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The Prince’s Teaching Institute

The PTI believes education can unlock and create possibility. They invigorate headteachers’ passion for education, re-awaken teachers’ love for their subject, and show the newly qualified how to enhance their impact. They inspire them to become more effective, enthusiastic and influential.

 

They provide unique subject-centred approach to CPD for teachers and school leaders. Their courses are proven to enhance teachers’ subject knowledge, increase confidence and create lasting impact back in the classroom. Every course is designed and delivered by practicing teachers who share a passion for enriching the subject experience of every child.

 

They offer a Schools Leadership Programme for headteachers (secondary and primary), a Schools Programme for subject leaders, CPD Subject Days for all teachers and New Teacher Subject Days for new teachers.

Examples of Programmes Offered

  • Schools Leadership Programme for Headteachers
  • Who’s it for?
    Headteachers and senior leaders and alliance, federation and MAT system leaders who have responsibility for teaching and learning or standards, who want to:
    – connect with peers to discuss school leadership in a collaborative setting
    – believe teaching and learning should be a school’s focus
    – want to time to reflect on and develop their school’s ethos
    Open to state and independent sectors.

    Course overview
    The Schools Leadership Programme is a peer network of school leaders for you to share experiences and embark on research projects, explore possibilities, refresh your thinking and focus your whole-school leadership strategy around what really matters: teaching and learning.

    As programme members you will work towards:
    – Developing more challenging and rigorous teaching and learning
    – Recruiting and developing passionate and knowledgeable teachers
    – Developing the reach and impact of curriculum-based leadership
    – Sharing the outcomes of action-based research
    – Increasing collaboration within and between a diverse community of schools and school leaders

    Programme duration
    Following a two day course, each school undertakes an action-based research project, typically over two-three years, developing a base of evidence that is of benefit to all participating schools.

    Members of the programme then meet annually at the Schools Leadership Programme Day to share progress on projects and ideas for whole-school leadership.

    How many people is this for?
    One or two school leaders from your school

    Estimated cost
    You can join the Programme by attending a Schools Leadership Residential

    The fee for the two-day residential includes full-board accommodation and all course materials

    One-off fee for two-day residential
    – Full price £525 + VAT
    – Discount for affiliated schools (-£50) £475 + VAT
    – Independent schools (non-members) £1095 + VAT
    – Independent schools (School Programme members) £995 + VAT

    The first year on the programme is free as part of this initial cost. Following this, an affiliation fee is charged annually in the Autumn term. The fee is dependent on how many member departments in the school and works on a sliding scale.

    Where and how is this delivered?
    The Schools Leadership Residential takes place each year at Madingley Hall in Cambridge in January.

    The annual follow up event takes place in London in March each year.

    All PTI courses and programmes are designed and delivered by practising school leaders.
    Mentoring and peer review is provided by practising school leaders engaged in the Schools Leadership Programme.
    Academics, industry experts and educationalists provide lectures and discussion at face-to-face events and all podcasts, resources and research are available via the online PTI Staffroom for members.

    Dates
    Schools Leadership Residential 28th January 2019
    Follow up event March 2019

     

  • Primary School Leadership Programme
  • Who’s it for?
    Primary senior leaders, headteachers and executive principals who want to develop a subject centred approach to teaching and learning, curriculum, leadership and staff development in their schools by:
    – discovering inspiring examples of rich and challenging subject teaching in the primary sector
    – connecting with peers from across the country to discuss school leadership in a collaborative setting

    Course overview
    The Primary Leadership Programme supports headteachers to enhance and enrich teaching and learning.

    The PTIs provides an inspirational forum to discuss and explore ways to develop staff expertise and subject leadership in primary schools by:
    – Exploring ways to develop and enrich subject teaching in your school.
    – Discuss how you can put teaching and learning at the heart of school leadership and ensure depth and challenge for every child.
    – Consider how to cultivate inspirational subject leads and tap into expertise in your school community.

    Programme duration
    Following a two day course, each school undertakes an action-based research project, typically over one-two years, developing a base of evidence that is of benefit to all participating schools.

    Members of the programme then meet at a complimentary follow-up event to share progress on projects and ideas for whole-school leadership.

