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Jon is available to come to cluster meetings.

Jon has been running the company for about 10 years.

He was previously a deputy head & teacher on the Wirral.

As a PE co-ordinator he started going into other schools to lead maths & English through PE.

He created an online resource which include lesson plans.

Now works in over 1000 schools across the UK and a range of children.

DfE approved and can be funded through sports grant.

Aim to get children more active a well as improve their mental & social wellbeing.

Working with DfE & Sport  England.

From their website:

“Jon Smedley is an Educational Consultant and Managing Director of Teach Active. Jon has over 20 years’ experience within education, as a Senior Leader, a Primary Advisor and PE consultant. He now works with schools across the UK and Internationally, promoting the rationale and benefits of an active school day and focusing on how this can be achieved through active lessons and active teaching and learning strategies.

Jon’s passion comes not only from research but also from his own experiences as a teacher, both past and present, where he has used physical activity to engage pupils and use this as a catalyst to raising standards in other areas of the curriculum.”

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If the problem continues, contact the site owner.

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Engagement with FED/ FED North - Carl Ward has direct contact with Bridgette Phillipson - We need more NORTH WEST members on the national assembly.

https://fed.education/wanted-new-members-needed-to-join-the-fed-practitioners-council/#:~:text=The%20FED%20is%20currently%20recruiting,alternate%20education%20provisions%20or%20services.

NWAPH has more members this year than in previous years, serving over 1500 primary schools in the Northwest.

Both myself, Peter and Anne have represented NWAPH in a variety of settings including The House of Lords at the Fed launch, Fed North Events at Greater Manchester University and in Liverpool. Peter has been asked to be on the general assembly for Fed too!

Next year's meetings will 3 three full days and 3 online meetings to allow for members to have sessions which help us create literature which our partners such as NVEG and FED can circulate, support or publish alongside to have the North West voice even louder.

We are looking at sponsors next year - we are asking Bolton - who do we as schools spend a lot of money with? We want to create a local sponsor who depend on us as consumers.

Next year there will be an early update from NWAPH about this years works and links with like- minded groups.

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Public Alchemy National Dashboards

Identify the pressure points of Local Authorities. Create custom benchmarks. Engage with comparable neighbours to share best practices.

SEND

EHCP Rate, Exclusions and suspensions, independent school rate and more...

​​​

Click to open dashboard

Children's Social Care

CLA in Children's home rate, Placement stability, % CLA placed in private providers and more...

​​​

Click to open dashboard

Disclaimer: Our benchmarks are based on publicly available data only. The datasources are available here .

Solutions need to be highly local to be successful. Understanding the local needs of schools, parents, carers, and pupils is the only way to develop long-term collaborative improvement programmes.

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Public Alchemy | Technology & Advisory for Local Gov.

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Public Alchemy | Social Care & SEND Public Dashboards - Technology & Advisory - AI & RPA for admin burden reduction - CSC and SEND forecasting

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Once completed we want to get the A5 booklet into the public arena, making use of the media links. We are looking for realistic impact and possible solutions.

Going into next year we want to continue to move forward with SEND  and R&R of TAs linked to that. In order to focus on funding we need to consider the impact on schools and local areas. Look for solutions not reliant on funding. *Bringing this back to next meeting.

We want to find out how many schools could be going into deficit in each area. Also budget accuracy issues.

Want to continue with SEND meeting. Parents are getting traction so will look at inviting someone from a NW parent group to a meeting.

We will contact LJMU with a view to asking thesis students if any want to focus on SEND aspects for research next year.

Breakfast clubs - positive aspect for families but financial loss for some schools and impact on hours for HTs and staff. *Info needed from areas.

Going fwd - 1. Improving the SEND system 2. Funding and breakfast clubs.

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If you are seeing this page, it is because there is no website installed on this domain yet.

