Chartered College of Teaching Annual conference brochure 2018

ANN U AL CON FERE NCE 2018

Y 17TH SATURDA Y FEBRUAR PSGATE, 155 BISHO LONDON

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Our vision Teachers work in an optimal, evidence-informed way to provide the best possible education for children and young people.

How are we achieving our vision?

Welcome from Alison

Through connecting, informing and inspiring teachers. We will improve the quality of education for children and young people by supporting teachers, championing great teaching and raising the status of the profession and professional standards. To achieve this, we will:

I am delighted that you can join us today and participate in this year’s conference. It has been thrilling to see momentum growing for this new professional body since our launch in January 2017. Your positive and energetic support for the Chartered College of Teaching and dedication to the teaching profession is astounding.

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Be the conduit to a more evidence-informed profession Focus on pedagogy Offer qualifications and career pathways Provide access to professional knowledge and intellectual challenge Be the voice of the profession and connection to the wider sector

More than 10,000 members have joined us to help shape a more collaborative profession, committed to professional development and inspired by research-informed practice. This conference has Teacher Voice at its heart. Today you will hear from a variety of different voices to challenge, inform and inspire your own practice. I shall be busy hosting the event but I hope very much to get a chance to greet you and thank you for your support.

Our approach is one of listening and learning so please take up this chance to share your ideas and responses throughout the day via Twitter using @CharteredColl #ConnectCCT18. It feels important that those unable to join can catch some of the warmth and ambition of the day.

Thank you for taking the time from your schedule to spend a day with us.

I hope that you enjoy the proceedings, get a chance to connect with new colleagues and gain ideas to take away with you.

Have a great conference!

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Agenda

12.40 Why your wellbeing matters Julian Stanley, Chief Executive, Education Support Partnership

09.30 Registration and coffee 10.00 Step by step - the route to a connected profession Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching

12.45 Lunch, exhibition and networking 13.45 Embracing my weakness to be a better teacher Abed Ahmed, Maths Teacher, Holte School

10.15 Teaching Maya’s lesson: the beauty of diversity Farhaan Patel, Deputy Headteacher, Charnwood Primary School

14.00 Into the worlds of wonder Dr Maggie Aderin-Pocock MBE, Space Scientist

10.25 Building a better assessment system: how can comparative judgement help?

Daisy Christodoulou, Director of Education, No More Marking

14.30 Building effective parent partnerships Mel Hand, Class Teacher, Hazelmere Infant School and Nursery

10.55 How can we normalise flexible working in schools to improve retention of effective teachers?

Lucy Rose, Innovation Series participant, Teach First 11.10 The role of teacher voice in schools and its benefits for both the wellbeing of teachers and learners Dr Helen Woodley, SENDCo and Senior Leader, Pupil Referral Unit 11.25 Refreshments, exhibition and networking 11.55 Exploring Teacher Wellbeing: Sharing positive practice Panel discussion chaired by Dr Tim O’Brien, Visiting Fellow in Psychology and Human Development, UCL Institute of Education • Alison Rooney, Headteacher, Furze Down School • Nikki Able, Deputy Headteacher, Uffculme School • Lana Crosbie, Associate Assistant Principal, King’s Oak Academy • Ceri Hathaway, Headteacher, Brooklands Primary School • Bethany Angris, English Teacher, Queen Elizabeth’s Grammar School

14.40 Refreshments, exhibition and networking 15.00 Inclusion: making school work for everyone Panel discussion chaired by Jarlath O’Brien, Director of Schools, The Eden Academy • Maria Constantinou, Associate Headteacher and Inclusion Leader, St. Mary’s C of E Primary School • Nicola Furey, Early Years Teacher, Laurance Haines School • Nancy Gedge, Consultant Teacher, Driver Youth Trust 15.45 Driving our profession forward Lucy Rycroft-Smith and JL Dutaut, Co-Editors, Flip The System UK: A Teachers’ Manifesto 16.00 Dear future teacher self Philip McCahill, Trainee Primary Teacher, Birmingham City University 16.10 Closing address Paul Dwyer, Chair, Chartered College of Teaching’s Council Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching

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Biographies

Dr Helen Woodley

Professor Dame Alison Peacock 10.00

Professor Dame Alison Peacock is the Chief Executive of the Chartered College of Teaching. Prior to joining the Chartered College, she was Executive Headteacher of The Wroxham School in Hertfordshire. Her career to date has spanned primary, secondary and advisory roles. She is a member of the Royal Society Education Committee, a peer member of the Teaching Schools Council and a trustee of Teach First. In March 2015, Alison was appointed by the Department for Education (DfE) as a member of the commission on assessment without levels and she is author of Assessment for Learning Without Limits. @AlisonMPeacock

Farhaan Patel Farhaan has worked in primary education for the last fifteen years. As an undergraduate, he studied psychology before spending a gap year (prior to his PGCE) as a teaching assistant in a reception class. This prepared him before embarking on a PGCE at the University of Leicester, after which he secured a job at Charnwood Primary School - a two-form entry primary school in the heart of Leicester. Currently, he is Deputy Head in the same school, having previously held various posts from EAL Coordinator to SENCo. His educational philosophy is grounded in his belief that ‘educating the mind, without educating the heart is no education at all.’ He also believes that books are the best things in the world and that humanity is the only ‘library’ they can’t close down.

11.10

@HelenWoodley

Dr Tim O’Brien 11.55

10.15

Dr Tim O’Brien, Visiting Fellow in Psychology and Human Development, UCL Institute of Education, is a former teacher having taught and held senior leadership positions in mainstream and special education (SEMH). He conducted the ‘Teacher Voice’ research project for the Chartered College of Teaching and leads its Teacher Wellbeing programme. @Doctob

Alison Rooney

@DeputyDifferent

Daisy Christodoulou 10.25

Helen is a primary trained SENDCo and senior leader working in a large KS14 Pupil Referral Unit in the North East of England. After three years studying theology at Durham University, Helen completed a PGCE at Newcastle University. Since qualifying as a teacher, Helen has taught in a wide variety of special school settings including all age provisions and specialist ASD bases.

Helen has recently completed an Ed.D at Newcastle University researching the importance of pupil/teacher voice, the role of teacher identity and the use of fictionalised narratives in education.

Daisy is the Director of Education at No More Marking, a provider of online comparative judgement. She works closely with schools on developing new approaches to assessment. Before that, she was Head of Assessment at Ark Schools, a network of 35 academy schools. She has taught English in two London comprehensives and has been part of government commissions on the future of teacher training and assessment. Daisy is the author of Seven Myths about Education and Making Good Progress? The future of Assessment for Learning. @DaisyChristo

Alison is Headteacher at Furze Down School in Winslow. She started her career as a mainstream primary teacher in Rotherham teaching Year 3 and 4 pupils.

In 1995 she made the leap to Furze Down, an all age Special Needs School in Buckinghamshire. She joined the school initially starting as a Classroom Teacher before becoming Deputy Head in 2005 and Head in 2015. As part of this journey, Alison has taught in all phases of the school from EYFS to post16. Furze Down School provides a supportive and aspirational environment for pupils with Special Educational Needs. It was awarded Specialist SEN status in July 2009 in recognition of its leading practice in supporting children with communication and interaction difficulties, and this became the starting point to develop as a Centre of Excellence for SEN. Alison attended the first Teacher Wellbeing programme run by Dr Tim O’Brien and Dr Dennis Guiney.

The two-day programme was the starting point for re-evaluating wellbeing measures in place at Furze Down and started a dialogue with staff in relation to which areas were truly valued and which were seen as tokenistic.

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@FDSHeadteacher

Lucy Rose Lucy has taught in secondary schools on their journey from Special Measures to Outstanding and has experienced how reliant pupil outcomes are on the effectiveness of their teachers. She joined the profession as an early Teach First participant in 2004 and progressed to Assistant Headteacher developing fellow colleagues. She has seen that work-life blend and flexible working are essential ingredients to sustainable teaching. Lucy is currently on her second maternity leave away from the intellectual gymnastics of the classroom and during this time she is undertaking research on flexible working as part of the Teach First Innovation Series. She is passionate about changing ideology towards flexible working in schools to prevent the haemorrhaging of exceptional teachers and leaders from the profession. @LuceAssociation

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Nikki Able 11.55

Nikki is a SLE and Deputy Headteacher at an outstanding secondary school in Devon. She has experience of working in a range of school contexts and has worked in education for 14 years. She is currently completing a Masters in Educational Leadership and Management at Nottingham University with a focus on teacher workload and wellbeing, and is a leading advocate for encouraging staff to engage in their own professional development. In her current role as Deputy Head, she has responsibility for Teaching and Learning, CPD and Teacher Training. Nikki is a Founding Member of the Chartered College and is currently participating in the Chartered College’s Teacher Wellbeing programme. @NikAble

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Lana Crosbie Lana has worked as a secondary school teacher for 15 years, having completed her PGCE training at UWE. She has taught KS3 - access to HE courses, and specialises in psychology, forensic sciences and religious studies for KS4/5. Lana is programme lead for social sciences and a Specialist Leader of Education for Psychology and Equality, Diversity and Inclusion. She now works as an Associate Assistant Principal for an Academy that is part of one of the largest MATs in the South West of England.

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Abed Ahmed 13.45

@stammer teacher

Ceri Hathaway 11.55

Ceri followed her grandparents and parents into teaching and began her career as a NQT in a small Yorkshire town. As a keen musician, she promotes music in school and has led several school choirs throughout her time as a teacher.

Following the birth of her two children and some part time-teaching, Ceri became Deputy Head and then Associate Head of Brackensdale Enhanced Resource Junior School in Derby. This provided a challenging and uniquely rewarding experience to work in the diversity of a school which specialises in the teaching of ASD children in a mainstream setting. Subsequently, Ceri took on the role as Interim Head in an inner city Derby school before taking up a substantive post at Ashgate Primary, a multicultural, busy inner city school in the centre of Derby. This led to another interim position in Northampton and then to her current post as Headteacher of Brooklands Primary, Long Eaton.

Throughout every area of her work, Ceri promotes the importance of wellbeing which has led to recent action research in this area through the Chartered College of Teaching. @BrooklandsHead

Bethany Angris Bethany is Leader of KS5 English at Queen Elizabeth’s Grammar School and, alongside this role, she continues to run the school’s sixth form Journalism Team. Bethany takes every CPD opportunity that time and energy allows and she recently participated in the Chartered College’s Teacher Wellbeing programme. Even though Bethany is in her second year of teaching, she is determined to do her part towards improving the work environment for teachers so that, in turn, schools become a more supportive place for students. To her, wellbeing at work is not about always feeling ‘well’ but is instead having the communicative setting in which to admit when it is not going well and the confidence to try to address this.

Dr Maggie Aderin-Pocock MBE Maggie is a space scientist whose passion is presenting science to a general audience and demonstrating that you ‘don’t need a brain the size of a small planet’ to understand, participate in and enjoy science. She is currently presenting Sky at Night on BBC4, Mini Stargazing for CBeebies and is a panellist on Sky One’s successful science quiz show, ‘Ducks Quack Don’t Echo’. She also makes regular appearances on The One Show, Newsnight and Woman’s Hour and was a guest on Radio 4’s Desert Island Discs. Maggie studied at Imperial College where she obtained her degree in Physics and her PhD in Mechanical Engineering. Since then she has spent much of her career making novel, bespoke instrumentation ranging from hand held land mine detectors to an optical subsystem for the James Webb Space Telescope. To further share her love of science Maggie conducts “Tours of the Universe” and other public engagement activities, showing school children and adults around the world the wonders of space.

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Mel Hand 14.30

11.55

Julian Stanley 12.40

Abed is a 23 year old secondary school maths teacher. He is also a staff governor and has been battling all his life with a stammer. Due to his stammer, he struggles to say his first name so always introduces himself as Mr Ahmed.

He graduated in 2016, after completing a PGCE in secondary maths at Birmingham City University and works tirelessly to support pupils within his own school who stammer too.

Mel Hand studied for a three year BA in Primary Education with QTS at Anglia Polytechnic University (now Anglia Ruskin) and qualified in 2002. On completion of her degree, a school she worked at during her studies invited her to apply for a post and she has been teaching there ever since. Mel has taught in Key Stage 1 and Early Years and is currently teaching in the school’s nursery class. She is passionate about early years and the way in which the youngest children learn and develop. The school is in an area of high social deprivation and many of the families face a range of challenges and barriers to their engagement in education. Mel has been involved in a project focused on developing early literacy in the local area and a key element of this has been working with parents helping them develop the skills to support their children. She believes that by effectively engaging parents in their child’s education, you can significantly improve outcomes for all children irrespective of their background. @MelHand_Teacher

Julian is Chief Executive of the Education Support Partnership. Julian’s career has encompassed the civil service, local government, community and economic regeneration, theatre and events managements and arts education in schools. He served as Chair of the Cambridge and Peterborough Learning Trust and East London Dance Ltd and was a founder of Stratford Circus in East London. Julian regularly appears on TV and radio to comment on issues affecting teacher health and wellbeing, the recruitment and retention crisis in education, parent-teacher relations and the challenges facing school leaders and teaching staff. He writes a fortnightly column in SecED and contributed to Managing Teacher Workload: A Whole-School Approach to Finding the Balance published by John Catt.

