WELCOME TO INCYTE INTERNATIONAL LTD

A WORLD LEADER IN SCHOOL IMPROVEMENT PRODUCTS AND SERVICES

27 years providing high quality services to schools and other education organisations

 Many of our client schools are outstanding schools of excellence. This gives us the motivation to provide ambitious, creative and innovative support to all of the schools we work with. It makes us a very different school improvement partner to others. It enables us to challenge the thinking of all kinds of schools knowing the direction we can take together is part of a long journey to achieving excellence and sustained continuous improvement.

Tailored support, advice and guidance for all types of schools, academies, children centres, educational charities, educational facilities management companies and further education colleges 

Provider of specialist safeguarding audits including a national 'Excellence in Safeguarding Award'

Over  100 specialist consultants • Bespoke consultancy and training • SIP packages • Data analysis • Whole school and subject specialist reviews

and much more

NEWS • EDITORIAL

Incyte has delievered more than 100 free bite seminars to its consultants in April, May and June 2020

Here is just one of the many comments that we have had that have praised the quality of the seminars

‘With the weather and the ever changing guidance from government this has been as challenging as it can possibly be but, as normal, you continue to support and professionally be present when required.

Now it’s time you chill and spend some quality time with friends and family keeping the distance but enjoying the weather.

So, again, thank you for your never ending support. 👍😊👍’

Ian Chappell, Chair of Trust, Rivermead Inclusive Trust

                                           It is time to promote Learner-Centred Education more than ever

                                                                                   July 2020 

When I was training to be a teacher in the 1970's I was turned on to Jerome Bruner and his ideas. Since then I have dedicated my life to support an evolution of best learning practice. I have always found comfort in knowing that the constructivist philosophy does work in the classroom. Not only does it work it improves achievement through learner-centred environments. It is therefore not surprising that I have continued to be inspired through my organisation's school improvement activities when promoting and seeing the awe inspiring learning that takes place when learner-centred environments are fully embedded and flourishing in some of our schools. Across the last 27 years I and my colleagues have therefore done our best to promote this best practice learner-centred environments whenever we have had chance to do so. It has been immensely gratifying to see this practice grow through creative and innovative processes as well as the academic evidence to support the evolution. We work with many high-quality schools in England and overseas and therefore we have had the privilege of observing and evaluating the practice at first-hand and then, helping and supporting these teachers and schools to develop even further.

We often use the phrase, as we begin to see the cultural shift move from teacher-centred to learning-centred to learner-centred environments (Chris Watkins), 'You have to see it to believe it.' To really understand what a significant difference it makes to the quality of learning you have to visit classrooms and see it happen. However, going through this cultural shift is extremely challenging for so many different reasons and you need to apply Passion, Wisdom and Courage to make it happen.

Schools are facing so many different challenges at the moment and it is not surprising the government is wanting 'gaps' to be closed but do they really understand what 'gaps' are and are they any different to what they were before Covid? So, what is the government advocating? Well, in a nutshell, it is more and more of a shift in the direction of teacher-centred learning where the teacher really is the font of all knowledge and if the students don't learn through this process they have to be given more of the same in catch-up lessons. And we now find that these 'catch up' sessions are going to be delivered by an army of university graduates through the tutoring programme. What a great idea! We give the most challenging pupils to those with least experience - is this just a recipe for widening the gap not closing it? We then find out today that to qualify to be an NLE you will need to promote a teacher-centred brand of delivery. Of course, this should not be a surprise to any of us. The direction education has been directed and reinforced by the government has been long known but now the speed of the drive is gathering more and more momentum from so many sources.

As an organisation we are just coming to the end of delivering over 100 free bite size seminars and open forums across the last two months to our consultants, schools and teachers. It has given everybody a space to reflect and discuss. Many of the schools we work with are outstanding, and they are of high quality because they believe in starting from where the child is when they arrive and then build a curriculum delivery ('Intent' in Ofsted terms), turning this in to a personalised approach to meet the needs of all the pupils and ensuring they are all challenged and succeed within a supportive environment where they are respected as individuals primarily and learners essentially.

