Accredited Training

We’re excited to inform you that we offer a self-funding option for all our courses! We can help set up payment plans with manageable monthly amounts, making training accessible and affordable for everyone. If you’d like to learn more, please get in touch with Liz McDonald  at liz.mcdonald@bsagroup.org.uk . We’re here to help!

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

• New 25/26 course dates added!

The SACPA Advanced Certificate in Child Safeguarding Practice is a certificate programme for safeguarding managers and leads, heads of safeguarding, safeguarding hub managers and co-ordinators.  It has been developed to support safeguarding colleagues from a diversity of sectors to supplement and extend designated safeguarding lead training.  This programme may also support the safeguarding practice of behaviour leads, SENCO’s, pastoral support leaders and Designated Teachers for Looked After Children.

Key areas of contemporary safeguarding practice are explored in depth with particular attention to their application to leadership and management of safeguarding, interface with governors, trustees and board members responsible for oversight and scrutiny and the multi-agency safeguarding system beyond.

SACPA Certificate in Child Safeguarding Practice – Option 1

• Study Day 1: December 1st, 2025
• Study Day 2: January 22nd, 2026
• Study Day 3: March 26th, 2026
• Study Day 4: June 11th, 2026

All Study Days will be held online via Zoom.

Timings: 10:00-15:30 GMT/BST

Course Outline for Option 1

• Safeguarding through the lens of Child/Student Voice
• Contextual safeguarding, Child-on-Child, Exploitation and Radicalisation
• Victims, Survivors and trauma-informed practice
• Leaders, Governance and Partnerships.

TO BEGIN SACPA Certificate in Child Safeguarding Practice: Option 1 CLICK HERE

The aims of the SACPA Advanced Certificate course are to:

• Provide development for safeguarding leads to explore beyond Designated Safeguarding Lead Training
• Focus on specific contemporary safeguarding subjects and developments
• Support management and leadership of safeguarding, bridging the gap between operational delivery, the provision of management information to support strategic planning, oversight and working in partnership with trustees and governance bodies and local safeguarding partners
• Increase confidence and competence through opportunities to study and develop expertise in specific areas of professional interest
• Enhance a professional career path in safeguarding and to provide SACPA recognition of your achievement and successful completion of the course
• To contribute to improved practice and raising standards within the safeguarding setting
• Foster reflection and critical evaluation of safeguarding practice and professional issues, and to provide opportunities to share experience and good practice with colleagues.

How is the course organised?

The course is organised around a combination of four intensive on-line study days which contain a variety of teaching methods and opportunities to learn in different ways, which include short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies.

Group discussion is a particularly important aspect of this course, enabling delegates to look at the theory in light of their own practical experience. Students will be encouraged to contribute ideas, opinions and questions, taking responsibility for their own learning, whilst contributing to the learning of the group as a whole.

The course is run by senior members of the SACPA staff.  Each delegate will have an experienced SACPA Tutor who attends the study days.

Course Assessment

Delegates may choose assessment via portfolio or assignment.

Course Lead: Claire Dan

Claire is Director of Safeguarding and Director, Sacpa and leads on the provision of safeguarding advice and support to members and the development and delivery of CPD and safeguarding consultancy services. Claire is a safeguarding specialist and leader with a background in education welfare, youth justice, and early help contexts which have involved a strong focus on diverse and collaborative partnerships, professional development and supervision of front-line safeguarding colleagues, and leading multi-disciplinary teams and projects. Between 2006 and 2013 Claire was involved with Luton Safeguarding Children Board as a lead multi-agency safeguarding trainer, developing and delivering single and multi-agency safeguarding training, and since 2013 has delivered pieces of bespoke consultancy work, and providing a range of safeguarding consultancy on a freelance basis.

Dale Wilkins : Senior Director BSA Group

Dale Wilkins spent 31 years working in schools, mainly in residential education, of which eleven years were as safeguarding lead. He has also had safeguarding responsibilities in youth group, sports and church settings, was a multi-agency safeguarding trainer for Dudley Safeguarding Children Board and has completed an extensive “Train the Trainer” course with NSPCC. In September 2017 he took over safeguarding responsibilities at BSA, and subsequently BSA Group and Sacpa. HE also gave evidence to the IICSA inquiry on behalf of BSA.

Nikki Holmes : Safer Together
Contextual Safeguarding and Exploitation

Nikki has served as a police officer, been a service manager for a young person’ substance misuse service, is an experienced Children’s Services Inspector for the CQC, and more recently launched her own consultancy Safer Together www.safer-together.co.uk, which is a proud member of the WeProtect Global Alliance.

An expert in safeguarding with expertise and extensive experience of working in the fields of Child Exploitation, County Lines and Modern Slavery, Nikki now provides independent consultancy and training to a range of organisations including the NHS and Local Authorities.

Nikki is also a guest lecturer, a public speaker and an independent author of Child Safeguarding Practice Reviews, Safeguarding Adult Reviews and Domestic Homicide Reviews.

Dez Holmes : Director, Research in Practice
Dez Holmes is the Director of Research in Practice, a not-for-profit organisation that since 1996 has been supporting those who work with children, families and adults to use evidence
in their practice and leadership. Dez has several years’ experience of training and workforce and leadership development; she is the Programme Director for the Practice Supervisor Development Programme. Her practice experience is largely within youth offending services and early help. She is particularly interested in adolescence, transitions, risk and participatory practice; Dez has led Research in Practice’s work on Adolescent / Transitional Safeguarding; she is the Programme Director for the Tackling Child Exploitation Programme and also chairs the Contextual Safeguarding UK Advisory GroupReflective session for safeguarding leaders: child exploitation and extra-familial harm – including transition to adulthood – focus on the importance of child’s voice and participation Find out more about Dez Holmes Publications here

Philip Baines : Safeguarding and Training Consultant

Philip was a Detective having spent 30 years in the police. The last 14 years of his police service was in the Child Abuse Investigation Unit (CAIU). He is also qualified as the following:

• Family Liaison Officer (FLO)
• Disaster Victim Identification Officer (DVI)
• Significant Witness interviewer (Sig Wit)
• Enhanced Cognitive Witness Interviewer
• Domestic Abuse Officer
• PIP Level 2 investigator
• Achieving Best Evidence (ABE- VRI vulnerable and intimidated witness interviewer)
• Specialist Child Abuse Investigative Development Programme (SCAIDP)
• Joint Investigator – Section 47 Children Act ‘89

Philip was also seconded to the Training Department for 2 years, where he received qualifications in training and delivered all these subjects, including Harmful Sexual Behaviours (HSB). Philip is a qualified AIM3 Assessor of children displaying HSB. Philip also quality assured the Home Office Harmful Sexual Behaviours Support Service (HSBSS) where he oversaw and triaged all the requests for support and advised personally on all the complex cases. Philip supports survivors and families who have been victim of all types of abuse, including technology assisted child sexual abuse (TACSA) through his work as a consultant for the Marie Collins Foundation.

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

• New 25/26 course dates added!

The SACPA Advanced Certificate in Child Safeguarding Practice is a certificate programme for safeguarding managers and leads, heads of safeguarding, safeguarding hub managers and co-ordinators.  It has been developed to support safeguarding colleagues from a diversity of sectors to supplement and extend designated safeguarding lead training.  This programme may also support the safeguarding practice of behaviour leads, SENCO’s, pastoral support leaders and Designated Teachers for Looked After Children.

Key areas of contemporary safeguarding practice are explored in depth with particular attention to their application to leadership and management of safeguarding, interface with governors, trustees and board members responsible for oversight and scrutiny and the multi-agency safeguarding system beyond.

SACPA  Certificate in Child Safeguarding Practice – Option 2

• Study Day 1 : February 9th, 2026
• Study Day 2 : March 18th, 2026
• Study Day 3 : May 12th, 2026
• Study Day 4 : June 22th, 2026

All Study Days will be held online via Zoom.

Timings: 10:00-15:30 GMT/BST

Course Outline for Option 2

• Sexual Violence
• Safer Organisations
• Mental Health
• Digital Safeguarding

TO BEGIN OPTION 2 IN FEBRUARY CLICK HERE

The aims of the SACPA Advanced Certificate course are to:

• Provide development for safeguarding leads to explore beyond Designated Safeguarding Lead Training
• Focus on specific contemporary safeguarding subjects and developments
• Support management and leadership of safeguarding, bridging the gap between operational delivery, the provision of management information to support strategic planning, oversight and working in partnership with trustees and governance bodies and local safeguarding partners
• Increase confidence and competence through opportunities to study and develop expertise in specific areas of professional interest
• Enhance a professional career path in safeguarding and to provide SACPA recognition of your achievement and successful completion of the course
• To contribute to improved practice and raising standards within the safeguarding setting
• Foster reflection and critical evaluation of safeguarding practice and professional issues, and to provide opportunities to share experience and good practice with colleagues.

How is the course organised?

The course is organised around a combination of four intensive on-line study days which contain a variety of teaching methods and opportunities to learn in different ways, which include short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies.

Group discussion is a particularly important aspect of this course, enabling delegates to look at the theory in light of their own practical experience. Students will be encouraged to contribute ideas, opinions and questions, taking responsibility for their own learning, whilst contributing to the learning of the group as a whole.