Jarlath O’Brien Jarlath is Director for Schools at The Eden Academy, a Multi-Academy Trust of special schools in London. He has worked in comprehensive, selective independent and special schools in a teaching life that spans nearly two decades. Jarlath is the behaviour columnist for TES, and the author of Don’t Send Him in Tomorrow and Better Behaviour - a guide for teachers which will be published in June 2018.

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@JarlathOBrien

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Maria Constantinou Maria is a Specialist Leader in Education for SEND and Associate Headteacher and Inclusion Leader at St. Mary’s Primary School in East Barnet, Hertfordshire.

Alongside her role at St. Mary’s, she has worked with headteachers and senior leaders on various programmes nationally, providing practical school to school support resulting in rapid change and school improvement. Much of this work has been to further develop practice and approaches to SEND.

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Lucy Rycroft-Smith 15.45

@MariaConst_

Lucy has worked as a secondary Head of Mathematics, a primary teacher, an Associate Lecturer in Mathematics for the OU, and a freelance journalist. She is the co-editor of Flip the System UK: A Teachers’ Manifesto (2017). Lucy now works in communications and research at Cambridge Mathematics. @honeypisquared

Nicola Furey 15.00

Nicola is an experienced Early Years teacher who has worked at Laurance Haines School, part of The Inclusive Multi Academy Trust, for 17 years. Nicola re-trained as a nurture practitioner with a focus on attachment theory. She developed the nurture group at Laurance Haines, which recently achieved the Marjorie Boxall Quality Mark as an outstanding social, emotional and behavioural provision. Laurance Haines is the first ‘National Nurturing School’ in the UK, where Nicola led on embedding whole school nurturing practice.

Nicola believes children’s early years experiences and relationships impact on their outcomes in later years and champions children’s wellbeing as a priority in education. She supports families and staff to increase awareness on mental health and wellbeing. Nicola is a keen advocate of drawing, talking and lego therapy as a therapeutic approach to support children with emotional needs. @LHSNurture

Nancy Gedge Nancy is the award-winning author of Inclusion for Primary School Teachers.

She also writes articles and columns for teaching magazines, journals and websites, as well as for her award-winning blog, ‘The Diary of a Not So Ordinary Boy’, where she charts life and education with her son, who has Down’s syndrome. Nancy is a Consultant Teacher for the Driver Youth Trust, a charity working to improve education for children with special educational needs and disabilities, in particular those with literacy difficulties. Previously, Nancy was an experienced mainstream primary school teacher and qualified SENCO, specialising in supporting children with SEND in the mainstream. Her aim is to raise awareness of SEND in mainstream education through giving accessible, practical and honest advice. She helps others to understand what inclusion is (and what it isn’t), what it means for teachers, parents and the wider community – and how to go about creating an inclusive environment in your own classroom. Every teacher can improve their practice for every child – that’s what being an inclusive teacher means.

Philip is a primary trainee in his second year of a BA Primary Education with QTS course at Birmingham City University. As a firm believer in collaborative practice, Philip is seeking to learn from brilliant teachers to develop his own practice, as he prepares for his own long career in the classroom.

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@Philip McCahill

Paul Dwyer 16.10

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Paul is Deputy Headteacher of the North London Collegiate School and Chair of the Chartered College’s Council. Having been a Founding Trustee of the Chartered College, Paul was appointed President in 2017 and has had the privilege of supporting the work of the Executive Team in helping the organisation grow to over 10,000 members. He is very much looking forward to seeing the Chartered College become the professional body that teachers deserve in the years to come. @MrDwyerHistory

Pen Mendonca Pen Mendonca is an independent graphic facilitator and cartoonist with 20 years experience of working in the UK public and voluntary sectors, in mainstream and special provision, on student/staff engagement and strategic facilitation. Her family background includes dramatic tales of love and loss from Asia, England, Ireland and New Zealand; she has a strong interest in the representation of race, ethnicity, gender and disability, and supports the Windrush Day campaign. Pen teaches at University of the Arts London and the Royal College of Art. Her practice-based PhD considers Values-Based Cartooning as a method for accessing and representing diverse accounts of single motherhood. Pen’s academic work has been published in Studies in Comics, Women: A Cultural Review and by Demeter Press; her new book will be published by Jessica Kingsley Publishers.

