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In addition to attending our exciting keynote programme, delegates have the opportunity to tailor their CPD experience with a choice of workshops cover a broad range of topics.
This practical and interactive session will seek to unravel the golden thread that binds everything successful leaders do together. It will focus on the ‘holy trinity’ of vision, values and culture, and how crucial these are to organic and sustainable leadership. The aim of this workshop is to explore how best to connect these together in a meaningful way that makes them stick.
Drawing on the experience of creating a successful multi-academy trust in which values-led leadership is the key driver, leaders can explore their own moral purpose and the culture and beliefs underpinning their own organisation.
In particular, this timely workshop will focus on the importance of intelligent accountability so school and college leaders only measure what they value.
Suitable for Headteachers, Principals, Deputy Headteachers, Assistant Headteachers, and aspiring leaders in all phases.
This workshop introduces the High Performance Learning (HPL) philosophy and framework, used by increasing numbers of leading schools in the UK and internationally to normalise high performance. Research-based and drawing extensively on the fields of psychology, neuro-science and gifted education, it provides a well-attested methodology for creating well-rounded individuals ready to thrive, not only in school but also university, the workplace, and in an increasingly complex world.
Hear more about the High Performance Learning World Class Schools Award from one of our participating schools (St Mary’s, Cambridge), and how an underpinning teaching and learning philosophy can transform the culture and attitudes in school and re-energise both pupils and teachers.
Suitable for Headteachers and aspiring Headteachers in primary and secondary settings, and MATs.
Closing the Word Gap in Primary and Secondary Schools – panel session
Chair: Lionel Bolton, Head of Secondary English and Languages, Oxford University Press
Paul Clayton, Independent English Consultant, former Director of National Association for Teaching of English (NATE)
Fiona Evans, Head of School Programmes, National Literacy Trust
Sarah Hubbard, HMI, National Lead for English, Ofsted
Shareen Mayers, Primary English and Assessment Consultant
The 'word gap' is often a proxy for educational achievement - how we can ensure that all young people have access to the same knowledge and skills that will open doors for them as well as their more advantaged counterparts. In light of recent research and publications, including 'The Oxford Language Report: Why Closing the Word Gap Matters', this panel-led session aims to explore this issue, shedding light on the issues faced by students, teachers and senior leaders in addressing the word gap in schools with suggestions as to how such approaches could raise student achievement.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, and Middle Leaders in primary and secondary schools and MATs.
The session focuses on the key themes from Rob’s new book A Manifesto for Excellence in Schools, telling the story of how Woodhill and Foxfield Primary Schools improved from RI and special measures to outstanding.
Rob will discuss how instructional levers for change, driven mainly through top-down accountability, is a failing model and which ignores the real story of change leadership in schools: cultural levers. He will share his thoughts on how deepening collaboration between teachers, providing rich professional development opportunities where teachers learn from and with each other, can create a legacy of success where all pupils succeed. The roles of curriculum, learning environment, and a shared understanding of pedagogy providing a framework enabling teachers to teach and lead more ethically will also be considered.
Suitable for Headteachers, Deputy Headteachers, and senior and middle leaders in primary settings, but also relevant for secondary practitioners and leaders working or leading a MAT.
Unifrog now work with over 1,500 schools across the UK.
In light of the new Careers Strategy and the important role of the Gatsby benchmarks, it is now an excellent time to share best practice from schools and colleges across the country.
This session will provide delegates with practical actions to help meet a number of Gatsby benchmarks. Areas of focus will include methods for tracking careers interactions, encouraging students to explore a range of pathways to best practice, and thus embedding a powerful in-school careers strategy.
Suitable for Headteachers, members of the senior leadership team, Careers Leads, and Heads of Sixth Form based in secondary schools.
Main sponsor of ASCL Annual Conference 2019.
A Whole School Approach to Mental Health, Wellbeing and Behaviour
Tony Clifford, Chair, Trustee of the Attachment Research Community (ARC)
Katie Morgan, Science teacher and Emotion Coaching Lead, St Margaret Ward Catholic Academy, Stoke on Trent
Tony Clifford will share a national perspective on aligning approaches to mental health and behaviour based on new DfE guidance and the work of Virtual Schools to support children in and on the edge of care.
Katie Morgan has led the work of St Margaret Ward Catholic Academy - part of the Newman nine school Collegiate - on developing a holistic approach to mental health, wellbeing and behaviour, with the explicit intention of aligning policy in these areas.
Tony and Katie will share their journey so far: the strategic challenges of working across nine schools, the lessons learned, and outcomes for staff and young people.
There will be opportunities to consider wider collaboration to develop whole school approaches.
Suitable for Headteachers, Deputy Headteachers, and Assistant Headteachers across all phases.
What Can Your SBL Do for You? Effective ways Headteachers and School Business Leaders can work together – panel session
Panel Chair: Cristina Bizzi, Head of Schools Commercial, DfE
Rachael Warwick, ASCL Vice President
Julia Harnden, ASCL Funding Specialist
Hayley Dunn, ASCL Business Leadership Specialist
Peter Neale, Business Manager, Thomas Adams School, Shropshire
The session will discuss the following:
How your school business professional can help school leaders use resources effectively to improve educational outcomes for pupils.
What a school business professional can bring to a school’s strategic development, operational efficacy, leadership and governance.
The importance of encouraging and supporting CPD for school business professionals (including for generalist, specialist and executive roles), and taking part in peer-to-peer networks.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, and Business Leaders across all phases.
Ofsted's proposed new education inspection framework puts the focus on the substance of education, the curriculum. Delegates will have had a chance to hear about and discuss the main issues on which Ofsted is consulting, and feed in their views and quesions directly to Ofsted.
Suitable for Headteachers, Principals, Heads of Sixth Forms, Deputy Headteachers, Assistant Headteachers and Business Managers in all phases.
Messages have emerged from Ofsted that data is one of the main reasons teachers are working too hard, and inspectors may not look at any data generated within schools. Meanwhile at the DfE, the Secretary of State has signalled that aspects of accountability such as ‘coasting’ are disproportionate and unhelpful.
Everyone would agree that data being used badly or inappropriately should be stopped, but that doesn’t mean all data is bad. Is this a golden opportunity to look at how data is used to help leaders and teachers really understand what is happening in their schools to help learners do better? Paul and Duncan think so, so why not join them?
Suitable for: Headteachers, Deputy Headteachers, and Assistant Headteachers with responsibility for school performance in all types of secondary schools.
This workshop examines various ways of thinking about knowledge, and enabling staff to talk about knowledge in the context of curriculum design, implementation and long-term impact. Participants will be offered considerations for ensuring that curricular discussion stays focused on knowledge goods, and does not lose its way through confusion with other attributes such as skills, learning processes or values, all of which matter greatly, but which are not doing the same job as knowledge in a curricular conversation.
Suitable for Headteachers, Principals, Deputy Headteachers, Assistant Headteachers, and members of the Senior Leadership Team with responsibility for curriculum design in all phases of education.
The Forgotten Third: Why do so many young people leave school without a meaningful qualification in their national language, and what can be done about this?
Roy Blatchford CBE, Chair, ASCL Commission of Inquiry, ‘The Forgotten Third’
Julie McCulloch, ASCL Director of Policy
Other commission members (tbc)
Each year, after twelve years of compulsory schooling, around a third of sixteen year-olds are not awarded an educationally ‘worthwhile pass’ in the core subjects of English and maths. A basic passport to further education and employment has been denied to them, and children from poorer backgrounds are disproportionately represented.
In October 2018, ASCL launched a national Commission of Inquiry into this ‘Forgotten Third’. The Commission’s focus is on English, but its recommendations are likely to have ramifications across the education system.
The Commission, comprising school leaders and teachers of English across the 3 to 18 age range, is meeting between October 2018 and July 2019. It is exploring how English language is taught, what content is covered, how the subject is assessed, and the role our accountability system plays.
This session will outline the Commission’s work to date, and its emerging recommendations for policy makers, schools and colleges.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, Heads of English, English Coordinators, and Curriculum Leads in Early Years, primary and secondary settings.
This session is designed for all senior and middle leaders who are leading on teaching and learning, and will show how being a connected leader in today’s world makes workload lighter and productivity far greater. Delegates will reflect on how, despite varying levels of responsibility, our core business and purpose is to ensure that those students with one chance at their education get the best possible one. The session will provide opportunities for delegates to reflect on their own practice, concluding with low-effort, high-impact ideas for delegates to try back at school.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, and middle leaders across all phases.
