, workshops, INSETs and in-class support. She is currently an external tutor for the Primary PGCE General & Specialist Languages Programme at Manchester University, a member of NALA (the National Association of Language Advisers).

valley college

A very warm welcome to Valley College, situated on Ewood Campus. I am delighted to be Head of Valley College , an educational environment which is focused on its mission statement 'Preparation for Adulthood, Citizenship and Employment' (PACE). It is so important to ensure all learners gain the knowledge, skills and understanding they need to lead confident, healthy, independent lives, and become informed, active and responsible citizens in society. Having been appointed as Head of Valley College and Ewood Campus in September 2021, I would like to share some information about the provision for Valley College learners. Valley College learners are supported by skilled and familiar staff and alongside their advocates, create a bespoke individualised pathway to ensure future aspirations are achieved. Learners are encouraged to take part in a wide range of activities across and beyond the curriculum, contributing fully to the life of the college and their communities. Learners have the opportunity to reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing into adulthood. Within Valley College, learners are able to develop new skills and access the community, and sessions are focused on preparing learners for adult life. Valley College ensures all learners leave with relevant qualifications (if appropriate) and gain their desired aspiration destination. We work together with our learners to increase their independence, so they can take more control over their lives. Valley College is a friendly place where learners can develop interests and gradually gain the skills and confidence they need to move on to the next stage of their lives, preparing them for adulthood, citizenship and employability.

the laurus trust

Philip Mould took a tour around Laurus Trust schools, meeting students to discuss famous artworks. He hopes to make art accessible to all.The key belief across the Laurus Trust, is that the all-round educational attainment of individual students and pupils, is substantially promoted by their participation in a whole range of activities, not just classroom based academic ones. Inspiring students and pupils through these activities will enable them to become better motivated, as well as being more respected by their peers. From nursery through to Sixth Form we will strive to provide the best all-round educational experience. We aim for our students to have the choice of accessing the top universities and employment, to have the attitudes and habits to be successful when they get there, and the cultural preparation to think, study and lead – or influence those who lead. To achieve our aims, our culture is founded on the following principles: