Lead Practitioner Programme - Leadership, Helen Marriott

Application based

The network of SSAT lead practitioners has become a well recognised and highly respected mark of excellence in developing the practice of others.  The accreditation was developed by head teachers who wanted to provide a way of promoting school improvement, attracting and retaining effective practitioners and valuing those who lead practice and who want to continue as practitioners themselves.

The programme offers significant opportunities for professional development and will include working towards SSA Lead Practitioner (LP) accreditation - a nationally recognised standard for supporting colleagues in improving their practice; and completing an Action Research project which can be used as evidence for the application. 


LiLAC course (Language in Learning across the Curriculum) - Literacy: EAL and SEND in the mainstream; Ms H Marriott, Mr I Rahman and Alice Washbourne

Provides both theory and practical strategies for meeting the needs of advanced bilingual learners.  The strategies focus on enabling students to access and produce academic writing in a range of subjects. the course

  • Provides teachers with a rationale for their language for learning practice.
  • Provides practical strategies for raising attainment and progress for advanced bilingual learners.
  • Provides opportunities for staff to reflect on their pedagogy
  • Opportunities to work with external facilitators and external guest speakers.


LiLAC case study


Metacognition and Lesson Study - Pedagogy, Ms S Butcher & Ms B Hickling-Moore

The theory and practice of metacognition strategies through the lesson study process. The aim of this is to focus on higher achieving students, according to KS2 data and teacher assessment, who are not progressing in line with expectations. The course aims

  • To enhance understanding of metacognition and metacognition theory.
  • To develop pedagogy through the application of metacognition strategies.
  • To enhance understanding of lesson study and lesson study reading.
  • To develop pedagogy through the application of lesson study processes.
  • To increase progress for identified students.
  • To support colleagues in their professional development.
  • To create a culture of reflection amongst each group.


Metacognition (Translation into Spanish)


NAML (National Accreditation for Middle Leaders) SSAT- Leadership – Mr S Ravendran

An opportunity for current and aspiring leaders to refine and develop their leadership practice in a safe environment. Lots of practical solutions to common problems which is all grounded within academic reading. In addition, a nationally accredited course for new or aspiring middle leaders. Middle leaders have an essential role in translating the school’s vision into practice and are often described as the ‘engine room’ of school improvement. Outstanding schools have high-quality middle leaders and seek to continuously develop and build these individuals into high-performing teams.   This course offers a selection of modules which enable delegates to learn the foundations of successful leadership. The modules cover the key middle leadership responsibilities.  The course consists of 10 course modules for delivering the foundations of successful leadership. These modules cover all the key middle leadership responsibilities. 


Leadership Style Assessment

Additional Materials: Coaching


Creativity, imagination and applying a personalised approach- Pedagogy and Assessment, Mr M A Khan & Mr H Derya

Exploring what creativity might look like in our school and developing common and imaginative approaches which could be personalised for every student. The course focuses on

  • Challenge for High Attainers
  • Deep Questioning
  • Independence/flipped learning
  • Student engagement

Numerous opportunities to share good practice, developing creativity in our learners and teaching.


Socratic Questioning

Learning Mats


Tech Lab – Pedagogy, Ms I Patel

An opportunity to provide training for new ICT tools to enhance teaching and learning. Become a savvy Google Apps for Education user. Opportunity to experiment with Google Classroom, how to use technology for AFL and tips and tricks. Use of Chromebooks and iPad for teaching and learning

See Attached resource

Assessment for learning – Assessment, Mrs A Higgins, Ms R Hamid & Ms A Andrea

Effective and high impact marking that facilitates and accelerates students’ progress.  What makes effective formative assessment and how can this be done without adding significantly to your workload. The course intends to reinforce and consolidate students’ learning.

  • To increase students’ progress.
  • To support teachers in their marking so that it is much more effective and less time- consuming.
  • To ensure students act on teachers’ feedback
  • To support teachers to fully meet the Teachers’ Standards.

Session 1: Look at existing examples of good practice and at own practice (KS3 and KS4) Targets will be set.  Staff will be paired up to support each other.

Session 2: Look at progress made against targets and marking in general. Will look also at what else is needed to improve further and effectiveness of marking.

Session 3: Consolidate marking practice and look at ways of developing further if needed. Will also look at the impact of these sessions in own practice and students’ progress.


Careers School presentation


Behaviour for Learning – Pastoral, Ms M Hart & Ms M Leonce

Learn about the category: Social and Emotional and Mental Health (SEMH) and how this special educational need impacts on the pupil in the classroom. To enhance the skills to develop behaviour management strategies for the classroom. The course will focus on 3 sessions and further opportunities for in class advice and support:

Session 1: Theoretical discussion on the teaching of students with SEMH focusing on local and national issues

Session 2: Strategies for behaviour for learning

Session 3: Post ‘observations’ and further discussion of application of strategies, Q & A session.


6 Mark model answers

Behaviour for learning

What causes behaviour problems


Working with Complex Needs Students in the Mainstream - Literacy: EAL and SEND in the mainstream, Ms S Probett, Ms T Akhtar and Mr B Keser

This course is aimed to provide both an understanding of theory, as well as providing practical strategies to help teachers with meeting the needs of complex needs and autistic learners in their mainstream lessons. The strategies focus on enabling students to be able to leave school with ‘effective and functional spontaneous communication’ as in line with the ‘SCERTS’ model and SEN code of practice. The course

  • Provides teachers with a range of theories and possible strategies to use in their mainstream lessons which will help to incorporate and include all learners more effectively.
  • allows collaboration opportunities with staff members across different subject areas to create an effective technique(s) which can be used to enhance all learners’ communication and recall skills.


Good autism practice

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