Examples of our international work
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Below are some examples of consultancies we have carried out in the UK.
Effective practices in Continuing Professional Development - Training and Development Agency for Schools
This national consultancy programme supports 600+ schools, local authorities and educational organisations to investigate the kind of practices that lead to the most effective professional development for colleagues in and across schools.
We work with local authorities to design and offer a development programme to Aspiring leaders in or to support succession planning. We work with leaders, include those aspiring to middle leadership as well as headship roles across 7 development programmes with each tailored to meet the needs of the group and the local authority. The focus is on joint delivery between us, the school and the local authority. This not only ensures that local needs are net but enables participants to evaluate the difference their learning has made for them, their organisation and the young people they work with.
This is tailored consultancy designed to develop a more motivating and positive approach that places children's learning at the heart of this key educational process. We worked with all colleagues at a primary school in Enfield to develop focused and challenging outcomes for all staff and pupils. At a secondary in Newham we worked initially with the senior leadership team to explore the school's current practice, then with all the staff to identify the improvements they wished to bring about. This was followed by workshops with a school steering group to design the process the members of staff wished to achieve.
National programme for Continuing Professional Development leadership - Training and Development Agency for Schools
We are supporting the Training and Development Agency with the creation of a new national training and development programme for Continuing Professional Development leaders. Leading a consortium including two other universities, we are designing the programme and arranging its validation for the London region. The work involves initial parternship planning, two design and development stages followed by an iterative stage, and the management of the validation process.
We are supporting the development of skills in Assesment for Learning in 10 primary schools in the Southwark. This consultancy was jointly commissioned by schools and the local authority. Our delivery model includes collaboration with the Chartered Institute of Education Assessors, and the deployment of practitioners who conducted the Qualification and Curriculum Authorities national pilot of Assessing Pupils' Progress. Each school is receiving support with its overall assessment, and support with APP in either maths or writing, and the consultancy is full integrated with the local authorities work with schools in these areas.
Greenwhich is one of the local authorities using our '30 hour' consultancy package, in this case to support workforce development. The project includes a planning meeting, a conference for deputy head teachers, an event, a further conference, the preparation of a strategy document and an impact evaluation.
We are currently supporting three schools in Waltham Forest with the preparation of their Strategies for Change, and in the development of collaborative working arrangements.
We undertook an extended evaluation of a cross-phase project in English and Maths involving primary and secondary schools in Haringey, commisioned by the (then) Department for Education and Skills.
We work in partnership with Greenwich to ensure a coherent approach to impact evaluation is utilised and embedded within the local authority and its schools. We are working with senior school leaders, continuing professional development leaders, advanced skills teachers, leading practitioners and local authority staff within the Learning and Achievement division.
The Science Learning Centre is providing professional development for teachers to meeting Department for Children, Schools and Families (DCSF) national priorities. These courses include chemistry and physics for non-specialists, preparation to teach Triple Science, the applications and implications of contemporary science and how it works, along with assessment for learning. The centre has exceeded DCSF targets and numbers are continuing to grow thanks to the introduction of bursuries for teachers.
The Science Learning Centre has set up and continues to organise this forum for local authority managers responsible for primary science across London. We facilitate a meeting each term for the exchange of ideas and good practice as well as the dissemination of the new government strategies, resources and the availability of professional development opportunities.
Originally run at the Science Learning Centre, these professional development courses can also be tailored and presented to a single, or group of, schools. A choice of 12 half day sessions is available led by experienced consultants using especially developed resources.
This significant project is run by us, and jointly funded by the Pears Foundation and the Department for Children, Schools and Families with support from the Holocaust Educational Trust (HET). The project principally focuses on developing a national continuing professional development programme for secondary school teachers in the state maintained sector in England. Aimed primarily (although not exclusively) at history teachers, a place on the HEDP will be offered free of change to every school in England. The programme will be centered on 2 full days of training offered at 8 regional outreach locations and supported by an interactive website. The ultimate aim is to provide a reseach-informed, innovative and nationally co-ordinated programme to help teachers teach about the Holocaust effectively.
We set up this school based intervention designed to reduce literacy problems within an education system.
It is an early intervention for children, giving those who have particular difficulties in reading and writing after their first year at primary school a period of intensive, individual help. It involves daily one-to-one lessons with a highly trained teacher for a period of between 15 and 20 weeks. At the end of that time, most children have caught up with their classmates and can read and write at a level appropriate to their age. Reading Recovery is trademarked around the world.
Reading Recovery is also a central element of the 'Every Child a Reader' project which is being rolled out across England, benefiting 30,000 children year-on-year from 2010-2011. The roll-out, which began in September 2008, is being managed by the Primary National Strategy, working in partnership with the Reading Recovery Network here at the Institute.