Discover Your Ideal Education Event

2 Day Senior Lead Training for International Schools Timing Sessions run: 7.30am-2pm London UK Time 10.30am-5pm Dubai time (GST) This course is designed to support Senior Leaders in embedding trauma-informed and mentally healthy approaches across their school communities. Trauma Informed Schools UK (TISUK) recognises the vital role Senior Leaders play in shaping school culture, staff wellbeing and emotionally safe learning environments. This training provides leaders with the knowledge, understanding and practical strategies needed to implement sustainable whole-school approaches that support both student and staff wellbeing. Delegates will gain evidence-informed, practical approaches to supporting emotional regulation, relational practice, inclusion and readiness to learn across the school community. The course also provides a strategic overview of the TISUK Diploma in Trauma and Mental Health Informed Schools and Communities (Practitioner Status), enabling Senior Leaders to effectively support practitioners within their setting and develop a consistent whole-school approach to wellbeing and mental health. The training aims to positively impact pupils, staff and the wider school community by strengthening psychologically safe, relational and mentally healthy cultures for all. The innovative relational, regulatory and reflective approaches shared throughout the course are informed by over 1,000 evidence-based studies in neuroscience, psychology and child development, alongside the work of leading psychologists and educators.

The Whole Staff Training is available to commission on a date of your choice. We will be hosting a TISCUK National INSET Day Whole Staff Training which welcomes staff from all setting's including schools, charities and community organisations and is perfect for new staff member and thos wishing to refresh their knowledge. For: All welcome - professionals, volunteers, community workers and parents Cost: £49 per person, small staff groups £449, whole staff teams £995 (no VAT) TISCUK recognises the importance of the commitment and determination of the whole staff team to fully embed any approach or cultural change. The Whole Staff Training is designed to support whole setting implementation of trauma informed and mentally healthy practices into schools and organisations, ensuring that staff have the knowledge, skills and understanding to optimise the well-being of both adults and children/young people in their school/setting. Delegates will learn key relational approaches and interventions to positively impact the whole school/setting culture. The training is available as a 3 or 6 hour session. The full day session offers more opportunity to explore practical skills and experiential learning.  The optional 3 hour Part 2 training builds on the previous learning and is designed to be delivered two terms after Part 1. The focus is on relational skills for staff and implementation, and you will gain deeper insight into key skills and practical strategies for developing positive relationships with children and young people.

This free webinar is open to all early career teachers and trainees, including non-NEU members. This is a session with a pragmatic focus, designed to help early career teachers prepare positively and realistically for the year ahead. If you are about to begin induction and want to consider how to make the most of the support available to you, this session will offer practical guidance and space to think ahead. The session will explore what it means to manage the year well: making effective use of mentoring, engaging with professional development, understanding expectations, protecting workload and wellbeing, and building confidence as a developing teacher. There will be a focus on practical planning, professional agency and the small routines that can help you sustain progress across the year. You will be able to plan for the year ahead with a focus on:  Priorities — what matters most at this stage of your development? Support — how can you make effective use of your mentor, induction tutor and wider school colleagues? Professional learning — how can you connect your ECT programme with your day-to-day classroom practice? Workload and wellbeing — what routines and boundaries will help you manage the year sustainably? Confidence and next steps — what practical actions will help you begin the year with clarity and purpose? Suitable for: early career teachers, especially those preparing for Year 1 of statutory induction. Can’t make it? Don’t worry! If you are unable to attend, still register to receive a recording link and watch within 14 days.

This interactive masterclass will support participants with the legal knowledge, practical tools and confidence to proactively prevent sexual harassment, respond appropriately to concerns, and foster a respectful, safe and inclusive workplace culture. It reflects the significant shift in UK law from reactive handling to active prevention, tightening employer accountability and increasing legal and reputational risk for inaction. This masterclass supports participants to understand their responsibilities under the Worker Protection (Amendment of Equality Act 2010) Act 2023, now in force, which places a proactive duty on employers to take “reasonable steps” to prevent sexual harassment before it happens. It also prepares organisations for the further strengthening of the law under the Employment Rights Act 2025, including new whistleblowing protections for sexual harassment from April 2026 and the shift to a higher standard of “all reasonable steps” from October 2026. These changes significantly increase employer accountability, including reputational risk and potential financial penalties for non compliance. By the end of this masterclass, participants will be able to: Understand the legal duties placed on employers by the Worker Protection Act 2023 and the Employment Rights Act 2025. Explain introduction of Whistleblowing Protections for sexual harassment and the shift from “reasonable steps” to “all reasonable steps” in preventing sexual harassment. Recognise different forms of sexual harassment, including third party harassment (suppliers, contractors, visitors). Identify early warning signs of inappropriate behaviour and cultural risk. Implement proactive, preventative measures to reduce harassment risk. Respond appropriately and confidently to disclosures and complaints. Understand the consequences of non compliance. Promote a culture of respect, accountability and inclusive behaviours. Evaluate current workplace practices and identify practical improvements. Apply learning to real world scenarios and leadership decision.