    How many people is this for?
    One or two school leaders from your school

    Estimated cost
    You can join the Programme by attending a Primary Leadership Residential

    The fee for the two-day residential includes full-board accommodation and all course materials

    Primary Leadership Residential fees:
    One-off fee for two-day Residential £525 + VAT
    The first year in the programme is free as part of this initial cost. Following this, an affiliation fee of £525 + VAT is charged annually in the Autumn term.

    Where and how is this delivered?
    The Primary Leadership Residential takes place each year in October at various locations.

    The annual follow up event takes place in London in March each year.

    All PTI courses and programmes are designed and delivered by practising school leaders. Mentoring and peer review is provided by practising school leaders engaged in the Schools Leadership Programme. Academics, industry experts and educationalists provide lectures and discussion at face-to-face events and all podcasts, resources and research are available via the online PTI Staffroom for members.

    Dates
    The Primary Leadership Residential 11th October 2018
    Follow up event March 2019
    Contact PTI for information about next year’s course.

    Possible Promotions
    October 2018 – £295 bursaries available for UK state primary schools
    Contact PTI for information about next year’s course

  • Schools Programme for Subject Leaders
  • Who’s it for?
    Heads of faculty, heads of department, subject leaders and teacher with curriculum responsibility, who wish to reawaken their love of teaching, strengthen their department and give students a richer subject experience by developing their curriculum, wider learning opportunities, and staff subject knowledge and skills.

    Course overview
    The Schools Programme focuses on improvement at departmental level across four areas:
    – Promoting coherence and quality of challenge within the curriculum
    – Extending and enthusing pupils beyond the curriculum
    – Encouraging teachers to develop, explore and share their own specialist subject knowledge
    – Raising the profile of subjects within education and the wider community

    The Programme aims to:
    – Encourage high aspirations for all pupils
    – Develop leadership that plays to individual teacher strengths
    – Encourage high-quality subject teaching and deep subject knowledge
    – Provide action-based research
    – Encourage creative leadership, innovation and collaboration

    Programme duration
    Following a three day residential course (with an annual complimentary follow-up event), departments complete three years in the Schools Programme before moving on to conduct a two-three year action research project.

    How many people is this for?
    One or two leaders from a department, however, the majority of benefits are available to all teaching staff in the department (colleagues are eligible for a complimentary PTI Affiliate membership if their subject leader is a Schools Programme member)

    Estimated cost
    You can join the Schools Programme by attending a Subject Enrichment Residential

    The fee for the Residential includes full-board accommodation and all course materials

    One-off fee for three-day residential
    – Full price £495 + VAT
    – Discount for affiliated schools (-£100) £395 + VAT
    – Independent schools (non-members) £1095 + VAT
    – Independent schools (Schools Programme members) £995 + VAT

    The first year in the programme is free as part of this initial cost. Following this, an affiliation fee is charged annually in the Autumn term. The fee is dependent on how many member departments in the school and works on a sliding scale.

    – Subject Enrichment Residential Schools yet to affiliate £495 +VAT
    – Affiliated schools £395 +VAT
    – Annual Affiliation fees:
    One member department £545 +VAT
    Two members departments £895 +VAT
    Three members departments £1195 +VAT
    Four or more members departments £1395 +VAT

    Where and how is this delivered?
    The Subject Enrichment Residential takes place in June each year in Cambridge

    The annual follow up events take place in London and Cheshire each year in June/July.

    All PTI courses and programmes are designed and delivered by practising teachers. Mentoring and peer review is provided by practising subject leaders engaged in the Schools Programme. Academics, industry experts and educationalists provide lectures and discussion at face-to-face events and all podcasts, resources and research are available via the online PTI Staffroom for members.

    Dates
    The Subject Enrichment Residential takes place in June each year in Cambridge
    The annual follow up events take place in London and Cheshire each year in June/July.
    Contact PTI for more information.

     

  • CPD Subject Days for all teachers
  • Who’s it for?
    All teachers who want to reinvigorate their enthusiasm and excitement about their subject.

    Course overview
    The one-day courses are focused around a key topic and are designed to reinvigorate teachers’ enthusiasm and excitement about their subject. Led by practising teachers, who are joined by subject specialists, the days provide a wealth of ideas from which to create enriching and challenging teaching resources.

