Philosophy for children (P4C) is a powerful educational approach that has been found to be highly effective in the dual aims of raising attainment and improving children’s enjoyment of learning.

As we welcome all children back to school, after an unprecedented near 6 months absence, accurately assessing their learning will underpin any and all activity to help the recovery process and to make sure children are in a position to catch up.

Diagnostic assessment gives teachers a nuanced understanding of children’s learning so that they can plan their teaching to match the needs of the class or their additional interventions to match the needs of smaller groups or individuals.

(Various dates from January to June)

We are offering a range of one hour PD sessions focussed on specific areas of mathematics, which will allow teachers to work on some maths together as part of a wider mathematics community.  This will include exploring understanding of concepts and structures and considering how to make best use of the ideas with learners. 

Teachers can attend one or multiple sessions: (see list below)

• Games to support understanding of number R/Y1/2 - 3rd March
• Additive fluency through reasoning Y1/2 - 9th March
• Additive fluency through reasoning Y3/4 - 10th March
• Additive fluency through reasoning Y5/6 - 11th March
• Fostering Inquiring Minds Y5/6 - 24th March
• Number Sense Y1/2 - 20th April
• Number Sense Y3/4 - 21st April
• Number Sense Y5/6 - 22nd April
• Fostering Inquiring Minds Y3/4 - 28th April
• Fostering Inquiring Minds Y1/2 - 12th May
• Maths and Art Y5/6 - 13th May
• Multiplicative fluency through reasoning Y3/4 - 19th May
• Multiplicative fluency through reasoning Y5/6 - 20th May
• Visualising shapes KS2 - 8th June
• Procedural variation Y1/2 - 22nd June
• Procedural variation Y3/4 - 23rd June
• Procedural variation Y5/6 - 24th June

We are offering a range of one hour PD sessions focussed on specific areas of mathematics, which will allow teachers to work on some maths together as part of a wider mathematics community.  This will include exploring understanding of concepts and structures and considering how to make best use of the ideas with learners. 

Teachers can attend one or multiple sessions.

(Various dates from January to June)

Tickets £35, with discounts for groups and for alliance schools

The session examines how to reach and teach pupils with Adverse Childhood Experiences, covering what we all need to know and do.

Abuse, parental separation, neglect, bullying, bereavement are just some of the difficulties that can combine to create toxic stress for the young people that we teach.  The negative impact of adverse childhood experiences (ACEs) can include low academic achievement, poor health and as much as a 20 year drop in life expectancy.  Young people with 4 or more adverse childhood experiences are more likely to be labelled as lacking focus, and having behavioural or cognitive difficulties.  It doesn’t have to be this way.  All of us working in education can make a real and positive difference for children affected by ACEs.  This course will help us develop our knowledge about ACEs and gain very practical strategies that we can all do, whatever our roles within education.