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Response to Curriculum and Assessment Review

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Response to Curriculum and Assessment Review

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FED’s Response to the Curriculum & Assessment Review – 5 Years of Consultations Synthesised – FED Education

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Over the past five years, the Foundation for Education Development (FED) has been privileged to facilitate what we believe to be one of the most extensive qualitative consultations on education ever conducted in England. We have been honoured to listen to and amplify the voices of those with lived experience across the sector-education leaders and practitioners, learners, parents and carers, employers, and broader societal figures. FED has aimed to provide an independent forum where diverse stakeholders can come together to collaboratively shape the future of education through thoughtful, long-term planning.

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Response to Labour's educational Reform so far

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Response to Labour's educational Reform so far

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ECM

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ECM Education- NWAPH- Sept 2024. FINAL (1)

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NWAPH – Follow up from AGM meeting on 27/9/24 – Mark Mullin

Dear Colleagues,

First of all, I just wanted to thank you for your time yesterday at the AGM meeting, it was good to meet you all and  I very much appreciated your time and engagement during the session. Any feedback you are willing to offer us about our services in ECM/ Schoot are gladly received, so please do let us know if there’s anything that you think we are missing in our offers.

I would be grateful if you could pass on this information to the head teachers you are feeding back to within your localities- many thanks for your support. I have converted the slides I shared to a PDF as a reference point.

Please find attached on QR codes our  ECM Offers for 2024-25 i(see below) in relation to Leadership Partner Support & our NEW FREE ECM Membership. The FREE ECM Membership  will offer you loyalty discounts and rewards on our CPD training, Staff Meetings & INSET days. (To join the ECM Membership to access the discount and benefits, please click on the link below, or alternatively use the QR code).

QR code and link to access the FREE ECM Membership Benefits:

https://mailchi.mp/a75edc4b199d/ecm-membership-rewards

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Global SpiritEd – An international network of schools, developing culture using a coaching philosophy.

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An international network of schools, developing culture with a philosophy of coaching

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Home - North West Association of Primary Heads

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The Northwest Association of Primary Headteachers (NWAPH) is representative of Primary phase headteachers throughout the North West, including those in Nursery, Primary and Special Education.

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Supply agency - ring and they'll aim to reduce your current bill.

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Fed Response to Curriculum and Assessment

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Fed Response to Curriculum and Assessment

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FED Call for Evidence FED Response 191124

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Launch Day Presentation Nov 2024 Headteacher R and R

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NWAPH - report launch 211124 Chair presentation

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SEND Q responses for NWAPH launch Nov 2024

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New Visions response to the Curriculum and Assessment Review

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New Visions response to the Curriculum and Assessment Review

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Opogo is the future of supply and CPD for all. Schools pay less, educators get more and there's a low, transparent margin in the middle which is approximately 50% lower than traditional agencies. Our Edtech platform allows supply staff to be booked quickly, with higher quality due to our free online CPD. We have a good quantity of staff due to use of job boards, referral schemes and strong relationships with local universities. Our CPD offer is free saving schools around £2k per year with accredited SEND, safeguarding and T&L courses. Find out more by scanning the QR code or email hello@opogo.com.

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ESG

Leader in Me

Supporting schools to create school communities to develop PD in all areas with a particular focus upon PP

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ESG Education Office 0208 335 6670

We Provide a Different Paradigm for Leadership

We partner with schools, local authorities and higher education institutions to; build resilience and leadership at all levels; create a high-trust culture; improve wellbeing and academic achievement.

Schools

Create a culture where the paradigm of leadership is focused on the individual, thereby developing self-regulation in students and a culture that positively impacts staff and student wellbeing.

Higher Education

Increase leadership capability and create a high trust culture. We offer professional development and coaching supported by a suite of virtual on demand tools and materials designed specifically with your community in mind.

Local Authorities

Create a community where every stakeholder - educators, parents, students and their broader network- is equipped with powerful self-leadership skills.

Families

In today's fast-paced world, maintaining healthy relationships within the family unit can be challenging. Our programme provides a supportive framework to enhance communication, foster understanding, and promote cohesion among family members.

What is Leader in Me?

Through Leader in Me students learn the fundamental skills of self-leadership, including emotional regulation and decision-making

Karen Doherty, Education Officer, Fife Council

Leader in Me provides a mindset and the necessary tools that empower staff and pupils to take charge of their own mental health, nurture character, strengthen resilience and enable independence so every pupil is a leader.

Leader in Me exclusively incorporates Franklin Covey's award-winning leadership training The 7 Habits of Highly Effective People.

Our Story

Our mission is to inspire greatness in every child by giving them the tools and skills to lead their own happy and successful lives.

ESG Education (previously The Thriving Life Company) is the licensed partner of FranklinCovey Education in the United Kingdom and Ireland. We believe that education has a great role to play in creating sustainable change and to encourage learners to see learning as a lifelong journey.

Our trainers are licensed to deliver Franklin Covey courses and have extensive experience within the education sector and are certified to deliver FranklinCovey's training. Following the delivery of training, we provide licenses that enable you to have unlimited access to FranklinCovey world-class content.

© 2024 by England Sports Group

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Work with us to transform the lives of children and their families in high-deprivation areas. Find out how your school can partner with us.

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ESG Education presentation- NWAPH conference

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Exemplary music provision

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Alfa Education – Aspirational Learning For All

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Good morning, everyone. It's a real privilege to be here. Thank you to the whole CST team for bringing us together today.

And thank you, Leora, for inviting me to speak this morning, and thank you for your outstanding leadership in the sector.

Your passion for social justice really is an inspiration for us all.

And your dedication to the children of this country is clear in all you do - especially when you are pushing us to be better, always asking us the tough questions.

So I hope we continue to work together in the weeks, months and years ahead.

And thank you to all of you here today in this room. Thank you for all your incredible work, day in, day out, to improve the life chances of young people across this country.

It's been a long journey for me to get here today.

The journey of a shy girl, who grew up on a council street in the north east of England, in a family that wasn't a traditional size or shape, who walked every morning to the state school up the road.

I want to talk about how that little girl now stands here in front of you as the Secretary of State for Education.

My family, the schools I went to, the teachers who taught me, they worked tirelessly to give me every opportunity to succeed.

To achieve in the classroom and thrive throughout my childhood.

That's my story - achieving and thriving.

We all understand how important it is to see our children achieve at school.

But I know deep down that I was only able to achieve at my school, to go on to university, to join this new government as Secretary of State

Many of my friends on my street weren't so lucky.

They didn't get those same opportunities.

But life shouldn't come down to luck.

So this new government is on a mission to spread opportunity far and wide, to give every single child the very best life chances.

This is a new era of child-centred government.

But today our country is far from where it should be, from where I'm sure it can be again.

Too many children are held back by their background.

And still, 24 years into the 21st century, 4.3 million children are living in poverty in this country.

A stain on our society, a disgrace that holds our children back.

So our work on education, on opportunity, starts with our work on poverty.

That's why I'm proud to be leading the government's Child Poverty Taskforce, with my co-chair the Secretary of State for Work and Pensions.

The work of fixing the foundations in this country has begun - and last week's Budget continues that.

The Chancellor set out plans to fix the foundations, not just of our economy, but of our education system too.

You won't have missed the tough fiscal situation we face. Incredibly difficult decisions are being made everyday.

But education priorities have been protected - including through the £2.3bn increase to the core schools budget next year.

A Budget that sets us on the path to delivering the best life chances for every child.

A Budget that puts education back at the forefront of national life.

The Chancellor has done her bit, now we must do ours.

That means high and rising standards in all schools and trusts.

Not just for some of our children, not just in some cities, some schools, some trusts, some pockets of excellence here and there.

No, never again, not under this government. This country deserves better. Parents deserve better. Children deserve better.