When this gets embedded into the classroom, we see pupils assessing and evaluating their own learning and the learning from others because they know what ‘small step success’ is and how it can be identified. This, itself, gives them the confidence to articulate their learning precisely, apply it into different contexts accurately and to become involved in in-depth discussion. Reflection time and formative assessment are skills they require which helps them to make learning decisions because they do know what they have learnt, understood and applied, where they are now on their journey and have a good idea what they need to move their learning on to next.

What Covid has given us the opportunity to do, because we really do need to do it, is to ensure that when pupils return to school, they have the opportunity to settle in and share their experiences. In other words, take them on from where they are and enable them to make crucial decisions about what they need to learn to try to get back into what learning is all about. It is a tragic but tailor-made situation to make sure the environment they enter is dominated by learner-centred practice.

It is therefore an opportunity to realise that the learner-centred approach is the way that lost months can be regained most effectively. We just cannot afford to turn the pupils off even more so that they have even less chance to survive as active, positive participants in the societies they are entering once they leave school.

We need to stand up and be counted and there has never been a more important time in education when this is needed. We must stop the direction in which education is taking us now and move it on to a path that we know works best for all. Encouraging cultural shift is hard at the best of times, it is not easy to change what people do especially if they, themselves, have been successful in a teacher-centred environment. With the direction the government is taking us it will get harder and harder to do. We are already losing one hundred years of evolution at a fast pace, reverse gear is now on full throttle, we have no time to waste. Collectively we need to challenge the direction, support the schools who know that learner-centred environments achieve the best outcomes for all and give them the confidence that they are taking the right journey and encourage them themselves to put the vehicle in to reverse.

Malcolm Greenhalgh, Director, Incyte International Ltd

 

 

 

 

The number of schools and organisations commissioning the

Incyte International ‘Excellence in Safeguarding Award’ increases significantly.

The first school to achieve the Platinum award was Winton Academy in Andover in February 2018. Since then the number of schools using the award to ensure high quality safeguarding provision has spread across the country and has included not only schools but social justice charity organisation NACRO and educational facilities management organisations including: Amber, Kier, Engie, OCS and G4S.  

 

Winton

This is an award that demands the highest attention to detail in ensuring that a school’s community is safe and aware of all possible safeguarding concerns. There are 2 levels of award, Gold and Platinum. Schools wanting to achieve this award will need to undergo a day’s audit from one of our safeguarding specialists. A detailed report will result with highlighted strengths and areas for development.

Who is this for?

  • Any organisation that is responsible for children, young people, students or vulnerable adults

How long is it current?

  • 2 years with an option for a yearly light touch visit to upgrade from Gold to Platinum or to confirm continued excellence

Benefits?

  • A visit to your place of work where all key workers and a representation of stake holders will meet with the auditor.
  • A report is generated from the visit which highlights the best practice and identifies action points for improvement
  • The body or institution is able to use the excellence in safeguarding Logo
  • Access to newsletters and updates
  • Access to our safeguarding experts’ advice
  • Access at discounted rates to RESET’s comprehensive online training for staff in safeguarding, mental health, Prevent and anti-bullying

What makes this award stand out from other awards?

  • There is a high focus on the application and impact of policies on the ground
  • We recognise innovative and creative practice that really makes a difference to young people and those most at risk
  • We put children and young people at the heart of our award by ensuring that they are educated well especially their critical thinking skills, so they know about risks and how to manage them effectively
  • We focus on the culture that leaders create to keep young people safe
  • We do not expect institutions to collect a wide range of evidence to present to the panel prior to the audit. We work with what you already do, day in day out.

 

 A two -year or three year ks4?

The article below is worth a read as it raises the issue of judgements made around a two year/three year ks3 and ks4.