    Each day is a unique course with its own objectives focussed on a particular topic area of a subject but all provide:
    – Unique teaching resources
    – Practical advice given by teachers, for teachers
    – Inspirational guest speakers
    – The latest academic thinking brought into your classroom
    – Workshop activities to share best practice and formulate teaching ideas

    Programme duration
    One day events

    How many people is this for?
    No limits on attendance from each school
    Courses sizes average 15 teachers

    Estimated cost
    – Schools Programme member departments (first place) £195 + VAT
    – Non-members (first place) £295 + VAT
    – Subsequent places from the same department £145 + VAT
    Fees cover all materials, lunch and refreshments.


    Where and how is this delivered?
    Off-site at high-quality venues
    Courses nationwide but the majority in London and Manchester
    Contact PTI for more information

    Dates
    30 dates throughout the year, the majority in November, December, March, June and July
    Contact PTI for more information

    Possible promotions
    Early bird tickets are often available for these courses
    Contact PTI for more information

  • New Teacher Subject Days
  • Who’s it for?
    Trainee teachers, newly qualified teachers, those in their first 3 years of their career and those returning to the profession.

    Course overview
    Subject Days aim to condense a lifetime’s teaching experience into just four Saturday sessions. Designed to provide a wealth of resources, the programme is delivered by experienced teacher leaders in conjunction with leading academics and is designed to improve confidence and bolster ability.

    Each 4-day course is focussed on a specific subject and has unique objectives but will all:
    – Deepen subject knowledge
    – Broaden teaching strategy and ideas
    – Bring the latest academic thinking into classrooms
    – Introduce teachers to a supportive peer network
    – Provide unique teaching resources

    Programme duration
    Four Saturdays over the course of one year
    Two in the Autumn Term and two in the Spring Term

    How many people is this for?
    No limits on attendance from each school.
    Courses sizes average 20 teachers.

    Estimated cost
    – Schools Programme member departments £425 + VAT
    – Non-members £495 + VAT
    – The fee covers the full course of four Saturdays, including all course materials, lunch and refreshments.

    Where and how is this delivered?
    Courses are delivered in 3 locations
    – Pimlico Academy in London
    – Bishop Challoner Catholic School in Birmingham
    – Altrincham Girls’ Grammar School, Manchester
    Contact PTI for more information.

    Dates

    – London
    Saturday 10 Nov 2018
    Saturday 8 Dec 2018
    Saturday 19 Jan 2019
    Saturday 9 Mar 2019

    – Birmingham
    Saturday 17 Nov 2018
    Saturday 15 Dec 2018
    Saturday 26 Jan 2019
    Saturday 16 Mar 2019

    – Manchester
    Saturday 24 Nov 2018
    Saturday 15 Dec 2018
    Saturday 26 Jan 2019
    Saturday 16 Mar 2019

  • Bespoke CPD and INSETS days
  • Who’s it for?
    Schools, alliances or trusts who want to reinvigorate their curricula, subject knowledge and pedagogy.

    Course overview
    The PTI’s team of passionate, experienced teacher leaders and leading academics can work with you to design and deliver bespoke subject-based professional development.

    The aims are tailored to your requirements and can include curriculum development, enriching staff subject knowledge and enhancing subject pedagogy.

    Bespoke courses are:
    – Tailor made to suit the needs of your school or group
    – Delivered across up to 13 subjects
    – Run in your school or a location convenient for you

     

    Programme duration
    One day events

    How many people is this for?
    Agreed by arrangement with the school

    Estimated cost
    Bespoke and agreed by arrangement with your school

    Where and how is this delivered?
    At your school

    Dates
    Arranged to meet your school’s needs

Delivery location

The Prince’s Teaching Institute delivers programmes nationally in the UK.

Impact

Impact to date

Since 2006, when The PTI was created, they have worked with more than 1 in 10 secondary schools in England and Wales. They have reached 16,000 teachers in 1700 schools and delivered 1300 training days. They estimate they have reached half a million students.

In 2017 over 300 primary and secondary schools engaged in their membership programmes. They have 300 live action research projects happening in schools. They have over 150 schools as members of the Leadership Programmes. Over 2,500 NQTs have attended their New Teacher Subject Days across London, Birmingham, Manchester, Harrogate, Cambridge and Devon. Every year over 300 teachers of all levels attend the PTI CPD Subject Days across 7 subject areas.

Their 2016 impact report notes that 92% of teachers said they felt reinvigorated and more excited about teaching their subject and 71% said they were less likely to leave the profession as result of attending a PTI course. The Institute of Education assessed that students are benefitting from their teachers who engage in the PTI School Programme.