High and rising standards in every school, in every trust.

That's the route to better life chances for all our children. To a growing economy, a stronger society.

This government will never be soft on standards.

I will never compromise on achievement or aspiration for our children.

Because we all know who misses out when standards slip - it's working class children.

So we're driving high and rising standards for all our children.

The curriculum and assessment review is now in full swing, with roadshows up and down the country.

It'll deliver a curriculum that is rich in knowledge, strong on skills and led by the evidence.

We're reforming accountability, ending single headline Ofsted grades in schools, moving to an approach that drives up standards for children, with greater transparency for parents and more support for schools.

And our new Regional Improvement for Standards and Excellence teams will work with schools and trusts to spread excellence across the system.

But you all know the factor that makes the biggest difference to our children's life chances in the classroom.

It's great teachers.

That's why in our manifesto we committed to recruit an additional 6,500 new expert teachers across our schools, both mainstream and specialist, and our colleges over the course of this parliament.

All this will help every child achieve great things.

But achieving is just one part of it. I want children to do well and be happy in school too. I want all children to achieve and thrive.

Every child should go to a school where they are free to be themselves, free to make friends, free to explore their talents.

A happy, healthy child who knows, that deep down inside, they belong.

There is such value in that:

You'll hear lots of talk about reform of systems, reform of policies.

But the scale of the challenge ahead of us demands something deeper - it demands a profound reform in what we value in our schools.

So that up there alongside attainment is the wellbeing of our children.

Because exam results are only achieved when children's wellbeing is prized too.

Because that's what parents tell us they care about - the academic success of their children, and their happiness too.

But as a country we know we're failing. The most recent data shows 1 in 3 fifteen-year-olds don't feel they belong in school.

That's worse than the average across our OECD neighbours.

And it's worse than it was in our country 12 years ago.

We've gone backwards, and we've fallen behind, and we've got to put this right.

That's why thriving and belonging will feature so prominently in our work in the opportunity mission, hand in hand with attainment.

But this is not a manifesto for happy ignorance.

Nor is it a plan for miserable achievement.

Achieving and thriving - the two pillars of our plans for pupils - are not in opposition.

They work in tandem, one strengthening the other.

Healthy, happy children coming to school ready to learn - if we get this right, those children will achieve time and again.

The best schools understand this. They also understand that it's not easy, it's not soft.

But it's the right approach.

And it shows the value of great teachers.

The most important driver of attainment, and essential for building belonging too.

I had amazing teachers.

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Ms Haq helped me do my best in the classroom.

She pushed me to achieve, she also helped me to thrive.

Giving up her time after the working day to coach the girls' rugby team, or simple words of encouragement in the school classrooms.

She made sure my classmates and I knew we belonged in that school.

But how can children today feel that sense of belonging if their teachers keep leaving?

To achieve and thrive, children need stability, not churn.

And we've got to keep our amazing teachers in the classroom. I know that.

So we will end the sorry story of so many teachers leaving the classroom fed up and worn out.

Turning the tide, not just plugging the leaks.

Because the best recruitment strategy is a strong retention strategy.

We must make teaching a career that sparks pride, not resentment. Fulfilment, not burnout.

It once was, it can be again.

And it should be a career that women in their 30s don't feel forced to leave.

Because, let's be honest, they make up a huge share of the teachers leaving the classroom.

We need a change of approach.

So we're supporting teachers to improve their workload and wellbeing.

To undertake planning and preparation remotely.

And our work to tackle child poverty will reduce the burden on teachers.

No longer swamped by failures elsewhere, teachers free to do what they do best, teach.

Their excellent work fairly recognised and compensated - with the 5.5% pay award.

And big financial incentives for teachers in key subjects to stay in the classroom - backed up by massive investment in the next recruitment cycle.

This is a government that knows the value teachers bring to our country.

But I ask you, how can teachers build belonging when our classrooms are crumbling?

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The challenge we now face is immense - the work of a decade.