@NancyGedge

JL Dutaut 15.45

Philip McCahill

@MendoncaPen JL is a teacher of Media, Politics and Citizenship. He is a sometime contributor to the educational press on policy matters, and a research assistant in Education and Democracy at Cambridge University. He is the co-editor of Flip the System UK: A Teachers’ Manifesto (2017). @dutaut Be connected.

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Connecting education research and practice Research poster competition In December 2017, we launched our first ever online research poster competition, in association with the Society for Education and Training.

Teachers and school leaders from a wide range of settings shared the findings from small-scale research and enquiry projects they have carried out, and the winning posters across each category are on display here at the annual conference. Visit the exhibition area to see them – and consider entering a poster yourself the next time round!

Our commitment We are committed to:

Making an Impact

• Being led by and composed of a representative body of teachers

Impact, the termly journal of the Chartered College, connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. It supports the teaching community by promoting discussion around evidence within the classroom, and enabling teachers to share and reflect on their own use of research.

• Elevating the status of teaching to its rightful place alongside other leading professions • Providing pathways for career progression and CPD • Providing hope and a voice for the profession, improving trust, agency, retention and wellbeing • Facilitating collaboration professionals

with

Why not write for our next issue or share your story?

We encourage teachers from all age ranges and settings to write for the Chartered College’s Research and Practice Hub, hosting a vibrant community of professionals who have a safe space to inspire and learn from each other.

fellow

• Giving teachers access to evidence and research to improve practice and educational outcomes.

Submit your experience of amazing achievements, successes and breakthroughs that happen in classrooms and share inspiration and positivity with your colleagues. Or why not write a book review to share your thoughts on publications you have read and loved, and how they have changed your practice. Our latest series, Windows Into The Classroom, gives you the opportunity to talk about an approach that you have tried with your students – explaining what you did, why and whether it worked - to help inform and connect teachers with ideas and teaching practice.

Find out more at chartered.college/research-practice-hub

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Exhibitors Science has an impact on all of our lives and we know it is a crucial part of every student’s education. The interest of young people in science is developed by inspiring and knowledgeable teachers and technicians. From local events to national policy, we are a professional community dedicated to supporting excellence in science teaching and learning. Our journals offer insights from expert practitioners with classroom tips, suggested resources and shared effective practice. ASE can award members with formal recognition of their skills and expertise as teachers and technicians including Registered Science Technician (RSciTech) and Chartered Science Teacher (CSciTeach). We have a strong community at local, regional and national levels.

Come along to a TeachMeet or one of our other subject-specific professional development (CPD) opportunities.

Membership of ATM offers all teachers of mathematics the support needed to provide a rich, varied and stimulating mathematics curriculum. With problem solving and reasoning currently high on the agenda, ATM resources and membership can provide teachers with the means to promote the investigative, questioning and thinking skills that are essential for developing confident young mathematicians. ATM is proud to offer its members the opportunity to apply for the CMathTeach Designation. www.atm.org.uk

No matter what stage you’re at in your teaching career, Bloomsbury Education provides high quality, practical books and resources to support your teaching and professional development.

Our authors include Ross Morrison McGill, Alistair Bryce-Clegg, Rob Carpenter, Stephen Lockyer, Sue Cowley, Penny Tassoni, Richard Gerver and even more knowledgeable and inspiring experts. Titles range from poetry and historical fiction, to classroom activities and schemes of work, to leadership guidance, CPD provision, and quick ideas on behaviour, meaning that whatever your challenge, we can hopefully help you out. Bloomsbury Education will support you to not only survive the challenges of teaching but thrive and be the best you can be.

