In today’s world, continued learning is no longer an optional extra. People who embrace lifelong learning make more of new opportunities – and their organisations are always a step ahead. That’s why we think Continuing Professional Development (CPD) has something to offer everyone at Dukes. Learning helps us respond to new ideas and scenarios, but it also empowers everyone we work with – including the young people in our care.
Michelangelo lived well into his eighties. Late in his life he said, “Ancora imparo,” – “I’m still learning”. That spirit of curiosity and humility is what drives the greatest innovators – and it’s one we can all aim to share.
Love of learning is at the heart of everything we do at Dukes. It’s also one of the four Dukes Values that remind us why we do what we do every day. In our work, we aim to instil that love of learning in our students, but sometimes it’s easy to forget need to cultivate it too.
Whatever your role in the Dukes family, our programmes are designed to help you deepen your skills, gain confidence, and become a more effective professional.
Our Learning & Development Framework encourages this kind of growth in a variety of ways. Our programmes may help you find greater clarity of purpose, or gain insight on how to help your colleagues thrive; alternatively, you might acquire the technical skills to manage finances or lead on Data Protection.
All our programmes are based on four key principles for building success:
Aspiration & Engagement
Self-Awareness & Clarity of Purpose
Managing Self & Others
Professional Knowledge & Skills
When these principles are developed in an individual – or an organisation – then Extraordinary Performance naturally occurs.
Self-Awareness & Clarity of Purpose
Aspiration & Engagement
Professional Knowledge & Skills
Managing Self & Others
As a member of the Dukes family, you can access a wide range of learning and development opportunities through the Dukes Hub.
If you find a course or event that interests you in this brochure, you can log into the Dukes Learning Hub to see specific details such as:
Course dates and times
Names of instructors and facilitators
Details of course structures
The Dukes Learning Hub also keeps a record of the learning and development opportunities you access through the Hub, which can be useful to you in your appraisal process and when planning future career development.
Most courses and events can be booked directly by members of staff in the Dukes Learning Hub. However, some are invitation-only or require an application. Details of how to access each training opportunity are given at the bottom of each course listing in this brochure. Please ensure you have discussed the training with your line manager and have their approval before registering your interest or booking your place.
The registration process is simple: Open a web browser and type in www.dukeshub.com
Once you’re there, you will see our homepage and the types of courses available.
Click on Login/Register.
Then click on Register and complete the information required. Alternatively, you can visit this link to see a full demonstration of how to register and log in: https://vimeo.com/dukeseducation/registeringonthehub
To find an overview of all courses and events open to you, visit dukeshub.com and simply click on the “Dukes Learning” tab, which will take you to the Dukes Learning Hub.
Dukes offers learning and development opportunities in six key areas:
1 Leadership & Management
2 Teaching & Learning
3 Dukes Champions & Collaborative Learning at Dukes
4 Pastoral, Wellbeing, & Safeguarding
Little Dukes
6
5 Operations
An extensive range of workshops, training days and long-term courses are available in each area. Together, our programmes offer something for everyone at Dukes – no matter what their role or level of seniority.
An interactive and experiential workshop covering the basic leadership models at Dukes that will help you to develop your self-awareness and ability to self-regulate.
The foundations of leadership are to be found in self-leadership: an individual’s level of selfawareness and their ability to self-regulate.
A high level of self-awareness creates space, allowing better choices and more effective responses, a greater sense of agency and creativity, ultimately leading to better outcomes.
At work, and indeed in life, there are moments where we are at our best and thriving, where we see things clearly, connect easily with others and make things happen. There are other times where we are not quite at our best. These highs and lows are inevitable. But in our places of work, whether that be a nursery, a school, a college, or a business, how we show up matters. Being at our best more of the time is an important and valuable leadership capability.
The great news is that with self-leadership, it’s entirely possible, with some simple practices, to be at your best more of the time.
This interactive and experiential workshop covers the basic selfleadership models and practices that support the exploration of self-awareness and to self-regulation. The day is set up to create space and time for reflection for the participants. Small group activities and discussion enable collaboration and the sharing of ideas and experiences with others.
Find out what leadership at Dukes is all about and understand basic models that will help you to develop your self-awareness and ability to self-regulate. Becoming a leader means becoming more aware of yourself, how you think, and how you work. This module will help you to learn more about yourself, raising levels of self-awareness, enabling you operate with greater agency.
“This was one of the best courses I have attended. I love how active you are throughout - not just listening to PowerPoint slides. The activities really made everyone involved, and I love how you are told not to share your role in education and to agree to confidentiality, as it really made everyone in the room feel equal and opened up conversations.”
“This was the best training I have been on so far. Really positive and motivating!”
“A fantastic day. I also thoroughly enjoyed meeting colleagues from Dukes and found the experience empowering, especially in terms of being able to discuss out fears, our feelings, openly and honestly within the group.”
“It was enlightening and I came away from the day with a renewed sense of energy and purpose so thank you.”
“Taking the time to reflect was really effective use of my time which I have not done before.”
“I found this workshop highly beneficial and completely different from my expectations. I felt it was far more useful than I could have imagined and I am looking forward to building on the skills and information from the sessions. The benefits for the individual, in terms of self-awareness, self-check in, are vitally important for overall health and wellbeing.”
Suitable for: All staff
This programme is designed to train leaders and managers and those in management positions across Dukes Education. This programme complements the Senior Leadership Programme
Designed by Dukes, in consultation with experts, this programme is accredited by the University of Buckingham.
As well as honing your leadership and management skills, the programme will also help you to gain confidence and manage your own self-development. It will also give you some fundamental tools to manage the professional relationships you have on a daily basis. Opportunities to network across the business will be available, and you will have chances to reflect on and improve your performance – as well as that of your team.
“I was very impressed with the quality and organisation of the programme. The coaches who run the different modules were very inspirational and I finished each module feeling more confident as a professional and as a leader. The course enhanced my awareness as a leader and provided me with knowledge and techniques that help me deal with everyday work.”
Accredited by:
Suitable for:
Staff looking to step into a leadership/management position
Time commitment:
6 modules to be completed within 2 academic years
Course pre-requisites:
Completion of Foundations of Leadership Module
Written Recommendation from Head / Principal / Managing Director
Application process:
Stage 1: Book Place
Book onto the programme through the Dukes Hub in order to receive your application form. Please remember to consult your Line Manager, Head, Principal, or Regional Managing Director for permission.
Stage 2: Application Form
Once you have booked through the hub, you will be sent an application form to complete. This should be submitted by Wednesday 20th September. An endorsement form must also be completed by your Head, Principal, or Regional Managing Director.
Module 1: Managing Conversations
Module 2: Communicating with Impact
Module 3: Insights Personality Profile – Discovery Insights
Module 4: Building Trust & Managing Teams
Module 5: Managing Performance & Appraisal
Module 6: Leadership Styles
In order to gain certification and access to 1-to-1 executive coaching, you will need to formally apply and be accepted onto the programme and complete all modules within 2 academic years i.e. AY 2023-2024 and 2024-2025. 3 to 4 x 1-to-1 executive coaching sessions come as part of the programme offering. These sessions will help you to clarify goals, achieve your development objectives, and unlock your potential.
Designed by Dukes, in consultation with experts, our flagship leadership development programme is accredited by the University of Buckingham.
The Senior Leadership Programme brings together a group of highly motivated individuals who have been recognised as having the potential to make a significant contribution to the future of their organisation. The programme will give you the tools and confidence to manage your own self-development as a leader in education.
