HISP Teaching School Hub’s Programmes Lead Kerry Somers tells us her advice for improving your teaching so you can start the year off strongly…

Reset your class routines and expectations

After the holidays, it's crucial to re-establish and tighten your classroom rules, routines, and expectations. The middle of the year is a prime time for routines to slip. 

Kerry said: "Unlike at the beginning of the year, when students are tentatively learning their boundaries, routines can easily slip as the year progresses and comfortable relationships have been built. Maintaining consistency through the structure and familiarity of routines, as well as clearly communicating expectations, fosters a safe environment that supports pupils in displaying good learning behaviours.”

Think purpose and audience

To prepare pupils for the real world, it's vital for us to see how their learning connects to everyday life. As adults, how frustrating is it to complete a meaningless, pointless task that seems to have little impact or relevance? We shouldn't do the same to our pupils. 

Kerry said: “It's essential to consider the audience and purpose of learning, ensuring pupils are intrinsically motivated and engaged. For example, when learning about the Vikings a Year 5 class were shown the Lego sets built to reflect that period of history. Using the knowledge learned across the term to determine what was historically accurate, what might need omitting, what they might change and what they would add to the set.”

“They then designed, drew and annotated their own sets which were sent to Lego. All children were able to access the task. All were motivated - and excited - to send their new designs to Lego and the learning of the class was easy to assess.“

Share and learn from good practice

Gone are the days when good teaching practices were confined to the classroom. In this age of connected technology, we can now easily share and learn from the wealth of expertise of other practising teachers on social media platforms like LinkedIn, Instagram and X. Why not tap into these networking opportunities and also access current, relevant educational research to inform your teaching? 

To find CPD that’s relevant to you, Kerry recommends the app 'TeacherTapp’. She said: “The app makes it quick and easy to access relevant CPD, and there are numerous educational podcasts available, like the engaging "You're Dead to Me!" by Greg Jenner, to support your ongoing learning.”

If you’re looking to improve your teaching practice, visit the HISP Teaching School Hub here to explore its full range of courses and CPD opportunities.

In our latest blog post, our Director of Digital Strategy James Clarke discusses his top three IT tools for teachers…

Microsoft Teams

For quick and easy communication all in one place, James recommends Microsoft Teams. 

James said: “Teachers can create virtual classrooms to share assignments, provide feedback and encourage discussions. It also integrates seamlessly with other Microsoft 365 tools, like Word, Excel, and OneNote, making it easy to share resources and work with students in real-time. It’s a versatile and reliable solution that makes everyday tasks much simpler.”

Canva

When it comes to creating resources which are both visually appealing and easy to digest, Canva is a user-friendly tool which can be accessed for free. 

“Teachers can use Canva to create eye-catching lesson plans, presentations, worksheets, and classroom posters with ease. Its intuitive interface and extensive library of templates, graphics, and fonts make it accessible for any teacher, regardless of their design experience.”

“Best of all, Canva for Education provides access to most of the premium features for free!”

Generative AI

 AI has taken the world by storm in recent years and it’s also proving to be a game-changer for teachers. The right AI tools can save time, inspire creativity and enhance teaching methods. 

“ChatGPT can assist with creating personalised lesson plans, generating creative writing prompts, or even answering student questions in real-time. Similarly, tools like Google Gemini can break down complex topics into easily digestible explanations or help design engaging visual aids.”

 “There are now hundreds of AI tools available to help teachers. As a starting point, check out Oak National Academy’s free AI-powered lesson assistant Aila and Mark Anderson’s guide to 32 AI tools for teaching and learning.”

If you’re looking to improve your teaching practice, visit the HISP Teaching School Hub here to explore its full range of courses and CPD opportunities.

In this blog post, we’ll explore what they mean to us at HISP multi-academy trust…

Our vision

Courageous, transformative education for all is what drives our vision. We want to create and promote supportive environments that eliminate barriers to education and empower individuals. 

Our mission

Quite simply, our mission is to create one trust, our trust, through careful growth and sustainable school improvement. This will involve:

• Developing and embedding a professional continuum 

• Attracting high-quality trainees to our initial teacher training Inspiring Future Teachers (IFT) programme

• Nurturing talent and delivering high-quality development for all, ensuring we grow our own inspirational school leaders. 

