• Education Leadership & Management I: Perspectives on Leadership (30 Credits).

Recognising the challenges faced by those in leadership roles and the need to support the development of leadership competencies at all levels, this module explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic ‘lenses’ and considers the role leaders play within improvement and change programmes.

• Education Leadership & Management II: Working Effectively with Others (30 Credits)

This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. Leadership and management do not occur in a vacuum, and this module has been designed to develop both functional knowledge and critical understanding of a number of key perspectives on human behaviour within organisations and on the nature and processes of organising human activity. As such it is designed not only to encourage the development of solutions to specific leadership and management problems but also to provide participants with insights into the complex nature of organisations and of organisational life.

With opportunities to develop the skills to become a Special Educational Needs Co-ordinator (SENCo) in your school, this course gives you the knowledge to help students with SEND explore and develop their potential.

This Postgraduate Certificate comprises two x 30 credit modules:

• Education Leadership & Management I: Perspectives on Leadership (30 Credits).

Recognising the challenges faced by those in leadership roles and the need to support the development of leadership competencies at all levels, this module explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic ‘lenses’ and considers the role leaders play within improvement and change programmes.

• Education Leadership & Management II: Working Effectively with Others (30 Credits)

This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. Leadership and management do not occur in a vacuum, and this module has been designed to develop both functional knowledge and critical understanding of a number of key perspectives on human behaviour within organisations and on the nature and processes of organising human activity. As such it is designed not only to encourage the development of solutions to specific leadership and management problems but also to provide participants with insights into the complex nature of organisations and of organisational life.

This Postgraduate Certificate comprises two x 30 credit modules:

• Social and Emotional Learning Dimensions: Leadership (30 Credits).
This module examines social and emotional aspects of learning. In particular, it explores how children’s familial contexts, early developmental experiences and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential.

• Power, Policy and Politics in Educational Leadership (30 Credits)
This module examines three dimensions of educational leadership, taking cognisance of the experience of
leaders in schools and their interpretation of education policy and how this impacts on leadership practice.
The course is designed to provide the theoretical and practical knowledge and understanding to successfully
support aspiring and serving educational professionals in a critical engagement with research and in critical
reflection on their practice. The course will promote a greater understanding of the social and cultural contexts that create notions of disadvantage and consideration will be given into ways in which schools can mitigate disadvantage and actively promote advantage.

This Postgraduate Certificate comprises two x 30 credit modules that are designed to provide the theoretical and practical knowledge and understanding of mentoring and coaching, which is relevant to their role as a mentor in a variety of capacities such as a trainee teacher mentor, induction tutor or mentor to a new school leader. The programme draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and practice.

The National Award for Special Educational Needs Coordination is a mandatory qualification for all Special Educational Needs Coordinators (SENCos).

With opportunities to develop the skills to become a Special Educational Needs Co-ordinator (SENCo) in your school, this course gives you the knowledge to help students with SEND explore and develop their potential.

The content reflects upon national perspectives that provide a framework to address key aspects of the role of Special Educational Needs managers and leaders.

• Develop effective SEN management and leadership skills.
• Provides up-to-date knowledge support for professionals working within SEN, showing a commitment to Continuing Professional Development.
• The two modules each carry 30 Masters-level credits, which can be used towards a Masters in Education.

• Develop the specialist knowledge, skills and confidence to be a specialist teacher and/or assessor for dyslexia.
• Be part of a specialist programme for professionals.
• Investigate research and literature relevant to SpLD dyslexia and relate this to specialist teaching and assessment.
• The two modules that make up the award each carry 30 Masters level credits, which can be used towards a Masters programme.

This Postgraduate Certificate (60 Level 7 Credits) draws significantly on a professional learning model that encourages students to make clear connections between relevant research, theory and practice.

The course comprises of two thirty credit modules which are designed to collectively provide the theoretical and practical knowledge and understanding of some of the important big themes and issues in education. These include the recognition of the importance of practice that is underpinned by values and informed through a critical engagement with evidence. In particular the block will explore values and evidence in relation to the social and emotional aspects of learning and teaching.

Developing Practice for Early Career Teachers

This course supports the development of professional practice for those teachers in the early stages of their careers. It is intended to help participants to acquire the knowledge, skills and understanding essential to becoming effective, informed and reflective professional practitioners.

Social and Emotional Leadership

This module examines social and emotional aspects of learning. In particular, it explores how children’s familial contexts, early developmental experiences
and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential.

Suitable for: Teachers, Teaching Assistants and Learning Mentors working in socially challenging school contexts.

Values and Evidence Informed: Leadership

Research Informed: Leadership

Research Informed: Practice in Action

Power, Politics & Policy in Educational Leadership

Outline

• These qualifications consist of a 5-day programme together with an online element. They will be delivered by the five North West Dioceses, Liverpool Hope University and School Improvement Liverpool.
• Accredited by the Department for Education (DfE), the National Professional Qualification for Middle Leadership (NPQML) involves leading a bespoke project aiming to improve pupil progress and team capability. This can be tailored to be in line with the school development plan or a stand-alone project.
• The Professional Certificate for Middle Leaders in Church Schools will support aspiring, and newly appointed, middle leaders working within a Christian school context. This programme will enable participants to explore and articulate their personal values and mission, have a better understanding of the distinctive mission and vision of Church of England schools and the role of middle leaders in these settings. It will provide participants with the opportunity to critically engage with leadership and management theories/research and how these relate to, and support, the understanding and development of personal leadership capabilities and practices.

Date(s)

Audience

This programme is specifically for middle leaders working in primary schools, within a Christian context. 