The course is run by senior members of the SACPA staff.  Each delegate will have an experienced SACPA Tutor who attends the study days.

Course Assessment

Delegates may choose assessment via portfolio or assignment.

Maria Putz : Interim Head of Training (Sexual Violence and Safeguarding)

Maria joined LimeCulture in January 2019 as one of the Training Managers. Maria has been involved in the development and delivery of Preventing Sexual Misconduct Education (PSME) and the Sexual Misconduct Liaison Officer (SMLO) Model helping schools and colleges to create a whole school approach in their prevention and response to sexual misconduct.  Maria has also presented nationally and internationally with a focus on healthy relationships and safeguarding in sport. Maria is committed to improving services for those affected by Sexual Violence through building knowledge, confidence and skills in frontline workers.

Most recently Maria has become the interim Head of Training leading in the development and delivery of training for LimeCulture in their Sexual Violence, Safeguarding, Education and University work.

Prior to joining the LimeCulture Team she was a specialist-safeguarding nurse for the largest children’s hospital in the UK. She has also worked as an Independent Sexual Violence Advisor (ISVA) and a Crisis Worker at a Sexual Assault Referral Centre.

Karl Hopwood : E-Safety Expert

Karl Hopwood is an esafety expert. He is a member of UKCCIS (UK Council for Child Internet Safety) and sits on the advisory board for the new UK Safer Internet Centre. Karl has worked for a number of key players in the UK and abroad including CEOP (Child Exploitation and Online Protection Centre), BECTA (British Educational and Communications Technology Agency), the European Commission and several Local Authorities within the UK. As an ex headteacher, he continues to work closely with children, young people, parents and teachers to develop safer online behaviours and the promotion of digital literacy. Karl works closely with the Boarding Schools’ Association and supports many of their schools. He is also an in-house consultant for INSAFE which is the coordinating node of the EU safer internet programme.

Marcus Erooga : Independent Safeguarding Consultant

Marcus is an independent safeguarding and sexual abuse Consultant, Researcher & Trainer. From 1999-2018 he was a Visiting Research Fellow at the University of Huddersfield Centre for Applied Childhood, Youth and Family Studies. He spent the majority of his employed career in various positions at the NSPCC, as a practitioner, team manager and Assistant Director for service delivery as well as service and policy development roles relating to child sexual abuse and sexual offending.

He has authored or edited some 80 publications on child abuse and sex offender related issues. Most recently this work has focused on organisational safeguarding. In 2016 he co-authored a review of the literature on organisational risk & protective factors for the Australian Royal Commission into Institutional Responses to Child Sexual Abuse as well as being Expert Witness on grooming in a Royal Commission Case Study. He is an Expert Witness for the IICSA (the Independent Inquiry into Child Sexual Abuse) Residential Schools inquiry.

As an independent consultant Marcus regularly trains and presents based on his research and undertakes safeguarding work including audits & reviews for a range of organisations. Marcus is a past Editor in Chief of the Journal of Sexual Aggression and a past Chair of NOTA (the National Organisation for the Treatment of Abuse) and is now a NOTA Fellow.

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk 

“The BSA Advanced Certificate has been hands down one of the best CPD/certificates I have done. I have really enjoyed it so far. I found each part of the course really worthwhile and something I could adapt to my boarding house.  Please pass on my congratulations for an excellent course and a huge thank you to everyone involved in the programme.”  Delegate Feedback 

The BSA’s Programme of Professional Development and Training is the most comprehensive CPD package offered to staff in boarding schools, and includes a series of professional practice Certificate courses specifically designed to meet the practical needs of boarding staff and provide an internationally recognised qualification in Boarding Education.

This is a two year modular course is aimed specifically at staff working in and around boarding. Over the last 20 years  approx. 3000 House tutors, Matrons, Support Staff, School Nurses, Assistants, House Parents and HsMs have completed this Award.

This course is aimed at graduates and non graduates,  the key difference lies in the end of module assignment. The Course is arranged in two parts as follows:

• Part 1: BSA Certificate in Boarding Practice – Pastoral Care

and one of these:

• Part 2: BSA Advanced Certificate in Boarding Practice Boarding Management
• Part 2: BSA Advanced Certificate in Boarding Practice for School Nurses
• Part 2: BSA Certificate in Boarding Practice – Pupil Welfare and Support
• Part 2: BSA Advanced Certificate in Boarding Practice – Supporting International Students

What does this course cover?

This course is taken by both graduate teaching and non-graduate house staff, including matrons, assistant house staff and house parents, with responsibility for the care and welfare of boarding pupils. The course sessions will broadly cover the following areas:

• Organisation and communication in a boarding school; outcomes for boarders; adolescent development; eSafety issues and challenges
• Major legislation as it affects life in a boarding school; safeguarding issues; National Minimum Standards for Boarding Schools; The Boarding Team; working with parents
• Legal awareness; leadership and management; pupil induction
• Conflict resolution; counselling skills; structures for managing crises and stress in boarding schools;
• Emotional and mental health issues; bereavement, loss and divorce
• Nursing Issues and physical matters; relationships;
• A consideration of some of the challenges that young people face as they develop.

How will this course help me to develop personally and professionally?

At non graduate level, in successfully completing the course you will:

● be able to evaluate and have a clear appreciation of the personal and professional needs and skills involved in your boarding role;

● develop greater knowledge and understanding of the issues covered in the syllabus;

● develop, through support and guidance, the range of personal strategies you use to resolve relevant welfare concerns for your pupils;

● develop your ability to reflect critically on your work and evaluate the need for change or action;

● develop your study and planning skills and your ability to analyse reading and reference material;

● be able to communicate and defend your views and opinions orally and in writing;

In addition, at graduate level, successful completion of the course will enable you to:

● develop a clear vision of the school’s management strategies for providing good pastoral care;

● develop your study and time management skills and your ability to analyse reading and a wide range of reference sources;

How is the course organised?

The course is organised around a combination of intensive study days which contain a variety of teaching methods and opportunities to learn in different ways short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies. Group discussion is a particularly important aspect of this module, enabling you to look at the theory in the light of your own practical experience. You will be encouraged to contribute ideas, opinions and questions, take responsibility for your own learning and, by sharing, to contribute to the learning of the group as a whole.

There are some 12 courses running at any one time: four of the Pastoral Care and four Boarding Management and two of BSA Advanced Certificate in Boarding Practice for School Nurses and BSA Certificate in Boarding Practice – School Support & Welfare, BSA Advanced Certificate in Boarding Practice – Supporting International Students.

Pastoral Care :

PASTORAL CARE APRIL MODULE: BSA CERTIFICATE IN BOARDING PRACTICE:   Dates for this module: April 30, 2025: May 22, 2025:  June 20, 2025: September 25, 2025

or

PASTORAL CARE  OCTOBER MODULE: BSA CERTIFICATE IN BOARDING PRACTICE:   Dates for this module: October 15, 2025, November 28, 2025, February 3, 2026, May 14, 2026

Boarding Management :

BOARDING MANAGEMENT APRIL MODULE: BSA CERTIFICATE IN BOARDING PRACTICE Dates for this module are: April 28, 2025: May 23, 2025:  June 18, 2025: September 24, 2025

or

BOARDING MANAGEMENT OCTOBER MODULE: BSA CERTIFICATE IN BOARDING PRACTICE Dates for this module are: October 7, 2025, November 11, 2025, February 5, 2026, March 19, 2026

All study days will be held online via Zoom.

Timings: 10:00-15:30 GMT/BST

Cancellations

If cancelling 4 weeks before Day 1 of the course, a refund will be given. Cancellation after this period and before Day 1, a charge of £245 will need to be made.

All amendments and cancellations to bookings must be made in writing to BSA@Boarding.org.uk

Frequently asked questions

What are the course objectives?

• to raise awareness of key issues of importance to boarding
• to increase confidence and competence (especially for those with little boarding experience)
• to bring boarding staff up to date with recent changes and developments
• to provide opportunities to share experience and good practice with colleagues
• to encourage reflection and critical evaluation of boarding practice and professional issues
• to provide opportunities to study and develop expertise in specific areas of interest
• to contribute towards school improvement and raising standards of pastoral care and welfare
• to enhance a professional career path in boarding; to provide a BSA qualification in recognition of successful completion of the courses.

What do the courses consist of?

Professional Development Certificate

Module 1

• Pastoral Care

Module 2

• Boarding Management
• Or Pupil Support & Welfare
• Or Nursing Certificate
• International Student Certificate

How are these certificates delivered?

This comprises of four study days. Students must attend all four sessions of each course. These Study Day sessions will be tutored by a variety of specialist contributors as well as experienced boarding staff. Many sessions will benefit from joint contributions and discussion between non-teaching and teaching staff participants. Students are also expected to read in and around the key topics and to carry out research.

The first date of each course is key and MUST be attended as it includes the essential introduction to the whole course/module. If this day is not attended, you will need to start on another course if available.

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

How is the course assessed?

