#teacher5aday #gentlejog 

I’ve been inspired by @fattymustrun to start an online running club for teachers this summer. With 6 weeks of fun ahead of us I wonder how many collective kms we could notch up and how much better we could feel as we return to work in September?

A few years ago I started the NHS couch to 5km programme and followed it to the letter.


As a footballer in a previous life I enjoyed a small amount of fitness but when pre season would come around I would dread the running sessions. I didn’t think I was built for running. The problem was I had never understood HOW to run. If I can follow the programme and teach myself to do it that I belive anyone can do it.

Roll forward a few years and I would now describe myself as a runner. I’m a fan of a gentle jog and have aimed for the last couple of years to get out 5 times a week for 30 minutes. Last year I enjoyed my best year to date notching up over 1200km in the year but this year since February I’ve had a variety of illnesses which have hindered my progress. So I need your help.

By joining in together with a group of teachers and forming this running club I’m hoping I will get back into my healthy habit inspired by Vivienne Porritt’s call to arms (at #Pedagoohampshire15) to focus on one thing and do it until it becomes a habit.

I’ve only focused on getting out and running for 30mins 5 times a week. I’ve not counted steps or checked out speeds just added the kms as I’ve gone along. I’m hoping this running club is going to develop in the same way. Celebrating people getting out and getting involved.

(the benefits of gentle jogs


There is no time like the present to get started so for the next couple of weeks I will try to get out 5 times each week before the holidays start. If I do 3 that’s better than none. I’ve learnt over the years not to be too hard on myself a skill which I’ve taken into my professional life as well.

If you’d like to join in then post a piccie of your feet and one of your view and include the hashtags #teacher5aday and #gentlejog.

Hope you can get involved.

Martyn (2fat2run)


Unconscious Bias: I am a white British man in my 50s, so of course I’m the headteacher! (Guest Post from Patrick Ottley-O’Connor @ottleyoconnor)

I guess that sounds pretty arrogant, but it is often the truth in our schools that someone with my profile is the person in charge. Google the word ‘Headteacher’ and you’ll see the majority of images that fit my profile; indeed I counted 200+ images before I saw a BAME leader!  In fact, I guess it is also the case in many organisations outside of education. When I visit other establishments wearing my headteacher uniform of suit, tie, cufflinks etc, I’m often mistaken for a doctor, manager or whatever title is given to the person in charge…at least until I open my mouth and they hear my broad Yorkshire accent!

I was not destined to become a headteacher.  I grew up in a small, predominantly ‘white’ mining village in South Yorkshire and despite not doing particularly well at school became the first in my family to go to university.  Most young people went on to the local college, where boys studied electrical or mechanical engineering for the pits and most girls studied admin or pre-nursing/caring courses.  As a caring 16-year-old lad, I bucked the trend (encouraged by my gorgeous parents) and followed the pre-nursing route.  This turned into PE teacher training on the basis of my early sporting talent and that was the start of my career.
I regard myself as a lucky leader. I’ve often used the following equation with students in assemblies:

Hard Work + Talent + Opportunity = Good Luck

Like many, I have always worked hard and demonstrated some talent, but appear to have benefited from more than my fair share of opportunities.  Why are some leaders luckier than others?  Is it that I have simply been given, created or seized more opportunities than others or could there be an unconscious bias working against non-white, non-male leaders?

There are plenty of hardworking & talented BAME leaders who, quite frankly, simply don’t seem to have the opportunity. Whether it is not offered or taken up, it remains an essential missing ingredient!

So why am I so passionate now about equality, inclusion & diversity? The short answer is – I don’t really know!  All I do know is that I’m now driven by a strong moral purpose to help transform the lives of the children who need it most.  Tapping into the woefully under represented talent pool of BAME leaders is currently a major missed opportunity for our profession. Any MAT, CEO, Governing Body & Headteacher that does not recognise and harness the untapped BAME talent is certainly missing real opportunities. 

I hold the principles of equality, diversity and inclusion at the heart of everything I do and they shape all that I stand for. As a teacher of 30 years, a senior leader of 25 years, and a headteacher of 14 years in schools facing challenging contexts with high levels of disadvantage, I am committed to developing a teaching & leadership community which is representative of the groups that I serve.  To do this I need to recruit the best teachers and leaders. I always aim to make inclusion a reality within education. I Equally important is the need to grow & retain colleagues through enthusing, engaging and empowering them; coupled with nurturing & liberating leadership potential from all, through high quality CPD and appropriate opportunities.  

I welcome the challenge of enabling staff from all backgrounds to develop and excel in their roles. From ITT & NQT to MLT & SLT members, I aim to support every staff member to develop their potential and to promote leadership at every level.  I play my part in addressing underrepresentation of groups at senior levels and always strive to ensure that the school represents our diverse student population now, and into the future.  Does your organisation approach this opportunity with the same gusto?  If not, why not? What are the barriers?  Is it ‘just one of those things’ or could it be the unconscious bias of those in charge?

I suppose the very fact that I am who I am, coming from my own background; I will carry my own unconscious bias.  This alone makes the case for a diverse and inclusive leadership team.  We all come from our own perspective, fully loaded with our unconscious bias.  If I surrounded myself with ‘mini-me’ leaders, then our collective unconscious bias could manifest itself with unchecked bias. Although, as a Headteacher I need good support from my team – without equal challenge we would be in danger of becoming dysfunctional!

Twitter has really helped broaden my perspective and connects me with a diverse range of education professionals. I collaborate with and learn from the best national and international experts on inclusion & diversity.  I engage with programmes and professionals that support the ambition for inclusion & diversity.  I develop leaders and practitioners so they’re empowered to share learning about inclusion & diversity. I set extremely high standards around inclusion when recruiting staff and practitioners, and expect the same from any partner organisations that I collaborate with. I bring challenge to the wider system with regards to leadership for inclusion & diversity and engage with those at the forefront of developing new ways to inspire and bring about sustainable change on inclusion & diversity.

I believe that developing a diverse workforce within our schools is massively important. An increasing proportion of people that work in education are from a Black, Asian and Minority Ethnic (BAME) background: despite this BAME colleagues are underrepresented, in particular at the highest levels of school leadership. I regularly hear of discrimination and even that many experience shocking levels of bullying and harassment. 

I believe that an explicit emphasis on inclusion & diversity, through leadership, will strengthen the experiences of colleagues and ultimately students, and therefore will help to transform the culture of our schools.

We all need to bring fresh thinking and approaches to inclusion & diversity to have any hope of impacting on leadership practice and behaviours. We should promote the importance of recognising and nurturing difference through a number of ways: including working in partnership to identify & celebrate the work of under-represented groups of BAME. 

The challenge is clear for all MATs, Governing Bodies and Headteachers: to embrace the opportunity by recognising and addressing unconscious bias to ensure that we harness the greatest possible talent and make a real difference for our learners.