The immersive and intense programme requires delegates to devote time and energy before, during, and after to make the most of the support and resources provided.
The programme begins with you, working closely to understand your personality styles, leadership preferences and individual business context. We then blend innovative insights, the latest research, and inspiring teaching to deliver a programme which will unlock your leadership potential.
Whatever your challenges and goals are, we aim to deliver a holistic experience that ensures you, your team, and your organisation develop the skills and mindset to push the boundaries of education business excellence.
“The Dukes Senior Leadership Programme is head and shoulders above other nationally recognised programmes I have undertaken. The level of knowledge, wide range of experts, and top-quality delivery has made this intense, immersive, and high-end experience transformational for me. I am now undoubtedly a more emotionally intelligent and self-aware leader, and I have enjoyed every minute of it.”
“I found the whole programme to be exceptionally well planned and potentially life-changing. All the sessions were valuable the ones that made me question my assumptions about myself were the most profound. I can’t emphasise enough how much I enjoyed it. I am extremely grateful to be invested in in this way.”
Accredited by:
Suitable for:
Heads, Principals, Senior Staff, Directors
Time commitment: 10 modules over the course of 10 months
Course pre-requisites:
Completion of Foundations of Leadership Module
Written Recommendation from Head / Principal / Managing Director
Application process:
Stage 1: Application Form
A completed application form should be submitted
Stage 2: Interview
Successful stage 1 applicants will be asked to a 30-minute interview to determine suitability and interest in the programme and to provide an opportunity for any questions to be asked
Module 1: Self Leadership
Module 2: Taking People with You
Module 3: Coaching for Performance
Module 4: Strategy
Module 5: Business Acumen - Marketing, HR, Finance
Module 6: Leading Culture
Module 7: Managing Change
Module 8: Inspirational Communication
Module 9: Leading Wellbeing
Module 10: Programme Wrap Up
6 x 1-to-1 executive coaching sessions come as part of the programme offering. These sessions will help you to clarify goals, achieve your development objectives, and unlock your potential.
Suitable for:
All staff
Overview
This interactive workshop covers the basics of managing conversations and seeks to make ‘would be’ challenging and difficult conversations less so.
Learn the 3 core frameworks used across Dukes to manage conversations and give feedback
Get the opportunity to practice and embed these tools in role play scenarios
Share ideas and best practice with peers and staff across the Dukes community
Overview
Suitable for:
Staff in (or looking to step into) a leadership and/or management position
An interactive workshop exploring at the principles of team formation and effectiveness, building trust in teams and the art of delegation.
The workshop explores what a team actually is, how teams form effectively and what the key elements are to maximise team effectiveness and productivity.
It is difficult to overstate the importance of creating a climate of trust and empowerment so this module also covers the principles of building trust in teams and the art of delegation.
This one-day workshop explores tools and techniques for building confidence in communication and presenting as an individual and as part of a team, how to improvise and how to embrace fear when performance in front of an audience.
Part One:
Tools and techniques for building confidence in communication and presenting Through stand-up comedy this session explores:
Suitable for:
All staff, staff in (or looking to step into) a leadership and/or management position
Building confidence, finding your voice and style when presenting and engaging an audience
The power of humour to engage and communicate a message
Understanding how to tell a story using comedy
Engaging difficult audiences and building in fun and laughter
Part Two:
Improvisation – building trust in yourself and others. Through learning improvisation techniques this session explores:
Building trust and confidence for presenting individually and as a team
Self-awareness, communication and speaking with purpose
How to improvise in difficult situation and with difficult audiences
How to embrace fear and move forward
Part Three:
Bringing it all together. This part of the session will be performance/delivery based
The performance can be to each other or a small, invited audience or a wider audience.
The importance of the performance is people get to go through an uncomfortable situation and learn to use the tools for resilience and confidence.
Suitable for:
Staff in leadership or management positions
This workshop looks at how to manage people so that they can perform at their best. Topics addressed include appraisals, performance management, and embedding a high-performance coaching culture in line with Dukes Teacher Standards and the Dukes Values.
Suitable for:
Staff in leadership or management positions
This one-day workshop introduces the Insights Discovery model of behaviours and personal profiles.
Self-awareness is key to the success of every individual, and that’s exactly what Insights Discovery delivers. A better understanding of self and others means that relationships at work can become vehicles for, not barriers to, success.
At the very start of the self-awareness journey is Insights Discovery. A psychometric tool based on the psychology of Carl Jung, Insights Discovery is built to help people understand themselves, others, and make the most of the relationships that affect them in the workplace. During this interactive workshop we investigate who we are as individuals – our strengths and challenges, our communication preferences and motivations and how our behaviour may affect those around us.
Suitable for:
Heads & Principals, Heads of Business, Directors
Suitable for:
Deputy Heads and Assistant Heads
The termly Senior Leaders Development Days will bring together all the Senior Leaders from across the Dukes family of Nurseries, Schools, Colleges, and Dukes Plus Organisations as well as members of the Dukes’ Board of Directors.
These themed development days seek to provide our senior leaders with an enriching experience which allows space for reflection and collaboration.
Guest speakers will provide inspiration and food for thought.
Workshop sessions will allow for collaboration and the sharing of ideas and best practice.
As Deputy and Assistant Heads, you are an essential part of what makes a school successful.
This one-day conference is an opportunity to reflect on and discuss what constitutes educational excellence; taking a look at the various approaches and systems we have in our schools. The day also provides an opportunity to form collaborative relationships with colleagues and share good practice.
A programme of sessions and events that supports those teachers who are at the beginning of their study of the craft of teaching or those teachers who wish to refresh their teaching practice.
Through both analysis and discussion, this programme is an exploration of various tried and tested techniques and tools and presentations from experts in the field.
The aim of this programme is support you in your role as a teacher and to help you to unlock the potential in every student that you teach. It is designed to develop knowledge and skills in all areas of teaching, as well as specific aspects of subject knowledge.
Please note:
Completion of the listed modules over 1 or 2 years is required to gain ECT Support Programme certification.
Accredited by:
In association with:
Suitable for: Early Career Teachers
In order to gain certification, you will need to complete the following mandatory modules. All the ‘Teach Like a Champion’ Series workshops namely:
‘What to Do’ Directions & Developing a ‘Teacher’s Radar’
Least Invasive Interventions & Positive Framing
Cold Call & Stretch It
Systems and Routines & Strong Voice
Plus the following Teaching & Learning Masterclass Series Modules
Inclusion
Metacognition
Curriculum & Assessment
Please note: you can complete this over either 1 or 2 academic years.
A 3 hour workshop on the Teach Like a Champion techniques – ‘What to Do’ & ‘Radar’
The workshop covers analysis of experienced teachers’ techniques and practice as well as the core skills and factors involved in these techniques.
The first part of the session will focus on ‘What To Do’. To meet and exceed expectations—behavioural and academic—students need clarity. What to Do enables teachers to calmly and confidently deliver clear directions and corrections to support student success. The second part of the session will focus on ‘Radar’. Radar is designed to strengthen teachers’ capacity to achieve 100% academic engagement. Through deliberate, concrete actions, champion teachers increase their awareness, project their presence, and respond efficiently and productively to student behaviour.
Suitable for:
All staff
Please note: this is part of the ECT programme but is also available to all staff as a standalone course In association with:
A 3 hour workshop on the Teach Like a Champion techniques – ‘Least Invasive Intervention & Positive Framing’
The workshop covers analysis of experienced teachers’ techniques and practice as well as the core skills and factors involved in these techniques.