The Bridge Outreach service supports the inclusion of school aged pupils (3-19) with Autism Spectrum Condition (ASC), Severe Learning Difficulties (SLD) or Profound & Multiple Learning Difficulties (PMLD) in mainstream settings across Islington. We are staffed by teachers and Special Needs Professionals who have experience and expertise in working with pupils with ASC/ SLD/PMLD. We support staff in developing their understanding of Autism, SLD and PMLD and their skills in meeting the needs of pupils with SEN in mainstream settings. We offer free school staff training on Autism and the Early Years, Autism and classroom strategies, Autism and behaviour, Autism-Theory into practice and Autism and Playtime, as well as delivering Autism Education Trust (AET) Tier 1.

www.bloomsbury.com/education

www.thebridgelondon.co.uk/about-thetrust/outreach

Find out more www.ase.org.uk

Ambition School Leadership is a national charity working for a fair society built on an education system where every child can thrive, no matter what their background. We provide world-class leadership development and technical training to educators across England and Wales - from teachers aspiring to lead their department to CEOs steering multiple schools, and all the crucial leadership roles in between. We work with partners across the education sector to support the long-term improvement of schools in challenging contexts and offer clear pathways of expert career progression for the most important job in the world.

The British Educational Research Association (BERA) is the home of educational research in the UK. We are a membership association committed to advancing knowledge of education by sustaining a high quality educational research community. Together with our members, BERA is working to advance research quality, build research capacity and foster research engagement. BERA is dedicated to supporting and promoting teacher research. We believe practitioners, academics and policy makers must collaborate to help shape a future curriculum in schools. As part of our commitment to support teachers, participants on the Chartered College’s Chartered Teacher programme receive free BERA membership. BERA is host to The British Curriculum Forum, which exists to promote all aspects of curricular development and enquiry.

www.ambitionschoolleadership.org.uk

www.bera.ac.uk/events

Challenge Partners is a 5 ​00-school strong, ​ practitioner-led education charity that enables collaborative school improvement networks to enhance the life chances of all children, especially the most disadvantaged. We provide networks and programmes that facilitate sustainable collaboration and challenge between schools, in order to underpin improvements in outcomes which would not be possible for a school, or group of schools, to achieve as effectively on its own. Our programmes include both continual school improvement and high impact change programmes, the largest of which ​is our peer review and school improvement programme, the Network of Excellence. Our work assumes that if we build a trusted practitioner-led network, identify the knowledge and skills of the best, and facilitate effective collaboration with the rest, then we reduce the variability in provision.

If we also link the best schools with external knowledge, we drive up the performance of all schools, leaders, teachers and pupils in the network; and by harnessing the collective voice of practitioners we empower them to influence national policy and practice for the benefit of all.

Crown House are an award-winning independent publisher offering an extensive range of innovative classroom resources and materials for professional CPD. With a focus on improving teaching and learning, we publish in areas as diverse as Leadership, Literacy, Thinking Skills, Values, IT, Special Educational Needs, Philosophy and NLP. The techniques covered are practical, easy to use, cover all phases and are designed to engage and motivate students and turn them into confident, lifelong learners. www.crownhouse.co.uk

www.challengepartners.org ​

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The Economist Educational Foundation is a charity that was set up from inside The Economist newspaper in 2012. A young person’s socioeconomic background powerfully determines the opportunities they will have in life. Inequality is clear in education, where young people eligible for free school meals are significantly less likely to get good GCSEs or go to university. Discussing the news can be a powerful way for young people to develop knowledge, skills and confidence that can change their chances. Our mission is to tackle inequality by giving disadvantaged young people the skills to think for themselves about current affairs. Our schools programme, the Burnet News Club, is a network of weekly schools news clubs delivered by teachers. It develops students’ critical thinking skills through inspiring, cognitively-challenging topical discussions in class and online. www.burnetnewsclub.com

GCSEPod frees teachers up to do what they do best – teach. Elin Smith, Head of English at Ysgol Uwchradd Aberteifi describes GCSEPod as: “My additional teacher”. GCSEPod provides expertly written, highly concentrated learning and revision content to consolidate key topics for 20+ subjects. It works seamlessly on any device, online or offline, for independent learning anywhere. GCSEPod combines an extensive exam board specific question bank; automated intervention and personalised playlists to provide immediate feedback and enable students to independently address their knowledge gaps.

Our teacher tools enhance planning, learning and teaching with assignment features and user analysis reports, all allowing you to quickly see an impact from usage. In over 1,000 schools, GCSEPod have extensive evidence to support the impact it has on improving student GCSE performance.

