Our accredited training programme is kindly sponsored by Witley Jones.
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.
The BSA Advanced Certificate has been some of the best training I’ve ever done, I will genuinely miss the study days!
Safeguarding
SACPA Autumn Advanced Certificate in Child Safeguarding Practice: option 1
New Spring 23/24 course dates added!
TheSACPA 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
Day 1: February 5th, 2024
Day 2: March 20th, 2024
Day 3: April 30th, 2024
Day 4: June 19th, 2024
All Study Days will be held online via Zoom.
Timings: 10:00-15:30
Course Outline for Option 1
Safeguarding through the lens of Child/Student Voice
Contextual safeguarding, Child-on-Child, Exploitation and Radicalisation
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.
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.
Day 2 Speaker:
Julian Whiting
Julian is a freelance business development specialist with a particular focus on construction for Schools, Colleges and commercial buildings. He also works with Kingdom Living who have a mission to deliver quality ‘Affordable’ Affordable Housing nationwide. He is a retired police officer and has immense knowledge of the law and legal system together with over 20 years’ experience in business and event facilitation. Julian is creative at networking and making things happen. He has worked in the voluntary sector with NAPAC, JIGSAW4U, MACSAS, The Besom Trust and Cheer Trust advising and supporting children and families especially in church circles. He is passionate about truth and justice and likes to help others achieve closure with difficult cases. He is passionate about raising standards and keen to share his experiences with individuals and organisations to help make places safer for children and vulnerable adults.
Day 3 Speaker
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.
Day 4 Speaker
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
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
SACPA Autumn Advanced Certificate in Child Safeguarding Practice: option 2
New Autumn 23/24 course dates added!
TheSACPA 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
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
Pastoral
BSA Certificate in Boarding Practice - Pastoral Care & Boarding Management
“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.
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
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.
BSA Certificate in Professional Practice for Pupil Welfare & Support
Live Online BSA Certificate in Professional Practice – Pupil Welfare & Support
New Autumn 23/24 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 2023-2024
Vaping : What you Need to Know, Guest Speaker Aric Sigman
Perspectives on Pastoral Care
An Afternoon on Disordered Eating, Guest Speaker, Rachel Hart
Understanding Adolescence & Meeting the Needs of Children & Young People, withProfessor Carrie Winstanley, PhD MPhil (Cantab) MA BHEd NFF NTF PFHEA FRSA
Equity, Diversity and Inclusion withGaelle Sullivan, Director Research and Inclusion, Director TIOB
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 withDale 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 withoutnicotine 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.
Gaelle is Head of Research Services and Inclusion and joined the BSA in January 2023. She is an experienced senior leader and has worked in a range of state and independent schools. She is a qualified SENCO and holds a Masters Degree in Inclusive Education. Prior to joining the BSA, Gaelle was Deputy Head Pastoral, DSL and Head of Boarding at an all-girls independent school in the South-East.
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.
BSA Cert in Professional Practice for Pupil Welfare & Support 2023-2024
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.
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
BSA & BAISIS February Certificate in Professional Practice: Supporting International Boarders
BSA/BAISIS Certificate in Professional Practice : Supporting International Boarders
New 2023/24 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.
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.
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 2024
Study days for this module are:
Study Day 1: February 28th 2024
Study Day 2: March 15th 2024
Study Day 3: April 26th 2024
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
Our preferred platform for online training is Zoom
Speakers:
Elyse Conlon
Head of EAL & GCSE English Teacher
Elyse has 20 years of experience in the international world of teaching, strategy and training, which began as Director of Studies in Phuket, Thailand and has continued at Moreton Hall for 12 years, where Elyse is Head of EAL. Her main interests lie in upskilling staff regarding EAL methodology and practice.
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.
BSA Certificate in Professional Practice – Mental Health & Wellbeing
NEW Online BSA Certificate in Professional Practice – Mental Health & Wellbeing
New Spring dates added!
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.
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
Looking After Others and Yourself, Nick Ellis
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 is a 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.
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.
Lee has extensive experience in pastoral care. Prior to becoming Headmaster and CEO at Taunton School in Somerset he was the School’s Deputy Head which involved leading the pastoral team and being the Designated Safeguarding Lead. Outstanding support for student and staff wellbeing has always been at the heart of his approach and the School was recently shortlisted for a TES Award for excellence in this area.