Delivery

• Three Online sessions • Four taught face-to-face days • Group and individual tutorials • Celebration event 

Outline

• Aimed at Governors and Trustees (Directors) in both church schools and schools with a distinctively Christian ethos to provide support for Governors and Trustees (Directors) committed to working on school improvement.
• Specifically designed to raise awareness of the changing expectations of Governing Boards and meeting today’s challenges in the education sector, whilst still holding on to the mission and vision of a church school.
• Developed by experts and professionals with a background in church school leadership, governance and inspection.
• Collaborative online programme with interactive discussions between participants and tutors. Minimum expected engagement of 12 hours (1 hour per week).
• Key themes include the changing context, mission, vision and values, collaborative learning, decision-making and accountability.

Date(s)

Audience

Governors and trustees (directors) working in church schools and Governors working in other designated schools

Delivery

Outline

The course is designed for Governors and Senior Leaders led by experienced professionals in school improvement and governance.

Setting the Vision and Strategy                                    
This will enable governors and trustees to understand how to set the vision and strategy of the school.

Challenging Schools on Outcomes
Holding executive leaders to account for the educational performance of the organisation and its pupils, and the effective and efficient performance management of staff.

Financial Control and Accountability
Overseeing the financial performance of the organisation and making sure its money is well spent.

Date(s)

TBC for 2020/1

Audience

School Governors and any senior leadership member who is involved in governance. 

Delivery

Outline

This is a one day course and will consider in-depth:

• The relationship between the statutory responsibilities of financial governance and how strategic plans and systems can enable sustainable and effective organisation, particularly in the light of reduced budget allocations.

• Relationship between the information Headteachers need to know to advise the Board.

• The role of the Business Manager and how SMARTER systems can aid transparent management information for effective strategic financial monitoring.

Date

TBC for 2020/1

Audience

School Governors, Headteachers, Senior Leaders ,Business Managers and Trustees from Academies and Maintained Schools. 

Delivery

Outline

This CPD course provides two inter-related sessions for delegates who aim to increase their knowledge and understanding of what dyslexia is and how steps can be taken in the learning environment to improve outcomes for dyslexic learners.

The course is designed to be stimulating and enjoyable. It aims to enable delegates to better understand the range of barriers that dyslexic learners could face in the learning environment and how by developing a more dyslexia aware approach these barriers can be reduced. Both theoretical and practical approaches will be considered including how delegates can make informed choices when taking steps to start identifying characteristics of dyslexia in order to make referrals for diagnostic assessment. There will be plenty of opportunity for delegates to share their own experiences and approaches in a supportive and inclusive environment.

Date

TBC for 2020/1

Audience

NQTs/Teachers/ SENCOs/ TAs/LSA

Delivery

Outline

SENCOs have a key role and significant responsibilities in their settings. This one day course will provide delegates with a valuable insight into the statutory role of the SENCO enabling them to consider the strategic role SENCOs have in their settings. The course aims to enable delegates to better understand how the SENCO can develop an inclusive ethos in their setting and a whole school/setting approach to special educational needs and inclusion. The day will also provide opportunities for delegates to share their own practical approaches and inclusive practice.

Date

TBC for 2020/1

Audience

SENCOs/aspiring SENCOs, teachers working with SEN pupils in primary, secondary schools/settings.

Delivery

Outline

Research tells us that in order to learn to read, children need to have good phonological awareness (in other words, awareness of the sound structure of words). Researchers have also found that music can have a significant part to play in the development of phonological awareness.

Veronica has developed a set of materials which aim to develop children’s phonological awareness through music. The activities included address many of the aspects of Phonics Phase 1 (Letters and Sounds) and the Early Learning Goals, and can be taught by anyone because they use just the voice and untuned percussion. These will be modelled and shared in the session, and we will explore different ways we can use songs, raps and musical games to support children’s phonological development.

Date

TBC for 2020/1

Audience

NQTs/Teachers/TAs/EY Practitioners

Delivery

Outline

Induction tutors have a key role and significant responsibilities in the statutory arrangements for ensuring NQTs satisfactorily complete an induction period. The role of the induction tutor in the induction process is a crucial one which, if done effectively, provides the foundations of a successful and rewarding career in teaching for NQTs.
The new Education Inspection Framework (Ofsted 2019) states:
• Inspectors will meet NQTs where possible and may wish to observe lessons given by NQTs.
• Inspectors should give consideration to the fact that NQTs have less experience than other teachers, but must assess the effectiveness of the support and professional development put in place for NQTs and other teachers who are in the early stages of their careers, particularly in dealing with pupil behaviour.
• This must include the quality of mentoring and what the school has done to support their development in areas for improvement identified by initial teacher training providers.

The recent Teacher Retention and Recruitment Strategy (2019) announced the government’s commitment
to increase funded support to Early Career teachers (ECF) in their first two years. This will have significant
implications for the Induction tutor and has a national roll out for those starting their induction in September
2021.

This programme will make sure you are up to date and ready for the expected changes as well as the current requirements to ensure you give the best support to new teachers entering the profession.

Date

TBC for 2020/1

Audience

 NQT Induction Tutors

Delivery

Courses Available

8 Week

12 week

16 Week

28 Week

Mathematics

x

x

x

x

Geography

x

Not Available

x

x

Spanish

x

x

x

 Not Available

French

x

Not Available

x

Biology

x

x

x

Chemistry

x

x

x

Physics

x

x

x

Computer Science

x

Not Available

x

English

x

x

 Not Available

Religious Education

x

     Courses Available          

Mathematics

English

Religious Education

Geography

Spanish

French

Biology

Chemistry

Physics

Computer Science