Date: Course access starts in September 2026 and ends in February 2027 Time: Live sessions take place 11:00-14:00 (CEST/CET) on the following four days: 22-09-2026 06-10-2026 20-10-2026  01-12-2026  Socially Responsible Leadership: A Developmental Learning Programme for School Governing Bodies and Leadership Teams ​ How do you strengthen your leadership team and governing body to lead the school community through evolving challenges and cultural complexities? What improvements could you make if your leadership team and governing body joined together to learn and grow as purpose-driven partners? A new learning programme from CIS offers your school a comprehensive approach to foster socially responsible leadership and governance. Suitable for all governance structures, this course provides the opportunity to develop your capabilities; balance your educational, operational and social responsibilities in alignment with the school’s mission and vision; and develop strategies to address specific challenges facing your school community. As a participant, you will explore the foundations of effective, ethical governance and leadership that underpin a sustainable, future-focused school. As a school-based team, you will work together to understand your individual and shared commitment to socially responsible leadership and how this impacts your decision-making.   What you can expect: Networking and idea exchange:  Connect and learn together with colleagues and people from other CIS schools in an online learning environment.    Gain insights  from educational and business experts with deep experience working with diverse international learning communities. Build trusting relationships  among   your leadership and governing body through shared learning.   How you will​ learn & connect: The course is delivered online. Resources and experiences are delivered via asynchronous (self-paced) learning units and live synchronous (collaborative) learning sessions. A modular learning programme focused on the foundations for effective, ethical governance . A closing session for all participants to reflect together on intended outcomes. Alignment with the CIS International Accreditation Framework

Developing an inspirational EYFS team is for Headteachers and Senior Leaders who are involved in supporting and developing the EYFS within school. The day will explore the inspiration, awe and wonder that an incredible EYFS environment can create for our young children at the start of their education journey. This will be considered through:   reflection on the implementation of the EYFS Framework considering the positives and challenges you have faced practical ideas of how to develop and evolve your EYFS curriculum, whilst considering the whole school curriculum effective ways of monitoring standards and progress throughout EYFS understanding how to meet the requirements of the EYFS Framework and unpicking the EYFSP to know what you should expect devaluate current EYFS provision and develop next steps develop your vision for EYFS and identify next steps for next academic year   The day will ensure you leave filled with the magic that learning in the EYFS can create; putting your children and their stages of development at the heart of your EYFS curriculum.   Delegates are advised to bring along any parts of the SEF and SDP that relates to EYFS, or separate EYFS development plans, which feed into the Whole School Development Plan.   Food and refreshments included. Free car parking on site.

For education professionals working with a child or children with Down Syndrome in Hertfordshire or the surrounding counties. This THREE PART training course is for education professionals in Hertfordshire and the surrounding counties and will focus on supporting pupils with Down Syndrome aged 4-16 years in both mainstream and special schools. The training will be delivered by Helen Long (SENCO, Specialist Advisory Teacher for children with Down Syndrome, teacher, parent, and trainer). The three parts are as follows: 1) An online workshop: 'Introduction to Down Syndrome' - Tuesday 22nd September, 4pm - 5:30pm, online 2) Face to face: 'Supporting Pupils with DS at School' - Friday 9th October, 9am - 3:30pm, at Hilltop Community Centre, The Downs, Hatfield AL10 8JP. This will cover key points on the following topics: Reading - how to teach reading and how to use it across the curriculum and to teach expressive language Literacy - including spelling and recording information Maths Behaviour and Social Development 3) Bespoke guidance and training at your school focused on the individual child(ren) with DS you support. A DS Specialist Advisor will visit your school as part of our Resources into Schools programme. This includes an assessment of the individual child's challenges and a recommendation for a resource and/or additional training which will be provided by DS Achieve in school. Please note: The number of Resources into Schools applications available is based on the number of professionals attending the training and the number of children with Down Syndrome at the setting. Each application supports one child. The total number of applications is limited to the number of professionals trained. For example: 2 professionals attend; 1 child at the school = 1 application 2 professionals attend; 2 children at the school = 2 applications 2 professionals attend; 3 children at the school = 2 applications