#teacher5aday #stressawarenessmonth 

In the most stress free way possible I will post the resources and ideas shared as part of stress awareness month here. Feel free to get in touch if you would like to contribute.

The original blog for this year is here if you would like a copy of the calendar below and a few ideas to try out http://wp.me/p4VbxY-pT

Day 1 – Join 13 million others and watch @kellymcgonigal in her TED talk “how to make stress your friend”.

Post your views using #teacher5aday #stressawarenessmonth after you’ve watched it.

Day 2 – listen to Mark Healey’s view of how teachers could deal with stress.

Day 3 – thanks to Hannah Gregory for today’s poster. Print it out, stick it up and start talking about it.

Day 4 – 10 great tips to try from James Hilton

J Hilton Top 10 Poster_A3

Day 5 – Try a cup of tea shred – from @paulgarvey4

Cup of tea shred

Day 6– take a drive with @JamesLiney

Day 7 – Changing perspective – after your drive with James ….. https://www.headspace.com/

Day 8 – remember the rhythms of the year

Day 9 – 50 is plenty – time to start keeping count https://chriseyreteaching.wordpress.com/2016/10/29/50-is-plenty/

Day 10 – get involved with a week of well-being chat with the Chartered College.


Day 11 – another ten top tps to try this time from @keli3_j

Day 12 – circle the words which best explain your mood and add a reason to explain why. (from Lorette Ashwell)

Day 13 Share Diane Kenny’s 5 tips far and wide

Day 14 – go WALKIES with Sue Roffey


Day 15 – half way point – Try these activities for any month you like – from Mrs Roberts

Day 16 – Clare Maas asks you to consider burnout.


Day 17 – ideas from Marlborough Primary

Day 18 sign up or make your own version of #teacher5adaybuddybox from @mrshumanities

Day 19 – Try out Rachel Atherton’s ideas about how to develop your 5aday.

Day 20 – A little guide to mindfulness


Day 21 – some student5aday from Hannah Gregory.

Day 22 – ideas to improve your marking from Zoe Paramour’s contribution to #teacher5aday #slowchat4

#Teacher5aday Day 2 – Managing Workload & Marking

Day 23 – advice for this term from Flora Barton wb!

Day 24 – free posters for students from Action for Happiness


Day 25 – try out his happiness at work survey


Day 26 – try out some of the ideas from session 329 of UKEDchat – reducing stress for all


Day 27 – Switch on to switching off PPT from Lorette Ashwell


Day 28 – Time for some valuable feedback that support teacher well- being from Rebecca Foster


Day 29 Time for some sensory well-being from Lynn McCann

Sensory Wellbeing poster

Day 30 – Relax don’t quit from Julie Hunter


Are you a well-being superhero? Your country needs you in April.

After an amazing week inspired by #NCW2017 I wonder if we could do something similar for well-being both for students and teachers in April.

The April 2016 #teacher5day theme for the month was #stressawarenessmonth http://wp.me/p4VbxY-eN based on the American version you can find here http://stressawarenessmonth.com/welcome-to-stress-awareness-month-april-1-30-2017/ with resources to try out here https://www.helpguide.org/. As we approach the exam season is there anything we can do that will improve our well-being as teachers which will have a knock on effect on improving the well-being of our students?

Could #teacher5day and #student5aday be the answer? It’s time to raise some awareness.

In its simplest form you could just remember to put a few minutes of time aside each day in April and share your adventures on the #teacher5aday hashtag. You might however be inspired to make April a month of well-being in your school for both students and staff. What about a top 10 ten list of things staff and students can do to reduce their stress in April? How about a campaign to get students to turn off their phone at 7.00pm which could include their parents doing the same (and dare I even say their teachers)? #turnitoffat7

Either way I think it is about time we made a lot of noise about well-being and with retention of teachers more important than ever what are we waiting for.

If you would like to get involved, please get in touch. I am looking for as many #wellbeingsuperheroes to make as much noise as possible in April to share their ideas big and small.

All ideas are welcomed and what I would really like to achieve is the same buzz around the #teacher5aday themed months on twitter like #fitfeb, #memorymarch and #21daysJuly making a similar impact in more staffrooms around the country for the majority of teachers who are not on twitter.

Resources to stick on your staffroom wall can be found here http://teachingtricks.weebly.com/blog-teaching/april-is-stress-awareness-month

Are you up for the challenge??

Hope so.

Healthy regards,


CPD/ Support network or just sharing good news stories #slowchat #teacher5aday @CeriStokes

I love sharing good news stories on Twitter, celebrating how great we are, learning from enthusiastic and inspiring teachers, whilst still being realistic and looking out for our wellbeing. It’s probably my best source of CPD.  Short sharp bursts of ideas but I can access, when I want and regularly (not just at the start of term). This is what attracted me to joining the Chartered College. And looking on Twitter it seems I am not the only one. I am in awe at the number of great Twitter Teachers using their own time to make things better, to hear about the nitty gritty from colleagues and the Charter College seemed to promise more of this.


So I like many others, spent some time researching their web site, watching the inspiring Youtube clips to find out what exactly what was being offered for the £39 joining fee. Well to start with the Web site states:

  • Access to over 2,000 full text journals, ebooks, research and materials covering a broad range of education issues and subject-specific topics
  • Entry to one of our inaugural conferences in February 2017 to hear from teachers and leaders in the education sector (subject to availability)
  • An opportunity to become involved in our emerging regional communities, locally-led groups

This all sounds positive, but what really does it mean? The journals look interesting, but I was slightly overwhelmed with the amount of information. The conference was really well received, promoting lots of debate. The local led groups sound encouraging and I am looking forward to joining in with this. But the Youtube Clips gave me the most food for thought. From a CPD point of view, Clare’s clip really got me thinking https://www.youtube.com/watch?v=T2CpUDmkgyM. Wouldn’t it be great if we could choose CPD that we decided we wanted and were ready for, not just the line manager?  Would this mean that our CPD would be more valuable and relatable. How can an organisation like Charter College help with this?

Perhaps I am looking at this all wrong. Could we take control of our own support network and CPD through writing our own journals or attending the conferences. It is starting to sound like one of the regular community challenges for #teacher5aday, a chance to contribute and make a change. (PS I am loving the March challenge #memorymarch). Suddenly the phrase “Ask not what Charted College can do for you but what you can do for Chartered College” is running through my head.

Some Questions to consider:

“To gather together is to be more powerful, to be more effective, to have a voice.” Wise words but what does it actually mean?

Useful? Does research have to be useful? Isn’t there a place for research into education ethos and how will Charter College facilitate this?

Will those teachers feeling ‘overworked’ feel more valued and have a voice in future, if they have the support network like #teacher5aday

The Role of Chartered College will be to support “change in discourse from blame to opportunity.” How can we make the most of this opportunity?

The Chartered College will support teachers’ development to gain the skills, knowledge and expertise they need, how can they do this?




