Accredited Training

The BSA’s programme of professional development and training is the most comprehensive CPD package offered to staff in boarding schools. It 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.

BSA Advanced Certificate in Boarding Practice

“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. The open conversation and discussion as well as the ease of use with regard to the access to course material made this a real welcomed break from the current stresses of the pandemic. 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 2 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 (School Nurses)
  • Part 2: BSA Advanced Certificate in Boarding Practice (Pupil Support and Welfare)
  • Part 2: BSA Advanced Certificate in Boarding Practice (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 and/or residential conferences 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 14 courses running at any one time; 5 or 6 of the Pastoral Care and Boarding Management and one of BSA Advanced Certificate in  Boarding Practice (School Nurses) and BSA Advanced Certificate in Boarding Practice School Support & Welfare) BSA Advanced Certificate in Boarding Practice (International Students).

  • Book Certificate in Boarding Practice (School Nurses) – add link
  • Book Certificate in Boarding Practice (Pupil Support & Welfare) – add link
  • Book Certificate in Boarding Practice (International Students) – add link

 

 

Course Code

Delivery

Module

Dates

PC 21/4

Online

Pastoral Care

This Pastoral Care module is fully booked

 

November 02, 2021 / February 22, 2022 / March 18, 2022/May 18, 2022

BM 21/5

Online

Boarding Management

October 5, 2021/November 17, 2021/January 31, 2022/May 19, 2022

BM 21/6

Online

Boarding Management

October 1, 2021/November 22, 2021/February 3, 2022/ May 11, 2022

PC 21/9

Online

Pastoral Care

Five places left to book on this module

November 15, 2021/January 21, 2022/March 10, 2022/May 25, 2022

PC 21/10

Online

Pastoral Care

December 1, 2021/January 25, 2022/March 21, 2022/. May 20, 2022

PC 21/11

Online

Pastoral Care

October 18, 2021/ October 19, 2021/January 12, 2022/March 29, 2022

BM 21/12

Online

Boarding Management

November 30, 2021/March 2, 2022/April 29, 2022/ June 20, 2022

BM 22/1

Online

Boarding Management

January 27, 2022 / March 30, 2022 / June 13, 2022 / September 20, 2022

BM 22/2

Online

Boarding Management

February 07, 2022 / April 26, 2022 / June 23, 2022 / September 28, 2022

PC 22/3

Online

Pastoral Care

April 04, 2022 / April 05, 2022 / June 10, 2022 / September 22, 2022

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cancellations

If cancelling four weeks before Day 1 of the course, a refund will be given.  Cancellation after this period and before Day 1, a charge of £120 will need to be made.

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 university qualification in recognition of successful completion of the courses.

What do the courses consist of?

Professional Development Certificate (graduate staff at level HE3) & (non-graduate staff at level HE1)

Part 1

  • Pastoral Care and Young People

Part 2 either

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

How are these certificates delivered?

This comprises of four study days which are arranged on a regional basis so that students are able to select the location which best suit their needs. 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.

Where and when are the courses run?

The courses are arranged on a regional basis, with the Study Day sessions being held in one (or in some cases two) locations.

The first date of each regional 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:  that all participants are required to attend all four study days for any given course.  If you wish to transfer to an alternative study day, please contact liz@boarding.org.uk with your request, please note that all changes will incur an administrative fee of £75 per day.

How is the course assessed?

HE 1 CERTIFICATE
  • 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.
HE 3 CERTIFICATE
  • 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.