The first part of the session will focus on ‘Least Invasive Intervention’. Keep instruction centre stage and maintain strong relationships with students by correcting nonproductive behaviour consistently and with finesse. This session equips teachers with a scaled toolkit of Least Invasive Interventions designed to address a variety of behaviours that threaten to derail a lesson. Participants will study key principles of these techniques that lead to success, including: the importance of communicating solutions to students when correcting, maintaining emotional constancy in the course of delivering corrections, maximizing students’ privacy, and keeping the thread of instruction intact.
The second part of the session will focus on ‘Positive Framing’. People are more motivated by positivity than negativity. This session equips teachers with six types of Positive Framing. Skilled teachers use Positive Framing to motivate and inspire students both when correcting behaviour and when encouraging students to sustain or elevate effort. When used consistently, Positive Framing strengthens individual student-teacher relationships and helps build a strong classroom culture.
Suitable for:
All staff
Please note: you can complete this over either 1 or 2 academic years.
In association with:
A 3 hour workshop on the Teach Like a Champion techniques – ‘Systems and Routines & Strong Voice’
The workshop covers analysis of experienced teachers’ techniques and practice as well as the core skills and factors involved in these techniques.
The first part of the session will focus on ‘Systems & Routines’. One of the hallmarks of a great classroom is a culture of excellence, which students embody in everything they do. Whether students are raising hands, passing papers, annotating texts, or participating in a discussion, they know how to do it, and they do it well. This excellence is often built on a foundation of well-taught procedures and systems that, with repetition and consistency, become routines – actions that students do automatically and with little-to-no teacher prompting. This session focuses on the techniques that teachers use to design, install, and maintain these foundational Systems and Routines
The second part of the session will focus on ‘Strong Voice’. How you deliver a given message – your body language, your facial expression, and certain qualities of your speech – contributes to how that message will be received by your audience. This session focuses on adjusting your speech and body language to ensure students listen carefully to what you say.
Suitable for:
All staff
Please note: you can complete this over either 1 or 2 academic years.
In association with:
A 3 hour workshop on the Teach Like a Champion techniques – ‘Cold Call & Stretch It’
The workshop covers analysis of experienced teachers’ techniques and practice as well as the core skills and factors involved in these techniques.
The first part of the session will focus on ‘Cold Call’. Creating an engaged, inclusive, and rigorous classroom requires that all students feel seen, valued, and heard. Cold Call is a critical technique to building such a culture. This session trains teachers in the technique of Cold Call in three sections:
Fundamentals of Cold Call: This section of the Plug and Play invests teachers in why Cold Calling is important in the classroom and equips teachers with techniques for effectively using Cold Call to build student engagement and deepen student thinking.
Making Cold Call Positive and Inclusive: In this section, teachers practice and discuss techniques that ensure Cold Call is used in a positive way to build a strong academic classroom culture.
Using Cold Call with Intentionality: This section equips teachers with strategies to Cold Call intentionally by gathering student data first.
The second part of the session will focus on ‘Stretch It’. When you Stretch It, you reward a “right” answer with a more challenging question. This session focuses on learning more about student thinking and helping students build not only long-term memory, but also curiosity and confidence.
Suitable for:
All staff
Please note: you can complete this over either 1 or 2 academic years.
In association with:
Suitable for:
All staff
An interactive journey with Dr Nicola Crossley, into the crucial topic of Inclusion and a focus on how to enhance the learning experience for all vulnerable learners.
This workshop focuses on the context of inclusion and how to enhance the learning experience for all vulnerable learners; particularly those who are disadvantaged and/or have special educational needs and/or disabilities (SEND).
About Dr Nicola Crossley
Part of the ECT Support Programme
Suitable for:
All staff
A research graduate from the University of Exeter, Nicola is Executive Director for Inclusion at Astrea. Her role involves working with schools to enhance the learning experience for all vulnerable learners; but particularly those who are disadvantaged and/or have special educational needs and/or disabilities (SEND). Her specialist interest areas are Autism and Social, Emotional and Mental Health (SEMH) and she is passionate about improving provision in these areas, in particular.
A workshop focused on developing metacognition in the classroom. This workshop will offer clarity about what is involved in metacognition, as well as teaching ideas for the classroom that will support pupils in becoming metacognitive. Examples are drawn from both primary and secondary in order to emphasise that this is an issue for all teachers across all phases.
“That was great our staff are buzzing over the examples of strategies that they can use and it was such a nice session to all be able to join and engage with together after so long of being apart!”
Part of the ECT Support Programme
This workshop focuses on:
Defining what is and what isn’t involved in metacognition
Reviewing the evidence base around metacognition and why it is so important
Demonstrating a range of teaching ideas that reveal how to support pupils in becoming metacognitive
Ensuring the ideas are practical, ‘lesson-ready’ and of immediate application
Suitable for:
All staff
This event explores differentiation and adaptive teaching. How do we ensure that we ‘lift the glass ceiling’ on expectations and aspirations for all our learners? We will discover how recent evidence translates into the classroom, developing outstanding, inclusive practice where all students achieve their potential, without creating more planning and administration for those delivering lessons.
“Many thanks, some great theory and ideas to take away and apply in my own teaching.”
“A very interesting and helpful course. Thanks!”
To explore the concept of Differentiation and Adaptive Teaching
To understand how cognitive load therapy supports the adaptive classroom
How do we scaffold learning effectively
Use of effective questioning to differentiate to learners’ needs
How to use retrieval to support differentiation
Suitable for:
All staff
“A fantastic training, interactive, informative with lots of ideas. Alan was an amazing trainer.”
Teachers engage with a variety of approaches to remove disruption from lessons.
To understand a range of methodologies to promote positive student behaviour
To practice use of effective behaviour techniques
Suitable for: All staff
Join us for a 3-hour remote workshop on The Art of Coaching. This practical workshop is designed for teachers who want to develop their coaching skills and explore how coaching can be integrated into their teaching practice.
During the workshop, you will learn the fundamental principles and techniques of coaching, including active listening, powerful questioning, building rapport and trust, giving feedback, and setting goals and action plans. You will also gain familiarity with a range of coaching tools and techniques, such as the GROW , OSKAR, and Solutions Focused models
Through hands-on practice and feedback from the facilitator and peers, you will have the opportunity to enhance your coaching skills and apply coaching principles and techniques to enhance student learning
and personal and professional growth in a teaching context. By the end of the workshop, you will have a clear understanding of the benefits of coaching, as well as the skills
Educating participants about the fundamental principles and techniques of coaching, including the importance of active listening, powerful questioning, building rapport and trust, giving feedback, and setting goals and action plans.
Equipping participants with a range of coaching tools and techniques.
Providing participants with opportunities to practice coaching skills and techniques in a safe and supportive environment, with feedback and guidance from the facilitator and fellow participants.
Suitable for:
All staff
“That was great our staff are buzzing over the examples of strategies that they can use and it was such a nice session to all be able to join and engage with together after so long of being apart!”
Part of the ECT Support Programme
A workshop with Libby Nicholas on the meaning of curriculum, different types of assessment and best practice methods for assessment.
This workshop focuses on:
The meaning of Curriculum
Formative v Summative Assessment
National Bench Marking v Moderated Assessments
A facilitated discussion around assessment for assessment’s sake
Suitable for:
All staff
“The training was insightful and engaging. There were some fantastic ideas that I am excited about sharing with my colleagues. I left feeling really inspired by the ideas that were shared during the training. I was so glad to have been able to attend the course. Thanks!”