But this government won't duck that challenge.

And last week's Budget, the Chancellor announced £1.4bn in funding to rebuild our schools - up by £550 million.

And £2.1bn to improve the condition of school buildings - up by £300m.

We will fix the fabric of our schools - and rebuild the pride our children feel in their classrooms.

But we all know that poor mental health is another barrier.

The struggle for support is paralysing our children and young people.

So as we said in our manifesto, we will work across government, ensuring our young people get the specialist support they need at school and in the community.

Tackling issues before they impact life chances.

Achieving and thriving in schools, in families, in communities.

That's how we give our children the best life chances.

I know it, I've lived it.

I had a family who loved me completely and unconditionally, every day of my childhood I felt like I belonged.

But my mam and my grandparents also taught me to love learning, they helped me achieve at school.

And I had wonderful teachers - who made me feel at home in their classrooms, but held me to high standards too.

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They knew instinctively that children could only achieve if they also thrived, that high standards could only be built on a foundation of belonging at school.

So I grew up knowing not only that success belonged to me, but that I belonged in my community.

For children to have that, to achieve and thrive - they need to be in school.

But we have an absence epidemic in this country.

One in five children persistently absent, missing a day every other week.

That's a figure that should shock us all. A failure of society and state.

And our children will pay the price for years to come.

Catching them up hits you and your teams with extra work. I know that.

Even if we assume it takes just one minute per missed day - that adds up to the equivalent of 1,000 teachers working full time, on nothing else, for an entire year.

So we are acting to get children back in the classroom.

A mentoring programme to reach 10,000 more children.

And world class data in the hands of school and trust leaders to tackle problems early.

But this crisis goes back to belonging.

When the precious relationship between schools, families and communities breaks down, attendance plummets.

The absence epidemic is the canary in the coalmine for belonging in our country.

And the way we tackle this, the way we rip out the roots of this generational challenge, is to rebuild belonging, through partnership and responsibility.

Parents have a responsibility to send their children to school.

But schools and trusts must create welcoming, engaging and inclusive spaces for pupils.

Our best schools and trusts do this, but we know that there's huge variation in attendance levels.

Sometimes that reflects different intakes and resources.

But sometimes it's difference in school performance, whether leadership, practices or approach.

And that we won't accept. We expect a relentless focus on driving up attendance across our schools.

As a government, we're centring schools in their communities to boost attendance.

We're introducing free breakfast clubs in every primary school.

And we've already begun delivering 3,000 new or expanded nurseries in our primary schools.

It's not just about the breakfast, or the nursery.

By putting them in our schools, we grow that sense of belonging, schools as the beating heart of their communities - where children come together to eat, learn and grow.

To achieve and thrive.

I want all children with SEND to achieve and thrive as well.

But last month's report from the National Audit Office confirmed what parents and people in this room already knew:

Now is the time for bold reform.

And let me be clear: the direction of that reform is inclusive mainstream.

That is why we will bring a new focus on improving inclusivity and expertise in mainstream education settings.

I have been really encouraged to see some great examples of mainstream schools delivering specialist provision and showing what is possible - including through the use of SEN Units and Resourced Provision.

I recently visited an autism provision at Mount Pleasant primary school in Darlington,

and saw the fantastic work that they, and increasing numbers of schools and colleges, do to include children with SEND in mainstream classes, whilst also providing the specialist support their children and young people need to thrive.

We will encourage more schools to set up this form of provision.

Taking what works and applying it in mainstream schools.

And our actions will go deeper.

The Curriculum and Assessment Review will look at the barriers which hold back those with SEND.

Early intervention is vital - so there's increased training for early years providers to identify and support children sooner.

We're making progress to support the workforce in mainstream to increase SEND expertise, including through changes to initial teacher training.

We will strengthen accountability on mainstream schools to be inclusive, including through Ofsted inspections.

All of our work will be guided by experts - incredible people from across the sector, helping us get this right.