“BlueSky has allowed us to create a rubric outlining priorities - as specific or as broad as required. This allows us to review the standard of teaching by feature or characteristic, and the quality of feedback. We review the strengths of group practices, something which is far more useful when it comes to developing an effective CPD programme”. (Adam Porter, The Chalk Hills Academy case study)
Join Adam to hear how the innovative approach taken by The Chalk Hills Academy helped them identify best practice to support whole school improvement.
As with many schools, their mission was to find an effective and consistent way of supporting staff development, learning, and quality assurance. The solution needed to be intuitive and easy to use, and impact on both workload and outcomes.
The academy found that this approach helped identify best practice, and has enabled staff to collaborate on research and study groups.
Suitable for Headteachers, Deputy Headteachers, Business Leaders, and Middle Leaders in primary and secondary schools, MATs and trusts.
Main sponsor ASCL Annual Conference 2019.
This session will explain the ongoing programme of ethical leadership work with school leaders. It will focus on the Framework for Ethical Leadership, the Pathfinder project and the Ethics Forum. We will discuss cases, support, and how leaders can make the right decisions in times of unavoidable ambiguity and challenge.
Suitable for all delegates, and applicable to all phases of education.
The first T levels are due to start in September 2020 whilst the future of the popular BTECs and applied general qualification remain uncertain. Kevin Gilmartin looks at the impact T levels may have on your school and college sixth form curriculum, the impact on funding levels and the impact on recruitment. Delegates will gain a better understanding of the strategies they need to put in place now in the light of this major change to the sixth form landscape.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, Heads of Sixth Form, and Business Leaders in secondary schools with sixth forms and sixth form colleges.
As the school funding situation remains critical and uncertainty prevails, how can you keep curriculum design at the heart of the budget planning process?
Integrated curriculum financial planning (ICFP) will not tell you what to do but it will clarify the options and support informed decision making. It’s about more than spreadsheets and numbers and requires parallel thinking by you, your team and the trust board or governing body. A sound and widely understood relationship between the effective deployment of resources and revenue is the cornerstone of viability, sustainability and growth.
In this session we will look at how to use ICFP as an approach to design the way forward for your school or trust.
Suitable for all school leaders in primary, secondary, maintained and academy settings.
The SENCO role has traditionally been seen as operational with little emphasis on SEND leadership, and many SENCOs not required to be part of the Senior Leadership Team. However, over the last few years a different picture has been emerging with a number of hybrid positions developing.
A growing number of Deputy Headteachers, for example, are merging the role with their other duties, or taking on the responsibility for overseeing the role. Some headteachers, especially in small rural schools and who were once SENCOs, include it in their management roles, whereas in larger groups of schools such as MATs, SEND Directors are leading on SEND strategy across several schools.
Against a changing backdrop of SEND leadership and management, this workshop examines the growing role of the SEND Director in determining the strategic development of SEND policy and provision across a MAT, drawing on work that has taken place within the University of Wolverhampton MAT.
Suitable for CEOs, Directors, Headteachers, Principals, and Deputy Headteachers in primary and secondary phases.
Measuring What You Value: Connecting governance and leadership to promote a positive culture in your organisation *limited places remain*
Emma Knights OBE, Chief Executive, National Governance Association
This session will put forward the challenge that an organisation’s vision and ethos should:
make clear what it aims to achieve, not just in terms of educational outcomes, but also how it will prepare its pupils for adult life
describe how its stated ethos will drive how these aims are pursued
be used openly and transparently so that this key aspect of any organisation’s leadership and management can enable a positive culture that promotes wellbeing as well as ambitious outcomes
Participants will be asked to share their experiences, views, challenges and ideas for a new approach to thinking about how we drive the culture in our schools and trusts. At the end of the session, delegates will have greater understanding of how to measure what is valued, not just to value what is measured.
Suitable for Headteachers, Executive Headteachers, CEOs, Business Leaders, Deputy Headteachers, and heads of school across all phases of education.
We’re On! Evaluating, promoting and accrediting women’s leadership through ASCL’s Women’s NPQSL
Carol Jones, Chair, The Leading Women’s Alliance, Leadership Consultant, and Programme Director ASCL’s Women’s NPQSL
Gwen Temple, Senior Deputy Headteacher, Lawrence Sheriff School, Rugby
ASCL, in partnership with the Leading Women’s Alliance and Leadership Live run by Lawrence Sheriff School, will be launching the first Women’s NPQSL this year as part of a strategic plan to address inequality in school and college leadership.