Lee has always worked closely with the School’s medical team which provided excellent support to the community, particularly during the COVID pandemic. He is excited to be supporting HIEDA members in delivering the highest quality of care in their own environments.
Course Tutor
Kate Heffer
Kate is an Education Coach and the founder of kateheffer.com, a company that specialises in coaching and wellbeing services for schools. Her ethos is based on Feel Better, Work Better – once we look after, and prioritise, our own emotional, mental, and physical health, then we can work in a far more productive, creative, and successful way.
She is a fully qualified Wellbeing Coach, Sophrologist, Hypnotherapist and Teen Yoga Teacher, and Kate 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 Head of Wellbeing. Her experience led to her training in coaching and wellbeing, to empower pupils and staff to feel safe in their environment, secure in themselves and excited about their future.
Kate has coached many 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.
Study Days for the Spring module are:
Study Day 1, March 20, 2024
Study Day 2, April 25, 2024
Study Day 3, May 17, 2024
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
Nurse / Medical
BSA & Hieda Certificate in Professional Practice for School Nurses
New 23/24 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
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 2024. These will be assessed by the course tutor and the results published/certificates issued in the early Autumn.
BSA – Hieda Certificate in Professional Practice for School Nurses – November Module
Lee has extensive experience in pastoral care. Prior to becoming Headmaster and CEO at Taunton School in Somerset he was the School’s Deputy Head which involved leading the pastoral team and being the Designated Safeguarding Lead. Outstanding support for student and staff wellbeing has always been at the heart of his approach and the School was recently shortlisted for a TES Award for excellence in this area.
Lee has always worked closely with the School’s medical team which provided excellent support to the community, particularly during the COVID pandemic. He is excited to be supporting HIEDA members in delivering the highest quality of care in their own environments.
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 Head of Boarding in an independent prep school in Cambridge, she has a Master’s in Medical Ethics and Law, is a NUCO trainer and has a keen interest in the development of the school nurse role.
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
Autumn Certificate in Professional Practice: Non-Healthcare Practitioners on Medical Matters
New Autumn 23/24 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.
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 2024. 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
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
*NEW* Hieda Accredited course – Train the mental health leaders
NEW Accredited course – Train the mental health leaders
This course aims to give the holder an understanding of the role of the mental health lead in an educational setting. Under the first aid provision in the school setting 2022 each school is required to have a designated lead to identify and implement a whole school strategy for supporting mental health and wellbeing. Over 3 days we will look at establishing foundations, the whole school approach and managing change. Through sharing best practice and discussion, we will create ideas for our schools and on day 4 the course will culminate in presenting your strategy plan to the group.
Training topics will include:
Establishing foundations
Mental health core concepts (definitions, approaches, stigma)
Warning signs of poor mental health
Cultural awareness
Risk and protective factors for mental health & vulnerable groups
Supportive communication skills
Trauma-informed approaches
Effective signposting
A whole school approach
The role of leadership and strategy
Impact of school climate
Staff wellbeing and development
Voices of students and support
Voices of parents/carers and support
Identifying needs, taking a proactive and joined-up approach and the role of local/specialist services
Impact on curriculum, behaviour policies and pastoral support
Introduction to whole school audit models and methodologies
Introduction to strategic plans
Action planning
Change management (what to consider when introducing change)
Theory of change model
‘We Make the Weather’ – Coaching principles and the power of appreciative enquiry
Considering barriers to change and planning ahead (split group work with Jane and Veronika)
Sharing best practice
Further action planning for Day 4
Presentations by delegates of audit findings and key strategic focus for the coming academic year
The learning outcomes are aligned with Public Health England and DfE’s ‘Promoting Children and young people’s emotional health and wellbeing’.
Learning outcomes:
To have an improved outline of this role
To share good practice
To create a whole school strategy plan for your school
Before Veronika’s career as a teacher, she worked in ChildProtection for the Police, where her passion for Safeguarding and its role in Education was born. Veronika was the Assistant Head (Pastoral Care and Wellbeing), the Senior Mental Health Lead and a key member of the safeguarding team at an Independent Day and Boarding School.