How would you like the Chartered College to develop the workload debate?@pickleholic

You don’t have to talk to a teacher for very long before the subject of workload arises. Publicly, as a profession we are in danger of pedaling the image that complaining about our lot is what we do best. However there are whole networks of us making great strides in spreading the love of what we do; none less than the teacher5aday movement that so many of us engage with on Twitter. The teacher5aday movement challenges teachers’ predisposition to place the wellbeing of others over their own. It asks us as professionals, to model best practice in taking care of ourselves, and to actively inspire others to do the same.


In stark contrast, the Department for Education’s newly published Teachers’ Working Time Survey shows that 93 per cent of teachers identify workload as a serious problem, with teachers working on average 54.4 hours a week. The survey also states that Primary teachers new to the profession are working nearly 19 hours per week outside school hours, causing many to leave the profession within just a few years of qualifying.

One response is over 21,000 signatures on a government petition to reflect the hours worked by teachers in their pay. An alternative approach is to adopt the #fiftyisplenty rule advocated by @chris_eyre. The 50 is plenty rule is the principle that we limit our working hours, wherever possible, to less than 50 per week; maintaining a sustainable work load that neither compromises our productivity or our health and wellbeing but promotes longevity as a professional whilst also improving the wellbeing of those around us.

When Secretary of State for Education, Justine Greening, addressed the Chartered College of Teaching with her vision for the profession, she said, “Teachers are the experts who inspire the professionals of the future.” The question is how will we inspire other professionals to develop the workload debate?

What are the most valuable aspects of  #teacher5aday?

How can we empower teachers and school leaders to challenge unproductive tasks that perpetuate an unsustainable workload?

How can we overcome the impact of underfunding upon workload/feed unsustainable hours?

What role do we want the Chartered College have in helping us to develop the workload debate?




Check here for returned tickets (updated daily) 


I am very pleased and proud to announce that forty seven great educators have offered their time to present at #PedagooHampshire17 on the 16th of September this year at Eggar’s School (@eggars). Introduced by Dame Alison Peacock she will provide the keynote building on the success of this annual event and providing a clear link to the work of the Chartered College.


The presenter sessions and biographies can be found below and to whet your appetite take a couple of minutes to read about the ideas behind #PedagooHampshire in the links below.







Draft Agenda

Sing up to sessions is NOT required before the event, (free) food is getting prepared and parking is ample on site.

(directions to Eggar’s can be found here http://www.eggars.net/contactus)

Ped 17 p1 final

Ped 17 p2 f

Ped 17 p3 f


Vivienne Porritt @ViviennePorritt


Vivienne works with school leaders on impact evaluation, vision, strategy and professional learning and development. Vivienne is also one of the Co-Founders and National Leaders of @WomenEd, a grass roots, voluntary organisation that seeks to empower and connect existing and aspiring women leaders in education.

A former headteacher and Director for School Partnerships at UCL Institute of Education, Vivienne is also a Chair of Governors for an inner city secondary school in London.

Email:     viviennept@hotmail.com

Twitter:   @ViviennePorritt @WomenEd #WomenEd

LinkedIn: https://www.linkedin.com/in/vivienne-porritt-3998417

I am delighted to wrap up #PedagooHampshire17 for the 3rd time and will highlight how everyone tackled my challenge last year. This was to focus on one significant aspect of practice, improve it relentlessly and evidence the difference this has made.  Easy!  What will be my challenge to you this year?

Chris Chivers @ChrisChivers2


If Carlsberg did last minute substitutes for Ed conferences.

Long career in education, classroom and leadership; always a learner.
University tutor and education consultant; Teaching and Learning, Inclusion and parent partnership. Francophile, gardener, sometime bodhran player.

Session – Mentoring;Modelling, Moderating and Monitoring


Hannah Wilson @TheHopefulHT


Hannah is the Co-Founder of #WomenEd and Headteacher of Aureus School. She will be curating a #leadmeet to explore & develop the #iwd17 theme #beboldforchange. Be #10%braver & contact her to contribute a 5 min micro presentation on leadership, diversity or equality.

Find out all about the #leadmeet here –


Heather Lucas


My name is Heather Lucas (@HLucas8 on Twitter). I am a psychology graduate with the OU, Learning Mentor and Home School Link Worker in Primary Schools and Mum to two teenagers.

I am interested in all social, emotional and behavioural support and enjoy reading around my subject and continually learning. I am currently supervised by an Integrative Child and Adolescent Psychotherapist, on the same team as Louise Bomber, and ground much of my work in research into relational/attachment support and the importance of emotional states rooted in the brain and body.

Session: Setting Up and Running a Peer Mediation Programme

I first set up a Peer Mediation programme about six or seven years ago. At that time there were virtually no resources for mediation in primary settings. Now I have a fully resourced process which has been very successful.

I have put together a presentation that will provide you with the structure of the process and ideas from my experiences to get going. The structure and principles can be adapted to older age groups, including Secondary and adults.

The programme aims to train peers to mediate problems, it also has the advantage of dispersing the emotional, social and cognitive skills out into the wider school population as disputants learn the skills of mediating for themselves. It frees up some of the staff mediation time and empowers the trained mediators to develop their skills and confidence.

Nathalie Richards


Nathalie is CEO and founder of EduKit, an award-winning social enterprise that helps schools identify gaps in provision and provides access to impactful local support. We help schools find the right support for students, track the results, and ensure no child misses out. EduKit makes tracking Pupil Premium, SEN and student wellbeing easy.

SessionSupporting disadvantaged learners inside and outside of the classroom. Workshop to help schools to:

  • Implement an effective inclusion strategy and identify at risk students before incidents occur
  • Identify priority areas within your school whilst also ensuring that the needs of all students are met
  • Use an understanding of student wellbeing and home life, to ensure students get the ‘right’ support
  • Devise intervention strategies that show value (i.e. using PPG, SEN and other budgets)
  • Track and evidence the effectiveness of interventions strategies in terms of both academic and pastoral progress
  • Report on impact for Ofsted, governors and other stakeholders

Jon Le Fevre


I have been a Headteacher for 10 years across 3 schools and I am, at present, the Headteacher of Pilgrims Cross CE Primary School in Andover.  I have a child-centred philosophy for education which is constantly challenged with the many changes and pressures from different external agencies. However, I am determined to keep learning exciting, fun and purposefully for both the children and the staff! As a result of this child-centred philosophy and support from my amazing family I have been able to keep smiling and create a pedagogy called ADVENTUROUS LEARNING.

Sessions- Adventurous Learning 

I will guide you through a learning adventure which will introduce you to the ADVENTUROUS LEARNING pedagogy.

ADVENTUROUS LEARNING is based on educational research and 20 years of guiding children in their learning and guiding teachers; however, it is very simple to understand as it only has 5 elements!

ADVENTUROUS LEARNING enables teachers to bespoke the learning to the children they are teaching, the context they are teaching in and also add their own creativity. It also, includes a very effective and simple FEEDBACK model, lifelong learning skills and the importance of emotional development.

