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

Over  150 specialist consultants • Bespoke consultancy and training • SIP packages • Data analysis • Whole school and subject specialist reviews

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NEWS • EDITORIAL

FREE ZOOM ON-LINE EDUCATION SEMINARS FOR JUNE 2020

These events are limited to 10 people only.  If you would like to take part apply directly to: This email address is being protected from spambots. You need JavaScript enabled to view it.  

Title

Seminar Lead

Pen Picture

June 2020 Dates and Times

1.      Measuring the impact of SMSC

Sandra Teacher

Sandra’s work has covered Early Years, primary, secondary and special schools and PRUs as a teacher, leader and Ofsted inspector. She continues her inspection work in Early Years, is a mentor and trainer for new trainee inspectors and works for ISI. She is an Education Adviser at the DfE with a particular focus on faith schools. She is an External Adviser for the PM of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials, Fundamental British Values and a Safeguarding Toolkit.

3rd 4.30pm

2.      Common issues often found from PP reviews and ways to fix them.

Richard Sutton

Richard is a former secondary school headteacher.  Currently he is a school improvement consultant, Ofsted lead inspector (primary, secondary and special schools), DfE External Expert and a specialist adviser to the Saudi Arabia Ministry of Education. In recent years, he has conducted over 150 pupil premium reviews.

4th 4pm

 

3.      Mapping your provision of opportunities to develop cultural capital

Emma Hollis

Emma Hollis is an experienced improvement consultant who has worked across primary, secondary and FE settings. She has a background in arts education and has worked as an Ofqual External Expert and senior examiner in the field of Drama and Performing Arts. Emma is a lead Ofsted inspector and has inspected initial teacher education and school settings. Emma is a published author and has presented a number of international conferences on her research in professional identities and teacher agency.

8th 4.30pm

4.      Dynamics of Domestic Abuse – impact on children in secondary schools

 

Bal Kaur Howard

Bal was employed for 7.5 years with Suffolk Constabulary in Domestic Abuse & Child Investigation Abuse Unit and has delivered training since 2008 nationally.  Bal is a survivor of Domestic / Honour Abuse & Forced Marriage that happened in the UK when she was 17 years old and shares her experience as she was removed from school at the age of 13.

Secondary

9th 4pm

5.      Planning for Progression in to the ‘new normal’ – supporting young people to make appropriate next steps through effective careers education and guidance

Emma Hollis

Emma Hollis is an experienced improvement consultant who has worked across primary, secondary and FE settings. She has a background in arts education and has worked as an Ofqual External Expert and senior examiner in the field of Drama and Performing Arts. Emma is a lead Ofsted inspector and has inspected initial teacher education and school settings. Emma is a published author and has presented a number of international conferences on her research in professional identities and teacher agency.

10th 4.30pm

6.      How best can we re-integrate pupils, especially those from disadvantaged backgrounds, who have had a range of significant issues at home during lock-down?

 

Gushan Kayembe

Gulshan works as a successful school improvement partner and education consultant, having been a teacher, a senior school leader and a senior Local Education Authority Officer. As well as providing training and facilitation in a wide range of areas, Gulshan is an experienced inspector. She has significant knowledge of teaching and learning,and has always been passionate about the centrality of the curriculum to good education. Over recent years, Gulshan has worked closely with schools, LAs and MATs to develop strategies to narrow the gap in academic learning between those who are educationally disadvantaged and others.

 

11th 8am

 

 

 

7.      The new requirements for RSE

Sandra Teacher

Sandra’s work has covered Early Years, primary, secondary and special schools and PRUs as a teacher, leader and Ofsted inspector. She continues her inspection work in Early Years, is a mentor and trainer for new trainee inspectors and works for ISI. She is an Education Adviser at the DfE with a particular focus on faith schools. She is an External Adviser for the PM of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials, Fundamental British Values and a Safeguarding Toolkit.

11th 4.30pm

8.      Coming Back and Landing Safely for Special Schools

Dr Mick Megee

Mick has been a special school headteacher, Ofsted inspector, and a Regional Educational Consultant for the UN in the Middle East. He is currently working as a specialist in School Improvement, safeguarding and is a DfE External Expert. This seminar will look at the current guidance to special schools for post-C19 re-opening and discuss its merits, flaws, problems and solutions. Please come and share your concerns and ideas with other Senior Leaders and Governors.

16th 4.30pm

9.      Academic mentoring: supporting and encouraging students to reach their full potential

 

Deb Wring

Deborah Wring has held senior leadership posts in two secondary schools, with responsibilities for students’ achievement, teachers’ professional development and safeguarding. She is an experienced school improvement consultant and inspector of 18 years, and is currently working with twelve primary and secondary schools across England. She leads whole school reviews with senior leadership teams and coaches teachers and leaders in evaluating the quality of education. She is involved in quality assuring the work of other reviewer colleagues and is working with a number of academy trusts and a teaching school.  

Deborah has set up and led an academic success programme, Learn to Achieve, which has involved her working with staff and pupils as a mentor/coach and intervention teacher of English. The impact of this programme has resulted in good and outstanding performances by a significant number of pupils in their overall GCSE grades, including a high ability, disadvantaged cohort.

22nd 10am

10.   The importance of Formative Assessment in everyday teaching

Dr Joanna Goodman

Joanna is a Fellow and a Trustee of the Chartered Institute of Educational Assessors.   She gained her Doctor in Education degree from King’s College London, where she had an opportunity to gain professional expertise while working with Prof Paul Black and Prof Dylan Wiliam.  Joanna’s research interest is the role of assessment in improving progress.  She has been widely published on assessment in peer-reviewed publications here and abroad.  She has delivered training and presentations at international conferences on the topic of assessment. 

22nd 5.00pm

11.   Dynamics of Domestic Abuse – impact on children

 

Bal Kaur Howard

Bal was employed for 7.5 years with Suffolk Constabulary in Domestic Abuse & Child Investigation Abuse Unit and has delivered training since 2008 nationally.  Bal is a survivor of Domestic / Honour Abuse & Forced Marriage that happened in the UK when she was 17 years old and shares her experience as she was removed from school at the age of 13.

Primary

23rd 3.45pm

 

12.   The importance of curriculum design in meeting the needs of all pupils

Dr Joanna Goodman

Joanna has a background in curriculum leadership in different types of schools and different key stages.  She is a former Ofsted and ISI inspector and during her career has gained significant experience evaluating the quality of  a range of curricular provision.  Recently, she has been developing the content of new post-16 qualifications, T Levels in Education and Childcare, as a member of the panel of experts at the DfE.

 

23rd 5.00pm

13.   How to use the Teaching Council Pupil Premium strategy document in schools

       (for governors)

Janet Dinsmore

Janet has had teaching, leadership (including headship) and LA advisory experience in small rural, inner city and outer urban primary schools and special provision including EY Specialist language provision, MLD, EBSD (residential), PRU and EAL. She was an Ofsted team and lead inspector from Sept 2009-July 2019 and currently leads and coaches peer review teams through Challenge Partners. She also works for Portsmouth LA as a school improvement consultant, including pupil premium reviews.

23rd 6pm

14.   What next for NQTs and trainee teachers – how to provide effective support in a time of change

Emma Hollis

Emma Hollis is an experienced improvement consultant who has worked across primary, secondary and FE settings. She has a background in arts education and has worked as an Ofqual External Expert and senior examiner in the field of Drama and Performing Arts. Emma is a lead Ofsted inspector and has inspected initial teacher education and school settings. Emma is a published author and has presented a number of international conferences on her research in professional identities and teacher agency.

24th 4.30pm

15.   Best tips for effective timetabling

Ian Moore

Ian is a former Secondary School leader who has worked in schools across the country to deliver curriculum design and planning as well as timetabling and training for staff.  This has included schools where there was a combined Sixth Form which required close coordination.  He has also been involved in curriculum redesign that has enabled students half way through examination courses to continue whist the rest of the school undergoes significant modification.  To Ian it is all about challenge, communication and sustainable support. 

25th 10.00am

16.   Reviewing the subject curriculum and the support for the Middle Leader.

Ian Moore

Ian is a former Secondary School leader who has worked in schools across the country with a particular focus in training Middle Leaders and those new to leadership.  He is a DfE External Expert and has worked with exam boards in the development of curriculum and in exam marking.

25th 4.30pm

17.   Reviewing the quality of provision for ‘priority pupils’ including disadvantaged and those with social and emotional needs

Emma Hollis

Emma Hollis is an experienced improvement consultant who has worked across primary, secondary and FE settings. She has a background in arts education and has worked as an Ofqual External Expert and senior examiner in the field of Drama and Performing Arts. Emma is a lead Ofsted inspector and has inspected initial teacher education and school settings. Emma is a published author and has presented a number of international conferences on her research in professional identities and teacher agency.

26th 4.30pm

 

18.   A Transition Curriculum

Malcolm Greenhalgh

Malcolm has worked as an education analyst and evaluator since 1993 and has had the privilege of working with well over a hundred schools in the UK, Asia, India and Hungary helping and supporting them to improve the quality of the education the offer schools. One of the continuing key concerns has been the transition curriculum between primary and secondary schools. This seminar briefly explores a model that combines all of the elements of what constitutes high quality provision and high quality learning.

29th June 4.30pm

19.   The Essentials for ensuring high quality education.

Malcolm Greenhalgh and Caroline McKee

Directors of Incyte International

Malcolm and Caroline have analysed and evaluated effectiveness in over 200 schools in the UK and internationally and continue to work with outstanding schools as support partners. They have used their own action research together with academic research to clarify what the key factors are that help to ensure that outstanding learning and teaching takes place on a day to day basis. This seminar provides a summing up some of the fantastic seminars that we have had the pleasure of promoting over the last two months and takes a quick but challenging look at those essentials which are a trade mark of high quality schools..