Founded as the Teachers’ Benevolent Fund in 1877, we’ve been helping teachers – and their families – with issues in their personal and professional lives for the last 140 years.

Today, we remain the only charity committed to supporting everyone working in education. Our mission is for everyone working in education to feel respected, supported and resilient.

That’s why we give all educators access to vital support services. We’re here to help education staff in distress and to work with organisations so their employees never reach that point. Our helpline provides support from our specialised, accredited counsellors and signposts helpful resources for an array of issues. We want education professionals to call before they reach crisis point. Education Support Partnership is the only charity providing mental health and wellbeing support services to everyone working in education.

Girls on Board is an approach to help schools help girls (aged 8 - 18) navigate the choppy waters of friendship problems. Girls sometimes find that the search for trusting and reliable friendships is hard and that without such friendships they feel very unhappy. Their unhappiness is often displayed through tearfulness and even depression. Adults can help in only very limited ways because the problems within friendship groups are very fluid and difficult to express precisely. The Girls on Board approach sees trained teachers (Champions) facilitating sessions to empower the girls to resolve their friendship issues for themselves. By exploring the universal truth that every girl needs a friend, the girls reignite their empathy and compassion for each other, set aside relational aggression and form fresh bonds. Teachers and parents remain outside the level of detail and support by providing a non-judgemental ‘listening ear’.

www.educationsupportpartnership.org.uk

girlsonboard.co.uk

The Geographical Association (GA) is the leading subject association for all teachers of geography. Our charitable mission is to further geographical knowledge and understanding through education. Our journals, publications, professional events, website and local and online networks support teachers and share their ideas and practice. The GA represents the views of geography teachers and plays a leading role in public debate relating to geography and education.

Master Class Education is a leading teacher recruitment agency based in the UK. We specialise in Primary, Secondary and SEN recruitment. Master Class has great knowledge of the education systems and backgrounds and over the years have built up a huge database of schools and contacts alike; always having great opportunities for both experienced and Newly Qualified Teachers. Master Class Education now has five branches in London, Manchester, Brighton, Devon and Yorkshire where we cover all areas and surrounding counties. Covering various parts of the country means we are confident that we can give almost anyone our support and guidance when it comes to securing the perfect role. At Master Class, we appreciate the value of your skills, and will work hard to find your dream job. We have links to excellent schools and colleges, as well as an understanding of the local areas. This means that you can be confident that you’ll be able to get a job that you enjoy, in a school where you are valued and well supported.

www.geography.org.uk

www.gcsepod.com

The Key provides high-quality, trusted information and online solutions to schools and the wider sector. At the heart of everything we do is a passionate commitment to helping school leaders save time, work smarter and deliver better results for their pupils. Our national information services, The Key for School Leaders and The Key for School Governors, support nearly half of schools in England. Members have instant access to impartial information and guidance, practical resources and answers to questions on all aspects of school leadership and management. Our CPD Toolkit of ready-todeliver training modules provides everything schools need to run high-impact and costeffective in-house training for teachers, leaders and support staff. Each module is designed to be delivered by staff to support deep learning that drives school improvement. www.thekeysupport.com

NATRE is the subject teacher association for RE professionals. We work to support those who teach and lead in all schools and institutions and at all stages of their career. NATRE membership provides a survival kit for all RE departments to improve teaching of the subject. It is a legal requirement for all schools to provide RE to all pupils. NATRE can help you to meet your legal obligations. www.natre.org.uk

www.masterclasseducation.co.uk

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NAPE (National Association for Primary Education) is a charity dedicated to raising the profile and quality of education for children from birth to 13 years of age. We aim to raise awareness of the developmental needs of primary aged children. We are a membership association open to anyone interested in and concerned with education. Those of us who work for NAPE do so on a voluntary basis. We develop partnerships with other associations, lobby government and provide consultation, function as a lead authority on primary education, publish press releases, media statements and position papers as well as publishing a highly regarded education journal - Primary First

MoneySense is the free and impartial financial education programme from NatWest which provides everything you need to make teaching 5-18 year-olds about money feel real, fun and relevant to their lives. Use MoneySense’s curriculum-linked lesson plans, activity sheets, educational games, videos and interactive quizzes to bring important money-related topics to life in your classroom. Topics are split by key stage and have direct links to Department of Education subjects, including Numeracy and Mathematics, PSHE, Citizenship and ICT. The programme is accredited by Young Enterprise and has received the Financial Education Quality Mark. MoneySense also gives you the opportunity to run free classroom workshops, which help to teach pupils more about money and budgeting, with the support of NatWest employee volunteers.