What seems to be clear is the need for us to be clear about whether a curriculum meets the needs of the students or not and the reasons for the judgement that you may be coming to.  I think it is important to provide a balanced view based on the evidence collected and whether this supports the school’s curriculum aims or not and whether the delivery of the curriculum is effective.

Ofsted re-rates Harris school, admitting error in report

James Carr - SchoolsWeek

Ofsted has amended the report of a school run by one of its most high-profile critics after inspectors wrongly applied new transitional measures. Harris Academy St John’s Wood, in north London, was rated ‘good’ by the schools watchdog in January – including ‘good’ judgments for ‘quality of education’ and ‘leadership and management’. However, the inspectorate has now upgraded the school’s ‘leadership and management’ rating to ‘outstanding’. They also removed the caveat of transitional arrangements which it had originally applied to the ‘quality of education’ judgment. Ofsted has said it will now provide additional training to inspectors on when to apply such arrangements after a complaint by the Harris Federation, which runs the school. Inspectors use their “professional judgment” to decide whether to apply transition arrangements as a temporary measure under the new framework where a school has taken “appropriate action but is still in the early stages of developing a curriculum”. In the wake of the initial judgement back in January, Harris chief executive Sir Dan Moynihan told The Times the report showed the school was “excellent in every way” but “makes clear inspectors took issue with the three-year programme for GCSE”.  In the same interview, he slammed the new framework as favouring middle-class pupils – launching a row which has led to the Department for Education preparing to intervene. In a letter to parents, Harris Academy St John’s Wood principal Graeme Smith said the trust felt that “aspects of the inspection process were flawed” and Ofsted has since apologised for the error. The school’s overall ‘good’ judgment has remained the same. But Ofsted said the school’s “leadership and management should more accurately be judged outstanding than good”.

They added the evidence from the inspection also suggested the curriculum in place supported a ‘good’ judgment in ‘quality of education’ “without the need to factor in transitional arrangements”. A spokesperson for the inspectorate added: “Our robust complaints process is in place to allow our judgments to be challenged and then undergo appropriate scrutiny so that everyone can have confidence in our final judgments.” Ofsted is currently consulting on plans to withhold publication of inspection reports until it has resolved complaints about them. This would mean that schools would have to submit a formal complaint within two days of receiving their final report, rather than the current ten days. In the St John’s Wood report, Ofsted stated there were year 9 pupils who do not study history, geography, art or music. It added: “Leaders, governors and trust directors have not ensured that all pupils in year 9 receive their entitlement to a broad and balanced curriculum that is at least as ambitious as the national curriculum.” However, Moynihan said the extra GCSE year was central to the success of getting good grades for deprived children and called the new regime “a middle-class framework for middle-class kids”. St John’s Wood was in special measures before Harris took over. Ofsted has consistently denied having a curriculum preference, yet has criticised schools for shortening their key stage 3 to two years. Elsewhere, the inspectorate has also upgraded a provisional ‘good’ judgment into ‘outstanding’ at Bedford Free School after complaints. Ofsted said none of the school’s specific complaints were upheld but “our review of the inspection did conclude that the quality of education was outstanding”. Schools Week reported in January that Ofsted apologised and overturned a provisional ‘inadequate’ judgment at Park Academy West London after a complaint that inspectors had not understood its “innovative” new curriculum.

 

PLAN B

Benjamin Paul Balance-Drew – English hip hop recording artist, actor, film director and producer

MUSIC THERAPY

Whilst the government is trying to take us back in time to the system of grammar school academia for all that failed so many of our children so badly, Plan B has different ideas. He is trying to ensure pupils who are attending his old PRU get the same if not better opportunities to the ones that helped him to transform his life.

During his interview with Jools Holland in the first programme of his new series he (Plan B) revealed how he is working to ensure the needs of those pupils he can influence are met whilst there are so many unwanted distractions that could take them in the wrong direction.