Testimonials from senior leaders, collected by CPDBee, reveal that PTI programmes truly do lead to change through school based projects that improve the quality of leadership and teaching and learning.

Impact measurements used

The PTI exists to ensure a rich subject experience for every child regardless of background or ability through subject-centred leadership.

They conduct detailed evaluations of all its activities to measure the impact on participants and the student outcomes. These data are analysed and reviewed by programme staff as well as their Academic Steering Group, who make recommendations for improvements for future events and activities.

At the member level, participants on PTI programmes design school-based projects that establish objectives, activities, baseline data and their own impact evaluation methods. In addition to measuring the impact of their projects in their own contexts, participants complete a report annually on their projects which asks how their work met the aims of the Schools Programme, which are: increased coherence and challenge within the curriculum; increased the level of extra-curricular provision; increased the amount of subject-based CPD for colleagues; improved the subject experience of students.

This is then considered at an annual peer-review which is rigorously calibrated by their development partners (practicing teachers themselves) across the subject/programme streams. These reports are then aggregated to form an overall evaluation of their membership programmes.

External assessment of impact

In 2017, Professor Hugh Starkey, from the Institute of Education University College London carried out a desk review of documentary evidence including: public documents on the PTI website; a sample of schools’ annual objective setting report for 2015/16; a sample of student work submitted by teachers; and survey responses from teachers.

He concluded there was “convincing evidence that, across the country, students are benefitting from the stimulus provided to their teachers from participating in the PTI Schools Programme”. He notes “they encourage teachers to set themselves and their departments challenging but achievable targets, that in turn, lead to a variety of exciting and innovative approaches to developing subject study”.

Expertise

Programme design philosophy

The hallmark of PTI programmes is that they are designed by teachers for teachers to ensure their relevance.

They also have the features research tells us make professional development effective: they focus on improving and evaluating specific outcomes, are geared towards to generating robust evidence, involve external collaboration and challenge, are sustained over time and are prioritised by school leadership.

For example, through the School Leadership Programme, school leaders undertake action-based research projects, which are typically sustained over three years, and focus on areas such as curriculum, leadership and staffing and development.

The programme begins with a Leadership Residential, where expert PTI input supports school leaders to draft a project proposal. Following the residential school leaders return to their contexts to get buy in from their leadership teams.

At the mid-way point of the first year, during the summer term, PTI make contact to identify any issues and networking opportunities.

At the end of the year, school leaders submit a report about what worked, what did not work and evidence that tracks progress. They also attend a School Leadership Programme Day, where they receive expert input and support from PTI Headteacher Consultants and share their progress with their training cohort.

At the end of the programme school leaders submit a report which evaluates the impact of the programme against objectives, definitions of success, using agreed impact measurement techniques – all of which are developed with expert PTI support.

Team experience and expertise

The PTI has a national network of over 300 schools, and their facilitators are drawn from their membership and university contacts. Each year a team of 100-150 teachers run courses across nine subject streams and their leadership programmes.

All their teacher facilitators are drawn from their membership of experienced teachers. This means they have participated in a three-day induction residential course, which focuses on high-quality subject provision and department development good practice. They have also undertaken between 1-8 years of membership, which involves setting objectives or action research projects across four keys areas of development.

Therefore, they have experience in translating subject content for classroom teaching, developing their department’s own provision, mentoring and peer-reviewing colleagues in the programme, and delivering workshops. They recruit subject teams ensuring a breadth of teaching experience, varied school settings and geographical placement to ensure they fully represent the educational landscape.

In addition to this, they have an Academic Steering Group to provide academic guidance to their overall strategy, who have a wealth of education experience and expertise.

Testimonials

Mounts Bay Academy, Sara Davey, Executive Principal

I would say that the quality of the courses run by the PTI are exceptional. I rarely would give 10 out of 10 but in this case I think it is justified.

The reason why the courses are so good is that they have an intellectual rigour and they offer a very well rounded view of the purpose of education and the role of teachers. The trainers are usually people at the top of their game.

The informal feedback from colleagues is very positive with staff reporting that it was often the best training that they have received.