• PART 1 – completion of a 3,500 word Portfolio, reflecting the learning and understanding that has been developed in relation to course themes and the participant’s learning.
• PART 2 – compilation of a Resource Pack on a chosen boarding/health and development theme, incorporating appropriate investigation and evaluation in school.
• PART 1 – compilation of a 3,500 word Diary, reflecting the learning and understanding in relation to the themes of the course and the participant’s professional development.
• PART 2 – will be assessed by the completion of an extended piece of written work (3,500-4,000 words), in the form of a short research project or an essay on an issue of importance and relevance to the participant.

How long will it take?

Most participants will complete the two parts of the course in sequence, but it is possible to complete Part 2 before Part 1 if participants have had prior experience of working in a boarding setting. It is expected that most participants will complete both parts of the certificate during a two-year period, but some may be able to complete the whole course within a shorter time span.

What support will be available to me?

Each course will be supported by a team of tutors and participants should have the support of a mentor (approved and appointed by the Head), who is likely to be a senior colleague in a position to support, encourage and assist the participant in day-to-day work, and in his/her progress through the course. The mentor will be briefed by BSA and will receive appropriate training and guidance. The course tutors for the taught components of the Certificates will also provide on-going support and help with the self-study units and assessment tasks.

Reading lists will be provided for each module of the course; schools are expected to provide such reference materials for their participants.

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge.

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

Module due to begin in the autumn.

The BSA Advanced Certificate Course is organised around a combination of intensive study days which contain a variety of teaching methods and opportunities to learn in different ways short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies. Group discussion is a particularly important aspect of this module, enabling you to look at the theory in the light of your own practical experience. You will be encouraged to contribute ideas, opinions and questions, take responsibility for your own learning and, by sharing, to contribute to the learning of the group as a whole.

The dates for this module are:

• Study Day 1: October 21, 2025
• Study Day 2: December 8, 2025
• Study Day 3: February 24, 2026
• Study Day 4: May 8, 2026

All study days will take place via Zoom.

Click here to reserve your place

These Study Day sessions will be tutored by a variety of specialist contributors as well as experienced boarding staff. Many sessions will benefit from joint contributions and discussion between non-teaching and teaching staff participants. Students are also expected to read in and around the key topics and to carry out research.

The course will cover the following sessions:

• Introduction to the Course – Issues & Concerns
• What Does Good Pastoral Care Look Like?
• The Module Assignment
• Relational Approaches for Supporting Children and Young People
• Meeting the Needs of Boarders
• Issues Facing Pupils 1
• *Guest Speaker, Karl Hopwood* Emerging Risks:  E-safety Risks and how to best engage with them
• Developing a Culture of Wellbeing
• Emerging Risks
• Mental and Emotional Health
• Putting it all into Practice 1: An Unfolding Exercise
• Putting it all into Practice 2: Supporting Vulnerable Pupils
• Looking After Yourself
• Submitting the Module Assignment/Course Reflection/Next Steps.

How is the course assessed?

PATHWAY A Portfolio Assignment Task

This pathway is assessed by completion of a Portfolio of evidence (equivalent to around 3500 words), the contents of which are directly related to the course and which will demonstrate your learning and thinking.  It will include evidence of reading, understanding, reflection and evaluation of your own work-place practice, through means of individual responses to a series of structured tasks.

PATHWAY B Reflective Essay Assignment Task

The assessment for this pathway will require you to compile a reflective essay of 3,500 words.  You must not write more than 4,000 words or fewer than 3,000. This will be practice-based, giving evidence of reading, and reflection and evaluation of the course themes through an analysis of your day-to-day work.  It may be appropriate to comment on more than one welfare issue at the same time.  For example, commentary on the resolution of bullying or difficult behaviour is likely to draw as well on listening and communication skills, and support systems within the boarding house.  It is also feasible to comment on issues, such as homesickness, which may not have been specifically addressed in the course sessions, but have been an area of relevance to your house/school.

What are the course objectives?

• To raise awareness of key issues of importance to boarding
• To increase confidence and competence (especially for those with little boarding experience)
• To bring boarding staff up to date with recent changes and developments
• To provide opportunities to share experience and good practice with colleagues
• To encourage reflection and critical evaluation of boarding practice and professional issues
• To provide opportunities to study and develop expertise in specific areas of interest
• To contribute towards school improvement and raising standards of pastoral care and welfare
• To enhance a professional career path in boarding; to provide a certificate in recognition of successful completion of the courses.

About BSA Accredited Training

The BSA’s Programme of Professional Development and Training is the most comprehensive CPD package offered to staff in boarding schools, and includes a series of professional practice Certificate courses specifically designed to meet the practical needs of boarding staff and provide an internationally recognised qualification in Boarding Education.

If you would like to learn more about this course, please contact Liz McDonald, Head of Accredited.

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

The BSA Advanced Certificate Course is organised around a combination of intensive study days which contain a variety of teaching methods and opportunities to learn in different ways short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies. Group discussion is a particularly important aspect of this module, enabling you to look at the theory in the light of your own practical experience. You will be encouraged to contribute ideas, opinions and questions, take responsibility for your own learning and, by sharing, to contribute to the learning of the group as a whole.

The dates for this module are:

• Study Day 1: October 23, 2025
• Study Day 2: December 4, 2025
• Study Day 3: March 13, 2026
• Study Day 4: June 1, 2026

All study days will take place via Zoom.

Click here to reserve your place

These Study Day sessions will be tutored by a variety of specialist contributors as well as experienced boarding staff. Many sessions will benefit from joint contributions and discussion between non-teaching and teaching staff participants. Students are also expected to read in and around the key topics and to carry out research.

The course will cover the following sessions:

• Creating a Safe Culture in Boarding: Proactive Safeguarding
• The Boarding Management Role – Course Introduction
• Evaluating your boarding provision
• The Inspector Calls
• Managing and Developing Pupil Induction
• Leadership and Management Tasks in the Boarding House
• The Boarding Team – Leadership Talk
• Developing the Boarding Team – Competency, Consistency & Communication
• Followership in Middle Leadership
• Partnership with Parents
• Risk assessment and Managing Crises
• Outduction
• The Pupil’s Voice
• Submitting the Module Assignment/Course Reflection/Next Steps

How is the course assessed?

The Boarding Management Assignment Task

The assessment task for the Boarding Management module requires you to submit an extended piece of written work of 3500 words, with no more than 4,000 and no fewer than 3,000 based on a short research project which you have carried out in your school using appropriate methodology.  The focus of this study will be an area of the management of boarding.  You will need to reflect on the themes studied in the course, draw links between theory and practice and give evidence of background reading and research.

The task reflects the process of critical reflection on which the course is based, and provides an opportunity to:

• investigate a particular aspect of your own boarding situation which you would like to improve.
• identify the precise nature of the issue and investigate it as objectively as possible.
• devise and recommend change and improvement.

There are two different pathways for this assignment, an essay or an action research report.  You can choose whichever best suits you

What are the course objectives?

• To raise awareness of key issues of importance to boarding
• To increase confidence and competence (especially for those with little boarding experience)
• To bring boarding staff up to date with recent changes and developments
• To provide opportunities to share experience and good practice with colleagues
• To encourage reflection and critical evaluation of boarding practice and professional issues
• To provide opportunities to study and develop expertise in specific areas of interest
• To contribute towards school improvement and raising standards of pastoral care and welfare
• To enhance a professional career path in boarding; to provide a certificate in recognition of successful completion of the courses.

About BSA Accredited Training

The BSA’s Programme of Professional Development and Training is the most comprehensive CPD package offered to staff in boarding schools, and includes a series of professional practice Certificate courses specifically designed to meet the practical needs of boarding staff and provide an internationally recognised qualification in Boarding Education.

If you would like to learn more about this course, please contact Liz McDonald, Head of Accredited.

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

Live Online BSA Certificate in Professional Practice – Pupil Welfare & Support

New 25/26 course dates added!

Context:

Welfare and support staff, such as Matrons, House Deputies, Boarding Assistants  and Boarding Tutors form a key part of the safeguarding and pastoral care framework within our schools however staff CPD opportunities seldom focus on the key areas to support their professional development. As part of a refocus of the training available through the BSA, we can now offer a standalone Professional Practice Certificate for school pastoral staff.

This course will link professional practice with current research and best practice to provide a unique opportunity for pastoral staff, whether working in relative isolation or as part of the House team, to development their knowledge, skills and practice across a wide range of the key current themes/topics most relevant to their role. In addition, there will be a linked research project which will provide the chance to focus on a specific aspect in more detail.

Course Outline:

The course will consist of 4 separate Study Days spread over a full academic year. The sessions on each study day will be a mixture of presentations often with an external expert, and group discussions.

BSA Cert in Professional Practice for Pupil Welfare & Support 2025-2026

• Study Day 1: December 05, 2025
• Study Day 2: January 28, 2026
• Study Day 3: March 17, 2026
• Study Day 4: June 03, 2026

All study Days will be held online via Zoom.