And that's why today I am proud to announce that I've appointed Dame Christine Lenehan as our strategic advisor on SEND.

Dame Christine will play a key role in convening and engaging the sector, including leaders, practitioners, children and families, as we consider next steps for the future of SEND reform.

And Tom Rees, Chief Executive of Ormiston Academies Trust, who is with us here today, will be leading a group of experts to help us drive forward work on inclusion in mainstream education settings.

I'm absolutely delighted to have both Christine and Tom on board to help guide this essential work.

They bring with them a wealth of knowledge and experience in supporting all children and young people to thrive.

And I'm pleased to announce that we are bringing together leading neurodiversity experts - including those with lived experience - to work closely with my department.

They'll help us to understand how to improve inclusivity and expertise in mainstream, in a way that works for neurodivergent children and young people.

And they'll work closely with the NHS England ADHD taskforce.

We have to get this right. A comprehensive system of support from birth to age 25.

The key to delivering all this, achieving and thriving for all our children, is collaboration.

I know you agree.

"Public institutions, civic in their outlook, anchored in their communities". Those are your words.

At your best, trusts are drivers of excellence and community connectors. I value the role the CST has played in this.

I want the best trusts to grow, including through schools who wish to convert where there is a strong case to do so.

But I know the current system incentivised some to adopt a competitive rather than a collaborative model, and others to avoid more challenging communities.

But that chase for a narrow shadow of excellence, the kind that only succeeds by pushing problems onto others - that ends now.

With the support of trust leaders, and CST, we will move to an approach rooted in partnership.

Finding what works, ending what doesn't.

We want to create certainty for all children, parents and teachers, in a core offer of education.

I want to see innovation in schools within a core set of requirements so that the best of what you have pioneered becomes common across the system.

I expect all schools, regardless of type, to support each other, to drive a self-improving system.

And I'm committed to introducing inspection across multi academy trusts.

To identify areas for improvement, yes of course. But to spot and spread excellence in all schools as a priority.

It's about partnership, and government is here in partnership with you.

That's what our Regional Improvement for Standards and Excellence teams are here for too.

Led by the best teachers and leaders in the country, facilitating new support and spreading excellence.

Our best trusts will play a leading role.

Achieving and thriving - those two precious words.

I've said them so many times today.

I'll say them many more times again.

That sense of wellbeing and belonging holds the key to so much of the change that we want to bring, so much of what I've spoken about today.

Exam results open important doors to opportunity for young people; they show what pupils know and can do; they are and will continue to be the anchor of our education system.

But A*s alone do not set young people up for a healthy and happy life.

And where previous governments have had tunnel vision, we will widen our ambition.

If we want to tackle the epidemic of school absence, children need to feel that they belong in school.

If we want to transform the outcomes of all young people with SEND, children need to feel that they belong in school.

And if we want young people to leave our school system, not just with A*s in their pocket, but with a sense of power and purpose, children need to feel like they belong.

This government will always be strong on standards.

But those standards will forever be in the pursuit of what's best for children.

Because if we fall into that trap of chasing a narrow shade of standards, structures-driven rather than child-focused, then children with SEND get swept to the side, and attendance crashes.

A sole focus on achievement is doomed to fail.

But achieving and thriving, together - that's what gave me a brighter future.

That's what will give a brighter future to generations to come.

And I am optimistic - that brighter future, for our children, and for our children's children, it's possible.

A future in which our children achieve great things - and they are happy as they do it.

It's within our power, it's within theirs.

So this is a moment of change, yes. And as a new Secretary of State, I bring reform.

But all of it, every last inch, is about delivering the very best life chances for our children.

I know that's an ambition that you all share.

Because when I look around this room today,

I see dedicated professionals to work with.

I see decades of experience to draw upon.

I see a room brimming with excellence to spread far and wide.

I see partners, in our shared mission.

Partners in the push for better, on our journey to break down the barriers to opportunity for every child, once and for all.

