Today's guest is Debbie Innis Turnill – Debbie has been a teacher for 30 years, a lecturer at Birmingham University and an independent safeguarding consultant.

Today we are discussing Supervision or Reflective Practice and how this can support safeguarding in school, which is quite a new area for most schools in the UK. It comes from clinical supervision and supervision in social work which have been in place for a long time to support professional practice.

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Our guest today is Debbie Innis Turnill – Debbie has been a teacher for 30 years, a lecturer at Birmingham University and an independent safeguarding consultant.

**Some of the topics we are discussing today may act as a trigger, please look after yourself and take time out if you need to. You can also visit samaritans.org or call 116 123 for free to talk to someone.**

Today we are going to be discussing how schools think about Harmful Sexual Behaviours – what they are, why they happen and what schools can do to prevent them and manage them if and when they happen.

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Reflections on Identity brings Educators and leaders from a variety of settings to explore their professional experiences and the impact these have had on forming values in their professional roles.

The book takes an interesting narrative approach, and this allows a conversation about this topic. Drawing on personal experience, individual chapter authors have considered some of the challenges they have encountered as part of their identity formation.

It also focuses on the importance of organisational cultures, the impact of frequent changes imposed through government initiatives and the social perception of education professionals when compared to other professional roles.

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This brand-new series will focus on Confidence in the classroom, oracy and effective spoken communication.

I'm your host, Georgie McIntyre, Managing Director here at Connex Academy and today we're going to explore oracy as a part of school culture, with today's special guest Simon Day, an award-winning speaker and presentation coach.

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This brand-new series will focus on Confidence in the classroom, oracy and effective spoken communication.

I'm your host, Georgie McIntyre, Managing Director here at Connex Academy and today, we're going to explore oracy in the classroom, with today's special guest Simon Day, an award-winning speaker and presentation coach.

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This brand new series will focus on Confidence in the classroom focusing on oracy and effective spoken communication.

I'm your host, Georgie McIntyre, Managing Director here at Connex Academy and today, we're going to explore teachers as public speakers with today's special guest Simon Day, an award-winning speaker and presentation coach.

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Today's guest is Debbie Innis Turnill – Debbie has been a teacher for 30 years, a lecturer at Birmingham University and an independent safeguarding consultant.

Debbie is joining us today to discuss how schools can support children and young people who are gender questioning – especially with the publication, just before Christmas of the Government’s non-statutory guidance ‘Gender Questioning’ which has caused quite a furore!

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Last year was a great year for our podcast series, so we wanted to throw it back and relive our top 3 episodes of last year!

Coming in at number 1 is NSPCC Education: Learning from Case Reviews, from our Trauma-Informed Practice series episode 10.

**Please note that the content discussed may be triggering, and we urge listeners to seek support if necessary**

Our guest, Debbie Innis Turnill, brings 30 years of teaching experience and is also an independent safeguarding consultant and lecturer at Birmingham University.

Join us as Debbie shares insights from the NSPCC education report, "Learning from Case Reviews."

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Last year was a great year for our podcast series, so we wanted to throw it back and relive our top 3 episodes of last year!

Coming in at number 2 is Moving from Trauma to Recovery, from our Trauma-Informed Practice series episode 9.

In this episode, we discussed 'Moving from Trauma to Recovery'. Recovery from trauma is not easy. It’s a long-term process. But that doesn’t mean to say that it’s impossible. The brain and body are designed to heal – it’s what they are doing all the time. I

t’s how we survive and manage to live so long but we just need to know how to help the process rather than hindering it. In this podcast, we consider how we can support students to heal to allow them to focus on their learning and make progress.

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Last year was a great year for our podcast series, so we wanted to throw it back and relive our top 3 episodes of last year!

Coming in at number 3 is TA's Teaching and Learning, from our Professional Standards for Teaching Assistants series, Episode 4. 

This episode 'The Professional Standards for Teaching Assistants', which are split into four themes, each containing several standards. The third of these is Teaching and Learning.