TO BEGIN YOUR QUALIFICATION IN DECEMBER CLICK HERE

Timings: 10:00-15:30 GMT/BST

Sessions for this course include:

•  Vaping : What you Need to Know,  Guest Speaker Dr Aric Sigman
• Perspectives on Pastoral Care
• An Afternoon on Disordered Eating, Guest Speaker, Rachel Hart
• Understanding Adolescence & Meeting the Needs of Children & Young People, with Professor Carrie Winstanley, PhD MPhil (Cantab) MA BHEd NFF NTF PFHEA FRSA
• Equity, Diversity and Inclusion, Guest speaker: Gaelle Sullivan, Director of Research, Inclusion and IELA
• Emotional Health Issues & Building Resilience
• Promoting well-being
• Partnership with Parents
• Communication skills
• Conflict management
• Supporting Vulnerable young people; what works
• Safeguarding and information sharing with Dale Wilkins, Director of Safeguarding Professional Development and Accreditation
• Putting into practice what you’ve learned, moving forward
• Assignment and course reflection

Understanding Adolescence & Meeting the Needs of Children & Young People with Professor Carrie Winstanley, PhD MPhil (Cantab) MA BHEd NFF NTF PFHEA FRSA

Carrie Winstanley has taught in schools and higher education for more than twenty years. Currently Professor of Pedagogy at Roehampton University, London, she works on various education programmes with undergraduate, Masters and Doctoral students and with staff. She is interested in all types of learning, focusing on concepts and practices of creating challenge, particularly for able learners with learning difficulties, disabilities and disadvantage. She continues to run holiday and weekend workshops with children in museums, galleries and science centres where possible. Carrie is an Executive Council member of the Philosophy of Education Society of Great Britain, running the annual conference, and introducing undergraduate and postgraduate Summer School programmes. Her monograph ‘The Ingredients of Challenge’ (2010, Trentham Books) investigates the notion of providing worthwhile challenge for children in schools. This follows on from her co-edited collection considering the role of Philosophy in Schools (Bloomsbury, with Hand, 2008). In more recent publications she has also explored ways to improve teacher education (Ethics and Education, 2016, 11:1); the relevance of John Dewey’s ideas about museum learning (Education 3-13, 2018, 46:4), and is developing (forthcoming) work on Community Philosophy, and on appropriate challenge and engaging activities for staff and students in Higher Education.

Vaping : What you Need to Know with Dr Aric Sigman

Dr Sigman, from the U.S., is a health education/PSHE lecturer to children, parents and staff at schools, and to medical schools and NHS doctors. He is a member of the All-Party Parliamentary Group on a Fit and Healthy Childhood, co-author of 4 of its latest reports on mental health in childhood. He publishes medical papers on health and development subjects and addresses PSHE subjects including: screen time/dependence, ‘soft’ drugs & vaping, alcohol, understanding boys, sex and relationships, body image, and preventing mental health problems in children. Dr Sigman is a Fellow of the Royal Society of Biology, Associate Fellow of the British Psychological Society, and a Chartered Scientist awarded by the Science Council. He is the author of five books on PSHE-related topics, including Getting Physical, which won The Times Educational Supplement’s Information Book Award.

My talk on pupils Vaping: What you Need to Know Now, trying to dissuade pupils from vaping involves an eclectic mix of harnessing their suspicion of big business exploiting them as well as clearly explaining new found effects of vaping that would matter to them today – with clear evidence to back it up. There are significant medical concerns regarding vaping even without nicotine due to the flavours and scents used.  If students do vape, are they are addicted and if so, how they can quit?

An Introduction to Equity, Diversity and Inclusion in Schools with Gaelle Sullivan, Director Research and Inclusion, Director TIOB

Using the BSA Index (Inclusion and Diversity Excellence) Framework and Toolkit, this session will provide an introductory overview to this important work in schools.

Safeguarding and Information Sharing with Dale Wilkins, Director of Safeguarding Professional Development and Accreditation, BSA Group

This session will look at safeguarding concerns and considerations with a focus on assessing and minimising risk.  Relevant legislation and Information sharing and handling.

Dale joined the BSA during Summer 2017 with responsibility for safeguarding and standards.  In July 2019 he also assumed responsibility for the BSA’s training programme, including both day seminars and accredited training courses.  Dale leads on all safeguarding and inspection matters for the BSA, including managing the Commitment to Care Charter, the annual Safeguarding Conference, the Safeguarding Forum. He has also developed a process of BSA Accreditation for our overseas members. For 31 years Dale was a boarding practitioner. After boarding positions at Norwich School and Tettenhall College, Dale became a Housemaster at Old Swinford Hospital in 1992, and was promoted to Deputy Head in 2007, and subsequently also DSL. He has also been a multi-agency trainer for the Dudley Safeguarding Children’s Board and has been closely involved in inspection in state and independent boarding since 2002. Dale had previously been a BSA course tutor since 1998 and developed the BSA Self-Assessment Toolkit.

Tutors for this Course Are:

Mark Robinson – BSA Senior Consultant and Course Lead

Mark has a Product Design Degree from Brunel University and a PGCE. His first post in independent education was as Assistant Master at Christ’s Hospital in Horsham where he held several positions including Assistant Housemaster to a junior boy’s boarding house. After five years he moved on to Ardingly College in West Sussex as a Head of Department and Housemaster to a joint day and boarding house.

Mark has been an inspector onboarding inspections, an Assistant Housemaster to a girls’ boarding house and fully involved in teaching up to ‘A’ Level. In 2002 Mark gave up teaching to set up Mentor Education Services Ltd, a business offering education-related consultancy services to the independent sector, initially training, interview coaching and professional development but also marketing and pre-inspection to schools both in the independent and maintained sector. Mark was appointed as Assistant Director of Training for the Boarding Schools’ Association in 2010, where he continued offering training and consultancy to independent and state schools both in the UK and around the world. In 2017 he was appointed as Deputy Head Pastoral at College du Leman in Switzerland, a large international boarding and day school. After gaining some valuable international experience, Mark has returned to the UK to continue his training and consultancy in the Independent and state school sectors.

Terri Davis Webb – Deputy Head of Boarding, Oxford International College, Brighton

Terri Davis Webb currently serves as the Deputy Head of Boarding at Oxford International College Brighton, bringing over 12 years of professional experience in international boarding, primarily within the Swiss educational context. Her boarding career commenced at St. George’s School in Montreux, followed by a decade at Collège du Léman, where she held the position of Senior House Parent.

Throughout her career, Terri has demonstrated a deep commitment to the holistic development and pastoral care of students. Her passion for creating supportive boarding environments aligns with her academic interests in safeguarding, pastoral care, and team leadership. As a mother of three, she places great emphasis on the importance of work-life balance, an ethos she brings into her leadership and management roles.

In her current capacity, Terri is instrumental in the foundational development of a new boarding community at Oxford International College Brighton, a role that enables her to apply her expertise in fostering a nurturing, academically enriching environment for students.

BSA Cert in Professional Practice for Pupil Welfare & Support 2025-2026

• Study Day 1: December 05, 2025
• Study Day 2: January 28, 2026
• Study Day 3: March 17, 2026
• Study Day 4: June 03, 2026

All study Days will be held online via Zoom.

TO BEGIN YOUR QUALIFICATION IN DECEMBER, CLICK HERE

Course Assignment:

The course assignment provides course students with an opportunity to focus on a specific area of particular relevance to their school/role. This can range from ‘supporting overseas student; a complex pastoral need such as diabetes; working with a student/boarder who is self-harming; health promotion models; to a student guide to accessing specific support for an emotional health issue.

The assignment will take the form of a 2500 – 3000 word written project which can be a resource pack, an essay or a report which must be submitted by 31^st July. These will be assessed by the course tutor and the results published/certificates issued in the early Autumn.

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

BSA/BAISIS Certificate in Professional Practice : Supporting International Boarders

New 2025/26 course dates added!

Audience:  This three day course is aimed at any member of staff  that wishes to improve their academic and pastoral support for international boarders.

Study Days for this Module are:

• Study Day 1: February 27 2026
  Study Day 2: March 23 2026
  Study Day 3: May 7 2026

TO BEGIN YOUR QUALIFICATION IN FEBRUARY 2026 CLICK HERE

Timings: 10:00 – 15:30 GMT/BST: Check local timings here – World 

Each study day is comprised of a morning and afternoon session

Our preferred platform for online training is Zoom

Key Elements of the Certificate Course Programme:

• The strategic nature and importance of the international boarding market
• Why international students seek a British education
• Cultural identity, cultural values, and cultural difference
• Induction, culture shock and integration
• Identifying and meeting the pastoral and academic needs of the international student

Format: This course will involve presentations, group discussions and case studies.  You will be supported by course tutors.  The course assignment is designed to help you focus on one aspect related to international boarders with a view to improving that provision/support.

Course Outcomes: Successful students will have gained knowledge and skills to allow them to add value to the way in which their school or college support their international boarding community.

What is the BSA Certificate in Professional Practice : Supporting International Boarders?

This certified course is designed specifically for staff working with international students and will provide an opportunity for these staff to develop their knowledge and skills in relation to supporting this critical, and increasing, sector of the boarding school market.

Who is the course aimed at?

This course can be undertaken by both graduate teaching and non-graduate house staff, including matrons, assistant house staff and house-parents; indeed any member of school staff with responsibility for the care and wellbeing of international boarding students.

How will this course help me to develop personally and professionally?

In successfully completing the course you will:

● be able to evaluate and have a clear appreciation of the personal and professional needs and skills involved in your boarding role;

● develop greater knowledge and understanding of the issues covered in the syllabus;

● develop, through support and guidance, the range of personal strategies you may use to resolve relevant welfare concerns for your international students;

● develop your ability to reflect critically on your work and evaluate the need for change or action;

● develop your study and planning skills and your ability to analyse reading and reference material;

● be able to communicate and defend your views and opinions orally and in writing;

How is it arranged?