Certificate – Mental Health & Wellbeing

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 Day 1, February 28th, 2022
  • Study Day 2, March 14th, 2022
  • Study Day 3, April 27th, 2022

All study days will be held online Click here to reserve your place

Timings for each study day: 10:00am – 16:00pm GMT

Key elements of the new Certificate Course Programme:

  • Understanding the Impact of Trauma and Adverse Life Experiences, Guest Speaker, Dr Hayley Watson Clinical Psychologist PhD Clin Psych, MA Clin Psych, MA Transpersonal Psych, PG Dip Psych, BA Criminology
  • Looking after Yourself : Building Personal Resilience and Wellbeing
  • First Aid for Mental Health, Jane Graham, MSc, BSc, Dip Ed., R.S.C.N, BSA Nursing Advisor
  • Looking after the Team : Building healthy high performance
  • Positive Psychology : Developing an Emotional Literacy Toolkit Guest SpeakerDr 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.

Speaker: Dr Hayley Watson, Clinical Psychologist and Founder of Open Parachute

Dr Hayley Watson is a Clinical Psychologist specializing in children and adolescents with a PhD in school bullying interventions, along with four further academic degrees in the field of mental health. She has been creating and delivering youth and school-based programs globally for the past 15 years, and has worked across a range of sectors including police victim services, non-profit organizations, private psychology practices, hospitals, schools, and universities. She trains educators worldwide on holistic wellbeing practices for staff and students, and is the founder of Open Parachute – a video-based school mental health program using documentary stories of teenagers sharing their experiences of overcoming struggle as a platform for reducing stigma and building resilience in students, that is being delivered in schools across the US, Canada, Australia, and the UK.

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

Jane Graham, MSc, BSc, Dip Ed., R.S.C.N 

Trained at Great Ormond Street Hospital for Sick Children, Jane has 27 years of  nursing background, 17 of which is in trauma and intensive care. Whilst in PICU, she had a number of different roles. Nine years of that included a role as a specialist  retrieval nurse (CATS) that entailed travelling around the country to  stabilize and bring back critically unstable children. To do this she learned   advanced nursing and basic medical skills in resuscitation, all medical conditions, and trauma.

She went on to teach these skills to student nurses, qualified nurses and junior doctors as the Practice educator on intensive care. This role also involved lecturing regularly at South Bank University. She is a DSL for Safeguarding at St Teresa’s School where she currently is the Lead Nurse. On the back of setting up the school’s medical services, she has set up a first aid training company Action + First Aid. She is a freelance instructor for Qualsafe an awarding body approved by the HSE.


Course Tutor

Kate Boyd-Williams

Kate is the founder of Coach Me Wellbeing, a company that specialises in offering coaching and wellbeing services to schools. She is a fully qualified Wellbeing Coach, Sophrologist, Hypnotherapist and Teen Yoga Teacher and incorporates all these skills to create effective and dynamic programmes for staff and pupils.

In addition, Kate offers training in coaching and wellbeing skills for schools with a focus on enabling staff to skilfully and confidently coach others, whilst also improving their own personal and professional relationships. Kate also trains pupils to acquire these skills so that an informed culture of coaching, kindness and pastoral leadership is implemented across entire school communities.

Prior to being a Wellbeing Coach and Consultant, Kate worked for twelve years as a Housemistress for teenage boys and girls in three different schools: Millfield School, Somerset; Aiglon College, Switzerland; and Uppingham School, Rutland. She was also an MFL teacher and Leader of Wellbeing. Her experience led to her training in coaching and wellbeing in order to empower pupils and staff to feel safe in their environment, secure in themselves and excited about their future.

Kate has coached hundreds of pupils, educators, and leaders on their path to wellbeing and helped them to find tools and techniques to achieve high results, whilst also achieving a healthy and positive work-life balance.

Click here to reserve your place:

Diploma in Boarding Practice - Leadership

Diploma in Boarding Practice – Leadership, 2021/22

– 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.