Cognitive Load Theory (CLT) has recently been described by Professor Dylan William as “… the single most important thing for teachers to know” and is rapidly becoming education’s next ‘Big Thing’. This is some claim, so it is right that teachers will want to know more about it and more importantly how they can adapt their classroom teaching to take it into account.
This course will share what is involved in CLT and, more importantly, how it impacts on pupil performance in the classroom. Specific classroombased teaching ideas will be
offered so as to avoid the so-called ‘overload’ and therefore allow pupils to learn more effectively.
Gain a clear and deep understanding of ‘working memory’, ‘learning transfer’ and CLT Acquire a set of ready-touse classroom strategies
Develop an understanding of the pitfalls and ineffective practice that should be avoided
Gain in-depth knowledge of how to use these techniques over the whole of a term/year/key stage
The lessons that have that ‘X factor’ are ones in which the students are not passive classroom passengers but are active learners, motivated to work independently or collaboratively and extend themselves as far as they can. This course shows you how this can be achieved.
Discover ways to prevent your students from becoming passengers in lessons
Learn how to set up lessons where the students work a lot harder than they have done before!
Receive practical, down-to-earth advice, tips and teaching techniques that have been proven to work
Gain a fuller understanding of how buzz words, jargon and excuses for underachievement, hinder rather than help the profession
Suitable for:
All staff
“The training was insightful and engaging. There were some fantastic ideas that I am excited about sharing with my colleagues. I left feeling really inspired by the ideas that were shared during the training. I was so glad to have been able to attend the course. Thanks!”
Suitable for:
All staff
“Loved the session! Feel empowered to put into practice advice and strategies shared in the session.”
“Really enjoyed the training. It was very informative and provided many useful strategies.”
Suitable for:
All staff
This session explores how we plan and teach lessons that stretch and challenge all learners. How do we move from passive to active learning, ensuring students are intrinsically motivated to achieve, as well as being guided and stretched by staff? We will explore effective planning for mastery and greater depth of any task within a lesson and demystify some of the concepts that surround this key area of learning practice. By the end of the session delegates will have a range of activities, ideas and concepts that they can apply straight into classroom practice.
To understand how to create a climate of active learning
To understand how to plan to develop ‘intrinsic motivation’ in our learners
To understand how to apply learning schema theory when planning for stretch and challenge in lessons
To consider how to apply these theories and concepts to all groups of learners
Low level disruption is frequently cited as one of the biggest sources of frustration for teachers and valuable learning time can be lost as a result of it. This session will explore approaches to reducing low level disruption that will be highly realistic and actionable. The techniques have been proven to work effectively and are drawn from the latest thinking.
Participate in an exploration of the major strategies used to reduce low-level disruption
Gain a thorough understanding of the techniques used
Find out how to tailor each strategy to the way you teach
Obtain a wealth of tips to reduce low level disruption that you could use tomorrow
Many teachers are becoming increasingly familiar with Barak Rosenshine’s Principles of Instruction but as ever need time and space to think about how to adapt the ideas for their classrooms.
By attending this course, you will receive completely clear, down to earth guidance on what you should be doing to turn this theory into practice. You will be given all the templates and worked examples you need to get started on applying the principles to your classroom literally the next day.
Rosenshine arrived at these principles partly by observing Master teachers as well as lessons from cognitive science so by attending this course, you can
start to apply these principles and grow your own teaching skills too.
By the end of the session you will see why Barak Rosenshine’s Principles of Instruction have been described as ‘the best, most clear and comprehensive guide to evidence-informed practice?’
Have a deeper understanding of the 10 Principles of Instruction
Deliver outstanding teaching and learning processes based on the 10 Principles
Apply the principles to your own teaching context as a tool to support improved pupil and professional outcomes
Suitable for:
All staff
“I felt this was really useful and I am looking forward to changing my lessons in light of this great workshop.”
“Steve is exceptionally clear in how to use Rosenshine’s principles for high impact in lessons and I picked up new ideas on how to embed this further into my practice!”
Suitable for:
Teaching Assistants
A suite of training sessions to upskill TAs with techniques and strategies to use in the classroom. The six sessions will focus on supporting learners around:
Word recognition and language
comprehension
Competence in the 10 components of numeracy
Spoken language ability of pupils
Reading accuracy and comprehension
Improving vocabulary and narrative skills
Identify the most effective classroom support approaches a TA can use with their pupils
Apply ‘best practice’ strategies and techniques with the pupils they support
Acquire a toolkit of easily applied and understood techniques for immediate classroom use
Gain an insight into what has been shown to be the most effective behaviours and strategies a TA can use when supporting pupils in the classroom
Suitable for:
Teaching Assistants
A one-day conference, the TA Development Day brings together Teaching Assistants from across Dukes to discuss and share ideas about how we can continue to support our students.
Suitable for:
SENDCOs and SEND Professionals
Suitable for:
All staff
The SENCO Development Day brings together all the SENDCOs and SEND Professionals from across the Dukes Community.
This themed development days seek to provide our SEND leaders with an enriching experience which allows space for reflection and collaboration.
Guest speakers will provide inspiration and food for thought.
Workshop sessions will allow for collaboration and the sharing of ideas and best practice.
Understanding EP and Specialist Reports aims to help teachers understand how to interpret the test results from EP and specialist results plus explain some of the terminology.
Suitable for:
All staff
Help identify neurodiverse learners in the classroom and strategies to support them.
Suitable for:
All staff
The SENCO Development Day brings together all the SENDCOs and SEND Professionals from across the Dukes Community.
This themed development days seek to provide our SEND leaders with an enriching experience which allows space for reflection and collaboration.
Guest speakers will provide inspiration and food for thought.
Workshop sessions will allow for collaboration and the sharing of ideas and best practice.
A Full day workshop focused on being an outstanding subject leader.
Do you want rigorous and effective systems of monitoring and evaluation?
Do you want proven strategies for maintaining long-term progress in your department?
Do you want real-world answers to the everyday questions that all subject leaders face?
Leading a subject area effectively is one of the most important elements in securing high-quality teaching and learning in all schools. By focusing on your role as a leader of learning, this course will help you to establish and maintain your vision, get the best out of your team and ensure high-quality outcomes all whilst maintaining sanity and perspective about the role.
“I gained some excellent advice on how to manage a team and work with them to create a positive and forward thinking approach.
It also helped me to reflect on my own setting and how we can work together to improve the department.
Lots of resources to take away and share with the team too. Thank you! I found all of the content extremely helpful.”
Suitable for:
Subject Leaders, Heads of Department, Staff looking to step in a Leadership or Management Role of a subject or department.
Session One: Setting the Context
Skills, disposition and features Priorities and focus Schemes of work
Planning for learning
Session Two: Self-Evaluation
Interrogating data properly Sampling what does and doesn’t work
Lesson observations what they do and don’t show and how to improve them
Subject meetings getting more out of them.
Session Three: Managing and Coping
Leading and managing the differences
What kind of leader are you?
Types and preferences
One of the core benefits to being part of the Dukes family is our ability to collaborate, share and learn with other members of the family. This collaboration is driven and fostered by the Dukes Champions
Champions display thought leadership by creating, collating, and curating existing content for their subject area on the Dukes Hub. They also facilitate innovation and learning, hosting meetings to share new thinking, establish best practice, share concerns, and solve problems together.
The champions initiative began its pilot in 2020 and has grown at an extraordinary rate ever since.