Thank you.

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Bridget Phillipson's Speech to the Confederation of School Trusts

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Bridget Phillipson's speech at the Confederation of School Trusts (CST) Conference

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Sir Martyn Oliver’s speech to the Confederation of School Trusts

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A speech by Martyn Oliver, Ofsted’s Chief Inspector, at the Confederation of School Trusts’ conference.

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To preserve and protect the physical, emotional and mental health of Children & Young People when someone significant in their life is dying, or has died, by providing bespoke, focused and supportive acute bereavement care.

Referrals To Our Service

Our service is free of charge and absolutely ANYONE can refer into us, whether you are a family member, Teacher, Healthcare Professional, friend, Emergency Services...the list goes on. All that we ask is that the family/main caregiver are informed of the referral so it wont be a surprise when we get in touch.

Referrals can be made via the contact us form on the website, via email windmills2019@gmail.com or via the phone numbers on our contact section.

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Windmills Charity Stoke-on-trent Staffordshire - Acute Bereavement Support for Children & Young People in Staffordshire

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To preserve and protect the physical, emotional and mental health of Children & Young People when someone significant in their life is dying, or has died, by providing bespoke, focused and supportive acute bereavement care.

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rom: BLUNKETT, Lord <brightside@parliament.uk>
Sent: Wednesday, January 22, 2025 9:42 AM
To: admin@nwaph.org.uk <admin@nwaph.org.uk>
Subject: Letter from Anne Johnson

Dear Anne,

Thank you so much for being in touch and her enclosing your report.

You'll be fully aware that Bridget Phillipson, the new Secretary of State, is deeply committed both to trying to sort out the nightmare of provision for special educational needs pupils (and has allocated £800 million in England for this purpose), and for recruitment, including Head Teachers.

Your experience and your findings are really important, and I know that ministers will take them seriously.

I think that the work you're doing collaboratively is excellent and just what is needed to bring people together, to learn together and to put the glue back in.

As you know, education has always been – and will remain – my first policy love and I'm still batting away here in the House of Lords whenever and wherever I can.

With my very best wishes,

David Blunkett

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At Emmaus Catholic Academy Trust (CAT), we are committed to enhancing the quality of teaching and learning through a research-informed approach, particularly by utilising Appreciative Inquiry (AI)

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Bolton's Voice heard in Parliament! Contact your MPS about SEND crisis in your area!

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The Embedding Formative Assessment programme has been delivered in secondaries around England for a few years now.  The programme is around pedagogy - supporting staff to deepen their understanding around the 5 formative assessment strategies and to improve the techniques used in the classroom. The programme is written and resourced by Dylan Wiliam with SSAT.

Albany Learning Trust are working alongside SSAT to provide the programme for any primary school that is in the North West area.  To book a meeting and find out more about the programme please scan the QR code or visit

https://www.albanylearningtrust.com/efa

EFA at Albany Learning Trust — Albany Learning Trust

Albany Learning Trust. Albany Academy. Bolton Road. Chorley. PR7 3AY. 01257 244020. Albany Learning Trust, as exempt charity and a company limited by guarantee.

www.albanylearningtrust.com

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Improving the way Ofsted inspects education

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We’re asking parents, carers, professionals and learners what they think about our proposals to improve education inspections and our new report cards for providers.

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Racial Inclusion RT - Briefing note 120325

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WHY OUR EDUCATION SYSTEM NEEDS A COLLECTIVE VOICE

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WHY OUR EDUCATION SYSTEM NEEDS A COLLECTIVE VOICE

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Over the past few weeks, our FEDSpace roundtable discussions have reinforced a truth we’ve long known: education’s most complex challenges will not be solved in silos. The SEND crisis, funding pressures, workforce sustainability, inclusion, and AI’s role in learning to name a few — these issues do not have simple, one-size-fits-all solutions. They demand a national conversation that extends beyond policymakers and headline reforms.