This is a transcript from the comments he made to Jools:

‘I was expelled from school and went to a PRU.  We had a chap there called Cliff Hurley. He used to bring all his own music equipment into the school and he used it as a therapy to get us to come out of our shells because you get instant gratification from music.  The minute you give a kid a drum stick and they start hitting them on the snares he’s getting a sound out of it. You don’t get that with other subjects.

We were all at the school because we were expelled from other schools because the academic approach wasn’t working for us. So we needed vocations and everyone loves to hear music, even if they can’t play it they enjoy it.

So when I came back to my old PRU to do a documentary after Cliff had died I saw that he hadn’t been replaced.  And I knew I had to put a new music room there. I hooked up with Atlantic and Big Music and put a music studio there and a full-time music teacher. Since we have done that we have had 25% of the kids getting enrolled back into mainstream education which is unprecedented.’

 

 

The first school to achieve the Platinum award is Winton Academy in Andover.

February 2018 

 

Winton

 

This is an award that demands the highest attention to detail in ensuring that a school’s community is safe and aware of all possible safeguarding concerns. There are 2 levels of award, Gold and Platinum. Schools wanting to achieve this award will need to undergo a day’s audit from one of our safeguarding specialists. A detailed report will result with highlighted strengths and areas for development.

Who is this for?

  • Any organisation that is responsible for children, young people, students or vulnerable adults

How long is it current?

  • 2 years with an option for a yearly light touch visit to upgrade from Gold to Platinum or to confirm continued excellence

Benefits?

  • A visit to your place of work where all key workers and a representation of stake holders will meet with the auditor.
  • A report is generated from the visit which highlights the best practice and identifies action points for improvement
  • The body or institution is able to use the excellence in safeguarding Logo
  • Access to newsletters and updates
  • Access to our safeguarding experts’ advice
  • Access at discounted rates to RESET’s comprehensive online training for staff in safeguarding, mental health, Prevent and anti-bullying

What makes this award stand out from other awards?

  • There is a high focus on the application and impact of policies on the ground
  • We recognise innovative and creative practice that really makes a difference to young people and those most at risk
  • We put children and young people at the heart of our award by ensuring that they are educated well especially their critical thinking skills, so they know about risks and how to manage them effectively
  • We focus on the culture that leaders create to keep young people safe
  • We do not expect institutions to collect a wide range of evidence to present to the panel prior to the audit. We work with what you already do, day in day out.

 

 06.10.2017 -  All aboard the 'Skills Revolution'!

You may be aware of the changing emphasis from Ofsted on schools ensuring they provide a curriculum that is suitable and relevant in meeting the needs of all the pupils.  There is now a growing momentum in the secondary field to bring back a broader curriculum.  The lack of logic behind recent government initiatives started by Gove has probably led to the country’s darkest hours in making it nigh impossible to do our best for all those children in our care.  It is therefore refreshing to read the editorial in Schools Week  by Laura McInerney:

'The conservative Party has got a major problem when its own secretary of state for education is on the stage announcing a ‘skills revolution’, but the schools minister won’t let civil servants write the word ‘skills’ in any of his correspondence.” Making this point while sat alongside a former Tory minister and in front of 150 party members was not exactly comfortable, but it felt important at a fringe event I attended at conference on Sunday. It was important because it’s true. For three days the same questions were on party member’s lips: Why aren’t we giving children opportunities to do vocational subjects? Why are we killing off the arts, and music, and design & technology? How come the message about apprenticeships is always so negative?..'  Read more

10.04.2017 - INSPIRE..2..TEACH – International recognition

Incyte has, for a long time now, advocated the need for a much better link between leadership and the quality of teaching and learning. It is well recognised world-wide, that the quality of teaching and learning is the most important factor that leads to improved outcomes. However, this can only happen if the quality of leadership which drives the improvement in teaching and learning is also of a high standard.
The Inspire..2..Teach programme, a mixture of self-improvement, coaching and mentoring (internally and externally), directs its energy towards improving teaching and learning in a practical way but also drives improvement in the leadership of teaching and learning. The programme identifies the best teachers in the school, develops their practice to ensure the quality of teaching and learning is consistently outstanding and, at the same time develops the leadership skills of this initial teaching group (Leaders of Learning) so that they are able to self-sustain improvement in teaching and learning across the school.
The programme is a powerful driver for sustainable improvement in outcomes over time. However, it is not designed to be a quick fix, as cultural change cannot be turned around overnight, but is designed to ensure the bedrock for future improvement is solid and secure.
The article in ‘Teach Middle East’ illustrates the impact of the programme and how it can begin to transform the culture within a school to ensure all students achieve the best outcomes possible.