Our values

Our six values are fundamental to how we work at HISP. Our values are…

Courage: We embrace challenges with bravery and resilience, empowering our pupils and our people to take bold steps toward growth and social mobility.

Ambition: We cultivate high aspirations for all, striving relentlessly to unlock the full potential of every child and individual in our community.

Excellence: We commit to the highest standards in teaching, learning, and leadership, ensuring exceptional outcomes and opportunities for every pupil.

Sustainability: We build a future-focused, sustainable environment that nurtures long-term growth, well-being, and success for our pupils and the wider community.

Equity: We champion fairness and inclusion, ensuring every pupil has the support and opportunities they need to succeed, regardless of their background.

Pupils First: We put pupils at the heart of everything we do, guiding every decision and action with their best interests in mind, ensuring they thrive academically and personally.

With a busy academic year ahead of us, our vision, mission and values will be the driving force behind the partnerships we have with both our current and prospective schools.

The hub's membership recognises its work to empower local teaching workforces with professional development and qualifications. 

As part of the hub’s membership, it will benefit from access to a network of like-minded professionals, cutting-edge research and innovative teaching practices to strengthen the hub’s offering.

The College aims to champion high standards in education and provide teachers with a voice in shaping the future of the profession.

Deputy Director of HISP Teaching School Hub David Higginbottom said the hub’s partnership with the College is an investment in teaching workforces across the region.

He added: “The College works hard to elevate the status and expertise of educators across the UK. I am immensely proud of our membership - it will significantly enhance the professional development opportunities we deliver to local teachers and the HISP TSH team.

“We always encourage pupils to never stop learning, and the same is true for teachers at any stage of their career. Our offering is driven by the latest research and best practice, fostering a culture of continuous improvement where we always stay ahead of the curve.”

The HISP Teaching School Hub is part of HISP Multi-Academy Trust and offers high-quality education, resources and support for teachers. You can find out more here.

Here’s just a snippet of some of the brilliant work that’s been going on…

• Two learning support cabins have been built at Crofton Secondary School 

• A full boiler strip out and replacement boilers installed at Crofton Secondary School

• A major refurbishment at Thornden Secondary School involving new carpets, a fresh colour scheme complementary of the school branding colours, and new suite of student photos in reception has been underway

• There has been continued improvement of Highcliffe Secondary School & Sixth Form’s safeguarding fence 

• Classroom refurbishment works have taken place at Portswood Primary School

• Painting and decorating work alongside the school’s rebrand has been completed at Danebury School

• We refurbished a historical listed wall at the Island VI Form

• A whole host of condition and suitability surveys have been completed by our trusted surveyors at Academy Estate Consultants

Head of Estates and Health & Safety Yvonne Dunning said: “So much work was completed over the summer - it was such an amazing show of teamwork and I am so proud of our school teams. It’s a pleasure to see projects starting to come to life, and it’s even better to see staff and pupils enjoying the upgraded and new spaces.”

It’s vital our schools have access to modern facilities that both staff and pupils can feel proud of, giving them an environment where they feel empowered to strive for excellence in all that they do. 

Thank you to our colleagues and partners for your hard work improving our schools’ sites.

Test Valley School has transitioned to become Danebury School, with pupils returning in new colours this September. 

Since partnering with HISP, the school has undergone a significant number of changes: strengthening the leadership team, teaching staff, pastoral team and non-teaching staff in a bid to create a more supportive and challenging culture where all pupils can thrive.

The school is nestled in the heart of the beautiful countryside and is just a stone’s throw from the famous Danebury Iron Age Hill Fort. After consultations with all stakeholders, the Danebury School name was chosen because of its local relevance within the community.

Uniforms have shifted from green to navy blue - reflecting HISP’s blue colours and the school's partnership with the trust. Pupils have enjoyed being involved in choosing a more practical, comfortable and affordable uniform.

Head of School Nicky Goodridge said she was looking forward to welcoming this exciting new change.

Nicky added: “As a team we are very excited to be embarking on this new chapter in our school’s history. These changes reflect a reinvigorated commitment to achieving our vision - to build an ambitious learning environment where high expectations promote excellent learning habits and success is experienced by all.