30th June 4.30pm

20.   How to use the Teaching Council Pupil Premium strategy document in primary schools

(for school leaders and teachers)

Janet Dinsmore

Janet has had teaching, leadership (including headship) and LA advisory experience in small rural, inner city and outer urban primary schools and special provision including EY Specialist language provision, MLD, EBSD (residential), PRU and EAL. She was an Ofsted team and lead inspector from Sept 2009-July 2019 and currently leads and coaches peer review teams through Challenge Partners. She also works for Portsmouth LA as a school improvement consultant, including pupil premium reviews.

1st July 4.30pm

21.   Special Needs – Its Everybody’s Responsibility

Sandra Teacher

Sandra’s work has covered Early Years, primary, secondary and special schools and PRUs as a teacher, leader and Ofsted inspector. She continues her inspection work in Early Years, is a mentor and trainer for new trainee inspectors and works for ISI. She is an Education Adviser at the DfE with a particular focus on faith schools. She is an External Adviser for the PM of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials, Fundamental British Values and a Safeguarding Toolkit.

2nd July 4.30pm

 

 

 

FREE ZOOM ON-LINE EDUCATION SEMINARS FOR MAY 2020

These events are limited to 10 people only.  If you would like to take part apply directly to: This email address is being protected from spambots. You need JavaScript enabled to view it. 

 

Title

Tutor

Pen picture

May 2020 Dates and Times

1.      Preparing effectively to re-open schools

 

Richard Sutton

Richard is a former secondary school headteacher.  Currently he is a school improvement consultant, Ofsted lead inspector (primary, secondary and special schools), DfE External Expert and a specialist adviser to the Saudi Arabia Ministry of Education.

20th 4pm

2.      How best can we re-integrate pupils, especially those from disadvantaged backgrounds, who have had a range of significant issues at home during lock-down?

 

Gushan Kayembe

 

Gulshan works as a successful school improvement partner and education consultant, having been a teacher, a senior school leader and a senior Local Education Authority Officer. As well as providing training and facilitation in a wide range of areas, Gulshan is an experienced inspector. She has significant knowledge of teaching and learning, and has always been passionate about the centrality of the curriculum to good education. Over recent years, Gulshan has worked closely with schools, LAs and MATs to develop strategies to narrow the gap in academic learning between those who are educationally disadvantaged and others.

19th 8 am 

26th 8am

28th 8am

3.      Dynamics of Domestic Abuse – impact on children

 

Bal Kaur Howard

Bal was employed for 7.5 years with Suffolk Constabulary in Domestic Abuse & Child Investigation Abuse Unit and has delivered training since 2008 nationally.  Bal is a survivor of Domestic / Honour Abuse & Forced Marriage that happened in the UK when she was 17 years old and shares her experience as she was removed from school at the age of 13.

21st 8am and 4.30pm

4.      The importance of Formative Assessment in everyday teaching

Dr Joanna Goodman

Joanna is a Fellow and a Trustee of the Chartered Institute of Educational Assessors.   She gained her Doctor in Education degree from King’s College London, where she had an opportunity to gain professional expertise while working with Prof Paul Black and Prof Dylan Wiliam.  Joanna’s research interest is the role of assessment in improving progress.  She has been widely published on assessment in peer-reviewed publications here and abroad.  She has delivered training and presentations at international conferences on the topic of assessment. 

26th 4.30pm

5.      The importance of curriculum design in meeting the needs of all pupils

Dr Joanna Goodman

Joanna has a background in curriculum leadership in different types of schools and different key stages.  She is a former Ofsted and ISI inspector and during her career has gained significant experience evaluating the quality of  a range of curricular provision.  Recently, she has been developing the content of new post-16 qualifications, T Levels in Education and Childcare, as a member of the panel of experts at the DfE.

 

27th 4.30pm

6.      Special Needs – Its Everybody’s Responsibility

Sandra Teacher

Sandra’s work has covered Early Years, primary, secondary and special schools and PRUs as a teacher, leader and Ofsted inspector. She continues her inspection work in Early Years, is a mentor and trainer for new trainee inspectors and works for ISI. She is an Education Adviser at the DfE with a particular focus on faith schools. She is an External Adviser for the PM of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials, Fundamental British Values and a Safeguarding Toolkit.

28th 4.30pm

7.      How to use the Teaching Council Pupil Premium strategy document

Janet Dinsmore

Janet has had teaching, leadership (including headship) and LA advisory experience in small rural, inner city and outer urban primary schools and special provision including EY Specialist language provision, MLD, EBSD (residential), PRU and EAL. She was an Ofsted team and lead inspector from Sept 2009-July 2019 and currently leads and coaches peer review teams through Challenge Partners. She also works for Portsmouth LA as a school improvement consultant, including pupil premium reviews.

 21st 2.30pm

8.      Reviewing the quality of provision for ‘priority pupils’ including disadvantaged and those with social and emotional needs

Emma Hollis

Emma Hollis is an experienced improvement consultant who has worked across primary, secondary and FE settings. She has a background in arts education and has worked as an Ofqual External Expert and senior examiner in the field of Drama and Performing Arts. Emma is a lead Ofsted inspector and has inspected initial teacher education and school settings. Emma is a published author and has presented a number of international conferences on her research in professional identities and teacher agency.

 19th 4.30pm

 

 

 

 

 

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.

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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...

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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...

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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.

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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?...

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 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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