The Hoddesdon School Trust, David Kennedy, CEO and Executive Headteacher

The PTI has established a strong reputation in the education sector for providing high quality academically focused educational training. The training across all courses is uniformly of a high standard and my staff have reported in the most favourable terms on all of these activities.

The courses are designed to facilitate teachers’ subject understanding and to give them new approaches to teaching their academic subject.

Leadership courses offer a very structured approach to working on school improvement for senior leaders at all levels. The programme has been in operation for many years and has proved to be most beneficial in terms of the opportunity for professional development it affords, but also the chance to meet other likeminded individuals to form online communities etc.

The PTI has now become the main provider of our CPD.

Sandbach School, Sarah Burns, Headteacher

I have recommended the The Prince’s Teaching Institute training to colleagues over a number of years.

The subject training and leadership training is almost unique within educational circles. For subject leaders, it concentrates on developing passion for their subject and being able to translate that into the classroom to enthuse pupils.

The speakers and facilitators are second to none and subject leads always come back from the conferences reporting that its the best training they have ever undertaken.

The leadership training and project have enormously enhanced the work of my senior team. The conferences offer the time to reflect upon how we as leaders impact specifically upon teaching and learning.

Upton Hall School FCJ, Patricia Young, Headteacher

The PTI have focused on subject content, quality of pedagogy to enable effective learning and school and subject leadership over the last 8 years. In order to provide conferences and courses on these topics they invite outstanding speakers and practitioners. Many speakers are from outside the world of education but their experiences are highly relevant. This enables high quality discussion to take place so that the ideas of the speaker can be discussed in conjunction with the experience of a group of teachers, subject leaders or Heads. The events are very well organised with Heads who have worked with the PTI acting as facilitators. This lends authenticity and enables good practice to be shared in an open way with people from all parts of the country bringing their local experience and expertise. From my own experience, I was given assistance by a Consultant Headteacher in putting together a school leadership project which we called the Excellence Framework. This was worked through over four years and helped to underpin the work we were undertaking in our school development plan. Once this was completed and shared we visited a London school whose project we liked and from this, we worked up a new leadership project. Meanwhile, all our departments have plans which are linked to their school subject development plans and they gain inspiration and insight from the training days they attend. If we have NQTs they enjoy travelling to London to meet others and focus on enhancing their subject knowledge and pedagogical practice. We believe that the PTI provides the best CPD available because the plan and project approach attracts colleagues who are committed to continuous improvement over the long term and have the tenacity to keep going even when difficulties arise. I would strongly recommend them.

Launceston College MAT, Jack Jackson, CEO

Generally PTI training has three aspects: an academic input, an example of how this is applied in a school and a chance to talk to colleagues about their experience.  In all three of these areas, the PTI excels.

The academic/inspirational practitioner input recruits the highest quality people from across the country.  The reputation of the PTI means that academics from elite universities regularly contribute to this aspect.  Leaders from public life, as well as education-specific leaders such as the National Schools’ Commissioner, Her Majesty’s Chief Inspector of Schools (Ofsted) and the Secretary of State for Education, have all contributed to events in the past.

Subject and school leaders from a diverse range of schools ensure that the school based experience section of professional development events genuinely represents best practice across the country.

All PTI events provide time for participants to network with each other and in many cases these links continue a long time after the event has finished.

Participants in the longer programmes are encouraged to take part in action research projects in their own schools and then have the opportunity to share the outcomes of these projects with fellow course participants.  This ensures the programmes have impact in the schools.

Watford Grammar School for Girls, Clare Wagner, Headmistress

It was enormously beneficial for me to talk to experienced heads about a range of issues from building strong teams to improving teaching and learning to embedding successfully culture and ethos [on the Leadership Residential]

King Edward VI Handsworth School, Nick Heppel, Assistant Headteacher

The chance to hear about how a very diverse group of schools [on the Leadership Residential] is grappling with broadly similar issues in developing learning is golden. We’ve used the project to further develop learning of staff, from which the students have benefited enormously

Monks Walk School, Laurence Proctor, History Leader

Essential periods of reflection are afforded by being a member of the PTI and this is so integral to the continued well-being of teachers [Schools Programme]

Mounts Bay Academy, Sara Davey, Executive Principal

I would say that the quality of the courses run by the PTI are exceptional. I rarely would give 10 out of 10 but in this case I think it is justified.

The reason why the courses are so good is that they have an intellectual rigour and they offer a very well rounded view of the purpose of education and the role of teachers. The trainers are usually people at the top of their game.