Using evidence and testimonies from recent Women's Leadership Programmes, we will:
share and explore the impact these programmes are having, not only on individual leaders but on future leadership networks
launch an exciting new accredited Women’s NPQSL Leadership Programme for aspiring and serving school leaders and their coaches
invite women leadership coaches to join us in encouraging current and future women leaders to develop their leadership
Suitable for all senior leaders who want to find out more about this first women’s NPQSL programme, whether as participants, coaches or those committed to reducing inequality in school leadership.
What is instructional coaching and how can schools do more of it?
Emily Henderson, Deputy Headteacher, Brookburn Primary School, Manchester
Steve Farndon, Fellow, Institute for Teaching
Sam Sims, UCL Institute of Education
In 2007, a review of the relevant academic literature found that the number of evidence-based CPD programmes in existence could be counted on two hands. Fortunately, since then, there has been an explosion of rigorous research on the best ways of delivering CPD for teachers and it overwhelmingly points in one direction: instructional coaching.
In this session, Sam Sims will describe how instructional coaching differs from other methods of CPD and will summarise the evidence. Steve Farndon will draw on his experience as an instructional coach and describe how it is done in practice. Finally, Emily Henderson will draw on her experience establishing instructional coaching in multiple schools to provide advice on how leaders can embed this approach in their own schools.
Suitable for Headteachers, Assistant Headteachers, Middle Leaders, and CPD Leads in all phases of education and those working in the classroom.
This session will build upon the key messages in Dr Jon Landis’s Friday keynote slot by looking at how individual schools, colleges, MATs and other organisations can use technology strategically to raise the bar for learning. This session will be led by a range of system leaders who have worked closely with Dr Landis as part of an ASCL/Apple study programme.
Suitable for all senior leaders
School Improvement in Singapore: Lessons from a study tour
Carl Ward, CEO, City Learning Trust, Stoke, and ASCL Immediate Past President
Mark Stanyer, Executive Principal, Ormiston Sir Stanley Matthews Academy, Stoke-on-Trent
Graham Chisnell, CEO, Veritas Multi-Academy Trust, Deal
For more than a decade, Singapore has been at or near the top of international league tables that measure children’s ability in reading, maths and science. Recently, a group of leaders from England spent a week in Singapore schools, gaining experience of their system of connected leadership.
This session will draw from their experiences and explore the particular strengths of the Singapore education system, looking to connect its findings to the English education system to suggest what elements from Singapore may transfer in order to improve outcomes. It will seek to offer answers to questions such as:
What are the substantial differences in classroom practice where the Singapore education system performs so well?
What makes teaching and learning practices in Singapore schools so successful?
What elements of the Singapore education system are transferable to England and how can the English education system learn from our Singaporean counterparts?
Suitable for CEOs, Executive Headteachers, Headteachers, Deputy Headteachers, Assistant Headteachers, and all leaders interested in the lessons which can be learned from the Singapore Education system.
How can school leaders utilise technology to facilitate greater interconnectivity between educators, students, and guardians? This session will highlight how to implement effective digital solutions in schools to make the learning process between parents, students, and educators transparent.
Educators will learn to assess the viability of digital resources to ensure new programmes promote student agency and support learning meaningfully while reducing teacher workload. Good resources should give educators and guardians the means to aide students by providing insightful data and useful intervention prompts.
Delegates will also find out how advanced learning solutions employ artificial intelligent (AI) technology to make effective learning a reality for all and, most importantly, be a means to greater connectivity. Learn how AI is not about removing the human element from learning, but instead aims to ensure a greater connectivity between all those involved in the education process.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, and senior leaders, in primary and secondary phases, and MATs.
Main sponsor of ASCL Annual Conference 2019.
This interactive workshop will consider the importance of your approach to safeguarding across a MAT and help you review your own approach to support continuous improvement. We will focus on teamwork across your designated safeguarding leads (DSLs), communication from your lead DSL to your board, and how your trustees can ensure strong and consistent safeguarding across your MAT.
Suitable for Headteachers, Principals, Trustees, and DSLs based in a MAT or for those considering forming or joining a MAT.
ASCL Premier Partner.