ADVENTUROUS LEARNING this year has resulted in some amazing learning experiences for the children and staff, from Year R to Year 6.  It has also produced an increase in % of children achieving ARE and GD and, really pleasingly, an increase in BOYS WRITING across the whole school.

Pete Sanderson @lessontoolbox


Pete has been working in schools since 2002 and is interested in ways to make learning more effective. He leads teaching and learning at The City of Leicester College as part of the senior leadership team and has worked in a number of schools across the East Midlands in middle and senior roles including Director of Learning for Science and as Head of year. Pete leads and coordinates the Leicester T&L conferences; the latest, #TeachCon17, will be on 10th November 2017. Pete is the creator of the “LessonToolbox” blog and resources. His @LessonToolbox twitter feed has nearly 20,000 followers and he is speaks regularly at conferences nationally on areas such as marking, feedback, questioning, engaging students for learning, and thinking skills. Pete is also a level 2 Judo coach training primary and secondary age children as well as adults.

Session – Effective strategies for feedback – Saving time, increasing impact

In this workshop delegates will leave with a better understanding of effective strategies for marking, feedback and assessment. These ideas have been kindly shared by schools nationally and selected for their effectiveness in enhancing learning and reducing marking time. Delegates with have an opportunity to share their good practice and will leave with ideas and resources which can be used in lessons straight away

Emily Slade @emily_slade Emily LP


I am a Geography Teacher in the fifth year of my career. Having learnt a lot from two years teaching at a grammar school, I have been teaching at The Romsey School for 3 years. Here I have become teacher in charge of student leaders taking them further through to gaining SSAT student leadership qualifications as well as being a Lead Practitioner and I like to coach Hockey as well as being connected in the local Geography networks with the Hampshire Geographical Association as well as the consortium.

Session #ClosingTheGap – My passion in the classroom evolves everyday and in a comprehensive the focus to close the gap is inline with national foci, it at the forefront of what we do. My focus this year has been on closing the gap with a lower ability year 9 group. I will take you on a journey of my trials and tribulations and the lessons I have learnt along the way.  By the end of the session I would like you to take away some time effective strategies for giving feedback.

David Fawcett @DavidFawcett27


David is a teacher and Head of Department in a large Secondary School.  He is interested in effective teaching and learning, regularly integrating evidenced based practice into curriculum and lessons.  David speaks at national conferences about areas such as planning, questioning and feedback.  He is also writing a book about teaching due out later this year.

Session “Three things you might want to change to improve learning in your lessons”

Are there too many fads in education?  Are there too many ideas that seem to come and go?  In this session, David will talk through three ideas from research that might make a big difference in the way that you teach.   No fads, no gimmicks, just three ideas that might make learning more effective.

Nicke Jones @NEdge9


Nicke has been teaching in Hampshire for 11 years. She qualified as an AST and is now working as a Lead Practitioner at Fernhill Secondary School. She has a keen interest in improving teaching and learning and curriculum design. Nicke has recently come back from maternity leave which she used some of spending time researching how to improve students ability to recall and retain the mathematics taught.

Session: What I learnt at Maths Conf

This year I have attended two incredible Maths Conference ran by La Salle Education. I aim to share what I have learnt and how it has impacted my teaching. The session will cover, the importance of key facts and improving students ability to recall them. How I am planning for knowledge retention. How I now design worksheets. As well as  Ideas for improving the delivery and modeling of work to students and what is needed to crack the ability to problem solve.  It will be a whistle stop tour of some of the incredible sessions I have attended at MathsConf with my main focus on items shared by Kris Boulton – Team Up Dani Quinn and Naveen Rizvi – Michaela School and what Maths CPD session would be complete without a mention of Craig Barton.

James Mosley  @jmosley_history


I am a history classroom teacher (with 4 years experience)  and have responsibilities for Teaching and Learning and  I am also a mentor to trainee teachers. I also organise TMSouthHistorians which arrange a TeachMeet organised by History Teachers for History teachers. I am passionate about Teaching and Learning and about finding techniques to try and close the attainment gender gap

Session: Engaging the Disengaged in their learning

My session aims to provide some practical techniques which will help to engage students in their learning, especially revision, much of this will be focused around the concept of “gamification of learning”

Ritesh Patel @Mr Patel_100


Ritesh is currently Subject Leader of Design & Technology at a secondary school in North London. He has trained and mentored colleagues in focused areas such as challenge, engagement & assessment. Ritesh has been an NQT mentor & coach to staff on key school priorities. Ritesh has worked with PiXL club in delivering presentations for the PiXL Technology conference: Up for the challenge in 2015 & was PiXL lead for Technology. For the past three years, he has led and coordinated  “TeachMeets” with local schools in Enfield to develop sharing of good teaching practice. The bigger scale event #TMEnfield has now become a popular annual CPD event attracting over 100 delegates every year. Ritesh received the Jack Petchey Leader award in 2015 after being nominated by his fellow colleagues. His passion for collaboration has been evident in his recent work. He has led whole school improvement teams on sharing good to develop a more consistent approach to teaching & learning. Ritesh is currently undertaking his NPQSL for future progression to an Assistant Head Teacher role and is a member of SLE at his current school. Ritesh has hosted two #teacher5aday monthly challenges which proved very successful in developing further camaraderie between teachers on Twitter. He believes Twitter is a 24/7 CPD for educators and a great inspiration for wellbeing. Ritesh  will be launching his own charity working closely with RNIB in raising awareness for partially sighted teachers and students in the UK. ‘See it Together’ will support and hold innovative fundraising  events in schools to inspire and motivate young people on key issues.

Workshop – #teacher5aday
Ritesh will discuss his story behind hosting two #teacher5aday monthly challenges, a quick guide on hosting a challenge and how it can have a positive impact on the wellbeing of others.

Jenna Watson @thefinelytuned and Paul Dwyer

jenna w

Jenna teaches Early Years at the University of Cambridge Primary School and has been making small steps to develop herself as both a teacher and researcher. Her research interests include:

– teacher professionalisation

– evidence enriched practice

– teacher wellbeing

– human capabilities

She is taking Vivienne’s challenge from last year’s #PedagooHampshire to commit to connecting and collaborating with others. She will be co-presenting with Paul Dwyer of the Chartered College of Teaching, looking at his podcast ‘Those Who Can’ – taking it on the road.

The session is titled ‘Those Who Can – sharing stories from the chalkface to connect the profession’ – it will be an interactive session that we hope participants will find useful as both a provocation and space for connecting with the intention to promote more meaningful dialogue between teachers. It will involve some thoughts on the common elements between all of our interviews to date, as well as the areas of disagreement between teachers we have talked to so far. We will be inviting participants in the session to reflect on their own experiences in the classroom, as well as the ways in which they are able to share such stories.

Rebecca Taylor @RebeccaLearning


Rebecca has over ten years teaching experience, working in middle and senior leadership roles in schools across Essex, North London and South West London.