This course consists of three Study Days and a linked research project. The three intensive study days involve a mixture of short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies. Group discussion is a particularly important aspect of this course, enabling you to look at the theory in the light of your own practical experience. You will be encouraged to contribute ideas, opinions and questions, take responsibility for your own learning and, by sharing, to contribute to the learning of the group as a whole.

Between sessions you will be expected to do some reading, thinking and discussing with colleagues in your school and with your mentor. Before each study day, you will be expected to spend some time on the preparatory tasks in the course booklet and using the course sessions reflect on your own boarding school situation. The follow up tasks will help you to focus on practical ways of applying ideas and theories in the boarding setting.

You will also be required to keep a professional file during the course containing brief notes, ideas, action points, and activities and issues to take back to the workplace. The course booklet will give you a number of relevant tasks to think about, providing opportunities to record your thoughts. This file is itself not directly assessed but will provide essential material to draw upon when you write up your chosen assessment topic.

The Course Assignment is a written project of ~2500 words on a topic directly related to the pastoral care/management of international students. The topic will benefit both the student and their school in developing their understanding of best practice in relation to supporting international students. Guidance on selecting a suitable topic, and on how to write up and submit the assignment will be provided in the course booklet and by the tutors on the course.

Main course sessions include:

The Pastoral Care & Boarding Wellbeing of International Students

Developing strategies and practice

Integration and the whole school approach

NOTE: Students will need attend all study days and successfully complete the assignment in order to gain the course certificate.

What support will I receive during the course?

You will receive support throughout the course from the BSA, the course tutor and from your school mentor.

Course tutors

Your BSA course tutor will be a senior member of staff with considerable experience in boarding education. He or she will:

● provide personal and professional help and encouragement;

● work with you in discussion groups and tutorial sessions during the course;

● liaise with your school mentor;

● review and provide feedback on your proposed assessment task;

● advise and support you with your assignment and review progress regularly;

● mark your assignment.

Course Tutors are: 

Elyse Conlon
International Director at Moreton Hall School

Elyse Conlon is International Director at Moreton Hall School, Shropshire and has worked at Moreton for 13 years in roles such as Teacher of GCSE English,  Head of EAL, and Director of Studies for their renowned International Study Centre and Summer School programme.

Elyse was previously involved in admissions in a high-performing overseas school, was Deputy Chair of BAISIS (British Association for Independent Schools with International Students) for three years, and is also delighted to continue her training role with the Boarding Schools Association designing and delivering accredited courses to school staff in independent schools both overseas and in the UK.

Elyse has always been inspired by meaningful and practical international CPD with post graduate degrees in international education , applied linguistics and human resource management. She has been delivering and designing teacher training programmes for 20 years.

James Kidd
Senior Vice Principal & DSL

James is currently the Senior Vice Principal and DSL at DLD College London, having joined in September 2020, initially to look after the boarding aspect of the school – where over 50 nationalities live on site. He is responsible for the pastoral life of the school, looking after boarding, the house system, wellbeing and health care and the co-curricular life of the school. Prior to joining DLD College, James spent 14 years at St John’s School, Leatherhead, where he was Assistant Head (Boarding and Co-Curricular), having been both a Head of Department and Housemaster of the largest boys’ boarding house in the school before this. Outside of this, he is Chair of Governors at a special school in the state sector, and a team manager for the Surrey Schools’ Athletics Team. James has enrolled to study an EdD form January 2023.

Thomas Hadcroft 
Headteacher

Tom Hadcroft joined Berkhamsted Boys School in January 2022 as Headteacher from DLD College London, where he was Senior Deputy Head, overseeing on the Pastoral and Boarding sides of the school for five years. During this time DLD College London were recognised with six national awards, including Boarding School of the Year and innovation awards in Mental Health, Wellbeing and Student voice. Previously, he had school leadership roles at Collège Alpin Beau Soleil in Switzerland and St John’s School Leatherhead. Before his teaching career he worked in the finance sector and has recently completed a Masters in Educational Leadership, with a focus on coaching in education.

Tom is a Council of International School Accreditation Team member and has a keen interest in international education and international boarding. He has recruited in China, Croatia, Thailand and Kazakhstan and has been a BSA Tutor on the Advanced Certificate course since 2017.

School Mentors

All participants on the course should have the support of a mentor, appointed and approved by the Head. An effective partnership between you and your mentor will have significant benefits in terms of challenge and stimulation for you both and also offers an opportunity for fresh insight into boarding issues for the school.

The role is best undertaken by a colleague who really knows and understands your work and has an experienced overview of boarding. Your mentor should support you professionally while you undertake the course, encouraging you in the process of reflection and helping you to develop your professional competence.

Key tasks for mentors are:

● allowing time for regular discussion and ensuring regular formal meetings;

● helping you to identify relevant skills and appropriate coursework tasks for your professional and personal development;

● helping you to set realistic targets for progress and to meet them;

● reviewing progress with you and providing constructive feedback;

● challenging and supporting you in reflecting on and evaluating your work.

How is the course assessed?

You will produce a reflective essay or report of approx. 2500 words, drawing on material from the professional log you have kept throughout the course. You will use a case study approach to analyse and comment on your day-to-day work as well as reflecting and evaluating your practice and your learning.

How long will I have to complete the task?

The deadline for the submission of coursework will be  August 2025

Study days for this module are:

• Study Day 1: February 27 2026
• Study Day 2: March 23 2026
• Study Day 3: May 7 2026

TO BEGIN YOUR QUALIFICATION  CLICK HERE

Timings: 10:00 – 15:30 GMT: Check local timings here – World 

Our preferred platform for online training is Zoom

“I want to express my appreciation Supporting International Students Certificate Course. The course content was not only strategically insightful but also effective in developing my understanding of the subject matter.

The course’s structure and coverage of key themes, such as the strategic nature and importance of the international boarding market, the motivations behind international students seeking a British education, and the nuanced exploration of cultural identity, cultural values, and cultural differences, were all rich, engaging, and detailed. Working with peers to explore such topics allowed me to gain a deeper insight into the dynamics of the international education landscape and the factors influencing students’ choices.

The key areas for me, related to induction, culture shock, and integration. The course afforded time for reflection on challenges international students face when transitioning to a new academic and cultural environment, offering insights into their holistic experience.

I appreciated having a mentor, and they offered useful guidance throughout the course.

I am pleased to report that the final project I produced during the course has been useful in my educational context. We are using the work to aid discussion around our cultural appreciate day, and other similarly related events. I am confident that the education I received from this course will continue to benefit me as I continue to support international students in a boarding context.”

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk 

NEW Online BSA Certificate in Professional Practice – Mental Health  & Wellbeing

This module is comprised of three tutor-led study days featuring guest speakers, interactive morning and afternoon sessions. Breakout groups allow for discussion and time with the course tutors.

Study Days for the Autumn module are:

• Study Day 1, December 03, 2025
• Study Day 2, January 21, 2026
• Study Day 3, March 2, 2026

All study days will be online via Zoom.

Timings: 10:00-15:30 GMT/BST

TO BEGIN YOUR QUALIFICATION IN SPRING CLICK HERE

Timings for each study day: 10:00am – 15:30pm GMT/BST

Key elements of the new Certificate Course Programme:

• Understanding Child and Adolescent Mental Health: social media, body image and anxiety, Guest Speaker, Dr Tara Porter,  Clinical Psychologist and Writer
• Looking after Yourself : Building Personal Resilience and Wellbeing
• Creating Balance in the workplace : A Coaching Approach
• Safeguarding Considerations and Mental Health, Dale Wilkins, BSA Senior Director
• Supporting Students
• Managing Difficult Conversations, Alicia Drummond, Founder of The Wellbeing Hub
• Emotional Regulation – A Whole School Approach, Alicia Drummond, Founder of The Wellbeing Hub
• Looking after the Team : Building healthy high performance
• Positive Psychology : Developing an Emotional Literacy Toolkit, Guest Speaker, Dr Jody Walshe, Educational and Child Psychologist
• Managing Resilience and Wellbeing in the Boarding Context

This course can be undertaken by both graduate teaching and non-graduate house staff, including matrons, assistant house staff and house-parents; indeed any member of school staff with responsibility for the care and wellbeing of team members and boarding students.

The programme is organised around a combination of three intensive study days which contain a variety of teaching methods and opportunities to learn in different ways, which include lectures, presentations and discussions led by students, together with group problem solving exercises and case studies. Group discussion is a particularly important aspect of this course, enabling delegates to look at the theory in light of their own practical experience. Students will be encouraged to contribute ideas, opinions and questions, taking responsibility for their own learning, whilst contributing to the learning of the group as a whole. The course is run by senior members of the BSA staff.

Dr Tara Porter, Clinical Psychologist and Writer. 