An essential role of a teaching assistant is to support the teacher in ensuring the best possible outcomes for all pupils. In this podcast, we discuss the most important aspects of teaching and learning theories and research for TA's to be aware of.

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Debbie urges schools to consult their community and involve students, staff, governors, and parents in shaping their EDI approach. Challenging assumptions and promoting critical thinking are key, as demonstrated in discussions about teaching challenging texts. She emphasizes choosing inclusive language and involving those with protected characteristics in the decision-making process.

Practical activities and case studies are recommended to embed EDI into all school activities. For further insights, access our recorded webinar with Debbie. Connex Academy offers EDI courses designed for global schools. Learn more at Connex-academy.com. Don't miss our weekly After the Bell podcasts, which provide quick tips and expert insights on educational topics to fit various daily routines.

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Debbie highlights the need for trauma-informed policies, staff training, and empowering students to cope with pressures and emotions. Additionally, she underscores the importance of peer support systems, emphasizes providing emotional support for staff who witness these issues and encourages kindness and mutual support.

Explore more in our recorded webinar with Debbie, and discover Connex Academy's array of safeguarding and mental health courses at Connex-academy.com. For quick insights on educational topics, don't miss our weekly After the Bell podcasts, suitable for your daily routines.

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At Connex, we're deeply committed to supporting schools and their staff with comprehensive training to ensure the safety and well-being of the children they serve. In this episode, we're joined by Debbie Innis Turnill, a seasoned educator and safeguarding consultant, discussing the powerful concept that behaviour is a form of communication.

We explore how unmet needs, from basic necessities to complex emotional requirements, manifest in a child's behaviour. Debbie advocates for a shift in perspective, emphasizing the importance of understanding children as individuals facing unique challenges rather than viewing them as "challenging."

We also delve into practical strategies for schools to teach, not just manage, their students, including trauma-informed practices, attachment-aware approaches, and co-regulation. Discover more insights by tuning into our recorded webinar with Debbie, and visit Connex-academy.com for information on our DfE-approved Senior Mental Health Lead training.

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The EHCP is a legal document that provides support for children with SEN until they are 25.

In this episode, we explore EHCPs in depth. What are they, what is the application process, how are they written and reviewed and what do they mean for all education practitioners?

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Support provided for children with SEN is ultimately there to help them to make progress, secure positive outcomes and be ready to thrive more independently in adulthood. In this episode, we consider how the Code of Practice helps to prepare children with SEN for adulthood.

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Thankfully, support for students with SEN does not stop when they finish school at age 16. There are important considerations for all Post 16 education providers to understand, which we discuss in this episode.

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The implications of the SEN Code of Practice are huge. It significantly affects the provision that is offered to children with SEN, whether in mainstream or specialist settings and it is crucial that it isn’t just SENCOs that understand these implications – all teachers, TAs and school leaders need a good understanding of this section of the Code of Practice.

In this episode, we explore this crucial section in detail.

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Early identification and early action are crucial for supporting children with SEN to make progress. Getting the right support in place at an early age can be transformative.

In this episode, we discuss the implications of the Code of Practice for all Early Years providers including nurseries and childminders.

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A fundamental part of the requirement of the SEN Code of Practice is for all local authorities to create and publish a Local Offer.

In this episode, we consider what a Local Offer is, what this looks like and why it is so important as a tool for supporting children with SEN and their families.

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It is accepted universally that we deliver better outcomes for children when the support provided is holistic.

In this episode, we discuss how professionals across the education, health and care sectors should work together collaboratively to best support children with SEN and their families.

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In this episode, we consider the importance of the second chapter of the Code of Practice, which examines the requirement for children with SEN and their families to have access to impartial information, advice and support.

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In this episode, we discuss the key principles of the SEN Code of Practice, examining the implications of Chapter 1 on the practice of SENCOs, teachers, school leaders and TAs.

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We're kicking off the new academic with a brand new series called EduSafe.