“We are proud of the school’s heritage and will hold tight the nuances which make the school so unique. We are passionate about our values of kindness, excellence, resilience and empowerment. They underpin our culture and will not change. We look forward to building an even brighter future together as Danebury School.”

Executive Headteacher Jo McKeown said: “We’ve been working with Danebury School over the past 18 months, and we have supported the school to rapidly make some key improvements.

“As Danebury School moves forward to the bright future which lies ahead, it will be doing so with a new character and a new look that really puts it on the map.” 

She went on to say that: “Children at the school have been involved in our transition to Danebury school. Their next step is to co-create the ‘houses’ that will be part of our school.”

This two-day festival brought together educators from the UK and beyond. Packed to the brim with professional development, networking and learning opportunities, it gave the team the chance to uncover new ideas and ways of working. 

The team got to hear from a range of inspiring speakers covering a number of hot topics from school governance to rethinking SEND support.

Here are Deputy Director of the HISP Teaching School Hub David Higginbottom’s three key takeaways from his visit…

Our key takeaways from Education Fest

Needs, not labels

When it comes to rethinking SEND support in schools, we need to start thinking about a pupil’s individual needs rather than the label we attach to a pupil. It may be easier to build SEND support into day-to-day routines by taking this approach, reducing teachers’ cognitive load.

Capturing the joy of teaching

We have the ability to influence the teaching profession’s future workforce, supporting working environments where teachers always feel respected. We need to focus on reducing barriers into the profession and work towards raising the status of teaching. 

Less is more

What is effective trust-led school improvement? What does it look like? Rather than introducing more and more practices, dump the ineffective ones! It’s vital to recognise when something is more of a hindrance than a help.

The school’s Muslim students and their families came together to break their fast with dates and a drink followed by prayer. After this, all guests sat down to enjoy a lentil curry with bread and samosas provided by local community groups. 

The meal was an opportunity for the whole school community to come together and celebrate Ramadan. Invites were sent out to all students - regardless of their cultural background. 

Headteacher at Thornden School Caroline Lowing has said she was thrilled to see so many guests at the meal. 

Caroline added: “This meal means so much to our students - one student came to thank me and said she just couldn’t believe that this was happening at her school.

“Thornden is a really diverse school with a range of students from different backgrounds and cultures. We want students to be able to bring their whole authentic selves to school.

“The meal was a wonderful opportunity to celebrate the diversity of our community. In the future, we want to plan a whole calendar of events like this one to bring together our parent and pupil communities.”

Pupils and staff from across our schools have been busy celebrating by dressing up as their favourite book characters. We’re so pleased to see everyone getting involved in such a special day for school children across the country. 

We asked the heads of our schools about the books they enjoyed as children and why…

Simon Harrison, Crofton School: “Mythago Wood by Robert Holdstock. I read this when I was 14, and remember being gripped by how it blended history and myth with real life. I’d never read anything like it, and it led me into a lifetime of enjoying Fantasy and Historical novels.”

Tony Head, Portswood Primary School: “My favourite book as a very young child was The Tiger That Came To Tea by Judith Kerr. It was the first book that I can remember my parents reading to me at bed time 50 years ago, and it has been one that I have enjoyed reading to my children and now grandchildren 50 years later.”

Ingrid Dowse, Tanners Brook Primary School: “I must have read so many Enid Blyton books as a child - especially the Malory Towers series.  I used to imagine what it would be like to go to a boarding school and have such exciting adventures!  They really fired up my imagination and led to my lifelong love of reading.”

Caroline Lowing, Thornden School: “My favourite book was Alice in Wonderland because it was so otherworldly!”

Find out more about World Book Day here: https://www.worldbookday.com/

A few members of our central team have chosen to act as school governors. Here’s what they had to say about their role and what they’ve gained from it…

Why did you choose to be a school governor?

David Higginbottom: “I really wanted to make a difference to a school within our local community and utilise my skills, lived experiences and expertise to help shape the school's strategic direction.”