NEW Live Online Event

BSA January Diploma in Boarding Practice – Leadership

  • Day 1: January 18, 2022
  • Day 2: March16, 2022
  • Day 3: May 26, 2022

Timings: 09:30 – 15:00 GMT: Check local timings here – World Clock

To Begin Your Qualification in January Click Here

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 January Diploma in Boarding Practice – Leadership

  • Day 1: January 18, 2022
  • Day 2: March16, 2022
  • Day 3: May 26, 2022

Timings: 9:30 – 15:00 GMT: Check local timings here – World Clock

To Begin Your Qualification in January Click Here

 

BSA Spring Diploma in Boarding Practice – Leadership

  • Day 1: March 23, 2022
  • Day 2: June 16, 2022
  • Day 3: October 12, 2022

Timings: 9:30 – 15:00 GMT: Check local timings here – World Clock

To Begin Your Qualification in March Click Here

 

Our preferred platform for online training is Zoom

Numbers on 2021- 2022 Diploma courses will be limited. Please apply early.

Advanced Certificate - International Students

BSA Certificate in International Boarding

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

NEW – Live Online Certificate in International Boarding

Study Days for this Module are:

  • February 3rd, 2022
  • March 24th, 2022
  • May 5th, 2022

To Begin Your Qualification in February 2022 Click Here

Timings: 09:30 – 15:00 GMT: 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 new 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 International Boarding?

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.

What does this course cover?

The course will be delivered over three Study Days and will broadly cover the following areas:

  • 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
  • Sharing of best practice

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 work place. 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.

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 to your course tutor and will be the August 2022

How much does this cost?

The costs of enrolling on this new certificated course will be £600 for members and £700 for non-members. Schools will be invoiced when you enrol on the course.

Study days for this module are:

  • February 3rd, 2022
  • March 24th, 2022
  • May 5th, 2022

To Begin Your Qualification in February 2022 Click Here

Timings: 09:30 – 15:00 GMT: Check local timings here – World 

Our preferred platform for online training is Zoom

Certificate Pupil Welfare and Support

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

 

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 school matron, 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 Certificate in Professional Practice for Pupil Welfare & Support 2021-2022

Online Study Dates are: November 19, 2021 / January 13, 2022 / March 22, 2022 / May 12, 2022

Click Here To Reserve Your Place

Sessions for this course include:

  • 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, Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA Group
  • 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, Dale Wilkins, Director of Safeguarding Professional Development and Accreditation
  • Putting into practice what you’ve learned, moving forward
  • Assignment and course reflection

Guests Include:

Eating disorders: What can school staff can do to help pupils? with Rachel Hart

Following a dramatic increase in young people suffering with eating disorders over the past year, this session will look at what school staff can do to both support individual pupils and create a proactive and positive culture surrounding food.  We will cover how to create a consistent whole school approach when working with individuals, and practical advice will be offered in relation to making reasonable adjustments in terms of expectations and arrangements at school.

Rachel is currently Deputy Designated Safeguarding Lead and Head of Fourth Year at Caterham School.  Within her role, Rachel leads on supporting pupils with eating disorders and has recently written articles for the Times Educational Supplement (TES) on this area.   With extensive pastoral experience in the independent sector and boarding schools, Rachel is passionate about supporting staff to create a consistent and replicable approach when dealing with eating disorders and mental health.

 

 


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.


An Introduction to Equity, Diversity and Inclusion in Schools with Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA Group

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

Ammy qualified as a teacher in 1991 and then spent her career in boarding school roles. Prior to that, she was educated at Downend School, Bristol. Gaining a First-Class degree in Human Biology and Geology from Hertfordshire University, she then went on to study for a PGCE at the University of Oxford. She holds an MEd from the University of Bristol and is just completing her MA in Inclusive Education at Bath Spa University. She initially taught at Bromsgrove School and then at St John’s College School Cambridge, before moving in 1995 to become a Housemistress at Westonbirt School. In 2010 she joined St Mary’s Calne, initially as a Housemistress and subsequently joining the SLT as Senior Mistress and DSL and finally as Deputy Head (Pastoral). Prior to moving on to post-graduate study, she spent a year working for the NHS in the field of genetics. She completed her NPQH in 2000 as well as her AMBDA and APC in 2019. When she isn’t working, Ammy can be found spending time with her family, exploring parts of the UK and abroad or walking the Pembrokeshire coastal path with her dog Odin


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.