This series follows the SEND Code of Practice series and the importance of the SEND code of practice and the journey of a child with SEND needs through their education and entering the workplace and the various stages up to the age of 25 years.

The SEN Code of Practice is and why it is often considered the Bible of all things SEN. But what actually is it? In this episode, we explore the Code of Practice and consider where it comes from and how has it changed over the years, Plus we discuss the impact it has on our practice nationally when it comes to supporting children with SEN.

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Today we continue our new series of After the Bell podcasts on The Professional Standards for Teaching Assistants brought to you by Connex Academy. As a leading provider for training and CPD for schools, we are critically aware of developing all staff in the workforce, not just teachers.

This week we will focus on developing the role of Teaching Assistants and providing excellent professional development opportunities.

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Today we continue our series of podcasts focusing on The Professional Standards for Teaching Assistants. As a leading provider of training and CPD for schools, we are critically aware of developing all staff in the workforce, not just teachers and the key impact Teaching Assistants makes

The Professional Standards for Teaching Assistants are split into four themes, each containing several standards. The fourth of these is Working with Others. Teaching assistants work with other professionals, parents, carers and outside agencies as well as with pupils themselves. In this podcast, we explore how TAs can be supported to complete this aspect of their role to a high standard.

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Today we continue our new series of After the Bell podcasts on The Professional Standards for Teaching Assistants brought to you by Connex Academy. As a learning provider for training and CPD for schools, we are critically aware of developing all staff in the workforce, not just teachers.

The Professional Standards for Teaching Assistants are split into four themes, each containing several standards. The third of these is Teaching and Learning. An essential role of a teaching assistant is to support the teacher in ensuring the best possible outcomes for all pupils. In this podcast, we discuss the most important aspects of teaching and learning theories and research for TA's to be aware of.

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Today we continue our brand new series of After the Bell podcasts on The Professional Standards for Teaching Assistants brought to you by Connex Academy. As a learning provider for training and CPD for schools, we are critically aware of developing all staff in the workforce, not just teachers.

The Professional Standards for Teaching Assistants are split into four themes, each containing four standards. The second of these is Knowledge and Understanding .

In order for teaching assistants to provide practical support to teachers and pupils, they need to demonstrate expertise and skills in understanding the needs of all pupils (including specialist expertise as appropriate) and know how to adapt and deliver support to meet individual needs.

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Today we have a special podcast focusing on the launch of the iQTS. The international Qualified Teacher Status (iQTS) is a new teaching qualification backed by the Department for Education (DfE) to enable trainee teachers based outside England to gain qualified teacher status (QTS). The DfE has approved fourteen providers.

I am joined today by Professional Geraint Jones, Executive Director from Coventry University’s National Institute of Teaching and Education, and Andy Bridge who is a Deputy Head Teacher, Andy also teaches and assesses on various iPGCE programs.

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Today we continue our brand new series of After the Bell podcasts on The Professional Standards for Teaching Assistants brought to you by Connex Academy. As a learning provider for training and CPD for schools, we are critically aware of developing all staff in the workforce, not just teachers.

The Professional Standards for Teaching Assistants are split into four themes which each contain several standards. The first of these is Personal and Professional Conduct.

In order for teaching assistants to provide effective support to teachers and pupils, they need to be clear about their role and responsibilities and how these fit within the wider structure of the school. In this podcast, we discuss what best practice in this area looks like.

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We are all very aware of the importance of the Teacher Standards, but the Professional Standards for Teaching Assistants are much less well-known. In this series of podcasts, we will explore these standards, consider what they are and how they can be used, and explore how schools can support TAs to meet these standards, allowing TAs to thrive in their career and have the biggest possible impact on the students they work with.

The Professional Standards for Teaching Assistants are split into four themes, each containing several standards. The first of these is Personal and Professional Conduct. For teaching assistants to provide practical support to teachers and pupils, they need to be clear about their roles and responsibilities and how these fit within the wider structure of the school. In this podcast, we discuss what best practice in this area looks like.

