Jacqui is Headteacher at KAB and KAO Primaries and Director of Primary Improvement for KGA.

This session provides an understanding of what constitutes middle leadership including the expectations of a middle leaders and ethical leadership behaviours.

By the end of the session you should have an understanding of different leadership styles, have been introduced to the NPQ’s that could support your professional development and learned some strategies for managing your own well-being.

Rachel is Headteacher at KACP

This sessions provides an understanding into how cued articulation can support in developing and consolidating pupil’s phonic knowledge.

This session helps staff to understand the importance of producing pure sounds when supporting pupils in becoming confident readers and writers.

Natalie is Deputy Headteacher at KACP, RSL and NCETM Mastery Specialist.

This session outlines how to effectively use QLA data to identify priority teaching areas to improve outcomes for your key marginal pupils in maths.

This session looks at Question Level Analysis data at cohort/class level, unpicks where we need to look (percentage wise), skims off data we do not need and plans areas for reteach and intervention.

Ruth is Assistant Head at KACP. Kelly is Assistant Head at KANP. Jo is Reading Lead at KANP.

This session gives examples of practical ideas to promote reading for pleasure in our classrooms and boost the amount of reading happening at home by engaging families. 

This session begins with a brief overview of the research that supports the ‘Why’ behind our drive to promote higher levels of reading in our children. We then look at ideas that can be used in classrooms and across schools to help improve the reading uptake - some of which have been tried and tested in our own schools. We hope to have the opportunity to share good practice across the trust and begin to plan some reading events to take back to schools.

Helen is Deputy Headteacher at KAB primary and Emily is Deputy Headteacher at KANP

There is no magic wand to make children behave. However, this session raises awareness of behaviour as a form of communication and provides techniques to de-escalate behaviour. 

Teachers should gain a 'toolkit' of techniques that they can access in their classroom, using trauma informed approaches, with the aim of making our classrooms inclusive, safe spaces for all children.

Sarah is SENDCO at KAB and KAO

This session explores what cognitive load is and ways to support children in the Primary Classroom.

Teachers will explore the question 'what is cognitive overload?' and consider what steps they can take when planning their classrooms and lessons to avoid this.

Sarah is Assistant Headteacher at KACP. Kayleigh is Year Lead, Class Teacher and Educational Visits Co-ordinator at KACP.

This session describes classroom routines that systematically involve everyone in the learning, not allowing students to opt out. 

Looking at theory and research that supports active learners as well as using several Walkthru strategies, teachers will increase their toolbox of strategies to systematically involve all students in learning. 

Josie is the EYFS Lead at KACP. 

Continuous Provision refers to the resources and areas laid out in your classroom to provoke learning through play and exploration. It should allow children to learn and develop new skills that will support them in all areas of their learning. This session supports EYFS Teams to develop their continuous provision to ensure each area/activity is purposeful and develops a skill throughout the year.

Matthew is a Primary Teacher and Computing Lead at KAB/KAO.  Sarah-Jane is a Primary Teacher, PSHE and PP Lead Teacher at KAB/KAO Primary.

This is an introductory session for teachers who feel they could a be using technology more widely across the primary classroom. 

This session covers three main areas. Firstly, to give teachers quick and easy ways to use technology in order to test and retrieve knowledge in the classroom. Secondly, exploring how technology can support SEND learners and finally, thinking of alternative ways of recording learning and sharing this with parents.