Before embarking on a career in teaching, Rebecca completed a masters degree in English at King’s College London. As a specialist English teacher, she went on to work as a Head of English in a large all boys’ school in North London, before stepping into a senior leadership role as an Assistant Headteacher. She is currently responsible for improving outcomes for disadvantaged students and developing students’ capacity for leadership.

Since joining Twitter, she has become increasingly more involved with wider networks in the education community, including contributing to #Teacher5adaySlowChat and joining the #WomenEdLondon network.

Presentation: Empowering students from disadvantaged backgrounds to thrive

With child poverty having risen in the UK for the third consecutive year, we have a moral imperative to empower students from poorer backgrounds to increase their chances of a better future. The presentation will focus on practical strategies to provide personalised provision, by taking into account students’ individual backgrounds, the level of parental involvement and support they receive at home, and the extent to which they engage within their school community.

Kerry Macfarlane @KAB21MAC


Kerry Macfarlane is a primary teacher and SLE in Bournemouth. She is also an ITT and NQT mentor and coach, and enjoys lecturing student teachers on Wellbeing. As PSHE Lead in her current school, Kerry has led Wellbeing as a key initiative for both staff and pupils on the School Improvement Plan for the past two years.

Session: Creating a Culture and Climate to Promote Pupil Wellbeing

In this session, Kerry will share their school’s journey in developing pupil mental health across whole school, in terms of key actions, strategies and resources. There will be opportunities for participants to share and discuss ideas and practice within their own schools on how to develop a climate and culture of pupil wellbeing.

Bukky Yusuf – @rondelle10_b


Bukky Yusuf is a secondary Science teacher, consultant and leader. She has a strong interest in Ed Tech, leadership coaching and well being. Bukky supports the development of others through social media and is actively involved with #teacher5aday, #WomenEd, #SLTchat and #BAMEEd.

Session – Effective time management strategies

I will be reviewing practical strategies to help us work smarter, save time and maintain a better work life balance.

Clare Daish: @clare_daish @eggarshistory


I have now been teaching for 10 years and have been a middle leader at Eggar’s School for the last five.

This year I have been working on writing the new feedback policy as part of my CPD. Producing this new policy in conjunction with developing the school’s ‘life after levels work has helped my team and I look at marking and assessment in a whole new way. This session will be focused on explaining the journey we have been on and how we have reduced our marking burden yet improved our knowledge and understanding of our students’ progress.

Kate Shawyer: @ShawyerK @eggarsenglish


I have now been teaching English for 12 years and have been a middle leader at Eggar’s School for the last seven.

In the last few years I have worked on a Parental Engagement Project, in conjunction with Bristol University; in the last year, I have focused on the use of effective homework to engage parents and pupils, and to encourage progress across the curriculum. This session will look at strengths and weaknesses with Homework and provide an opportunity for colleagues to share successful practices

Steve Cosier @SteveCosier

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Steve Cosier is currently a Lead Practitioner in English at The Mountbatten School, Romsey. He is part of the school’s Teaching and Learning Team, leading the school’s RQT Programme. He has been a teacher for 11 years, training as a GTP at Bitterne Park School in Southampton. Steve has had a circuitous route into teaching having worked as an apprentice metal worker, a welder and designer of aircraft parts.

Steve has been a second department at two Hampshire schools, before moving to The Mountbatten School in 2016. His passion for Teaching and Learning, comes from his desire to create collaborative learning environments where students can discover knowledge rather than be passive recipients.

Session: Develop students’ thinking skills to foster independence and resilience

Independence and resilience in the classroom is key to developing students’ ability to become autonomous thinkers. Teaching students explicitly to think for themselves is key to success in school, and beyond. Using metacognition students can be guided from the implied to the obvious. Using a combination of live and oral modelling, teachers can assist with mistakes and errors that students make.

The presentation will explore what Pintrich (2002) has asserted that “Students who know about the different kinds of strategies for learning, thinking, and problem solving will be more likely to use them”.

 Clare Oakes – @oakes_clare

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Clare Oakes has been teaching English for 5 years, at Brighton Hill Community School in Hampshire. She originally trained to teach Religious Education, but found a greater calling in the English Language and Literature fields, which better capitalised on her own personal studies.

Clare is a passionate teacher who keeps the students at the centre of her pedagogical practise. Outside of school, Clare has been heavily involved in community activities such as Scout leadership and newly involved in Duke of Edinburgh Leadership.  Prior to her training as a teacher Clare was a Stonham Supported Lodgings Householder (think similar to foster care for 16-21 year olds) and the amalgamation of these valuable experiences have fuelled her passion and given her the opportunity to enhance her thoughts on holistic teaching and purposes of education.

Session: Shaping Characters

To introduce and explain about a project Basingstoke & Dean Borough council have managed, through funding from ERASMUS+, with Latvia, Sweden and the Czech Republic. The workshop will explain the importance of shaping characters of young people and launch the website that provides resources for anyone who works with young people.

Tim Clarke (@tim_jumpclarke)

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I am headteacher at Cornerstone CE Primary in Hampshire. Previously I have been a deputy head, assistant head, year leader and lead teacher in Science, Maths, PE, Music and Drama.

I am passionate about investing in and empowering other people. Our schools aim is to “Grow an Inspirational Learning Community”. To us this means:

  • Together, igniting a love of learning
  • Encouraging and empowering partnerships
  • Nurturing a Growth MIndset

After 21 years of working in education, I firmly believe there is more that I don’t know and understand about teaching and learning and schools than I do. I also firmly believe I can learn far more from others, than they from me, which is why networking and continuing a professional learning journey are so vital and so exciting,

Session – As a school we have been exploring how we plan and teach for mastery and deeper enrichment in maths. How do we extend and deepen thinking and understanding within the same learning objective? We have been using SOLO taxonomy as a structure to help us unpick learning journeys through maths objectives. We are also using them with pupils to help see their journey and self-assess along the way.

Sue Webb – Lotus Education @Lot_Ed

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Sue is a former headteacher of a large ‘Values-based’ primary school in Buckinghamshire.  Her mission as a headteacher was in helping her staff to realise the incredible potential they have for making a positive difference to the life of every child in the school, whilst nurturing and supporting them to be the best they could be.

​During her time as headteacher, the school received the ‘International Values-based Education Trust Quality Mark’, became a ‘NET Advocacy School’ and a ‘Beacon Peaceful School’.

Sue set up Lotus Education (@Lot_Ed) in September 2015 and now works independently, helping to raise standards in schools by providing professional coaching to Headteachers, Leadership Teams and school staff as well as consultancy and training.

Values-based Education, SMSC and PSHE are amongst Sue’s areas of expertise. Her leadership of these has resulted in motivated, engaged and happy staff and children who achieve excellent standards. Her work has been nationally recognised and she continues to inspire others within these fields.

Session: ‘Transforming Your School Through Embedding Values’.