She worked in the NHS for over 25 years in child and adolescent mental health and has her own successful private practice.  She is the author of the Sunday Times Best Selling “You Don’t Understand Me: The Young Woman’s guide to Life” which has also been translated and published around the world.  She writes articles about mental health in journals and the mainstream media.  Tara is an Associate Tutor on the doctorate programme for Clinical Psychologists at UCL. She has a special interest in mental health in schools and worked previously at the Anna Freud Centre on their Schools in Mind project; and is a judge on the Times Educational Supplement School of the Year award.

She tweets @drtjap and is on Instagram @drtaraporterpsychologist.

Alicia Drummond, Founder of The Wellbeing Hub

Alicia is passionate about providing evidence-based advice to parents, teachers and all those looking after children and young people, so they can be proactive in supporting the mental health and wellbeing of those in their care. Alicia also works directly with children and young people empowering them to look after their own mental health and wellbeing. Alicia draws on the latest research from psychotherapy, psychology, and neuroscience, along with her experience of working as an adolescent therapist. Alicia is a BACP accredited therapist, parenting expert, sought after keynote speaker, member of the All Party Parliamentary Group for a Fit and Healthy Childhood, author and a mother. She is regularly asked for her expert opinion by the media. Having worked with schools across the UK for more than a decade delivering webinars, talks and workshops to parents, carers, staff, and pupils; in 2020 Alicia created The Wellbeing Hub. This
award-winning platform provides schools with a whole school, proactive approach to supporting the mental health and wellbeing of young people, now in over 220 schools in the UK, impacting over 130,000 pupils.

Dr Jody Walshe, HCPC Registered Educational and Child Psychologist and Author

Dr Jody Walshe is an Educational and Child Psychologist and a registered member of the Health and Care Professions Council. After completing an English Literature degree at Cambridge University, she achieved a second degree in Psychology whilst teaching and working in SEN provision. She then completed her doctorate in Educational and Child Psychology at the University of East London, which explored self-harm in educational contexts.  Jody is experienced in contributing to the assessment and psychological treatment of developmental difficulties, learning needs and child/adolescent mental health.  She is also a Consultant Psychologist, providing consultations for foster carers and supervising social workers with the Compass Community as part of their REACH approach. She has delivered training to the students on the University of East London Professional Doctorate in Educational and Child Psychology programme.

Jody has extensive direct therapeutic experience with children and young people.  She works with looked after children, young offenders, and children/young people with complex needs.  Jody has training in Video Interaction Guidance, with Level 1 accreditation.  She has a range of experience working with children, adults, families and professionals in both clinical and educational contexts and with local authorities and specialist services.  Jody is experienced in individual and group supervision, in a range of therapeutic contexts.

Jody is an experienced presenter and has delivered to groups including the Centre for Child Mental Health and Nurture UK.  She facilitates training on topics including: techniques to support the emotional development of children and young people; staff resilience and well-being; self-harm; anxiety; attachment in the classroom; bereavement; critical incidents; trauma informed approaches.

Jody has written a number of books and other resources on topics including mindfulness; self-harm; solution focused brief therapy; positive psychology.

FIND OUT ABOUT JODY’S PUBLICATIONS HERE

Course Lead

Kate Boyd-Williams,  Founder of Eduvie and an accredited Education and Wellbeing Coach

Kate Boyd-Williams, founder of Eduvie and an accredited Education and Wellbeing Coach, is a dynamic leader in empowering students and educators. With over 10 years of hands-on experience as a teacher, housemistress, and head of wellbeing in leading UK and Swiss schools, Kate has an intimate understanding of the pastoral and academic demands within schools. Recognising the critical need for coaching skills and tailored wellbeing training for pastoral staff, she expanded her expertise to include a range of impactful wellbeing methods—Sophrology, RTT hypnotherapy, teen yoga, and EFT—alongside comprehensive coaching qualifications.

Kate’s passion for fostering resilience, purpose, and success in educational environments has led to the creation of Eduvie’s pioneering accredited training programme. This unique programme integrates Kate’s broad expertise, equipping educators with essential coaching skills and mind-body wellbeing techniques that empower them to inspire, support, and lead both colleagues and students. Through Eduvie, Kate is dedicated to cultivating school communities where educators feel confident in their roles, and students are empowered to thrive.

Kate’s work with Eduvie is about more than just training—it’s about creating lasting, positive change that uplifts entire school communities and enables every student and educator to navigate life’s challenges with calm, confidence, and purpose.

Study Days for the Autumn module are:

• Study Day 1, December 03, 2025
• Study Day 2, January 21, 2026
• Study Day 3, March 5, 2026

All study days will be online via Zoom.

TO BEGIN YOUR QUALIFICATION  CLICK HERE

Timings for each study day: 10:00am – 15:30pm GMT/BST

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

New 25/26 course dates added!

BSA Advanced Certificate in Professional Practice for School Nurses

Context:

School nurses form a key part of the safeguarding and pastoral care framework within our schools however staff CPD opportunities seldom focus on the key areas to support their professional development. As part of a refocus of the training available through the BSA, we can now offer a standalone Professional Practice Certificate for school medical staff.

This course will link professional practice with current research and best practice to provide a unique opportunity for school nurses, whether working in relative isolation or as part of the medical team, to development their knowledge, skills and practice across a wide range of the key current themes/topics most relevant to their role. In addition, there will be a linked research project which will provide the chance to focus on a specific aspect in more detail.

Course Outline:

The course is tutor led and will consist of 4 separate live online study days spread over a full academic year. The sessions on each study day will be a mixture of presentations often with an external expert, and group discussions.

BSA – HIEDA Certificate in Professional Practice for School Nurses

Study Days for the November module are:

• Day 1 –  November 18^th 2025
• Day 2 –  January 8^th 2026
• Day 3 –  March 11^th 2026
• Day 4 –  May 13^th 2026

All study Days will be held online via Zoom.

Timings: 10:00-15:30 GMT/BST

TO BEGIN YOUR QUALIFICATION IN NOVEMBER CLICK HERE

• The role of the Nurse in a school setting
• The medical centre in the wider context: inspection planning, managing medicines
• Where to now: progression and development within the medical centre: auditing/department development plans
• Working with children with ASD and ADHD
• Travel Health and immunisations
• Managing a critical incident
• Drug misuse and screening, Guest Speaker, Dave Parvin, Drugsense UK
• Delivering health education in a school setting
• Working with young people with disordered eating
• Mental health risk assessment/working with a mental health lead/pastoral team
• legal issues
• Policy writing
• Sexual health, contraception and screening
• Managing children from overseas with medical conditions
• Supervision/revalidation and clinical supervision
• Working with external agencies
• Course Assignment & Reflection

Course Assignment:

The course assignment provides course students with an opportunity to focus on a specific area of particular relevance to their school/role. This can range from ‘supporting a student with a complex medical condition; a review of the nursing provision in the school; the development of a new appraisal system; the management of medical records across a whole school; health promotion models; to a student guide to accessing specific support for an emotional health issue.

The assignment will take the form of a 2000 – 3000 word written project which can be an essay or a report which must be submitted by August 2025. These will be assessed by the course tutor and the results published/certificates issued in the early Autumn.

Course Tutor

Sinead O’Grady, Lead Nurse, Harrow School

Sinead is an Advanced nurse practitioner with over 15 years of nursing experience across hepatology, haematology and emergency medicine. She now specialises in school medicine and is the lead nurse at Harrow school medical centre.

Sinead’s aim is to improve the health literacy of her pupils and empower them to utilise the variety of health and wellbeing services available to them. She has a passion for health promotion which involves reactively and proactively engaging and educating her pupils during face to face consultations and through pupil-led committees, awareness campaigns and anonymous school health forums.

BSA – HIEDA Certificate in Professional Practice for School Nurses – November Module

Study Days for the November Module are:

Study Days for the November module are:

• Day 1 –  November 18^th 2025
• Day 2 –  January 8^th 2026
• Day 3 –  March 11^th 2026
• Day 4 –  May 13^th 2026

All study Days will be held online via Zoom.

Timings: 10:00-15:30 GMT/BST

TO BEGIN YOUR QUALIFICATION IN NOVEMBER CLICK HERE

Timings for each study day:  10:00-15:30 GMT/BST

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

New 25/26 course dates added!

Certificate in Professional Practice: Non Healthcare Practitioners on Medical Matters

Audience:

• Non-registered medical practitioners who have a responsibility for medical issues in the school setting and who wish to gain a professional certificate in medical matters

Course outline:

Medical conditions, both physical and mental, are often related and form a key part of the safeguarding and pastoral care framework within our schools. However, staff CPD opportunities seldom focus on these key areas.

 As part of a refocus of the training available through the BSA Group and Hieda, we can now offer a standalone Professional Practice Certificate for school staff on medical matters.

This course will link professional practice with current research and best practice to provide a unique opportunity for non-registered medical staff, whether working in relative isolation or as part of the medical team, to development their knowledge, skills and practice across a wide range of the key current themes/topics most relevant to their role. In addition, there will be a linked project which will provide the chance to focus on a specific aspect in more detail.

The course is tutor-led and will consist of three separate live online study days spread over a full academic year. The sessions on each study day will be a mixture of presentations often with an external expert, and group discussions.