The Champions cover a wide range of areas including teaching specialities as well as others such as wellbeing, mindfulness, and operations focused areas.
To find out who the champion is for your subject or area please visit the Teaching and Learning channel on The Dukes Hub.
We are always looking for new ideas and forms of collaboration. In order to create collaborative learning we need dedicated champions. If you are interested in current roles available or want to find out more about what being a champion involves, please email lauren.huntley@dukeseducation.com
Every term our champions will run a TeachMeet where the community is invited to come along and network, sharing best practice, ideas, and resources. Please contact the champions to find out more and keep an eye out on the Dukes Learning Hub for dates. Each terms TeachMeets dates will be published at the beginning of the academic year.
In association with:
We have partnered with Best Practice Network (BPN), one of the UK’s leading providers of training, development and support for education professionals. BPN delivers fully funded apprenticeship qualifications that puts the needs of the apprentice at the forefront. The apprenticeship programmes consist of a blended learning model and is taught through monthly online webinars, online resources and coursework and tutor visits. Your tutor will visit you every 6 - 8 weeks to review progress and support you through the programme. The programmes are work-based, meaning up to 20% of your working week is spent on development and training. BPN offers multiple start dates throughout the year.
To find out more detail and FAQs about the apprenticeship programmes, bestpracticenet. co.uk/early-years-apprenticeships and contact Dukes L&D team via the Dukes Hub.
Early Years
(Level 2)
Suitable for:
Early Years Practitioners / Assistants who are either new to the role or not yet ready to take on a Level 3 qualification
Time commitment:
Course duration is typically 12 months
The Level 2 Apprenticeship is ideal for individuals who are new to the early years sector as a way to start their early years career. This course sets out the minimum knowledge, understanding and skills that a Level 2 Early Years practitioner needs to demonstrate to be considered qualified to support young children from birth to five years old. This qualification can lead onto the Level 3 Early Years Educator. As well as ensuring full competency as an Early Years Practitioner, this standard provides a foundation for potential progression on to a number of career paths in the educational sector.
The programme is typically 12 months plus an End Point Assessment.
Suitable for:
Those currently working in or wishing to work in Early Years
Education and Care
Time commitment:
Course duration is typically 12 months
This session will be repeated on a termly-basis
Suitable for:
SENDCOs
In association with:
The Level 3 Apprenticeship is ideal for individuals who have completed their Level 2 or those who are experienced in the early years sector. This programme enables apprentices to demonstrate effective pedagogy within their practice to promote children’s learning and development for the higher level of responsibility. The Level 3 programme prepares learners to become Early Years Educators, enabling them to work with children from birth to 5 years and gain knowledge of children aged 5 to 7 years.
The programme is typically 15 - 18 months plus an End Point Assessment.
The Level 3 Early Years SENDCO qualification is delivered over 4 months through online taught sessions and online study units.
Units include:
Defining the roles and responsibilities of the special educational needs’ coordinator in the early years
Understanding the principles, statutory guidance and legislation underpinning SEND in the early years
Understanding early identification and early action
Working with parents, carers and other professionals
SEND resources
Suitable for:
All educators
Level 3 Diploma in Montessori Pedagogy (Early Years Educator) –an ideal course for those looking for an entry level achievement, widely recognised, for working in industry (CACHE/ Crossfields Institute)
Level 4 Diploma in Montessori Pedagogy (Early Years Educator) –an ideal course if you’re starting a career in Montessori education; it’s a nationally recognised qualification with the added benefit of flexible study options (CACHE/ Crossfields Institute)
Level 3 Forest School Leadership Training - This qualification is an Ofqual recognised Level 3 Forest school Leadership and means that practitioners feel competent and confident to take groups of children, young people and adults outdoors.
The course content is divided into units:
Unit 1: Woodland structure, identification of flora and fauna, and sustainable woodland management at Forest School.
Unit 2: Deliver, assess and evaluate a Forest School programme.
Unit 3: Application of learning and development theory, understanding of impact of behaviour to learning and development, holistic learning and development at Forest School.
Unit 4: The development of Forest School ethos supported by policies and procedures and understanding the ecological impact when planning a Forest School Programme.
Unit 5: Facilitating a range of woodland skills, including campfire management appropriate to a Forest School Programme.
Trainees have to run a pilot programme in their own setting -one half day a week for six weeks and they also need to gain an outdoor paediatric first aid certificate.
Suitable for:
All staff
Important information:
The workshops will take place in the historic grounds of Osterley House in a private woodland area. Please dress appropriately for the weather and bring a small packed lunch to have around the fire.
Suitable for:
All educators
This training session offers the opportunity to explore and build on the knowledge you have learned from your online and in setting training. Though Scenario based learning and informal discussion we will explore in more depth some core safeguarding issues to help strengthen your understanding of keeping your children safe.
This session will be repeated on a termly-basis
Suitable for:
DSLs and DDSLs
An annual workshop for DSLs where participants will develop their understanding in the following areas:
Practical Role of the DSL Expectations Scenarios
Suitable for: All staff
This two-day Paediatric First Aid course focuses on emergency scenarios that can happen when looking after young children and infants. It meets the Ofsted Early Years and Childcare Register requirements.
Suitable for:
All staff
We will cover behaviours that are challenging in the classroom. This will cover all stages in the EY. We will discuss possible triggers and factors around what can cause difficult or negative behaviour. The role of the adult and how the environment impacts a child and their senses. Developmental milestones will be covered, what is to be expected at each age and stage. Carefully thought-out strategies to empower practitioners and how to support and educate parents, which then allows for a consistent approach. When to consider more specialist support and what this should look like. Touching on S&L, OT and EHCPs. The importance of Early Intervention.
Educate the teams on how to manage different behaviours
Educate them on the importance of not labelling for the sake of labelling
Educate them to understand that we cannot just provide a 1:1 for every child who does not fit the mould
Educate them on the importance of communication – verbal /signing/ body language
Educate them on the developmental milestones and how one step leads to the next………if you miss a step, you are only going to fall
Suitable for:
All staff
We will cover some basic strategies to support children with additional needs - this will be a beginners guide to identifying and managing behaviours that might be seen in a mainstream classroom.
This session will be repeated on a termly-basis
Suitable for:
All staff
This training will look at some of the causes of trauma, how this may be displayed in childhood and how we can support children. I will also touch upon the PACE model (playfulness, acceptance, curiosity and empathy) as an insight to a therapeutic approach to support children to feel safe.
Areas covered:
Sources of trauma
How trauma may present in children
What we see vs what lies beneath PACE model
Suitable for:
All staff
This is a series of 10 hour-long, virtual talks covering the core principles of what we believe make great early years practice.
Whether you are school based or an independent nursery, term time of full time, Reggio, Montessori or somewhere in between we believe these ideas should be at the centre of all of our practice.
Suitable for:
All staff
This session will be repeated on a termly-basis
The importance of communication and language in an Early Years classroom is not new but prioritising this area of learning has become even more vital following the pandemic. The number of children with language delays has risen significantly over the past few years and wait times for speech and language support and targeted intervention are long. This session will navigate the sea of talk and explore the crucial role of the adult, the environment and the power of books, stories and songs to support children’s communication and language skills to the highest levels. This will include how to create language rich environments and to capitalise on the power of talk during play to provide a meaningful context for learning.
Areas covered:
Crucial role of the Adult in supporting Communication and Language skills
Creating language rich environments
Understanding the power of books, stories, poems and songs
Meaningful talk during play
Suitable for:
All staff
This workshop helps you ensure your setting is inspection ready, perfect for those having their first inspection under the 2019 Education Inspection Framework.