 

Sandi Kaaber – Head of Boarding, Burford School, Oxfordshire

A former Police officer, Sandi was also a member of the GB Gymnastic team and was trained as a Head of Delegation for overseas events. She retired from sport in 2006 and moved to a role in an independent Boarding school and is currently Head of Boarding at Burford School, Oxfordshire.

In 2010 Sandi completed her Advanced Certificate course and in 2017 she became a BSA tutor for the Professional Practice Certificate. She is a Level 4 Accredited Boarding Practitioner.

 

 


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 31st July. These will be assessed by the course tutor and the results published/certificates issued in the early Autumn.

Timings for each study day – 10.00 to 15.45

Cost – £650 which covers all 4 study days, assignment marking, certificates and Accredited Boarding Practitioner Status.  Find out more about The BSA Accredited Boarding Practitioner Scheme here.

Click Here To Reserve Your Place

Advanced Certificate School Nurses

NEW – Live Online Course

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.

There are still places on the December module:

To find out more about this qualification, please email Liz McDonald.

  • 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 July 2022. These will be assessed by the course tutor and the results published/certificates issued in the early Autumn.

To find out more about this qualification, please email Liz McDonald.

Timings for each study day – 10.00 to 15.45

Our Preferred Training Platform is Zoom

Cost – £650 which covers all 4 study days, assignment marking, certificates and Accredited Boarding Practitioner Status.  Find out more about The BSA Accredited Boarding Practitioner Scheme Here


This course is led by BSA Nursing Advisor Jane Graham along with course tutor, Rosie McManus

Jane Graham, MSc, BSc, Dip Ed., R.S.C.N 
BSA Group Director, Health and Wellbeing and Director, HIEDA

Trained at Great Ormond Street Hospital for Sick Children, Jane has 27 years of    nursing background, 17 of which is in trauma and intensive care. Whilst in  PICU,  she had a number of different roles. Nine years of that included a role as a  specialist  retrieval nurse (CATS) that entailed travelling around the country to  stabilize and bring back critically unstable children. To do this she learned  advanced nursing and basic medical skills in resuscitation, all medical conditions, and trauma.

She went on to teach these skills to student nurses, qualified nurses and junior doctors as the Practice educator on intensive care. This role also involved lecturing regularly at South Bank University. She is a DSL for Safeguarding at St Teresa’s School where she currently is the Lead Nurse. On the back of setting up the school’s medical services, she has set up a first aid training company Action + First Aid. She is a freelance instructor for Qualsafe an awarding body approved by the HSE.

 

Rosie McManus, Rosie McManus RSCN, Dip HR (Child), BSc (Hons), MSc (Law)
Senior Nurse and Health Centre Manager, King’s School, Canterbury

Trained at Great Ormond Street Hospital for Sick Children Rosie came to school nursing in the independent sector 16 years ago.  With a passion for boarding pastoral and health care Rosie has developed an interest in the understanding and development of the health needs of boarding school students.  Passionate about the nurse’s role in the delivery of the PSHE curriculum,  Rosie is currently the Senior Nurse and Health Centre Manager for a large independent school in the South East, she has a Masters in Medical Ethics and Law, is a NUCO trainer and has a keen interest in the development of the school nurse role.

 

Trained at GOSH Rosie came to school nursing in the independent sector 16 years ago.  With a passion for boarding pastoral and health care Rosie has developed an interest in the understanding and development of the health needs of boarding school students.  Passionate about the nurse’s role in the delivery of the PSHE curriculum,  Rosie is currently the Senior Nurse and Health Centre Manager for a large independent school in the South East, she has a Masters in Medical Ethics and Law, is a NUCO trainer and has a keen interest in the development of the school nurse role.