Kelly Robinson: “I first became involved as a governor as a parent. I thought it would help me understand what the school was offering my children. I understood how schools work, the challenges within the sector and how I can help my child at home as a parent. Four years later, when my youngest child went on to secondary school, I wasn't ready to give up my governance role, so when a governor vacancy came up at the secondary school - I applied and became a parent governor there as well for a further eight years!”

Georgina Crooks: “I have been a school governor for six years and enjoy supporting the school with its strategic development to ensure it can offer the very best possible experience for its pupils. I am Chair of the Education committee and Safeguarding Link governor. Not only do I enjoy working alongside school leaders, but I value talking to pupils and staff and the wider community on school visits and at stakeholder forums. They give you invaluable insight into how to support and challenge the school, moving its development forward.”

Why is the role so important? 

David Higginbottom: “The primary role of a school governor is to hold the Head and school leadership to account, ensuring the strategic direction of the school, along with ethos and values, but in a supportive way. This external support and challenge is essential for every school. It ensures that the school is being well managed and that decisions are being made in the best interest of its pupils.”

Kelly Robinson: “The pace of a school environment is like no other - often there is no time for the operational leaders to take a step back and see what strategic impact you're having on a day to day basis because you're tasked with running the school and the myriad of daily challenges that brings.  Governance provides support and challenge to school leaders when effective, a critical friend to help the wood be seen from the trees and help shape the strategy. Giving something back to the community is very important and has a lasting impact on young people - the fact that it's so rewarding is an added bonus.”

Georgina Crooks: “I think the role of governor is important as it is a unique opportunity to contribute to the local community, support educational excellence and influence the direction and success of the school.”

How has the role supported your development and what opportunities has it offered you?

David Higginbottom: “The role has given me an insight into the management side of a school, developing and enhancing my own leadership skills. It has given me the opportunity to be involved in headteacher appraisal, data analysis and has developed my understanding of school finance and budget management.”

Kelly Robinson: “I chaired the finance committee as a governor. As an accountant and with a sound understanding of school finance, I found it's brought an extra layer to my role that others may not have. It's not all about the finance, but instead the impact every decision has on the learners in our Trust. I have been able to provide internal governance to the organisation, as well as the training courses I attended as a governor providing sector oversight not normally experienced in my role. Plus anyone that works in education will know there are about one million acronyms, so this gave me a head start when I first started working within the education sector!”

Georgina Crooks: “Being a governor has enabled me to refine my leadership skills as I have been part of strategic planning and setting the school's priorities as well as shaping its vision and values. Ultimately, being a governor gives me the opportunity to have a positive impact on children's education and their future prospects by helping shape the environment in which they learn and develop.”

Find out more about National School Governors' Awareness Day here: https://web.strictlyeducation.co.uk/nsgad

The National Professional Qualifications (NPQs) are a national, voluntary suite of recognised professional qualifications - but what are they, who can take part in them and why are they so valuable?

What?

NPQs are part of a wider set of DFE reforms to teacher development. They offer opportunities to undertake continuous professional development (CPD) and earn a nationally recognised qualification at the end of the programme. 

As part of the ‘golden thread’ of teacher development, NPQs offer high-quality, evidence-informed teacher development opportunities which span the entirety of a teacher’s career. 

Who?

NPQs are designed for teachers, leaders and aspiring leaders. The HISP Teaching School Hub works with two NPQ lead training providers: Education Development Trust (EDT) and Best Practice Network (home of Outstanding Leaders Partnership) (BPN).

If you’re interested in undertaking an NPQ, you can explore the different options available to you here. 

Why?

There’s a wide range of NPQ courses available to you, covering topics such as literacy, headship, behaviour and culture, and more. They’re a way of earning a qualification, giving you the confidence you need to take on new responsibilities and challenges and take the next steps in your career. 

Find out more about how the HISP Teaching School Hub can support you to undertake an NPQ here.

We were also delighted to welcome guest speakers Bennie Kara and Marc Rowland who shared some valuable insights into how we can best support disadvantaged learners and build a more diverse curriculum.

Bennie Kara is an experienced teacher and the co-founder of Diverse Educators, a training company championing diversity, equity and inclusion in the education sector. Marc Rowland has worked with the Department for Education, numerous local authorities and over 500 individual schools to support their inclusion strategies. 