Study Days for This Module Are:

• Day 1:  February 2nd, 2026
• Day 2:  March 6th, 2026
• Day 3:  March 20th, 2026

TO BEGIN YOUR QUALIFICATION, CLICK HERE

Timings for each study day:  10:00-15:30 GMT

Training topics will include:

• The role of a medical co-ordinator in a school setting
• Medical issues in the wider context: inspection planning, managing medicines
• Working with children with ASD and ADHD
• Common illnesses and infection control
• Managing common injuries
• Delivering health education in a school setting
• Working with asthma anaphylaxis
• Mental health risk assessment/working with a mental health lead/pastoral team
• Policy writing
• Managing children from overseas with medical conditions
• Working with external agencies
• Course assignment and reflection.

Course assignment:

The course assignment provides course students with an opportunity to focus on a specific area of particular relevance to their school/role. This can range from ‘supporting a student with a complex medical condition; a review of the medical provision in the school; the management of medical records across a whole school; health promotion models; to a student guide to accessing specific support for an emotional health issue.

The purpose is for the delegate to explore and compare their practice to guidance and whether it meets the needs of the child.

The assignment will take the form of a 2,000+/-10%  word written essay  which must be submitted by July 2025. These will be assessed by the course tutor and the results published/certificates issued in the early Autumn.

Learning outcomes:

• To gain confidence in the role of medical management
• To evaluate and reflect on current practice with a view to improving standards of care
• To understand and be aware of current guidance that influences the practice we deliver
• To network and develop awareness of the support available
• To be able to work within the guidance safely.
  

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Course Tutor

Sinead O’Grady, Lead Nurse, Harrow School

Sinead is an Advanced nurse practitioner with over 15 years of nursing experience across hepatology, haematology and emergency medicine. She now specialises in school medicine and is the lead nurse at Harrow school medical centre.

Sinead’s aim is to improve the health literacy of her pupils and empower them to utilise the variety of health and wellbeing services available to them. She has a passion for health promotion which involves reactively and proactively engaging and educating her pupils during face to face consultations and through pupil-led committees, awareness campaigns and anonymous school health forums.

TO BEGIN YOUR QUALIFICATION  CLICK HERE

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

Diploma in Boarding Practice – Leadership 

‘As a Head of Boarding, I enrolled on the course with the aim of furthering my knowledge and experience in residential life; the course did not disappoint. The study days provided a great opportunity to meet fellow boarding colleagues and discuss areas of best practice and engage in discussions on contemporary topics. The assignments were varied and included assessed presentations and written work. Each assignment had a clear success criteria and a BSA tutor was on hand to provided support and guidance if required.  

If you are a practitioner with a number of years of experience and looking to further your qualifications and knowledge base in boarding, I can highly recommend this course.’

– A Diploma level course for senior boarding staff

This is a taught course with three study days and three assignments

This module is comprised of three tutor-led study days featuring guest speakers, interactive morning and afternoon sessions. Breakout groups allow for discussion and time with the course tutors.

BSA Diploma in Boarding Practice – Leadership

TO BEING YOU QUALIFICATION IN Autumn CLICK HERE

BSA Autumn Diploma in Boarding Practice – Leadership

• Day 1: November 17, 2025
• Day 2: March 9, 2026
• Day 3: May 19, 2026

Numbers on Diploma courses will be limited. Please apply early.

Our preferred platform for online training is Zoom.

Timings for each study day:  10:00-15:30 GMT/BST

Audience:

This course is aimed at senior boarding staff.  Candidates may have previously completed the BSA  Advanced Certificate Course and/or being suitably experienced to benefit from this leadership course.

BSA Diploma in Boarding Practice (Leadership)

The BSA Diploma course is designed as a strategic course for senior and experienced school staff looking to gain knowledge of key leadership and management skills required to lead the boarding in their school.

Course Outline

• Strategic aspects of boarding, including the Statutory Framework

• Leading the team – how to get the best out of the Boarding Team

• Managing quality – evaluation and preparing for inspection

• Managing conflict – a key facet of the senior staff role

• Staff development  – appraisal and performance management

• Facing the media – Guest Speaker Steve Dyson, Dyson Media Ltd

• Marketing – A whole team approach

How is the course organised?

The course is organised around a combination of three intensive study days which contain a variety of teaching methods and opportunities to learn in different ways, which include short lectures, presentations and discussions led by students, together with group problem solving exercises and case studies. Group discussion is a particularly important aspect of this course, enabling delegates to look at the theory in light of their own practical experience. Students will be encouraged to contribute ideas, opinions and questions, taking responsibility for their own learning, whilst contributing to the learning of the group as a whole. The course is run by senior members of the BSA staff and will feature a serving Head of a boarding school and each delegate will have an experienced BSA Tutor who attends the study days.

Course Assessment

All delegates undertake a SWOT analysis of the boarding provision in their school in which they evaluate, in detail, different aspects and contribute towards the development of the provision. From this they undertake three assignments. The first highlights an area for development and they follow this with a 4-minute presentation delivered to the BSA staff and tutors, as well as other delegates. The final assignment brings together all the work in a 3,000- 4,000 word active research project.

Applications:

BSA Diploma in Boarding Practice – Leadership

TO BEING YOU QUALIFICATION IN Autumn  CLICK HERE

BSA Autumn Diploma in Boarding Practice – Leadership

• Day 1: November 17, 2025
• Day 2: March 9, 2026
• Day 3: May 19, 2026

Numbers on Diploma courses will be limited. Please apply early.

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

Certificate in Professional Practice – Headship

New 25/26 course dates added!

Dates for this Module are:

• Day 1:   April 30^th, 2025
• Day 2:   June 17^th, 2025
• Day 3:   July 4^th, 2025

CLICK HERE TO REGISTER

Timings for each study day:  10:00-15:30 GMT/BST

All study days will be held online via Zoom

The BSA Certificate in Boarding Headship is a new, BSA-accredited certificate course for School Heads new to boarding or who would like to extend their knowledge of the sector.

This BSA-accredited certificate provides a comprehensive, three-day programme covering a broad range of essential topics for Boarding Heads.

Key areas include:

• Investing in your boarding provision
• Market trends
• Government policy regulatory changes round up
• Independent Schools Council VAT challenge Guest Speaker : Simon Nathan Deputy, Chief Executive & Head of Policy, Independent Schools Council
• Visa & immigration sponsor licence compliance
• Building and leading your team
• Running your school as a business Guest Speakers : Chris Wheeler MBA, PGCE, BA, FRSA, Principal and Jane Millington, BA (Hons), ACMA, CGMA, Director of Finance, Monkton Combe School
• Safeguarding, and risk management
• Inclusion strategy for Heads Guest Speaker : Naheed Bardai, Principal of UWC Atlantic College
• Who does the Head turn to? Guest Speaker : Mary Breen, Schools Adviser at Ferrer & Co
• Heads together : reflections on headship Guests : TBC
• Managing boarding numbers, including balancing full/part-time, UK/international students
• Effective marketing and recruitment strategies
• Working with guardians and agents
• Meeting inspection standards and much more

On completion delegates also get three complimentary video calls with a member of the BSA Group Leadership Team.

The BSA Certificate in Boarding Headship sits alongside BSA’s highly successful accredited certificate courses, which include the BSA Advanced Certificate in Pastoral Care and Boarding Management and the BSA Diploma in Boarding Practice for Leadership.

Speakers on this certificate course are:

Robin Fletcher, Chief Executive, BSA

Robin Fletcher, MBA, MPhil, MTIOB, joined BSA Group in 2014 after holding senior media and communications roles. He is an elected Fellow of the Royal Society of Arts, an Honorary Fellow of Cardiff Metropolitan University and a Corporate Board member of Make UK, the manufacturers’ organisation. A former boarding school governor, Robin is also an examiner for the National Council for the Training of Journalists and a member of the Reader Panel at Royal United Hospital, Bath. In 2020, Robin authored A Culture of Care – the benefits of boarding and future risks, published by BSA Group.

Kate Hollyer, Legal and Public Affairs Director, BSA

Kate is Legal Director of BSA Group and Director of BSA Legal Services Ltd. As a qualified solicitor with more than 10 years’ experience advising clients on UK immigration law, Kate assists members with all immigration and safeguarding legal matters. Prior to joining BSA in 2022 Kate was Partner and Head of Department at a leading full-service UK law firm. Having resided in state, preparatory and senior school boarding houses since 2014 with her Housemaster husband, Kate has a unique perspective of boarding life.

Dale Wilkins, Senior Director, BSA and BSA Group

Dale joined the BSA during Summer 2017 with responsibility for safeguarding and standards. In July 2019 he also assumed responsibility for the BSA’s training programme, including both day seminars and accredited training courses. Dale leads on all safeguarding and inspection matters for the BSA, including managing the Commitment to Care Charter and has also developed a process of BSA Accreditation for our international members.

For 31 years Dale was a boarding practitioner. After boarding positions at Norwich School and Tettenhall College, Dale became a Housemaster at Old Swinford Hospital in 1992, and was promoted to Deputy Head in 2007, and subsequently also DSL. He has also been a multi-agency trainer for the Dudley Safeguarding Children’s Board and has been closely involved in inspection in state and independent boarding since 2002. Dale had previously been a BSA course tutor since 1998 and developed the BSA Self-Assessment Toolkit, which was updated in 2022.