To find out more about this qualification, please email Liz McDonald.

BSA Inclusion Lead Certificate

BSA Certificate in Professional Practice – Inclusion Lead Training

  • Study Day 1, Tuesday, February 8th, 2022
  • Study Day 2, Thursday, March 3rd, 2022

Timings: 1000 – 1615

To Begin Your Qualification in February 2022 Click Here

To Begin Your Qualification in May 2022 Click Here

 

                                                                                   Why should you attend?

This bespoke, comprehensive two-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 two 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 two 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


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

Study Day 1

Inclusivity in your school

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.

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.

 

 


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.

Jill Berry, Leadership Development Consultant, J Berry Associates Ltd 

Jill taught for thirty years across six different schools in the UK, and was a head for the last ten.  Since leaving headship she has completed a doctorate, researching the transition to headship; written a book: ‘Making the Leap – Moving from Deputy to Head’ (Crown House, 2016); and carried out a range of leadership consultancy work.  She is an advocate for the opportunities presented by social media for networking and professional development, tweeting @jill berry102 and blogging at jillberry102.blog

 


Shaun Dellenty NPQH, FCCT, FRSA

Shaun is a London based educator, ex school leader, trainer, speaker, blogger and award-winning advocate for compassionate and intersectional LGBT+ inclusion. Currently working part time as Diversity and Inclusion lead at Leighton Park in Reading (in addition to his own global consultancy) Shaun was named one of the UK’s 100 most influential LGBT+ people and designated a ‘Point of Light’ by the UK Prime Minister in 2016 for services to education and LGBT+ communities.

In 2020 he made the Guardian ‘Global Diversity List’ as one of the ‘top 20 diversity figures in public life. His book ‘Celebrating Difference- A Whole School Approach to LGBT+ Inclusion’ was published by Bloomsbury Education in 2019 and being subsequently recommend in Parliament. Shaun has written widely, including TES, Independent Schools Magazine, Guardian, Teach Primary and many more. He is a member of the NAHT LGBT+ network and chaired the NAHT Equalities conference 2021.

His work has also featured BBC, Channel Four, Radio 4 and many more. More at www.shaundellenty.com and Twitter @ShaunDellenty


Clinton Wokocha, Diversity and Inclusion Ambassador, Kings Hospital School, Dublin Ireland.

Clinton Wokocha is the Diversity and Inclusion Ambassador at the Kings Hospital School Dublin Ireland.

Clinton has been working with the Kings Hospital for just over a year now. As D&I ambassador, he has written extensive policies such as the KH anti-racism and LGBTQ policy. Furthermore, Clinton acts as chairman of the KH Diversity and Inclusion committee.

 


Adam Hartley, DDSL leading on Equality, Diversity and Inclusion, Milton Abbey School

Adam Hartley, DDSL leading on Equality, Diversity and Inclusion, Milton School. I’m also a Sixth Form Assistant Housemaster, Head of Humanities and Chaplaincy Co-ordinator.

Adam has been teaching Humanities at Milton Abbey School since 2020. Prior to this Adam was DDSL and Second in Department for Religious Studies at St. Mary’s School Shaftesbury, and a Teacher of Humanities and Holocaust and Genocide Education Co-ordinator at Wydean School and Sixth Form Centre. Being across a number of different roles within the school allows Adam to approach EDI from a whole school perspective with a view into the classroom, extra-curricular and faith life of the school community.

 

 


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.

Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA Group

Ammy qualified as a teacher in 1991 and then spent her career in boarding school roles. Prior to that, she was educated at Downend School, Bristol. Gaining a First-Class degree in Human Biology and Geology from Hertfordshire University, she then went on to study for a PGCE at the University of Oxford. She holds an MEd from the University of Bristol and is just completing her MA in Inclusive Education at Bath Spa University. She initially taught at Bromsgrove School and then at St John’s College School Cambridge, before moving in 1995 to become a Housemistress at Westonbirt School. In 2010 she joined St Mary’s Calne, initially as a Housemistress and subsequently joining the SLT as Senior Mistress and DSL and finally as Deputy Head (Pastoral). Prior to moving on to post-graduate study, she spent a year working for the NHS in the field of genetics. She completed her NPQH in 2000 as well as her AMBDA and APC in 2019. When she isn’t working, Ammy can be found spending time with her family, exploring parts of the UK and abroad or walking the Pembrokeshire coastal path with her dog Odin.

 

Study Day 2

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.

Dale Wilkins, Director of Safeguarding, Professional Development and Accreditation, 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, 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.


Supportive Conversations

This session will explore the need for a Coaching Mindset when having supportive and robust conversations about sensitive and important topics. We will explore what coaching is and is not, as well as learn skills you can immediately use with students and staff.

McKenzie Cerri, co-founder of Graydin

McKenzie has over 15 years of experience in coaching and teacher-training within education. She is one of the co-founders of Graydin, an organisation working to revolutionise the ways we support, empower and connect within the school environment. Together with more than 150 schools and universities worldwide, Graydin has been at the forefront of the coaching movement in education since 2011. Prior to Graydin, she was a youth coach and worked closely with the Maudsley Hospital eating disorder unit to develop content for suffers and carers. Born in California, now based in London, UK, she took her first personal development course at age nine.

 

 


Identity, Belonging and Connectedness

This session will explore the notions of identity, belonging and connectedness. Coco will share her own 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?

Coco Stevenson, Director of Inclusion at St Paul’s Girls’ School and Educational Consultant

Coco is Director of Inclusion at St Paul’s Girls’ School. She has been a senior leader in a number of schools for many years, including South Hampstead High School and most recently Deputy Head Pastoral at City of London School. Coco now practises as an Educational Consultant and speaks, advises and consults widely on both Safeguarding and on Equality, Diversity and Inclusion within the educational sector. She is a school governor and a passionate advocate for inclusive education.

 

 


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.

Ammy Davies-Potter, Director of Guardianship and Inclusion, BSA Group

Coco Stevenson, Educational Consultant

Irfan Latif, Principal, DLD College London

Irfan is currently the Principal of DLD College London, part of the Alpha Plus Group of schools which was recently named ‘Boarding of the School of the Year 2020’. He was educated at Emanuel School and graduated with honours in Chemistry from King’s College, London. His first headship took him to Somerset where he was Headmaster of Sexey’s School (BSA) in Bruton. Prior to this he was Deputy Head at Bedford School (HMC), Director of Science at St Benedict’s School in Ealing (HMC), Senior Housemaster at Whitgift School (HMC) and Assistant Housemaster and Teacher of Chemistry at The Haberdashers’ Aske’s School for Boys (HMC). He has been the Chairman of the State Boarding Schools’ Forum, the Vice Chair of the Boarding Schools’ Association and is currently it’s London Chair. He also sits on the Executive Committee of the BSA as the Inclusion and Diversity representative for the sector and is the co-founder of the ISC’s Inclusion and Diversity Group.  He regularly lectures at the Royal Institution of Great Britain, is a Fellow of the Royal Society of Arts, a Fellow of the Royal Society of Chemistry and is also a Justice of the Peace. As well as being a school Governor, he is also the trustee of various charities and used to sit on the Board of Education at the Diocese of Bath & Wells. He is a keen cook, traveller and adventurer and recently led expeditions to Everest Base Camp, Venezuela and the Red Sea. Irfan enjoys family time with his wife Jocelyn, also a science teacher, their two young daughters and their Jack Russell, Rodney.


Anya Diaz-Cebreiro, Head of Equality, Diversity and Inclusion, Tudor Hall School

Anya is the Head of Equality, Diversity and Inclusion at Tudor Hall School, based in Oxfordshire. As the first Head of EDI, Anya has led on whole school strategic planning of EDI matters which has made room for whole school change.