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Our guest today is Ella Savell-Boss our guest expert and Ella will be walking us through the updates and changes.

Ella delivers safeguarding training sessions, keynotes, and chairs national safeguarding conferences. She also supports schools internationally Ella is always passionate about safeguarding and child protection and ensures she helps to provide effective training and advice and guidance.

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Today we are joined by Jon Bull, the CEO and founder of The Dog, Duck and Cat Trust. The Dog, Duck and Cat Trust aim to provide stories and resources from schools and parents to help support their children to learn about staying safe in a fun and age-appropriate way in their day-to-day lives and in their local community. Another new existing project they are involved in is

'The Digital Media Detectives Project'.

Connex Academy is proud to partner with The Dog, Duck and Cat Trust, you can find out more by visiting our partner's page on Connex-academy.com. Thank you for listening to our series of podcasts focusing on social value and the levelling-up agenda.

You can pick up our After the Bell podcasts are released on a weekly basis and provide quick tips and discussions with our experts around all things educational on your daily commute, on your treadmill or as your focus for the day.

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In today's episode, Georgie is joined by Jon Bull, CEO and founder of The Dog, Duck and Cat Trust. The Dog, Duck and Cat Trust aim to provide stories and resources from schools and parents to help support their children to learn about staying safe in a fun and age-appropriate way in their day-to-day lives and in their local community. Their most recent project is called The Ask Series.

Connex Academy is proud to be partnering with The Dog, Duck and Cat Trust, you can find out more by visiting our partners page on Connex-academy.com. Thank you for listening to our series of podcasts focusing on social value and the levelling up agenda.

You can pick up our After the Bell podcasts are released on a weekly basis and provide quick tips and discussions with our experts around all things educational on your daily commute, on your treadmill or as your focus for the day.

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In this week's podcast, we are joined by Jenny Bailey, Co-Founder and Author at Tales from Mother Earth. An eco-publishing company is producing children's audio/picture storybooks. In response to the climate crisis, the impact on our wildlife and to boost children's mental health, their work aims to ignite the conservationist in all of us, especially children (3 -10 years) all told from the point of view of Mother Earth. Let’s meet Jenny and some of her characters including Spike the Hedgehog and Stanley the Water Vole.

We all need to be raising awareness among the young, around the threats our wildlife is facing. I love how Tales from Mother Earth is reconnecting and empowering children with the natural world in a positive way. Connex Academy is proud to partner with Tales from Mother Earth, you can find out more by visiting Connex-academy.com.

Thank you for listening to our series of podcasts focusing on social value and the levelling-up agenda. You can pick up our After the Bell podcasts are released on a weekly basis and provide quick tips and discussions with our experts around all things educational on your daily commute, on your treadmill or as your focus for the day.

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In April 2022 the Department for Education published its Sustainability and Climate Change Strategy. Part of the climate change focus also looks at the environment and how we educate our families and children to care for and protect their surrounding environment for future generations. In our series of podcasts, we meet with organisations that are investing in our children by educating them about climate change and how they can make a difference.

I am joined today by Giles Doland, Chair of Green Roof Organisation and Jenny Bailey, Co-Founder and Author at Tales from Mother Earth. We all need to be raising awareness among the young, around the threats our wildlife is facing. We love how Tales from Mother Earth is reconnecting and empowering children with the natural world in a positive way. It’s also wonderful to hear how GRO members are positively promoting the need for living green roofs that support nature and generate solar energy.

Connex Academy is proud to be partnering with Tales from Mother Earth and supporting World Green Roof Day on 6th June, you can find out more by visiting or Connex-academy.com.

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In April 2022 the Department for Education published its Sustainability and Climate Change Strategy. Part of the climate change focus also looks at the environment and how we educate our families and children to care for and protect their surrounding environment for future generations. Last week’s podcast looked at the environmental education initiative, Our Classroom Climate.