We’re so pleased to be able to welcome such inspiring speakers for our inset day, and we hope everyone who attended took away lots of valuable new insights. 

Thank you to all of our colleagues for your hard work organising the day!

The National Professional Qualifications (NPQs) are a national, voluntary suite of recognised professional qualifications - but what are they, who can take part in them, and why are they so valuable?

What?

NPQs are part of a wider set of DFE reforms to teacher development. They offer opportunities to undertake continuous professional development (CPD) and earn a nationally recognised qualification at the end of the programme. 

As part of the ‘golden thread’ of teacher development, NPQs offer high-quality, evidence-informed teacher development opportunities which span the entirety of a teacher’s career. 

Who?

NPQs are designed for teachers, leaders and aspiring leaders. The HISP Teaching School Hub works with two NPQ lead training providers: Education Development Trust (EDT) and Best Practice Network (home of Outstanding Leaders Partnership) (BPN).

If you’re interested in undertaking an NPQ, you can explore the different options available to you here. 

Why?

There’s a wide range of NPQ courses available to you, covering topics such as literacy, headship, behaviour and culture, and more. They’re a way of earning a qualification, giving you the confidence you need to take on new responsibilities and challenges and take the next steps in your career. 

Find out more about how the HISP Teaching School Hub can support you to undertake an NPQ here.

The team enjoyed dinner and drinks whilst the gold winners were announced at the glitzy black-tie event. 

Whilst we didn’t win, we were thrilled to be a part of the awards and hear about the inspirational projects, initiatives and individuals championing great education. 

Deputy Director of the HISP Teaching School Hub David Higginbottom said: “It was fantastic to celebrate with Jo, Emma and Helen. We’ve achieved so much through partnership and teamwork over the years, and our silver award is a recognition of that.

“Hearing about the work our educators are doing is truly inspiring. The awards were a reminder of how passionate our teaching workforce is about overcoming barriers to learning and making a difference to the lives of our pupils.”

Congratulations to all of the incredible winners and those shortlisted!

We’ve put together a handy guide which defines all the different acronyms you may hear. 

AB - Appropriate Body

An AB is any educational organisation which monitors and quality-assures the two-year induction every teacher must undergo. All early career teachers must be registered with an appropriate body before they begin their induction. 

CPD - Continuous Professional Development

CPD refers to any task someone undergoes to develop their skills and knowledge. It is essential for improving pupil outcomes and ensuring teachers can progress towards higher roles during their careers. 

ECF - Early Career Framework

The ECF is a government-funded initiative which entitles early career teachers to access high-quality professional development and training. The initiative was created to improve teacher support and retention.

ECT - Early Career Teacher

Previously known as newly qualified teachers (NQT), early career teachers refer to anyone in their first two years of teaching. During this two year period, ECTs receive support via the ECF to prepare them for their future careers. 

ITT - Initial Teacher Training

ITT is a requirement for becoming a qualified teacher in the UK. Once a teacher has completed this initial teacher training, they will earn qualified teacher status (QTS). 

NPQ - National Professional Qualification

An NPQ is a qualification available to teachers and educational leaders to improve their knowledge, support progression to higher roles and help schools achieve better outcomes. 

MAT - Multi-Academy Trust

MATs are not-for-profit companies which look after multiple academies by supporting staff, facilities and administration duties. 

PGCE - Postgraduate Certificate of Education

A PGCE is a qualification completed after graduating from university which will help someone achieve qualified teacher status (QTS). These qualifications are usually achieved through a combination of academic work and a placement in a school. 

QTS - Qualified Teacher Status

QTS is a legal requirement to teach in maintained primary, secondary and special schools in the UK. Most courses, such as PGCEs or teacher training courses, will lead to achieving this status but some do not. 

SEND - Special Educational Needs and Disability

SEND refers to any condition a pupil may have which affects their ability to learn. SEN support can be given to pupils with SEND to make sure they can achieve the same as their peers during their time at school. 

Inspiring Future Teachers (IFT) is a new postgraduate programme for aspiring teachers. It offers all the benefits of being part of a large national programme, offering locally-delivered school based training in either a primary or secondary school. In this blog post, we’ll explore what IFT is and how you can apply. 