Understand how you will be inspected and in what areas you will be judged. You’ll spend time looking at the new ‘Quality of Education’ judgment and what it means in practice, how to prepare for learning walks, how your safeguarding arrangements will be inspected and much more!
With plenty of time for networking and questions throughout the day, so that you can get the answers that matter to you.
Suitable for:
All staff
This session will be repeated on a termly-basis
A workshop exploring the following areas:
Understanding what is needed before writing starts
How to encourage Mark Making in 3-4 year olds
Strengthening the children’s physical FMK before writing should be thought about
Reception teachers - how to analyse writing in Reception, how to teach writing using different programmes (our base will be around using Read Write Inc)
Suitable for:
All staff
This session will be repeated on a termly-basis
Suitable for:
All staff
The importance of communication and language in an Early Years classroom is not new but prioritising this area of learning has become even more vital following the pandemic. The number of children with language delays has risen significantly over the past few years and wait times for speech and language support and targeted intervention are long. This session will navigate the sea of talk and explore the crucial role of the adult, the environment and the power of books, stories and songs to support children’s communication and language skills to the highest levels. This will include how to create language rich environments and to capitalise on the power of talk during play to provide a meaningful context for learning.
Areas covered:
Crucial role of the Adult in supporting Communication and Language skills
Creating language rich environments
Understanding the power of books, stories, poems and songs
Meaningful talk during play
A workshop that raises awareness of the needs of children with EAL within an Early Years setting and explore how best to meet those needs
Areas covered:
This session will be repeated on a termly-basis
Examine initial experiences for EAL children in EYs settings
Explore strategies and resources to develop the language of EAL learners
Explore how to provide an inclusive environment to foster language development
Educational Best Practice Series:
Suitable for:
Room leads or those looking to step into a room lead role
Suitable for:
All staff
In this workshop we discuss the responsibilities and routines of a room lead. For many of us the first opportunity we have to start leading a team, this session aims to help new (and experienced) room leads get the best out of this important role. Looking at the basics of mentoring others to deliver best practice, creating structure and order in your day to help provide a strong foundation for children learning and the core responsibilities. By the end of this session you should have a clear understanding how you can be the best room lead you can be.
Educational Best Practice Series: Becoming a Baby Specialist
It has been scientifically proven that a child’s developing brain is most flexible during the first few years of their life. Therefore, it is important to set the best foundations for lifelong health and wellbeing at this time. It is at this time that care and learning are inseparable. This course sets the context for this high-quality care and education and will guide you to promote sensitive and well-informed approaches in your settings.
A day for Little Dukes Leaders to come together as a community, learn from each other and specialist guests about developments in Early Years and create a vision for moving forward and developing their knowledge and useful skills to be great leaders.
Suitable for:
Little Dukes Leaders, including EYFS leaders, Heads and Principals in early years settings
Please Note: Ahead of the day, a survey will be sent to ensure the day is tailored and relevant for all
Suitable for:
DSLs and DDSLs
A one-day conference, the DSL Development Day brings together safeguarding leads and professionals from across Dukes to discuss and share ideas about how we can continue to support and safeguard our communities.
Suitable for:
Pastoral & Wellbeing Leads
The summit offers an opportunity to meet others in similar roles and will focus on issues around pupil and staff well-being and fostering resilience. We will be joined by experts in the field to facilitate discussion and to share best practice with us.
Suitable for:
All staff
Important information:
This is an external course so you will be sent further links to formally register with MHFA once your request for an event place has been approved
Certified by:
This two-day course aims to qualify you as a Mental Health First Aider.
The MHFA England accredited Youth Mental Health First Aid is an internationally recognised training course designed to teach people how to spot the signs and symptoms of mental ill health in young people from ages 8 to 18. At Dukes Education, we deliver the course with a particular focus on the needs of teachers and those working in the field of education; providing you with the information and skills required to promote whole school well-being and to support individual pupils experiencing mental health issues and/or emotional distress.
“I found this course hugely beneficial. The instructor was excellent, clear and took the time to explain how to approach different situations. The practical tips and tools were very useful and I feel a lot more confident to support the young people in my setting. I would recommend that anyone who works with children should complete this course. Thank you!”
Suitable for:
All staff
Important information:
This is an external course so you will be sent further links to formally register with MHFA once your request for an event place has been approved
Certified by:
This two-day course qualifies you as an Adult Mental Health First Aider.
The MHFA England accredited Youth Mental Health First Aid is an internationally recognised training course designed to teach people how to spot the signs and symptoms of mental ill health.
“The Instructor was amazing! So passionate and knowledgeable.”
“The Instructor delivered the course better than I could ever have imagined. Engaging & insightful”
Teaching the theory and practice of suicide intervention skills that can be applied in any professional or personal setting. This programme is delivered over 3 hours as a suicide prevention awareness session.
Participants will be asked to self- reflect and empathise with a person having thoughts of suicide. There is no expectation on participants to share personal experiences.
Taught over 3 hours using tutor facilitated learning, tutor-led practise sessions, mini lectures, group work and audio-visual presentations. This is a has some interactive elements and is an emotionally engaging learning experience.
The programme teaches the skills needed to identify someone who may be thinking about suicide and to pass the person onto a suicide first aider.
Suitable for:
All staff
Important information:
SFA Lite is comprised of 2 parts, each 90 minutes duration. No previous experience or training is necessary
This is an external course so you will be sent further links to formally register with SFA once your request for an event place has been approved
In association with:
FAUSI is comprised of 4 parts, each 90 minutes duration. The programme teaches and practices the skills and knowledge needed to identify someone who may be thinking about suicide and competently intervene to help create suicide safety as a first aid approach.
Taught over 6 hours using tutor facilitated Socratic learning, tutor-led practise session, mini lectures, group work and audio-visual presentations. This is a highly interactive and emotionally engaging learning experience.
There is an additional opportunity for participants to complete NVQ level 4 in Understanding Suicide Interventions. This involves a written assignment and can only be obtained after completing this one day.
Suitable for:
All staff
Important information:
This is an external course so you will be sent further links to formally register with SFA once your request for an event place has been approved
In association with:
Suitable for:
This CPD certified Senior Mental Health Leads training programme is Department for Education (DfE) quality assured.
It will support Senior Mental Health Leads at primary and secondary schools in England to develop their whole school approach to mental health. Senior Leads will develop their leadership skills within positive mental health and build a network, sharing best practices with peers from other schools.
Upon completion of the programme, leads will be able to:
Promote and support mental health and wellbeing, bringing about strategic change to deliver a whole school approach
Understand and plan appropriate responses to pupils’ mental health and wellbeing needs.
Ensure children and young people can get timely and appropriate support.
Support their own mental health and wellbeing, and that of their pupils.
Promote respect and values diversity.
Ensure the voice of every pupil is heard and valued, and influence decisions.
Ensure everyone works as a team around the pupils
Promote resilience and support social and emotional learning.
Contact Richard Fletcher directly on richard.fletcher@ dukeseducation.com for initial discussion
Complete application form (including Headteacher’s endorsement)
Pastoral & Wellbeing Leads
In association with:
In this course, you will develop core counselling skills and theory linked to attachment. Within each session, your self-awareness – a key skill used throughout the counselling process – is improved through group therapy exercises, reading assignments, and journal entries. There is a large emphasis on creative ways of working with children through play with a chance to practise your skills with your peer group.