With a strong focus on a holistic, values-led and integrated approach to student development, wellbeing and safe learning environments, Veronika has led on multiple whole school mental health and wellbeing initiatives. Veronika’s passion for a whole school approach to mental health and wellbeing and proactive pastoral care enabled a non-judgemental and supportive culture amongst staff, students and parents. As a result of these initiatives and wellbeing strategies, staff, students and parents were able to access early support and interventions promoting positive mental health outcomes.
Veronika’s passion for prevention rather than intervention and bringing a common language of wellbeing to schools has driven her to author a whole school Mental Health and Wellbeing Strategy that informed the school’s approach to re-integrating students back into the physical school environment in September 2020.
Veronika is now a School Mental Health Leadership Consultant who delivers Mental HealthFirst Aid Training to staff, students, governors and parents, and advises leadership teams on whole school strategies to mental health and wellbeing. Veronika is also a trainer on the Senior Mental Health Lead training programme.
Veronika is inspired by the work of Viv Grant on Ethical Leadership, Mike Armiger on the work of Wellbeing in Education and the Regulation Framework, Bill Roger’s holistic approach to Behaviour for Learning and the PACE approach, developed by Dr Dan Hughes, to bring asustainable whole child approach to teacher-student dynamics into the classroom.
Lee Glaser, Director, HIEDA
Lee has extensive experience in pastoral care. Prior to becoming Headmaster and CEO at Taunton School in Somerset he was the School’s Deputy Head which involved leading the pastoral team and being the Designated Safeguarding Lead. Outstanding support for student and staff wellbeing has always been at the heart of his approach and the School was recently shortlisted for a TES Award for excellence in this area.
Lee has always worked closely with the School’s medical team which provided excellent support to the community, particularly during the COVID pandemic. He is excited to be supporting HIEDA members in delivering the highest quality of care in their own environments.
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
Leadership/Headship
BSA January Diploma in Boarding Practice – Leadership
Diploma in Boarding Practice – Leadership
New 2024 course dates added!
– 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 January Diploma in Boarding Practice – Leadership
Day 1: January 26, 2024
Day 2: March 11, 2024
Day 3: June 10, 2024
Our preferred platform for online training is Zoom
Timings for each study day – 10.00 to 15.45
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.
BSA January Diploma in Boarding Practice – Leadership
Day 1: January 26, 2024
Day 2: March 11, 2024
Day 3: June 10, 2024
Our preferred platform for online training is Zoom
Numbers on 2024 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
BSA Certificate in Professional Practice – Headship
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 three-day course covers a broad range of topics including:
Structure
Boarding numbers
Historical and current data
UK v International
Marketing
Recruitment
Staffing
Visas
Guardians
Boarding House management
UK policies applicable to boarding
Keeping boarders safe
Managing risk
Meeting inspection standards
Managing Governor oversight
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.
Aileen Kane, Deputy CEO & COO, BSA
Aileen is Deputy CEO & COO of BSA Group. She leads operations at BSA Group and works closely with members to provide guidance and training. Aileen also works with government departments, local authorities and other agencies to support members and heads up the group’s work to find places for refugee children escaping from conflict countries.
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.
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
Coaching / Inclusion
Certificate for 2023-24: Career Coaching and Mentoring
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.
COACHING COHORTS
WHAT DO COACHING COHORTS COMPRISE OF?
Learn at your own pace with The Anatomy.
The Anatomy: Self-Paced Foundational Coaching Course offers a 10+ hour structured learning journey including videos, audio recordings, coaching demonstrations, worksheets and a 70+ page handbook to support your ongoing learning once the Course Portal has closed. The curriculum provides a foundational understanding of coaching with practical skills and tools you can begin applying immediately. You’ll receive a Certificate to put toward the International Coaching Federation’s ACC Portfolio Route.
Collaborate and practise in curated cohorts.
Working through the self-paced course with a Coaching Cohort ensures you feel supported, engaged and accountable. Each cohort is made up of nine TIOB educators dedicated to progressing at a similar pace. Guided by a volunteer Cohort Leader, each cohort will divide into trios for regular practice, creating opportunities for feedback and skill-building discussions.