What is Inspiring Future Teachers (IFT)?

Inspiring Future Teachers is a national provider of school-centred initial teacher training. It offers a one-year postgraduate route to achieving Qualified Teacher Status (QTS), which is an essential accreditation you’ll need to work as a teacher in the UK. 

IFT is a great option for building your experience as a teacher from day one. By combining practical experience with evidence-based training, IFT gives aspiring teachers the strongest start possible. 

Why choose IFT?

There are lots of key benefits for those who chose IFT as their post-graduate route, including:

• Covers a wide range of regions - take a look at our list of hubs to see what’s available near you.

• The opportunity to network with other aspiring teachers - you and your fellow trainees will come together as a cohort on a weekly basis.

• Intensive and varied training - you’ll learn through a variety of placements, discussions, research projects and live practice. 

Who is it for?

IFT is a postgraduate route, meaning you’ll need to have a degree to enrol on the programme. If you’re still studying when you make your application, you’ll need to provide a grade prediction from your course tutor. Find out more about specific entry requirements here.

You can start the IFT programme no matter which background you come from. Whether you’re undergoing a career change or have just left university, the IFT programme is suitable for anyone with a passion for education.

How do I apply?

Visit the Inspiring Future Teachers’ website here for more information about the regions it covers, FAQs and how to apply. 

We were thrilled to discover we had been awarded silver in the ‘Impact Through Partnership’ category. The award means we will now be shortlisted to win one of Pearson’s 16 Gold awards in November. 

David and Georgina enjoyed a delicious afternoon tea with fellow silver winners and learnt about the inspirational stories behind their achievements, all whilst sailing down the River Thames.

David said: “It was a lovely afternoon celebrating on The Thames. You get to see so much more of London from the river!”

“I am so proud of the partnerships we have formed. Our ethos is one of collaboration and being greater together. I want to say a huge thank you to everyone who contributes to our partnership work.”

Seven pupils from Tanners Brook launched the opening of ALDI in Auckland Road, Millbrook. The opening was marked by pupils cutting the ribbon alongside paralympic gold medallist Aaron Phipps. 

A year five pupil said: “It was so much fun cutting the ribbon with Aaron Phipps.” 

Headteacher Ingrid Dowse said she loves seeing the pupils get involved in a vibrant community. 

She added: “It was lovely to have had a handful of our students invited to the opening of the ALDI launch. As a school we feel it's important to be at the forefront of the community. 

“Encouraging our pupils to engage in their local community is a really key part of their development. It builds confidence and improves their social skills.” 

The inspirational Paralympian later visited the school to meet the children during an assembly. 

Tanners Brook Primary School is part of our family of schools across the wider Hampshire, the Isle of Wight, Southampton and Portsmouth. 

The two-year programme, ‘Supporting pupils with SEND in Mainstream Schools’, aims to close the attainment gap between SEND pupils and their peers. 

The new programme comes at a time when the government has unveiled plans to reform support for SEND pupils.

More funding and resources are needed to support SEND children across the country - the government’s plans include opening 33 ‘desperately needed’ special schools and £4.8m worth of funding granted to specialists in SEND support.

The programme has developed SENCos and school leaders’ understanding about inclusive teaching and has equipped them with key strategies for supporting pupils with SEND.

We have been working in partnership with educational organisations to ensure SEND pupils receive the same learning opportunities as their peers, including;

• Whole School SEND

• Education Endowment Foundation 

• Research School’s Network

• Teaching School Hub Network across the south east and south London region 

Deputy Director of our teaching school hub David Higginbottom said the programme will be a huge step towards improving the support offered to children across the south with special educational needs. 

David added: “The number of SEND pupils is increasing in mainstream schools so we are ensuring that SENCos and school leaders are equipped to meet pupil needs.

“Using government guidance and education research to develop the programme, it gives our teachers and schools the tools they need to provide tailored support and learning to every child. 

“Ensuring all pupils have equal opportunities is at the heart of HISP Teaching School Hub and HISP Multi Academy Trust’s ethos.”

For more information about HISP Teaching School Hub: https://www.hispteachingschoolhub.org/

We hear from Miss McGreal the Director