With extensive experience in boarding as both Deputy Housemistress and Housemistress, Anya has a keen interest in pastoral care and its relationship to EDI. Anya has written about supporting disabled children and effective pastoral care in the book ‘Diverse Educators: A Manifesto’ and has spoken on the subject in Diversifying the Curriculum conference.

 


Jenny Cardenas, Spanish and French teacher, Monmouth School for Boys

I am an MFL teacher, from Colombia teaching mainly Spanish and some French.  I have been working in Monmouth School for Boys for 4 years, before this I worked in a Catholic comprehensive school in Pontypool.  I have been working in an informal role within the school boosting inclusion and organising events and groups around race and diversity.

To Begin Your Qualification in February 2022 Click Here


Find out about additional professional practice days here:


Profession Practice Day for EDI Leads: Looking Upstream

There comes a point where we need to stop just pulling people out of the river. We need to go upstream and find out why they’re falling in’ Desmond Tutu

Date: Friday 21st January, 2022 and Monday 20th June, 2022

Time: 10:30-1530

Venue: Zoom (online) meeting format

Audience: EDI leads who have attended the Academy Inclusion Lead Professional Practice 2-day certificated course

Course outline:

This one-day professional practice course has been developed in response to feedback from school EDI leads who have completed the initial 2-day certificated training. It is open to all those who have attended this initial training.

The main aims are to provide a day where colleagues:

  • will hear from speakers with expertise and lived experience about different areas of EDI
  • will have the opportunity to hear about examples of recent and ongoing work through case studies
  • and have time to share good practice and discuss this work in a supportive environment with others in similar roles

The details of the day are tbc, but will include:

  • Speakers with expertise and/or lived experience to inspire and challenge our thinking and to support us in our current work and with a focus on ‘looking upstream’
  • Colleagues who will share their work and journeys regarding a particular aspect of their EDI work in school
  • Time to meet/reconnect with colleagues to share good practice and provide support

Day Overview:

  • Session 1: Introduction; school case studies, discussion and sharing good practice with colleagues
  • Session 2: Speaker led session on one or more areas of EDI work
  • Session 3: On the couch: in this interactive session, panel members will talk about their EDI work
  • Session 4: School case studies, discussion and sharing good practice with colleagues; next steps

Each professional practice day will be unique – planned in response to the thoughts and feedback from EDI Leads.

To Begin Your Qualification in February 2022 Click Here

To Begin Your Qualification in May 2022 Click Here

BSA Master's, Buckingham University

For entry onto the MA most candidates will have a PGCE.  For some this may be a PGCE with 60 Master’s credits at level 7 from Buckingham or an alternative university.  For candidates with a level 6 PGCE or BSA Diploma, an additional module of study will be provided.  For those candidates without a PGCE, alternative entry requirements exist and can be discussed further with the School of Education team.

How to apply

Please click here: https://srs.buckingham.ac.uk/live/sits.urd/run/siw_ipp_lgn.login?process=siw_ipp_app&code1=PMAP1PR6ZZDD&code2=0003 or contact The School of Education on +44 (0)1280 820222 or email education@buckingham.ac.uk.

To apply you will need to supply:

  • a copy of your PGCE certificate and transcript or BSA Diploma to show credit level if applicable
  • If no PGCE or Diploma available then you will be required to put together a professional portfolio – discuss this with the School of Education team
  • copy of passport photo page (and visa/work permit where necessary)
  • head and shoulder style photo for your University identity card

The Closing date for applications this year is July 31, 2021

Terms and conditions for prospective students

When you accept an offer of a place on the course at the University a legal contract is formed between you and the University on the basis of the terms and conditions outlined in your offer letter. Your offer letter and the terms and conditions contain important information which you should read carefully before accepting any offer. READ THE ADMISSIONS TERMS AND CONDITIONS > >