Your Cohort experience will kick-off on Monday February 26th 2024 with a 90-minute Live Online Introduction to Coaching workshop. After the workshop, you will continue learning at your own pace.
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
Irfan Latif, BSA Group Inclusion Representative, 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.
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
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.
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.
Speaker: 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
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.
Speaker: Shamiela Davids, Director of Innovation and Head of Senior Girls Boarding, Hockerill Anglo-European College
Shamiela has worked at Hockerill since 2003 and before that held senior roles including Deputy Head of Senior School, Head of International Dimension as well as having been Head of English at the English College in Prague and the Ahliyyah School for Girls in Amman Jordan. Shamiela is very excited to have recently been nominated for the Chartered College of Teaching Fellowship. In her own time, Shamiela consults on Inclusion and her area of specialism is narratology – using stories as a cohesive tool across organisations.
Speaker: Aiyaz Ahmed, Biology Teacher and Diversity Champion, Eastbourne College
Aiyaz has been teaching at Eastbourne College for five years and started up a pupil lead diversity forum named BE YOU four years ago, which he currently leads. Over the years this has become more popular and an integral part of the college. It has shaped the culture of the college community and has also empowered young people to be part of the changes that promote inclusivity and diversity. Aiyaz is passionately dedicated to his role and works collaboratively with the PSHE lead, HR, HoDs and SMT to drive the changes that they feel will make the college more diverse and inclusive. Prior to this, Aiyaz taught science at inner London secondary schools for ten years.
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.
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.
Speaker: 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?
Speaker: 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.
Speaker: Sian Evans, Housemistress, Relationship and Sex Education Lead and Teacher of Art, Wycliffe College
Sian is Housemistress at Wycliffe College, where she’s also Relationship and Sex Education Lead and Teacher of Art. She holds an MA in Art and is currently undertaking an MA in Education, researching peer-on-peer abuse. She’s passionate about changing the culture of gender binaries and societal norms within the school environment.
Speaker: 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.
Speaker: 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.
The MA in Residential Education is a one-year, part-time course for those working in or with an interest in boarding schools. It is offered in partnership with the Boarding Schools’ Association. This course allows those with experience in boarding, who are keen to research, to write about a topic of interest to them. The heart of the MA is a 12,000-15,000 word dissertation. You will do a literature review, which informs your dissertation, and you will learn about different research methods. You will be expected to read widely. To take this MA you only need to spend one day away from your school. The course starts in September. Applicants may be from state or independent boarding schools in the UK or abroad.
Why should I do this MA?
Professionals do not stop learning at any stage in their working lives. Doctors and lawyers, for example, have to have regular refresher courses. In the same way teachers can benefit from the MA framework as it gives them an opportunity to discover recent research in education and to challenge their own best practice
This is a unique form of professional development for those that work in boarding schools
Not only will you learn about recent research relating to boarding, but you will also learn how to do your own research.
This is a more economical way to complete an MA compared to courses offered by other universities
Gaining a Master’s in Education can be an excellent form of professional development and can help you in developing your own career as a qualification that is taken seriously by employers
You can complete this course through distance learning and still receive individual support from an experienced tutor
Once agreed, it is a chance to pursue your own area of interest within boarding and to discover the latest work in this area
You will find the course intellectually stimulating and challenging
Course content
The course requires attendance on a fully online one-day training session and this day covers the following topics:
Establishing your research focus
Discovering relevant literature and how to write a literature review
What is expected of Level 7 academic writing?
How to navigate the topic of research methodology
Planning your dissertation
Ethical considerations when researching
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.
a copy of your PGCE certificate and transcript or BSA Diploma to show credit level if applicable
If no PGCE or Diploma is 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 24, 2023
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 > >
Fees (Sept 2023 intake)
UK
EU
International
£3,650/ year
£3,650/ year
£3,650/ year
Applicants must also pay a non-refundable £275 registration fee.
Fees are invoiced for in September, at the beginning of the course, and can be paid in termly instalments or in one lump sum. Termly instalments can be arranged directly with the Finance department upon receipt of the invoice.
Staff whose school is a member of the Boarding Schools’ Association are eligible for a 25% discount on course fees. To ensure the discount is applied please select BSA from the partnership box on your application form.