www.nape.org.uk

SAGE Publishing has supported thousands of teachers throughout their careers. Whether it is getting student teachers through their initial training, providing practical resources for use in the classroom, helping teachers and education specialists continue to develop professionally or supporting school leaders, we aim to help you every step of the way. We never forget that you, our readers, are at the heart of our publishing and that by listening to you we can create the right books and resources for your teaching and learning needs. We are dedicated to publishing high quality resources so that you have what you need to feel supported, inspired and empowered as you develop in your career.

Tes Institute is the biggest teaching community in the world supporting, inspiring and connecting eight million education professionals worldwide. We help teachers and leaders to find the information, tools and training they need to succeed, creating the space for great teaching everywhere. Combining the best in online and face-to-face learning, we’re helping schools and school staff all over the world to be the best they can be – from trusted support staff and passionate graduates to confident teachers and leaders. From initial teacher training and subject knowledge enhancement to continuing professional development and support for newly qualified and returner teachers, our unique approach allows students to study in their own time, learning from their peers as well as from highly experienced tutors.

sagepub.co.uk/education

tes.com/institute

www.natwest.mymoneysense.com/home

We believe that passionate teachers who are knowledgable about the subjects that they teach have the power to unlock potential and create possibility for every student. We inspire teachers and school leaders to become more effective, enthusiastic and influential, and enhance their impact in the classroom. We do this by offering high quality professional development events and membership programmes for all teachers that blends the latest academic thinking with practical assistance from our network of teachers.

Our work transforms teachers, departments and schools, delivering long-term sustainable change to all.

Protocol Education helps thousands of teachers and teaching assistants right across the country to find the exact type of work that they are looking for. They provide roles in both primary and secondary including SEND and tuition, many long-term positions and the possibility of completing your NQT year. They can help secure great pay rates and the opportunity to get guaranteed work and pay, as well as support for your career through free CPD and resources, CV workshops, interview techniques. Protocol has 34 branches countrywide, and offer help and advice from our consultants. www.protocol-education.com

www.princes-ti.org.uk

The ULAS Admissions+ management tool is an interactive, automatic enrolment platform for school admissions, which is fully integrated into your MIS (including SIMS). Admissions+ builds efficiency by combining all the many separate enrolment operations for staff admin teams, whilst providing an accessible, intuitive process for students – giving them real ownership of their applications. The ULAS Careers Network supports students to become work-ready and connected to university-related and employment opportunities. Furthermore, through a specialist personal statement and CV builder, students are equipped with the necessary skills to excel with post-school applications. Staff can monitor and track student progress: making use of the automatic Employability & Destination Reports, stay connected with leavers via the Alumni Network and manage the writing of all student references, both academic and employment.

As former school leaders and teachers, Veema Education understands the challenges facing schools and passionately believe in promoting personal, academic and professional growth through evidence-based CPD. Using best practice pedagogical approaches, our bespoke packages provide sufficient time for new knowledge, skills and reflection to be put into practice. Our unique four-step approach – consult, tailor, train, reflect – enables us to create highly effective programmes that combine both in-house and online training, coaching and best practice classroom support. Each programme is led by expert educators, former teachers and senior school leaders, as well as renowned authors and speakers. With our focus on collaboration, we work alongside schools to create practitioners who are continually growing in confidence and able to create the very best outcomes for students.

www.ulas.co.uk

Visit us at www.veema.co.uk

Be connected.

Be informed.

Be inspired.

17

Be connected.

Be informed.

Be inspired.

18

Third Space:

Science of Learning Saturday 17th March

York

Connect

Members:

ÂŁ25

A space for teachers, school leaders and researchers to meet, share, collaborate and build new networks

Nonmembers:

ÂŁ75

Learn

Keynotes from international experts in neuroscience and cognitive psychology in education

Engage

Interactive workshops, roundtable discussions and opportunities to explore the relationship between research and practice

Held at National STEM Learning Centre, University of York, Heslington, YO10 5DD

Book your place online:

chartered.college/third-space-science-of-learning

chartered.college @charteredcollegeofteaching

@charteredcoll

Be connected.

Be informed.

Be inspired.