No Better Time to Build Global Understanding: Connecting teachers, students and schools sharing common values and curriculum imperatives
John Baumber, Director of Education, Kunskapsskolan UK
David Goddard, Associate Director of Education, Kunskapsskolan UK
Julian Grant, Headteacher, Shevington High School, Wigan
Natalie Christie, Headteacher, Passmores Academy, Co-Principal, Passmores Academy, Harlow
Catherine Baggaley, Deputy Head, Shevington High School
Serdar Ferit, CEO, Lyfta
Antonio Vance, Executive Director, Great Oaks Charter School, New York
20 schools in the UK, known as the SAIL group (Student Agency in Learning), are part of the Kunskapsskolan family of schools: 110 worldwide in India, Saudi Arabia, South Africa, The Netherlands, Sweden and New York. As well as arranging student and teacher exchanges, SAIL is committed to embedding a global perspective into the curriculum, establishing common curriculum goals embedded in common schemes of work. Technology enables students to talk and work together by Skype, Facetime and Zoom to obtain first-hand knowledge. SAIL is also working with Lyfta using virtual reality to enable immersive opportunities in the homes, villages, and cities across the world, and which allows students to challenge stereotypical views and ideas.
SAIL believes it is only by giving students such experience and depth of learning that they can form opinions about some of the world’s big issues; first-hand experiences enable them to move away from simplistic headlines and jingoistic opinion. The SAIL team, including two headteachers, will share their initial experiences.
Suitable for school and college leaders in all phases.
2019 marks ten years since the then Education Secretary, Ed Balls, made a statement to Parliament committing to spend £10 million to train 4,000 specialist dyslexia teachers. His ambition was to see “at least one specialist teacher for each local group of schools.” Ten years on, the government has spent over £6 million on training 3,200 teachers specifically on dyslexia and SpLD.
A Freedom of Information request by Driver Youth Trust found that the Department for Education did not collate information showing where the specialists trained since 2009, where they now reside or the work they carry out.
This session will present new research findings about specialist teachers: how many there are, where the gaps are, and how they connect with leaders across England. Session leader Karen Wespieser will discuss alternatives to the specialist model, including practical ideas for how literacy can be boosted without access to specialist support.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, and Middle Leaders in primary and secondary schools, and MATs.
The renewed focus on the curriculum is opening up discussions about the purpose, range and entitlement of the aspect of school provision. As a sector we need to consider whether:
a broad and balanced curriculum is being provided for all pupils across all years
sufficient attention has been paid to the quality and coherence of the curriculum, and the extent to which pupils know and understand the material over time, not just in a single lesson
school leaders have a real purchase on the quality and coherence of the curriculum in their schools
This session will consider some of the controversies relating to the curriculum, consider the role of concepts in underpinning individual subjects, and outline some of the conversations to be had at school and classroom level.
Suitable for Headteachers, Deputy Headteachers, Assistant Headteachers, and Middle Leaders in primary, secondary, and special schools and alternative providers.
Meeting for ASCL Accredited Local Representatives
Richard Tanton, Director of Member Support
Geoff Barton, ASCL General Secretary
Mike Smith, Deputy Director of Member Support
Sara Ford, Deputy Director of Policy: Structures
An opportunity for accredited local representatives to take part in an engaging update session. The content will be a mixture of information updates regarding legal, policy, and ASCL developments. The session is intended to offer essential information in order to support local representatives carry out their valuable work on behalf of the Association, and provide them with an opportunity to raise their own discussion points based on experiences since accreditation.
Suitable for ASCL accredited local representatives.
Building School Partnership to Improve Practice for Learners with SEND
Michelle Haywood, Founder of @ResearchSEND, University of Wolverhampton
Sabrina Hobbs, Principal, Severndale Specialist Academy, Shrewsbury
Severndale Specialist Academy sits in the heart of the school community in Shrewsbury, providing specialist advice and support to mainstream settings. However, its sphere of influence does not end there. During this session, Sabrina Hobbs, Principal of Severndale will outline how the school is outward facing and takes its responsibility in changing the futures of not just its own learners but all learners with SEND, through membership of organisations such as the WMSENDF (West Midlands SEND Foundation) and the Headteachers’ Roundtable.
Suitable for Trust CEOs, Directors, Headteachers, Principals, Deputy Headteachers in primary and secondary mainstream and special education.
It’s a burning question for many: when can I retire? Knowing about the pension scheme is invaluable, not only for yourself, but also in the management of staff who are approaching retirement age. In this session, ASCL’s Pensions Specialist Stephen Casey will provide information and updates on the following:
An understanding of and new developments in the CARE scheme.
Flexibilities in the Teachers’ Pension Scheme.
How taxation rules can damage your pension.
Suitable for all delegates across all phases of education, and a must for anyone in the senior leadership team.