Dates for this Module are:

• Day 1:   April 30^th, 2025
• Day 2:   June 17^th, 2025
• Day 3:   July 4^th, 2025

All study days will be held online via Zoom

Timings for each study day:  10:00-15:30 BST

CLICK HERE TO REGISTER

NB: Please be aware that it is crucial to remain on your assigned course path and tutor group to gain the very best out of your training. Of course, we understand some things are unavoidable however we cannot guarantee alternative placement days, and this may incur an admin charge

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

NEW Certificate for 2025-2026

Career Coaching and Mentoring

Study Days for this module are:

• Study Day 1, January 14, 2026
• Study Day 2, February 06, 2026
• Study Day 3, March 25, 2026

All study days will be online via Zoom.

TO BEGIN THIS COURSE IN JANUARY CLICK HERE

Timings for each study day: 10:00am – 15:30pm GMT

Sessions Will Include:

• Skills audit and evaluation
• Imposter syndrome, Guest Speaker Angela Cox
• Destructive behaviour, patterns and habits, Guest Speaker Angela Cox
• Changing role, adapting and embracing change
• Responding to challenge – Guest Speaker
• Noticing and solving problems
• Coaching culture and listening
• Mentoring
• Groups tasks, case studies and discussion

Angela Cox

Angela Cox is on a mission to help professionals escape pretending, people pleasing and perfectionism and be brilliant by being themselves.

Angela is a multi-award-winning executive coach, 2 x best-selling author, podcast host and founder of Paseda360, a revolutionary coaching method and training academy.

After a career in senior and executive transformation and strategy roles in large corporations, she left the rat race and set up her own coaching practice in 2018.

Angela is an Association for Coaching Master Coach & Fellow with more than 5000 coaching hours under her belt. She holds an Executive Coaching Diploma from Cambridge University and PG Cert in the Psychology & Neuroscience of Mental Health.  She is an accredited psychotherapist, NLP Master, Clinical Hypnotherapist, and an accredited Havening Techniques Practitioner.

A proud empath, Angela blends backbone with a huge amount of heart.

Learning Outcomes

• Gain insight into strengths and areas for development.
• Self-awareness.
• Confidence.
• Empowerment.
• Career satisfaction.
• Career progression.

We offer a self-funding route for all courses.  We can arrange payment plans for manageable monthly amounts to make training accessible and affordable.  To find out more, please e-mail Liz McDonald at liz.mcdonald@bsagroup.org.uk

BSA Certificate in Professional Practice – Inclusion Lead Training

Study Days for the Summer Module are:

• May 13th 2025
• May 21st 2025
• June 9th 2025

Timings: 1000 – 1600/15 BST

TO BEGIN YOUR QUALIFICATION IN MAY 2025 CLICK HERE

Why should you attend?

This bespoke, comprehensive three-day certificate course has been put together to support Inclusion Leads or staff with specific responsibility for equity, diversity and inclusion in boarding schools.

Participants will receive high-quality training and support from a range of experts to further develop the skills and confidence needed to establish, embed and sustain equity, diversity and inclusion work in their school. Throughout the three days there will be opportunities to meet, collaborate and discuss with other participants and to learn from case studies and good practice from other schools.

Content:

The course will bring together leaders from a wide range of backgrounds who will share knowledge and experiences to both support you with this important work and to challenge your thinking to enable professional growth.

Over the three days we will explore the ‘why’ of this work including areas such as identity, belonging, use of language, empowerment and intersectionality. Legal and inspection requirements will be unpacked, and auditing and action planning discussed. The importance and power of courageous and compassionate leadership in creating sustained change will be fully explored and through interactive sessions which will include an exploration of coaching as a tool, you will develop practical techniques to help support the important conversations needed for your work in this area.

COURSE OVERVIEW

Below is a preview of some of the exceptional speakers and key topics that will be covered throughout the course. You will have the opportunity to engage with leaders from diverse backgrounds who bring extensive knowledge and experience in equity, diversity, and inclusion. These experts will guide you through essential areas such as identity, belonging, intersectionality, legal requirements, and leadership strategies that will empower you in your role. By exploring both theoretical frameworks and practical applications, this course will equip you with the skills and confidence necessary to drive meaningful change in your school.

The Why, What, and How of Leading Diversity, Equity and Inclusivity in your school

Some key foundational considerations under the why, what and how of your role which will help to position you as an effective and impactful Inclusion lead.  This session will cover various themes such as:

• the importance of now
• establishing definitions
• the biggest misconceptions
• connecting the dots of your strategy, from audit to action plan

Speaker:  Temi Akindele Barker, Founder, Inclusion Labs

Temi began her career as a consultant in Legal Executive Search, both in the UK and internationally, eventually becoming Co-Head of the Senior Team covering US and UK law firms, and US financial institutions. A key part of her role involved supporting local and multinational clients to achieve their strategic  goals.  Prior to Inclusion Labs, she worked in Strategy and Research with a focus  on start-ups.  Temi is a mum of two daughters and committed to helping schools  ask the right questions and focus on the important things when it comes to  diversity, equity and inclusion.  Inclusion Labs offers a custom programme for schools, grounded in research and best practice, but most importantly on the lived experience of students and families, particularly those from underrepresented groups.

Understanding Equality and the Law

This session will cover the various elements of equality included within English legislation and the obligations they place on organisations. It will also consider whether the protections are adequate and whether they allow Schools to genuinely demonstrate a commitment to diversity and inclusivity.

Speaker:  Gemma Woodhouse, Partner, Penningtons Manches Cooper LLP

Gemma is an employment partner at Penningtons Manches Cooper. She advises organisations on all elements of employment law including discrimination and equal opportunities. She also works with a number of independent schools and is joint Head of the Penningtons Manches Cooper Schools Sector.

Delivering equitable outcomes

Speaker: Yasmina Kone, Hemisphere Education

Yasmina is Deputy Lead of Hemisphere Education. She’s an award-winning start-up operator that’s worked with some of the UK’s top corporate and start-up companies. Her social impact work has seen her feature in the BBC, Black Tech Fest and Busy Being Black Podcast, and her clients have included FTSE500 companies where she’s helped to open access to minority groups and use business as force for good. She’s passionate about the impact that the education sector can have on creating a more inclusive society and is leading on Hemisphere Education’s adoption in UK schools.

Leadership Challenges and Opportunities

How can you lead as effectively as possible, building capacity and confidence so that others move forward and achieve all they can? This session will explore the challenges that leadership presents, alongside the opportunities it can offer, and how you can make the most of them.

Case studies, Discussion and Next Steps 

This session will provide an opportunity to hear first-hand from school leaders about EDI work in their schools. The case studies will cover a range of different areas from the importance of pupil voice to recruitment. Participants will then have the chance to meet and discuss EDI work in their schools with other Inclusion Lead colleagues (in small zoom break out groups). To end the day, we will briefly consider next steps and things to be researching or thinking about before the second day of this course.

Equity, Diversity and Inclusion: Safeguarding and Inspection

This session will look at safeguarding with an equity, diversity and inclusion lens and will consider key inspection requirements.

Speaker:  Dale Wilkins, Senior Director, BSA and BSA Group

Dale joined the BSA during Summer 2017 with responsibility for safeguarding and standards. In July 2019 he also assumed responsibility for the BSA’s training programme, including both day seminars and accredited training courses. Dale leads on all safeguarding and inspection matters for the BSA, including managing the Commitment to Care Charter and has also developed a process of BSA Accreditation for our international members.

For 31 years Dale was a boarding practitioner. After boarding positions at Norwich School and Tettenhall College, Dale became a Housemaster at Old Swinford Hospital in 1992, and was promoted to Deputy Head in 2007, and subsequently also DSL. He has also been a multi-agency trainer for the Dudley Safeguarding Children’s Board and has been closely involved in inspection in state and independent boarding since 2002. Dale had previously been a BSA course tutor since 1998 and developed the BSA Self-Assessment Toolkit, which was updated in 2022.

Identity, Belonging and Connectedness. 

This session will explore the notions of identity, belonging and connectedness. Speaker will share stories of identity and belonging as well as her experiences of working with young people in schools. How do our different and often intersecting identities shape our capacity to belong and connect and how can schools provide an environment where connectedness thrives?

Case Studies, Discussion and Closing Remarks

This session will be similar to the one at the end of day 1 in that it will provide an opportunity to hear first-hand from school leaders about EDI work in their schools. The case studies will cover a range of different areas to complement those discussed on day 1. Participants will then have the chance to meet and discuss EDI work in their schools with other Inclusion Lead colleagues (in small zoom break out groups). The day will close with an opportunity to reflect on the how, the why and the what of the Inclusion lead role and moving forward in an effective and impactful way.

Speaker : Sadia Hussain-Savuk, DEI Lead, Fettes College Edinburgh and Independent EDI educational consultant

Sadia is the DEI Lead at Fettes College, also working independently to provide DEI support to support to other independent schools in Scotland.  She started her teaching career in 2008 as a Biology teacher after having initially worked for the NHS as a scientist. Her interests and passions led her into pastoral support where she then recognised the need for more inclusive practices in education.

Study Days for the Summer Module are:

• May 13th 2025
• May 21st 2025
• June 9th 2025

Timings: 1000 – 1600/15

TO BEGIN YOUR QUALIFICATION IN MAY 2025 CLICK HERE