Sue’s own school was transformed through embedding a values-based culture and approach to the curriculum. She now works with many schools doing the same. Far from being ‘the soft stuff’ as some say, a focus on values helps pupils to achieve highly because of the exceptional learning environment it creates.

All schools talk about values. But what impact are they having? Truly values-based schools embed values in every aspect of school life and Sue will talk about exactly how to do this and the remarkable transformation that can happen in every area including achievement, behaviour, wellbeing, resilience and relationships – for pupils and staff!

Mark Boylan@ictlinks


Mark is a class teacher and subject leader for computing within his own school and works with other schools within the Portico Academy Trust.   He is passionate about embedding computing into the curriculum and has worked with teachers to develop computing across the curriculum beyond digital literacy and coding to applying it in practical ways in different subjects to develop mastery.

He has over twenty five years experience in education and a Masters in Information Technology, Multimedia and Education which he has used to provide workshops for children in all key stages as well as training to a range of schools across different sectors for over ten years.

Session – Is computing cross-curricular?

How can we use computing to redefine the tasks pupils do?  I have worked to apply computing in other areas of the curriculum to develop mastery by applying computing across the curriculum & redefining what they do & will share experiences & examples of our experience in Key Stage 2.

Christophe Mullings (Head of Education at Iris Connect) @IRIS_connect

Christophe joined IRIS Connect in April 2015. He is responsible for a wide variety of educational initiatives within the business and works on a number of educational research projects.

He has 9 years teaching experience having taught French and English from Key Stage 1 through to A Level.  His school roles have included Head of Year, Head of Department and Director of Studies at one the country’s premier co-educational preparatory schools.

He is passionate about improving outcomes for pupils and teachers. His Masters degree focused on the skills of spontaneous noticing and systematic observation as a means for effective professional learning.

Session – What could be better than best practice? – Cultivating a sustainable, teacher-led approach to professional learning.  


The DfE have stressed that effective professional development should:

  • have a clear focus on improving and evaluating outcomes for learners
  • be underpinned by robust evidence and expertise
  • include collaboration and expert challenge
  • be sustained over time
  • be prioritised by senior leadership

In this session I will explore how this can be achieved through the practical use of video technology.

You will learn:

  • how to establish a positive ​professional learning culture using video
  • how to get teachers talking and thinking deeply about teaching and learning
  • how technology can be used to bridge the gap between academic research and classroom practice
  • how to build deeper partnerships for more efficient, more effective inter-school collaboration

Come and find out why 9,000 teachers have requested to join our FC programme and how you could join too.

Amy Jeetley @amyjeetley


Amy Jeetley is a certified teacher of meditation and visualisation. Passionate about sharing ideas and wellbeing techniques, Amy recognises in today’s climate, at times, teachers, educators and leaders welcome  support to gain clarity, calmness and inspiration.

You can find Amy on Twitter @amyjeetley,  www.staffrm.io and www.amyjeetleyreflections.com where she enjoys writing and sharing reflections of her journey.

Amy has a background in commercial sales, customer services, leading teams and coaching. Currently a Lead Practitioner in Science and Head of Biology, Amy has experience of working in several different schools with diverse cultural mixes and challenging contexts.

Naturally, Amy enjoys all things teaching and learning, especially if backed by research. She also  loves reading books and listening to audiobooks which support her own personal growth development. Finding people fascinating, Amy is a vibrant character who is compassionate and understanding. She is currently studying her MA in Education and enjoys participating in the Diverse Leaders programme.

Session – What does your heart say? (Emotional wellbeing session)

Authenticity in leadership is key, whether you are leading your classroom, a team, or a club. Where does this authenticity come from? Where does having compassion, empathy and emotional understanding come from? These are all actions of an open heart.

In this workshop…

Find out about emotional energies and the Law of Attraction. Learn simple exercises to bring clarity, calmness and support emotional wellbeing. Engage with your heart so you can develop authentic living

Tania Harding @Taniaf77

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Tania has 15 years experience in working in schools in Hampshire and Kent. As an Advanced Skills Teacher she worked with many colleagues cross-phase and her passion for teaching and learning, and developing others led her SLT leading CPD and she set up a SCITT. She now works for the Local Authority advising on School Improvement, Middle Leadership development and Science Teaching & Learning.

She is passionate about teachers thriving and students flourishing.

When not living and breathing education, she’ll be adventuring near and far – preferably in search of a waterfall or beach.

Session – Are we making them think hard enough? How sketch graphs can transform science predictions.Does your writing match your level of thinking? How dual coding and powerful diagrams can improve writing and recall…especially in science. These two key areas have had impressive impact on classroom practice and have opportunities for use in other subject areas.

Amjad Ali (@ASTSupportAali)


Amjad Ali (@ASTSupportAali) is a Teacher, Trainer, TEDx speaker and Senior Leader. Who has worked in challenging, diverse schools. He is a qualified, practising SENCO, completing the National SENCO Award in 2015. Amjad is also a qualified Advanced Skills Teacher in Teaching and Learning and will be undertaking Specialist Leader in Education accreditation by September 2017. Before stepping into the world of education, he spent time as Play Worker and Learning Support Assistant in Young Offenders Institutes.

He has worked with all sectors and with trainee teachers to Head Teachers, delivering training on a range of topics across the United Kingdom. 

He is ambitious and committed to making a difference to the education system by inspiring changes. He is a current teacher, he tweets and tweaks his practice to help others improve theirs. Which in turn helps him and his students too. He writes a reflective blog entitled NewToThePost where he discusses many elements of his leadership and experience.

For Amjad, education is about ensuring wherever you come from, whatever your parents do or not do, does not impact on a students’ potential of success. Whatever success means to that young person, it should be found and celebrated.

Amjad has previously co-organised some of the country’s largest teachmeets such as #TMOxford and #TMLondon. He also presents keynotes and offers workshops and inspirational addresses at various educational events. Amjad’s sharing ‘portfolio’ involves the setting up international initiatives such as #TwitterCoachingED and #CultureBoxED.

Most recently he Co-founded #BAMEed a grass-roots movement aimed at ensuring our diverse communities are represented as a substantive part of the education workforce for teachers and leaders in education. See here for more info.

SessionWhat teachers should know.

The workshop will be about simple strategies to make your teaching more effective. Along with a blitz and flurry of ideas to Try and Refine in your classroom.

Kerry Jordan-Daus @kerryjordandaus

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I am Head of Partnerships in Faculty of Education at Canterbury Christ Church University. Prior to working at the University I was a History Teacher, a Head of Department and a Deputy Head Teacher. My current responsibilities are very diverse,  but one strand has been to work with our University’s sponsor Academy as the Chair of the Trust Board.

Through Twitter I have connected with some great people and some great ideas to support my work. One of these has been #Teacher5aday. For our Trust Board, teachers’ wellbeing was and is a key priority. This became even more of a priority as we tried to manage the post Ofsted Oct 2017 RI outcomes.  In this presentation, I will share how as a Governor I  sort to make a difference to the wellbeing of staff by #noticing.