The informal feedback from colleagues is very positive with staff reporting that it was often the best training that they have received.

The Hoddesdon School Trust, David Kennedy, CEO and Executive Headteacher

The PTI has established a strong reputation in the education sector for providing high quality academically focused educational training. The training across all courses is uniformly of a high standard and my staff have reported in the most favourable terms on all of these activities.

The courses are designed to facilitate teachers’ subject understanding and to give them new approaches to teaching their academic subject.

Leadership courses offer a very structured approach to working on school improvement for senior leaders at all levels. The programme has been in operation for many years and has proved to be most beneficial in terms of the opportunity for professional development it affords, but also the chance to meet other likeminded individuals to form online communities etc.

The PTI has now become the main provider of our CPD.

Sandbach School, Sarah Burns, Headteacher

I have recommended the The Prince’s Teaching Institute training to colleagues over a number of years.

The subject training and leadership training is almost unique within educational circles. For subject leaders, it concentrates on developing passion for their subject and being able to translate that into the classroom to enthuse pupils.

The speakers and facilitators are second to none and subject leads always come back from the conferences reporting that its the best training they have ever undertaken.

The leadership training and project have enormously enhanced the work of my senior team. The conferences offer the time to reflect upon how we as leaders impact specifically upon teaching and learning.

Upton Hall School FCJ, Patricia Young, Headteacher

The PTI have focused on subject content, quality of pedagogy to enable effective learning and school and subject leadership over the last 8 years. In order to provide conferences and courses on these topics they invite outstanding speakers and practitioners. Many speakers are from outside the world of education but their experiences are highly relevant. This enables high quality discussion to take place so that the ideas of the speaker can be discussed in conjunction with the experience of a group of teachers, subject leaders or Heads. The events are very well organised with Heads who have worked with the PTI acting as facilitators. This lends authenticity and enables good practice to be shared in an open way with people from all parts of the country bringing their local experience and expertise. From my own experience, I was given assistance by a Consultant Headteacher in putting together a school leadership project which we called the Excellence Framework. This was worked through over four years and helped to underpin the work we were undertaking in our school development plan. Once this was completed and shared we visited a London school whose project we liked and from this, we worked up a new leadership project. Meanwhile, all our departments have plans which are linked to their school subject development plans and they gain inspiration and insight from the training days they attend. If we have NQTs they enjoy travelling to London to meet others and focus on enhancing their subject knowledge and pedagogical practice. We believe that the PTI provides the best CPD available because the plan and project approach attracts colleagues who are committed to continuous improvement over the long term and have the tenacity to keep going even when difficulties arise. I would strongly recommend them.

Launceston College MAT, Jack Jackson, CEO

Generally PTI training has three aspects: an academic input, an example of how this is applied in a school and a chance to talk to colleagues about their experience.  In all three of these areas, the PTI excels.

The academic/inspirational practitioner input recruits the highest quality people from across the country.  The reputation of the PTI means that academics from elite universities regularly contribute to this aspect.  Leaders from public life, as well as education-specific leaders such as the National Schools’ Commissioner, Her Majesty’s Chief Inspector of Schools (Ofsted) and the Secretary of State for Education, have all contributed to events in the past.

Subject and school leaders from a diverse range of schools ensure that the school based experience section of professional development events genuinely represents best practice across the country.

All PTI events provide time for participants to network with each other and in many cases these links continue a long time after the event has finished.

Participants in the longer programmes are encouraged to take part in action research projects in their own schools and then have the opportunity to share the outcomes of these projects with fellow course participants.  This ensures the programmes have impact in the schools.

Watford Grammar School for Girls, Clare Wagner, Headmistress

It was enormously beneficial for me to talk to experienced heads about a range of issues from building strong teams to improving teaching and learning to embedding successfully culture and ethos [on the Leadership Residential]

King Edward VI Handsworth School, Nick Heppel, Assistant Headteacher

The chance to hear about how a very diverse group of schools [on the Leadership Residential] is grappling with broadly similar issues in developing learning is golden. We’ve used the project to further develop learning of staff, from which the students have benefited enormously

Monks Walk School, Laurence Proctor, History Leader

Essential periods of reflection are afforded by being a member of the PTI and this is so integral to the continued well-being of teachers [Schools Programme]