27.03.2017 - What is an appropriate curriculum?

Why are the curriculum expectations in England changing?  Who is deciding that the path we are taking is the right one? Are we following a path that had the wrong assumptions against which we started a different journey? Are we looking at how a curriculum is delivered in a different country with a different culture and tradition and saying that is the pathway we need to go along without really understanding the implications of this?
Designing a curriculum is a significantly difficult task – we had all sorts of contentious national discussions when we developed the National Curriculum in England in the 1980s. So, what is the fundamental starting point for this design process to be successful?
The problem in modern society is that we really don’t know what life in the future is going to look like and we do not know precisely what skills future adult citizens will need to achieve the community goal.
What should we therefore be doing in our schools to ensure we all, in the future, contribute to a society that encompasses all the basic moral values that we need to understand and the skills we will need to make a positive contribution to our communities in the future? In our editorial we analise these and other qustions. Follow the link below to 

Read more

23.02.2017 - Emirates International School applying Incyte's 'Inspire..2..Teach'

Inspire2Teach Emirates

We are delighted to have partnered with Emirates International School Jumeirah. Our Inspire..2..Teach programme is designed to provide high quality support to improve the quality of teaching and learning in lessons to a level that would be identified internationally as outstanding practice.

Twenty four EIS teachers have joined the Inspire..2..Teach programme in this first instance, working to develop their teaching to consistently Outstanding levels. Alongside the focus on teaching they are also honing their skills of dialogue and feedback as they become recognised Leaders of Learning within the school - empowered and enabled to share their expertise working with other teachers.

Inspire..2..Teach in EIS Jumeirah direct link

09.01.2017 - 'Inspire..2..Teach' working effectively in the Middle East

AjmanAcademy Tassos page

Teach Middle East magazine in its January-February 2017 edition published an article written by Dr Tassos Anastasiades, Director of Ajman Academy , the United Arab Emirates.
In his article Dr Tassos highlights the importance of leadership and the role of Incyte International intensive school improvement support. “We empower our teachers,” said Dr Tassos, “they are trained to become Leaders of Learning, using the Inspire..2..Teach strategy and working very closely with Incyte consultants.” Incyte is a proven methodology, which Dr Anastasiades has used for four years in a number of schools.
“It has been consistently recognised, that the quality of teaching and learning can only be improved over time, if all stakeholders ‘buy in’ to the concept of ‘grass roots’ improvement”, Dr Tassos shared.

Access the Teach Middle East magazine to read the article online (page 32).

03.10.2016 - Unions to advise a boycott of next year’s SATs?

The most recent message to members from Russell Hobby, NAHT General Secretary, highlights the concerns of headteachers across England about the current situation of assessment and outlines what the government needs to do... 

Read more

18.09.2016 - Inspections, Exams and Test results

End of 2015-2016 exam and test outcomes: Congratulations to all of the secondary schools that Incyte supports as a school improvement partner (RI to Outstanding)...
The high quality support we provide has been acknowledge in a recent Section 8 visit. We would like to thank all our consultants and schools for all their hard work and our school leaders who respond extremely well to what are sometimes difficult messages and challenges. We look forward to working with you all in the current academic year.
Our schools in the Middle East have also either maintained or improved their inspection grading...

Read more

16.08.2016 - Creativity or Uniformity

Since education began there has always been much debate about what children need to learn and how they should be taught to learn.