Accommodation
As there is no requirement to attend the University of Buckingham while on this fully online course, accommodation is not provided.
Student Loan
The MA in Residential Education course does not qualify for a UK government student loan.
If you wish to apply for a fees loan, then you should take the MA in Education (evidence-based practice) course; you could apply your residential education experience and interests when researching for your modules and dissertation.
Replacement Certificate Service
For replacement certificates please fill in the below application form. This service is £40 per certificate, you should receive your replacement certificate within 48 hours of your invoice being reconciled. If you have any questions regarding this service please email BSA@Boarding.org.uk.
BSA has always been committed to outstanding boarding practice in member schools to achieve the best possible outcomes for every boarder.
What is Accredited Boarding Practitioner scheme?
BSA Accredited Boarding Practitioner status is an individual recognition of those boarding staff who are making a personal, professional commitment to best boarding practice. To be considered, all applicants are expected to meet the following core commitments:
Safeguarding and promoting the welfare of children
Achieving the best boarding practice and the best outcomes for boarders
Reflecting on practice and undertaking regular training
Working collaboratively with other boarding colleagues
Who can apply?
Any member of staff who works in boarding can apply once the minimum criteria for the different Accredited Practitioner levels are met.
What are the levels?
There are four levels. You can order your certificate here if you have attended BSA training in the past – just send us an email at bsa@boarding.org.uk and let us know which one of the four levels below you’ve completed, and we’ll arrange for your certificate to be sent to you:
Level 1 – Day Seminar
Level 2 – Advanced Certificate Course
Level 3 – Diploma Course
Level 4 – BSA Diploma + 12 Years in boarding
Certificates can be ordered if you have completed equivalent training – please see below:
LEVEL 1 – A boarding member of staff who has completed at least one year in boarding, undertaken key training and met the key commitments
LEVEL 2 – Someone who has worked in boarding for at least three years, met the key commitments and completed the BSA Certificate Course or equivalent
LEVEL 3 – A person managing boarding, or an aspect of boarding, within their own school, has served for a total of seven years in boarding, consistently met the key commitments, and has completed the BSA Diploma Course or equivalent
LEVEL 4 – Someone who has been a boarding practitioner for 12 years or more, has consistently met the key commitments, has completed the BSA Diploma or equivalent, and has made a significant contribution to boarding beyond their own setting, for example as a course tutor or similar.
Please follow the links below for more information.
The application form will ask for details of boarding experience, training, key safeguarding information and a brief personal statement. In addition, all applicants at practitioner and professional status will require an endorsement by the person responsible for boarding within the school. Managers and leaders will require an equivalent professional endorsement.
Julian Whiting
Nikki Holmes : Safer Together
Dez Holmes : Director, Research in Practice
Maria Putz – Interim Head of Training (Sexual Violence and Safeguarding)
Karl Hopwood, E-Safety Expert
Marcus Erooga
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.
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.
Dr Tara Porter is a Clinical Psychologist and Writer. 
Lee Glaser, Director, HIEDA
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 Head of Boarding in an independent prep school in Cambridge, she has a Master’s in Medical Ethics and Law, is a NUCO trainer and has a keen interest in the development of the school nurse role.
Veronika Chidemo
Robin Fletcher, Chief Executive, BSA
Aileen Kane, Deputy CEO & COO, BSA
Kate Hollyer, Legal and Public Affairs Director, BSA
Irfan Latif, BSA Group Inclusion Representative, Principal, DLD College London
Speaker: Temi Akindele Barker, Founder, Inclusion Labs
Speaker: Gemma Woodhouse, Partner, Penningtons Manches Cooper LLP
Speaker: Jill Berry, Leadership Development Consultant, J Berry Associates Ltd 
Speaker: Shamiela Davids, Director of Innovation and Head of Senior Girls Boarding, Hockerill Anglo-European College
Speaker: Aiyaz Ahmed, Biology Teacher and Diversity Champion, Eastbourne College
Speaker: McKenzie Cerri, Co-founder of Graydin
Speaker: Coco Stevenson, Director of Inclusion at St Paul’s Girls’ School and Educational Consultant
Speaker: Sian Evans, Housemistress, Relationship and Sex Education Lead and Teacher of Art, Wycliffe College