We were set a challenge at last year’s Pedagoo Conference, in my workshop I will share how I  responded to this…..

Kerry and Wayne

Matt Hickey @headhighwood

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I am the Headteacher of Highwood Primary School and Nursery in Woodley, Wokingham and I have been in post for almost 3 years.  The school is currently an expanding 1FE school with a Speech and Language Resource Unit integrated into our provision.  I am a passionate believer that children (and adults) need to be taught how to learn, in order to be successful in all aspects of school life.  To this end, we have developed the use of Learning Behaviours (Curiosity, Perseverance, Independence, Creativity, Teamwork and Reflection) to underpin our curriculum approach and have successfully interwoven them into staff development, parental engagement and assessment and reporting.


My session will be focused on how we have developed a curriculum based on key questions, supported by our use of Learning Behaviours.  It will identify how this has evolved into an alternative approach to lesson observations and staff CPD, and how our approach has targeted increasing parental engagement.  To give you an insight into the staff CPD aspect of my session, I have previously written an article for PrimEd magazine: http://www.primedmagazine.com/issue-6 (pages 15-17) to give you more detail about our approach to Teaching, Learning and Assessment.

If you are interested in finding out more about our curriculum development using Learning Behaviours, then I would love for you to attend my talk.

Dawn Jones @stowdawn


A little about me: I teach in a school in Hampshire and I am an English teacher and Head of Year, I sit as an associate SLT member and have aspirations of becoming a senior leader in the future.

I have been teaching since 1998!  It was the discovery of EduTwitter that has helped transform some of my practise, and, most importantly, given me a wider base to connect my ideas and beliefs to.

My session is called, ‘Passion V Impact’  – it has grown from my pledge from Pedagoo16 where Viv Porritt’s inspirational talk pushed me to face my ‘passion V impact’ quandary.

Joe O’Reilly @edu_wellbeing


Deputy SENCo, Skills Centre Lead. Teacher

Townhill Junior School, Southampton

With over 15 years’ experience working with the most vulnerable groups in society I have supported the change and adoption of behaviours, I am now using my knowledge and expertise, improving outcomes for school children.

Throughout my professional career, I have supported offenders in prison to overcome addictions and challenge maladaptive behaviours, as well as managing a county-wide drug treatment service for young people. I have also worked for Children Services, implementing the “Integrated Working” strategy across the children and young people’s workforce: including developing induction standards, support for emotional distress and safeguarding.

In 2012, I completed my PGCE and am now plying my trade in a primary school, where I began as a year 6. teacher. After working with Year 6 using, my skills for supporting pupils through the anxiety of events such as SATs and transiton, I developed a Skills Centre. Based as a central part of the school, it supports the holistic needs of a child while progressing through education – an approach I have termed the “BASE approach”. My skills for supporting behaviour has seen me work with colleagues to develop strategies in the more lively classes! Both the LA and OFSTED have been extremely positive about the Skills Centre – but more importantly, so to have the children I have the pleasure of working with.

My skills for developing the workforce in regards to supporting vulnerable groups has seen me commissioned by:

  • Faith based groups
  • Secondary schools
  • Pupil Referral Units
  • Alternative Provisions
  • LA Children Services
  • National Fostering Association

As well as my role within the primary setting, I have also been working with a local university to develop the knowledge of trainee teachers in regards to supporting emotional distress.

Kiran Satti  @Ksunray3


Kiran started teaching in September 2010 and has developed a range of teaching experiences from Early Years to Y6. She has led in several areas; PSHE, Pupil Voice, Art, Business Enterprise and Science. She has studied to Masters Level (Teaching Studies), looking at how dialogic spaces facilitate quality and optimum learning environments. Her dream is to be English Lead…one day she will be!

Session- Kindness in the classroom…sprinkled with celebs and confetti

Kindness is an abstract concept. How do we define it as adults? How do children define it? We will look at how the behaviours of kindness can weave in and out of different curricular subject, learning contexts and generate a range of outcomes. We will also look at how perception, inspiration and empowerment facilitates kind behaviours.

Leah Crawford and Ellen Glynn @think_talk_org


Leah has 15 years experience as a Local Authority English Inspector/Adviser, working across the primary and secondary phases, supporting schools at all stages in their journey. In her school career, she held pastoral and subject leader roles. She is now Director of Thinktalk consultancy, is an Associate Tutor for the King’s College Let’s Think in English Cognitive Acceleration programme and is teaching and studying at Winchester University.

Session – Blended reading for mastery at primary

As an LA adviser, I found the amount of time primary colleagues spent planning for and assessing  reading unsustainable.  Teachers would plan 6 guided reading sessions around 6 different texts, and the associated independent ‘carousel’ tasks, on top of daily English/Literacy sessions – not to mention the time then spent marking both English and Guided Reading books/outcomes.  During 2016-17, I have worked with 3 clusters of schools in Hampshire and neighbouring counties rethinking the teaching reading comprehension, so that teachers are in a position to make knowledgeable and principled decisions about provision that are effective and sustainable.  Teacher evaluations, I think,  make the link to workforce reform clear:

‘I have fallen in love with Guided Reading all over again!  Carousels are a thing of the past.’

‘Structured, practical, helpful and inspiring.’

‘I now understand mastery and depth for all. It means less planning, fewer questions, more authentic listening.’

‘Staff now feel they are really teaching reading, not just listening in and assessing.’

Come to gain an insight in to streamlining your planning and assessment of reading.

Andy Knill @AndyKnillArt


Session: Life after my final breakdown and leaving teaching – how my life changed and why wellbeing is vital for your health physically and mentally. I will look at strategies I have used that mean I am still around.

Bio: Andy Knill, teacher for 28-30 years. Mental health issues for last 16 years of service and finally one breakdown too far in November 2016. Andy was very active on Twitter, Teacher5aday and in teachmeet circles. Now lives in Dorset and is doing some part time work and establishing a career as an artist (geographer by trade).

Niomi Roberts 

Currently I am a Year 5 teacher, SLE and Head of Science, across our academy cluster.

I’m continually determined to develop and share efficient and best practise with colleagues. My passions include emotional intelligence, impact pedagogy, travel, fitness and wellbeing.

I’ve learnt ever so much, in my 6 years of teaching, as I like to challenge myself and find new initiatives to improve teaching and learning. I set myself new challenges, goals and projects, each academic year. My goal and intrinsic motivation is to aid my colleagues and other schools I work alongside, to develop their teaching pedagogy. This in turn aids children and their progress, but most importantly creates confident, worldy and well rounded individuals.

My session will be focused on ‘Make it Stick‘, which links to precision pedagogy. Being efficient, effective and having a remarkable impact!