You will develop key counselling and therapeutic play skills to support your current work or everyday life with children and young people. The course is accredited by the Counselling and Psychotherapy Central Awarding Body (CPCAB) and includes 43 ‘guided learning’ hours.
Attended a Place2Be Taster Day within 12 months of enrolling on the Level 2 course (you will need to apply for this separately and before applying for the Level 2
Contact Richard Fletcher directly on richard.fletcher@dukeseducation.com for initial discussion
Complete application form (including Headteacher’s endorsement)
Suitable for: Staff in positions of pastoral care and wellbeing
In association with:
Suitable for:
In this course, you will build more advanced counselling and therapeutic play skills to enable you to work with children and young people. You will develop and learn child counselling skills including play, creative work, and narrative. In the Level 3, you will become more skilled at reflecting on your practice and understand the value of selfawareness and supervision, understanding your barriers with regard to effectively counselling children.
You will continue to develop key counselling and therapeutic play skills to support your current work or everyday life with children and young people. The course also allows you to progress further towards further qualifications in child counselling. The course is accredited by the Counselling and Psychotherapy Central Awarding Body (CPCAB) and includes 92 ‘guided learning’ hours.
Completed Place2Be’s Level 2 Award or an equivalent qualification which includes at least 43 ‘guided learning’ hours, theory, skills practice and evidence of selfawareness. Online courses cannot be accepted.
Attended a Place2Be Taster Day within 12 months of enrolling on the Level 3 course, unless you have completed the Level 2 Award
Spent at least one year working with, caring for or parenting primary-aged children
Received counselling or psychotherapy yourself
Contact Richard Fletcher directly on richard.fletcher@dukeseducation.com for initial discussion
Complete application form (including Headteacher’s endorsement)
Staff in positions of pastoral care and wellbeing
In association with:
A series of webinars delivered by Mental Health Professionals across a range of topics.
These webinars offer an opportunity to hear from experts in the field to facilitate discussion and to share best practice with us. The webinars will focus on issues around pupil and staff mental health and well-being, safeguarding, embedding gender equality and fostering resilience.
Suitable for: All staff
Safe Spaces & Bases
Raising Resilience for Whole School Wellbeing
Mental Health Awareness and Best Practice
Motivation – Theory and Practice
Eating Disorders Explained
5 Step Solutions to Stress and Anger
Solutions to Bullying
Staying Safe in a Modern World
Emotion Coaching
The purpose of this talk is to raise awareness of Attachment Theory in schools so staff can support pupils with insecure attachments and improve attainment, behaviour and wellbeing. It also considers the psychosocial stages children go through, and what schools can do to overcome the developmental challenge of each stage successfully.
This talk considers resilience in terms of self-esteem, self-efficacy, self-awareness and self-regulation. Learn about the OK Corral to identify colleagues and pupils whose self-esteem is leading to unhelpful behaviour. Understand the common thinking traps people fall into and how to help them change these unhelpful patterns.
Understand the factors affecting mental health and how our individual attributes, environments, behaviours, and personal circumstances dynamically interact with one another to influence mental wellbeing. Explore best practice and intervention strategies.
This talk explores the impact of labels and gives an introduction to Strokes Theory and Transactional Analysis.
The past 2 years has seen a significant increase in the number of young people presenting with Eating Disorders. This webinar is designed to give parents an understanding of the types of Eating Disorder, why they develop, what to look out for and when, and how to act if they suspect their child is at risk.
This interactive, webinar training workshop, helps to provide a whole package of solutions to poor behaviour management, and covers a range of supporting coping mechanisms regarding exams stress, social skills anxiety, and effectively managing angry feelings and emotions.
A comprehensive training workshop, providing solutions to bullying, cyber bullying, sexting and harassment, helping to increase pupil’s selfesteem and resilience, to varying modern day tricky situations.
A workshop designed to equip all pupils, professionals and parents, with a step-bystep ‘Safeguarding Support’ Programme and help to ensure a pro-active, happy & healthy school community of resilience and reflection, within an on- line world.
This engaging and informative webinar is provided for staff across Dukes Education introduces you to proven ways to build resilience and coping in children. It will take you through the five stages of emotion coaching - emotional awareness, connecting, listening, naming feelings and wise problem solving. The webinar will also build your confidence in enabling your child to ride the ups and downs of life, as well as get along with others.
Suitable for:
All staff
“An excellent workshop, I have learnt so much about mindfulness this evening. The mindfulness techniques were really effective, I am keen to put these techniques into practise. Thank you”
“I left feeling distinctly less anxious. Thank you”
Suitable for:
All staff who have completed
Introduction to Mindfulness
In association with:
Overview
An interactive and experiential 1.5 hour workshop explaining the foundations and benefits of mindfulness, what it is and what it is not and some useful practical exercise to take away.
If you would like to learn more about what Mindfulness is and how it can be beneficial to you then why not come to this hour-long ‘Intro to Mindfulness’ Workshop. This workshop is a simple introduction which covers the following areas:
Context – Why Mindfulness?
What is Mindfulness (and what it’s not)?
Benefits of Mindfulness
Basic Principles
Some techniques to take away
Overview
A certified 8-week course covering the foundations of mindfulness. One evening a week (1.5 hour session) for 8 weeks.
.b Foundations is an 8-week course designed specifically for teachers and adults in the school community who wish to learn the foundations of mindfulness. The training has been trialled and proven effective in hundreds of schools across the UK.
“The .b Mindfulness course with James provides a trusting and encouraging environment in which to approach the practice of Mindfulness – with experience, understanding, expert knowledge, and compassion. There is a special relationship between everyone on the course, from all areas of education.”
Once you have completed both the 8-week .b Foundations Programme & developed a regular mindfulness meditation practice, you can train to teach either Teach Dots (for 3-6 year olds), Paws b (for 7-11 year olds) or .b (for 11 to 18 year olds).
Teach dots prepares participants who have met the prerequisites to teach the dots mindfulness curriculum in schools, pre-schools or other educational or youth-related organisations to children aged 3 – 6 years olds. Teach dots is a three-day online course.
Teach Paws b prepares participants who have met the prerequisites to teach the Paws b mindfulness curriculum in schools or other educational settings to children aged 7 – 11 years olds. Teach Paws b is a four-day online course (usually 10.00-15.00 each day).
The Teach .b course prepares participants who have met the prerequisites to teach the 10-lesson .b curriculum in schools or other educational settings to young people aged 11 – 18 years old. Teach .b is a four-day online course (usually 10.00-15.00 each day).
Suitable for:
Staff who have completed both the 8-week .b Foundations Programme & developed a regular mindfulness meditation practice
Booking: By individual staff through MiSP website
Fees:
Dukes Education can provide funding for these courses following application. For funding, apply direct to Richard Fletcher – richard.fletcher@ dukeseducation.com
In association with:
A 2-hour workshop covering what stress is and how to manage it.
This two-hour workshop first encourages you to take a moment, broaden your perspective and deepen your understanding of what stresses you. It then gives you the tools, skills and knowledge to manage those stressors. We will cover:
The Stress Container Model
Your Stress Signature
Stress Awareness
Sources of Stress & Managing Stress
Coping Strategies
Suitable for:
All staff
“I was very impressed with the format of the workshop and the open and caring way that it was delivered. It felt very personal and judgement-free. I found all of the strategies realistic and helpful.”
“Thank you for a very useful workshop - I took a lot away from it and have discussed with my colleagues already.”