There is no Planet B, As part of our commitment to the strategy, we have also partnered with Bee1 which is an organisation established to increase awareness and educate everyone about the importance of bees and other pollinators to our natural ecosystem. I am joined again today by Mark Douglas, founder of Our Classroom Climate and also Bee1. Mark joins us today to share about Bee1 and their story.

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• Quality of education
• Social Mobility
• Health & Wellbeing
• Environment
• Equal Opportunities and Inclusion
• Accountability

In April 2022 the Department for Education published its Sustainability and Climate Change Strategy. They identified that it was critically important that teachers have the appropriate knowledge, skills and resources in climate education to educate our children. And equally important that our children are educated from an early age. As part of our commitment to the strategy, we have partnered with Our Classroom Climate and Georgie is joined today by Mark Douglas, the founder of Our Classroom Climate.

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**Please note that the content discussed may be triggering, and we urge listeners to seek support if necessary**

Our guest, Debbie Innis Turnill, brings 30 years of teaching experience and is also an independent safeguarding consultant and lecturer at Birmingham University.

Join us as Debbie shares insights from the NSPCC education report, "Learning from Case Reviews."

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In this week's episode we discuss 'Moving from Trauma to Recovery'. Recovery from trauma is not easy. It’s a long-term process. But that doesn’t mean to say that it’s impossible. The brain and body are designed to heal – it’s what they are doing all the time. It’s how we survive and manage to live so long but we just need to know how to help the process rather than hindering it. In this podcast, we consider how we can support students to heal to allow them to focus on their learning and make progress.

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In this weeks episode we discuss 'Proactive approaches to support children who are traumatised'. PACE Therapeutic Parenting is a model of care which helps support and form secure attachments with children and young people who may have experienced difficulties in early life. This way of parenting is being recognised more and more as an effective model. In this podcast, we explore what schools can also learn from this approach to their interactions with students.

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In this week's episode we discuss 'Survival strategies and trauma informed classrooms'. For children who have experienced trauma, learning can be a big struggle. Often students are misdiagnosed with anxiety, behaviour disorders or attention disorders, rather than understanding the trauma that’s driving those symptoms and reactions.

A trauma-informed classroom recognises that when a child misbehaves or acts out in class or just simply won’t work, their behaviour may have nothing to do with being naughty. In fact, their behaviour may have nothing to do with the teacher or the classroom at all. We consider how we can embrace this approach, whilst still maintaining high standards and expectations in our lessons.

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In this week's episode we discuss 'Attachment Theory'. Trauma could be overt abuse or neglect, or it may be less obvious—lack of affection or response from the caregiver. Attachment trauma may occur if there are traumatic experiences in the home while a baby is forming the bond, and it also may result from the absence of the primary caregiver, such as from divorce, serious illness, or death. In this podcast, we explore attachment theory and consider the impact it has on child development and our approaches in the classroom.

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In this week's episode we discuss 'Fight, Flight, Freeze, Friend or Flop and Unmet Needs'. The freeze, flop, friend, fight or flight reactions are immediate, automatic and instinctive responses to fear that are likely to be the responses experienced by learners affected by ACEs. In this podcast, we consider these responses and what they can tell us about the experiences and feelings of our students, which will then inform how we work with them.

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In this week's episode we discuss 'The Brain and Trauma'. The brain is the at the centre of any conversations linked to trauma. This is where the impact of trauma is felt, and the responses to trauma are played out. In this podcast, we explore what happens in the brain for those affected by Adverse Childhood Experiences, and consider what this means for our practice when supporting these learners.

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In this weeks episode we discuss 'Adverse Childhood Experiences'. Childhood is a vulnerable time, and what happens to us then has significant impact. Adverse childhood experiences (ACEs) describe traumatic experiences that can have lasting effects into adulthood. The more ACEs someone experiences, the more challenging they may be to overcome. In this podcast, we take a look at what adverse childhood experiences are, what impact they may have, how to prevent them—and most importantly, explore coping strategies for those affected by ACEs.