Victoria Hewett @MrsHumanities


Session – Less is More 

Victoria is currently Head of Geography and Environmental Systems and Societies at an International Grammar School in Kent. She has 5 years of teaching experience, almost 4 years of which have been in Middle Leadership roles.  Formerly Head of Humanities at a free school with high numbers of SEN and low ability students, Victoria made the move to the grammar system in September 2016 going back to her roots in geography and environmental education.

Since becoming a middle leader, Victoria has spent vast amounts of time carrying out action research into marking and feedback. Victoria is on a mission to find the best approaches that ensure and maintain high quality feedback whilst supporting the work/life balance of the teacher. At last year’s PedagooHampshire, Victoria presented a wide range of feedback ideas during her presentation on Less is More Marking.

Since becoming a middle leader, Victoria has spent vast amounts of time carrying out action research into marking and feedback. Victoria is on a mission to find the best approaches that ensure and maintain high quality feedback whilst supporting the work/life balance of the teacher. At last year’s PedagooHampshire, Victoria presented a wide range of feedback ideas during her presentation on Less is More Marking.

Julie Hunter Assistant Headteacher, Bradon Forest School


Session – 21st Century PSHE

Julie is an MFL teacher with 17 years’ experience in the state sector and now works as an Assistant Headteacher in Wiltshire with responsibilities for more able and gifted students. During her mentoring work with this cohort of students she has increasingly become concerned with student mental wellbeing and mental strength. In 2014 Julie completed a course on the Science of Happiness with UC Berkeley and has recently completed a Mindfulness Diploma. She is on  Positive Psychologies programme a mission to improve the happiness of all students at her school and has written her own. The programme has been implemented across the entire school for both staff and students in 2015/16. The logical development was to rebuild PSHE to ensure all students were equipped for being 21st Century Global Citizenship.

Alex Kelly

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Alex fell in love with education – and picked up an annoying habit of asking people to repeat back to him what he’s just said – while teaching English at Highbury Grove School. He founded the national education charity The Access Project and grew it for five years before co-founding Unifrog. He has advised Secretaries of State for Education on topics ranging from Initial Teacher Training to what the best international school systems can teach the UK. Alex’s focus at Unifrog is building the platform into a one-stop-shop for destinations, covering everything from helping students to work out what they want to do after school, to helping schools use their destinations data to inform how they deliver the curriculum.

Alex will be running a session on accountability for Destinations Data – and how to make your data work for you.

Destinations data is now a headline measure for KS5 meaning it increasingly informs Ofsted judgements. This session will explore how the next generation of leaders are harnessing destinations data to develop the curriculum, refine teaching and learning, as well as improve how CEIAG is delivered.

We’ll start by exploring schools’ and colleges’ accountability for their destinations data. We will go on to examine how innovative school leaders are learning from their destinations data to change their schools. The key themes are how leaders can:

  • Use Value Add scores for destinations to precisely assess their school’s effectiveness at supporting different types of students into university, apprenticeships and vocational courses
  • Use big data to compare destination performance to similar schools, local schools and national averages
  • Use analysis of destination performance to inform curriculum development, delivery, and CEIAG provision.

Delegates will leave with better understanding of the new destination measure, and ready to use destinations data to inform practice at their schools.

Rachel Hawke


I have been teaching geography for 5 years and in September 2016 was appointed as Curriculum Leader at Court Moor School in Fleet. My teaching style encourages students to become independent thinkers and enquire about the world around them. I love that my subject is so dynamic and that students are able to relate things we teach to news events and places they visit.

Helen Shapter Wheeler  @teach_resilient


Session – You can’t pour from an empty cup. Avoiding burnout and building resilience; an experiential session.

Having taught mostly Drama in mainstream secondary schools for 12 years, I made the leap to SEN teaching in 2013. Alongside my pastoral work in mainstream, I trained to become an Adlerian counsellor; this proved invaluable in my SEN role. I now teach English and Sociology at a small pupil referral unit which is specifically for students with medical and mental health needs.

Anita Devi www.AnitaDevi.com @Butterflycolour

Session Title (work in progress):  4Cs, 4Es & Changemakers!


Learning is about growth; it is about change.  So, in effect, as a teacher, first and foremost, I am a #ChangeMaker.  Professionally, I have had the honour of working across the sector from early years to postgraduate level – enabling other agents of change (in the UK and overseas) to galvanise their resources (inner and outer) to contribute to systemic change in education. These agents of change include teachers/lecturers, leaders as well as learners, parents and other individuals/ organisations in the community. My specialism is SEND & Inclusion; breaking down the barriers that prevent learners experiencing the joy of learning.  With a background in school leadership, local authority change management, research and national policy development, I have been a consultant for 8 years!  I am also part-time PhD student exploring sustainable intragenerational social mobility …well that’s the plan! I believe together we can create a system that is truly is fit for purpose, so it excels all children & young people beyond their dreams (#NextGenLeaders), so it fosters hope & transformative dialogues amongst inter-generations and people of all nations. So, it sparks creativity & innovation. My why? I believe in the JOY of learning.

Stephen Lockyer

Shattering the glass ceiling of your teaching imagination.


It can be all to easy to fall into the comfortable, the accepted and conventional in schools; to deride the narrow curriculum and he constraints put upon you. In this talk, I’ll outline how I decided to become over ambitious in my ideas, and then build them backwards into fruition. I will talk about how a wildly expensive learning space transformation came about at a quarter of the cost, how it is possible to rejuvenate and deepen theme weeks, how to stay on top of projects when you are definitely a starter and not a finisher, and lots more besides.

Jaz Ampaw-Farr @jazampawfarr


Session – The Power of Everyday Heroes

Jaz is passionate about the difference teachers make. Through celebration and provocation she uses the transformative power of her own story to motivate and inspire today’s ordinary heroes – YOU!

Jaz has delivered keynotes internationally for the education, health and business sectors. Her enthusiasm is infectious and hugely motivating. Her background as a stand up comedian and literacy advisor, in-depth knowledge of her subject and commitment to empowering teachers all guarantee Jaz’s sessions to be engaging, motivating and resourceful.

Reading, writing and spelling were Jaz’s tickets out of poverty. This experience led her into teaching, setting up her own literacy consultancy then becoming an international speaker, teaching and learning coach and a catalyst for change. She believes our main role in teaching is to be advocates for learners. Her book, Because of You, looks at reverse engineering her own mindset shift and pinpointing the part that teachers played. It provides a toolkit for teachers to embed a resilience mindset in their learners that is adaptable to their own personal lives.

You may recognise Jaz from the BBC spelling show, Hard Spell Abbey, which she worked on as educational advisor, writer and co-presenter.  More recently she appeared as a candidate on The Apprentice. Fortunately she is more of an expert at delivering inspiring talks than selling lucky Chinese cats!

Joe Burkmar @joeburkmar 


Course Leader of Wessex Schools Teaching Partnership and Teacher of PE. I love to coach and mentor within my school and have this year taken the lead on running our second teachmeet, Staff well being Teacher 5 a day January and Earth Day. I love to try new styles of teaching out and this year have built Flipped learning into my teaching.