“It was the best decision I have made in a long time to attend this”
Step 1:
Access the ‘getting started’ pre-recorded training session to help you log in for the first time and get to grips with the basics. This is available on demand anywhere, any time. It is ideal to send to all of your staff, to access either as a group or individually. You may access any of our on demand videos as often as you need.
In addition to the above pre-recorded session, CPOMS run weekly live ‘Getting Started’ sessions with one of our CPOMS experts.
Step 2:
For elevated access users (i.e. DSLs/SLT Staff) CPOMS have some additional on demand recordings of the main features you can access as a higher level user: Admin & Customisation
Step 3:
CPOMS also have a range of short training videos available to you that focus on specific parts of the system. These cover everything from the basics of logging in, using the dashboard, to running reports. You can show these to staff as part of their CPOMS training/ inset days etc.
Once all of the above steps have been undertaken and we have received your confirmation of this, CPOMS would be happy to provide a free bespoke online training session. The training session will be fully interactive and you can ask any questions throughout. The training session usually lasts 1 hour approximately. Please feel free to book an online training session by emailing training@cpoms.co.uk
All training sessions CPOMS provide are primarily aimed at SLT/DSL level users and we can tailor each session to meet your specific needs. Once you and/ or your SLT/DSLs have had the training then this can be disseminated across all school staff in house.
If you do require anything further please do not hesitate to get in touch with CPOMS directly.
Suitable for: All staff
In association with:
Suitable for:
Leaders, managers and other staff involved in day-to-day HR activities, or those hoping to increase their HR knowledge
Suitable for:
A session that will explore the fundamentals of HR activities. Including: Recruitment, Employee Relations, Succession Planning, managing disciplinaries and grievances and HR Data and analytics. Covering HR basics, this training will give you a good understanding and confidence in the practice of HR and help you develop essential skills in managing day to day tasks.
This training is complemented by Managing Conversations, Managing Performance and Appraisal and Safer Recruitment.
HR Team and those involved in day to day HR activities
An opportunity to connect with other members of the HR and people team across the Dukes family and share best practice, discuss important updates including employment law, safer recruitment, contracts, SCR and Dukes group HR updates. The development day is also an opportunity to discuss current issues and challenges and support each other to find solutions. A suggestion survey will be sent nearer the time in order to ensure the most current agenda.
Suitable for:
All staff
This facilitated workshop will cover Diversity, Inclusion and Belonging, Bias: both conscious and Unconscious and Mitigation of Bias.
“If we don’t consciously include, we will unconsciously exclude”.
To understand diversity, inclusion and belonging (DBI)
The business case, the moral and organisational imperative for DBI
Learn about the dynamics of bias – types of bias and impact
How to mitigate bias and consciously include – via a call to action
Suitable for:
This course is aimed at heads, the SLT and your data protection champions
The training will cover all the key issues to be considered in regard to data protection, such as information security, data breaches, data sharing and recent legislative updates. The sessions will be split to discuss relevant issues to schools and then relevant issues to businesses.
This training as seen as an advancement to the Data Protection EduCare (or equivalent) training.
Suitable for:
Heads/Principals, HR team and anyone involved in recruitment
Suitable for:
This safer recruitment training gives participants the essential information and understanding they need to recruit safely and thereby help protect children from harm. It is therefore suitable for anyone who recruits people to work with children and young people in any of the Duke’s settings. Participants gain the skills they need to ensure that safeguarding is at the heart of their recruitment decisions.
By the end of the course, participants will have:
Identified key features of staff recruitment that help deter or prevent the appointment of unsuitable people
Considered policies and practices that minimise opportunities for abuse or ensure its prompt reporting
Begun to review their own organisation’s policies and practices with a view to making them safe
Bursars and Finance team from all locations across the business
This development day aims to help Bursars and Finance Managers gain new skills to boos their performance and discuss any updates. The day will consist of a blend of presentations and workshops, but will also include time for the finance team across the Dukes family to discuss ideas, solve challenges and network.
Suitable for:
Sales, Marketing and Admissions staff from all locations across the business, or anyone with an interest in GA4
Suitable for:
In-house marketing teams aiming to increase the organic visibility of their website on search engines
This training course is designed for anyone who currently uses (or intends to use) Google Analytics 4 as their primary analytics tool for their websites and/ or apps. You don’t have to have used GA4 before, but some experience or awareness of Universal Analytics would give you a good head start. We’ll cover what GA4 is, how it works and how to make the most out of all the reports and features. This course also includes training on the tag implementation via Google Tag Manager, which requires some basic GTM experience or awareness for those modules.
A four-hour tailored training session covering the theoretical and practical applications of SEO. Includes specific recommendations for your sites.
Attendees will come away with a good understanding of how Google ranks web pages and how to implement SEO best practices on their own site.
“After struggling to get my head around the complexities of SEO, I came across Danny online, and am so glad I did. The training was practical, understandable and wholly relevant to our business. I have no hesitation in recommending Danny, you will not be disappointed.”
Suitable for:
Sales, Marketing and Admissions staff from all locations across the business
Suitable for:
Our monthly masterclasses provide an opportunity to discuss case studies, learn about specific marketing topics and share marketing skills with peers. Presenters will be featured from across the business to talk about areas in which they have a particular skill.
A practical and informative workshop designed to help heads and senior leaders understand the basic principles of marketing.
Heads and SLT, but others welcome too
Important information: No pre-preparation required
Help the audience learn what marketing actions will help grow pupil numbers at their school
Provide tips so that heads can get the best out of their marketing and admissions team
Give specific guidance on which marketing tactics and channels work best, and which ones to avoid
Demystify marketing jargon and share case studies and examples for each setting to experiment with Feel more confident about leading the marketing efforts in your setting Deepen your understanding of marketing strategy and learn how to make a simple marketing plan Learn where you can go to find more resources
Suitable for:
New and existing EVCs
Time commitment:
There are 2 parts to this training, and both MUST be completed for certification. The training is delivered via a two part remote blended approach totalling 6 hours in total, a 3 hour e-learning module followed by a 3-hour online zoom.
In association with:
This training course covers aspects of the law related to educational visits, risk assessment of visits, and the administrative requirements associated with off-site educational activities as recommended by the Department for Education. The course will enable EVCs to plan and manage their schools’ educational visits and off-site activities in line with National Guidance and current good practice, and thus help fulfil their Health & Safety obligations. The course will also give EVCs greater confidence and increased competence in risk assessing and managing risks on off-site visits
Participants will receive a nationally recognised Certificate of Attendance upon completion of the course, valid for 3 years. (Please note: if you have received this certification within the last 3 years, you should register for the annual EVC update training).
This course is delivered in line with:
Department for Education Guidance on Educational Visits
ISI Commentary on the Regulatory Requirements
OEAP National Guidance
HSE School Trips Guidance
OFSTED Inspection Framework
Suitable for:
EVCs who have completed the EVC training within the last 3 years
This session is an annual EVC update to discuss legislative updates and national guidance, delivered in line with:
Department for Education Guidance on Educational Visits
ISI Commentary on the Regulatory Requirements
OEAP National Guidance
HSE School Trips Guidance
OFSTED Inspection Framework
Dukes Education Group Ltd. is registered in England and Wales. Registered office: 14-16 Waterloo Place, London, SW1Y 4AR.
Company Registration Number: 09345899. © Dukes Education Group 2021.
Dukes Education
14–16 Waterloo Place
London SW1Y 4AR
020 3696 5300
info@dukeseducation.com
dukeseducation.com