Explore and understand the challenge of increasing school absence for disadvantaged pupils, those with SEND, and those known to children’s social care. You will come away ready to implement new ideas and proven strategies in your school. This year, almost two in five disadvantaged pupils (37.9 per cent) were persistently absent. This is also double the rate for their better-off peers. Similar statistics apply to those with SEND and those known to children’s social care. This means the attendance gap has widened by 6.7 percentage points, rising from 14.5 per cent in pre-pandemic 2018-19 to 21.2 per cent this year. This online session has been designed to help school leaders identify the causes and consequences of differences and disadvantages and put in place proven strategies to help improve attendance and outcomes for those learners.

Enhance your spelling teaching in your school with this comprehensive guide to spelling pedagogy. Word Knowledge What a good spelling lesson looks like Assessment and analysis of spelling errors Feedback on spelling and strategies to support learners Application to writing. Lunch and refreshments provided

Join this Continuing Professional Development session to enhance your classroom teaching of Shakespeare’s epic tragedy Romeo and Juliet at Key Stage 4. Aimed at Secondary English and Drama teachers, it will offer exciting techniques to engage with Shakespeare through active and creative approaches in the classroom. It provides teachers with a range of exciting activities to share with students to deepen their understanding of the play’s characters, context, themes and imagery, and develop their critical thinking skills. Shakespeare’s words were written to be performed, so our CPDs focus on techniques that will help students approach and analyse his texts as plays for the stage. They are led by expert Globe Education Practitioners who specialise in teaching Shakespeare in performance. You’ll gain: Dynamic techniques to get students to actively engage with the play and perform Shakespeare’s words, on their feet or at their desks Tools to help students to critically analyse his language, including use of verse and prose Skills in articulating different interpretations of the text Confidence to facilitate discussions around key themes and different interpretations, especially in contemporary contexts The chance to share ideas and challenges with other teachers This session has been developed for English teachers, with a particular focus on Key Stage 4. Techniques support assessment objectives AO1, AO2 and AO3. Who are our Globe Education Practitioners? Our expert Globe Education Practitioners leading your CPD are specialists in teaching Shakespeare in performance. They are actors, directors, and workshop leaders, with specific experience of engaging young people in Shakespeare.

A full day of CPD for teachers in Northern Ireland making the switch from Guided Reading to Whole-Class Reading as they embrace TransformED! The launch of “Strong Foundations: A Literacy Framework for Primary Schools” marks an exciting – and busy – chapter for education in Northern Ireland. Education Minister Paul Givan has been clear: the goal is to close the attainment gap and ensure every child, from P1 to P7, can “read and read well.” But for a busy classroom teacher, a new framework often means one thing: “How am I going to find the time to plan for this?” Fortunately, at Fred’s Teaching , we’ve spent years building resources rooted in the very same evidence-based practices the DE is now championing. These resources are tried and tested, in schools across the United Kingdom and around the world, and have proven to raise attainment for all learners! This session has been designed to help you meet the new requirements in the Literacy Framework: 1. Smashing Whole-Class Reading (and ditching Group Guided Reading): This shift to teaching reading whole-class is definitely the right direction for travel, but there is no doubt that this represents a HUGE change for teachers in Northern Ireland. Come and explore the 'whys' and the 'hows' of Whole-Class Reading using an approach that has been proven over years in thousands of classrooms in England and around the world! 2. Prioritising Oracy (Talking and Listening): The framework highlights Oracy as the bedrock of literacy. Together, we will explore what teaching Oracy looks like, and have some fun together having a go at some different techniques for getting everybody talking! 3. Bridging the Gap with Fluency :The framework leans heavily into the Science of Reading , specifically the importance of fluency as a bridge to comprehension. We will show you all the steps that go into creating confident, fluent readers in your classroom! Our full day will leave you enthused about embracing the changes happening now, and excited for what these changes can mean for your teachers and your pupils as you look forward to the new academic year!

A hands-on Science of Reading workshop with Doug Lemov, focused on strengthening reading comprehension and close reading for Grades 3–12. This workshop is designed to support teachers and school leaders in deepening their understanding of the Science of Reading and, crucially, in turning that research into classroom practice that is intentional, coherent, and effective. While awareness of the Science of Reading has grown rapidly, many educators are still grappling with how to apply the research in ways that genuinely improve student understanding. This session bridges that gap, connecting evidence to pedagogy and curriculum so that reading instruction leads to meaningful, lasting learning.