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In today's episode we will be talking about 'The Key Principles of Trauma-informed practice', which are safety, trustworthiness, choice, collaboration, empowerment and cultural consideration are the key principles of trauma-informed practice. In this podcast, we will explore these principles as the bedrock for effective practice.

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In today's episode we discuss 'What is Trauma?'. Trauma results from an event, series of events, or set of circumstances that is experienced by an individual as harmful or life threatening. While unique to the individual, generally the experience of trauma can cause lasting adverse effects, limiting the ability to function and achieve mental, physical, social, emotional or spiritual well-being. In this podcast, we will unpick this concept, examining how this may manifest itself in school-life.

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In a special re-wind, we take a look back at when our Managing Director of Connex Academy & Director of Learning and Development, Georgie McIntyre, sat down with the head teacher of Ysgol Y Deri, Chris Britten. There are plenty of laughs and a few tears as Chris talks about the realities of working in one of Britain's largest special schools.

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Schools often describe themselves as ‘inclusive’ but what does this really mean, and what does it look like when schools get this right? In this podcast, we explore the culture and practices that need to be in place for all students, including those with SEND, to feel safe, secure and be able to thrive academically, personally and socially.

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The SEND Code of Practice is statutory guidance for any organisation that works with children with special educational needs and disabilities. The current version of the Code was introduced in 2015, and covers almost 300 pages of crucial information. This podcast helps to summarise some of the fundamental guidance covered in the Code, supporting Teaching Assistants to have a good understanding of the legal frameworks and good practice that underpins their work.

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For years, teacher induction in England has changed very little. The acronym ‘NQT’ was universally understood, and the induction period lasted for 12 months after an ITT course. All of this changed with the introduction of the ECF – ‘Newly Qualified Teachers’ were replaced with ‘Early Career Teachers’ and their support package changed drastically, being extended to 2 years. This podcast explores the key aspects of the ECF, where it came from and the research that underpins in.

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We are joined by Rebecca Cracknell, a Connex Education Partnership tutor and Lorna Bradford our Head of Quality Assurance and Impact. We discuss the support available to make sure, as a tutor, you prioritise your wellbeing as well, to be the best you can when you show up for students.

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Tutoring support can come in many forms, one of which is tutoring online, and become more popular since the pandemic. Rebecca discusses her experiences of tutoring online, the benefits and the key factors to ensure these are effective sessions. 

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One of the most common questions we hear on talking to our Connex Education tutors Is how they can support pupils to reengage back into education, Rebecca discusses her experiences with reengagement back into education.

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1 in 100 people are autistic and just 22% of autistic people are in employment. Over the next few months we will be focusing and providing free support and resources to help our teacher, tutor and wider community have better insights for our autistic community.

To highlight and support our autistic community we have appointed a brand Ambassador Cameron Douglas, who has been working as an SEN Teaching Assistant in Swansea for around 5 years. Cameron works specifically with infant children who have autism. Cameron shares his experiences and how he became a SEND Teaching Assistant

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As an educators, when we hear the well-being, we often think it refers to other people and spend time looking after the well-being of others. However, keeping your own tank full is important so that you keep your engine running smoothly. This podcast considers how educators can make sure that they look after their own well-being and model best practice for others.

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Walking the talk

Whether it’s meeting deadlines or making sure you do your break duty, ‘walking the talk’ as an educator it is essential. In lots of respects, it’s the little things that people notice, and ‘walking the talk’ helps educators model the values and behaviours that set the tone and create a positive culture. This podcast explores what ‘walking the talk’ looks like when it is most effective within an educational environment

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Since March 2020, thousands of young people have shared their experiences of sexual harassment via the 'Everyone's Invited' project. This was an online platform where young people described growing up in a world of online and offline harassment. This has meant that organisations, including the Government and Ofsted, have been working together to bring about much needed change.

Ofsted's review of sexual abuse in schools and colleges revealed how prevalent sexual harassment and online sexual abuse is for children and young people in education settings, particularly for girls and young women. In fact, the review concluded that the issues are so widespread that they need to be addressed by all schools, regardless of what type, phase or age of pupils.