Who do we trust to shape the future of education? Is it government alone? Industry? School and college leaders? Learners? Parents and carers? The reality is, no single group has the full picture. This is why we need a National Education Assembly — an independent body where the collective wisdom of educators, employers, policymakers, and communities can inform long-term strategy and spending priorities.

Our system is filled with initiatives that start with promise but fail to endure because they lack broad consensus and cross-sector buy-in. Imagine what could be achieved if we had a permanent forum for honest, solution-focused dialogue — a structure that prevents us from lurching between short-term fixes and allows us to build policies that stand the test of time.

These roundtable discussions are shaping our year-long consultations, culminating in a series of reports to be published throughout 2025. These reports will reflect the insights and recommendations from our six core Education Futures Projects:

The Education Workforce

MATs, School and Education Partnerships

Inclusion

Student Financial Wellbeing

AI for education

Creativity and Innovation

The question we must ask is this: if we truly believe in collaboration as a strength, why wouldn’t we embed it into the way we shape education’s future?

We invite you to share your thoughts. How can we ensure that every voice — teacher, parent and carers, learner, employer — contributes to the decisions that will define education for generations to come? Let’s build this together.

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Congratulations on completing your Helicopter Hero missions.

We hope that you have enjoyed taking part and have learned more about the charity and the work that we do in your community.

Now it's time to claim your badge, please complete the form below:

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Helicopter Hero " North West Air Ambulance Charity

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Complete all three missions to gain your Helicopter Hero badge. Learn about a lifesaving skill, raise awareness of NWAA and fundraise.

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Lead Differently: Tackling Stress in Schools

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Lead Differently: Tackling Stress in Schools

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Burnout, emotional overload, and work-related stress are rising across schools.

The pressure on school leaders is becoming unsustainable.

Even the best leadership decisions, made under pressure, can unintentionally add to the strain.

We know the problem. Now it’s time for solutions.

Join me for a free, research-informed webinar exploring how leadership behaviours, organisational systems, and role expectations shape — and can help prevent — work-related stress.

Lead Differently: Tackling Stress

Wednesday 18 June, 1:00 PM – 2:00 PM BST

https://us06web.zoom.us/webinar/register/WN_IaptPuHfRjWJgCYYUeKz5Q

In this session, you’ll learn:

·        How to lead in a way that reduces pressure, improves culture, and helps people thrive

·        What the Health and Safety Executive says about tackling work-related stress in schools

·        Practical tools to prevent stress and support reflective, sustainable leadership

·        Why it’s not just about individual resilience — but about the system people work in

Whether you’re a headteacher, senior leader, trust lead, or governor, this session is for you.

🎁 You’ll be the first to grab our new Leadership Stress Insight Pack — a short, research-informed resource to help school leaders reflect on how systems, pressures, expectations, and leadership behaviours shape staff wellbeing.

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If the problem continues, contact the site owner.

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Congratulations on completing your Helicopter Hero missions.

We hope that you have enjoyed taking part and have learned more about the charity and the work that we do in your community.

Now it's time to claim your badge, please complete the form below:

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Helicopter Hero " North West Air Ambulance Charity

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Complete all three missions to gain your Helicopter Hero badge. Learn about a lifesaving skill, raise awareness of NWAA and fundraise.

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Can you follow this link and register? Ask your school staff to join too! The more voice our area has the stronger chance we have of making an impact nationally and locally.

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Can you follow this link and register? Ask your school staff to join too! The more voice our area has the stronger chance we have of making an impact nationally and locally.

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Leading for Creative Thinking roundtable Nov 2025 (1)

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Ambitious About Inclusion in Greater Manchester

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Ambitious About Inclusion in Greater Manchester

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ambitious About Inclusion meeting October 2025

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NWAPH Finances Sept 2025 to January 2026

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NWAPH Response to the White Paper Consultation May 2026

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Education headlines in the news PH March 2026