It is quite clear that the current government is looking more at conformity/uniformity rather than creativity and diversity. The new national curriculum and assessment initiatives are an example of this as is the constant push towards trying to improve our position in the PISA rankings by promoting the use of things like Singapore maths.
Within all of this, however, Asian countries, including China, have been coming to the UK to find out how we manage to create a better balance between uniformity and creativity which leads to a wide range of talents distributed across our adult population. Our primary school education has, for a long-time, been held in high esteem and is something that should be replicated widely.
The article below provides an interesting take on this whole issue.
We would be interested to know your views on this whole debate. If you find the time to respond please send an email to This email address is being protected from spambots. You need JavaScript enabled to view it.

Read more

12.05.2016 - Ofsted update presentation

Key Points:

  • What are some of the key focuses and approaches?
  • 'Pebble in the pond'
  • Key Approaches from Early Years to +16

Due to technical hitches we were unable to record this presentation but you can download it here. We have added to aspects of the PPT so that there is more information.
Click the following link to download Ofsted update May 2016

29.02.2016 - Open Letter to Nicky Morgan by Emily Gazzard

Dear All
Below is an open letter written by Emily Gazzard passed on to me from Gulshan Kayembe. In the light of the publication of the exemplification materials by the DfE, Emily utters her complaint about the standards now expected of Y6 pupils at the end of KS2. The letter opens up many of the concerns expressed to us directly by the schools that we are working with.  Although we may not agree with everything that Emily is saying there is much food for thought...

Read more

23.02.2016 - The Early Years Foundation Stage Baseline Test

Incyte has consistently expressed a view about the new baseline assessment and promoted the Early Excellence baseline as the one that was most likely to fit with best assessment practice conducted by schools.  Our main concerns, therefore, are not with the actual baseline test itself, as we do believe in having national baseline assessment consistency which can be externally moderated to improve accuracy of assessment, but with how this information is going to be used...

Read more

09.02.2016 - Enabling Children/Students to Develop the Skills needed to Learn Effectively

Dear Nick Gibb
There are times when non-professionals begin to believe that they are professionals with many years of experience of evaluating the quality of teaching and learning in depth. In the best schools, there has always been an appropriate balance between knowledge, skills and understanding. All of us who are trained as teachers will remember the wealth of academic research and evidence that pointed out the importance of this balance. To suggest that schools in their curriculum design and teachers in delivering the school’s curriculum have forgotten the importance of knowledge within this balance is just nonsense.
But, I would just like to thank you for bringing your view from the thousands of lessons you have evaluated (??) to the forefront because it has reminded me of the vast amount of educational research that supports effective learning – how pupils of any age learn best. The article below is just one that Jan Lomas, one of our directors, brought to my notice. It is certainly worth a read if only to enlighten us all in the belief that young people will always surprise us if we give them the credit and respect as intelligent human-beings that they deserve. After all, they do learn an incredible amount without any professional teacher support in the first few years of their life – the danger for us as teachers is that we forget this and box up their lives thereafter wondering why, by the time the leave school, academically, they have forgotten how to think for themselves, be creative and take risks.

Read more

11.01.2016 - Workload and Effective Learning and Teaching

Unions and Academies/Schools can work together to provide high quality education within working conditions that are acceptable to all parties

...Assessment is probably the most crucial skill that any teacher can possess.  Without good assessment taking place informally and formally within and around every lesson or series of lessons how can teachers plan effectively and personalise the curriculum to meet the needs of the pupils?...

 Read more   

 Assessment Changes for September 2015 and their Potential Impact on Social Mobility

There is continued confusion about assessment without levels and it is likely to get worse before it gets better. There is also increasing concern about the Reception baseline assessment to be piloted early in the autumn term. A recent article by John McIntosh in the TES expresses concern about schools re-vamping assessment systems under a flawed Levels system... The article found by Incyte Director Jan Lomas – is great in identifying the pupil perspective (backed by significant research) on what they need in terms of feedback which enables them to learn well and make good progress...

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