The Equality, Responsibility and Friendship (ERF) project was developed as a response to some of these issues, and in order to help primary schools to address related themes with pupils in an age-appropriate way via the curriculum. You can find out more https://www.dogduckandcat.co.uk/

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Previously we chatted through getting started as a tutor, day-to-day working, and the importance of planning and preparing tutoring sessions. Today we focus on some top tips and tools for any tutors who are listening. We discuss what an essential tutor toolkit should look like for face-to-face or virtual sessions, and recommendations around tools to support.

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This series aims to support new and aspirational tutors, motivating and inspiring our learners can be tough at times so today we ask Rebecca how she plans her sessions as a tutor. We ask Rebecca how important clear aims and objectives are and she shares her recommendations for engaging activities. 

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Rebecca shares what it is like to start as a tutor, how she started her tutor journey, how she balances tutoring and home life. We also hear where Rebecca turned for support and her most rewarding tuition story. 

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Helen and Andy's discussions around Rosenshine’s Principles provide anecdotes and tips whilst they share experiences and observations from within the educational environment. We focus on where this fits with the stages of teaching practice, how can teachers achieve this in the classroom, why an optimal student success rate is not 100%, and the balance between balancing misconceptions and challenge.

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Rosenshine’s research suggests that Checking for Student Understanding (CFU) is seen as the core concept in the principles and often seen as the single biggest common area for teacher improvement. 

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Helen Morgan, a previous Head of School, and Andy Bridge, current Deputy Principal are both Lead Associates of Thirsty Scholars Partnership and use Rosenshine's Principles of Instruction when working with teachers internationally to support developing classroom practice.

Helen and Andy's discussions around Rosenshine’s Principles provide anecdotes and tips whilst they share experiences and observations from within the educational environment. In previous episodes, we have focused on the first three steps of the principles and in today's episode we unpack Step 4 - Provide Models

In a classroom what does providing models actually mean and What does that look like in a classroom? Are they any recommended key resources to support teachers to provide models be they physical, conceptual, or narrative? I ask these questions of our experts and more.

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Helen Morgan, a previous Head of School, and Andy Bridge, current Deputy Principal are both Lead Associates of Thirsty Scholars Partnership and use Rosenshine's Principles of Instruction when working with teachers internationally to support developing classroom practice.

Helen and Andy's discussions around Rosenshine’s Principles provide anecdotes and tips whilst they share experiences and observations from within the educational environment. In previous episodes we have focused on the first two steps of the principles and in today episode we unpack Step 3 - Ask Questions.

We cover · What questioning strategies they recommend and why do they work? How can we encourage learners to ask questions of themselves? Does reflection form a key part of this?

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Helen Morgan, a previous Head of School, and Andy Bridge, current Deputy Principal are both Lead Associates of Thirsty Scholars Partnership use Rosenshine's Principles of Instruction when working with either Early Career or experienced teachers looking for a refreshing approach to developing their classroom practice. Helen and Andy's discussions around Rosenshine provide anecdotes and tips whilst they share experiences and observations from within the educational environment

In Episode 2, we unpack Step 2 of Rosenshine's Ten Principles of Instruction which is Presenting New Material Using Small Steps"

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What things can you do to cope and plan for your fresh start and it’s a question that Helen Morgan, a previous Head of School, and now an education consultant, and Andy Bridge, a current Deputy Principal, Lead Associates of Thirsty Scholars Partnership are considering. Stepping into the classroom whether you are new to teaching or an established teacher on the first day of term is TOUGH, even in a normal academic year. Helen and Andy share experiences of their times as new teachers and having worked with a vast amount of teachers, encouraging them to take their first or next steps into the classroom.

Helen and Andy’s go-to framework is Barak Rosenshine’s Principles of Instruction which we will be exploring in these episodes. 

In this episode, we start at the beginning with Step 1 and discuss the value of "Daily Review."

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