When we first conceived the concept of this Conference, we were resolute in our intention to provide something truly inspirational, as well as highly practical, for all our colleagues. Having attended numerous training events and conferences ourselves, our planning group knows what makes for great staff development – and what does not. Based on this experience, the schedule below was drawn together with the following principles at its heart:

First, that our time and energy is a valuable resource which should be respected for its possibilities and not squandered cheaply. Second, that a staff body of over 500 colleagues can showcase from its own number examples of practice that are truly world class, and deserve the opportunity to do so. Third, that the chance to work collegiately across teams, across roles, and across schools is at the heart of our vision and that this event can further our ambitions to achieve more together than we can apart. Finally, that at a time in which the nation’s gaze appears to many to be fixated away from an educational vision for our children’s future, we must secure that future ourselves.

The themes of this conference are pinned to the principle that evidence-based study has demonstrated, as conclusively as can be reasonably expected, that metacognition and self-regulation, feedback, and collaboration, can all have a transformational impact on learning and progress – at little or no cost. Add to this the fact that these areas are as relevant for Early Years pupils as they are to Post-16 students, and indeed to ourselves as lifelong learners, then the case for this event is a compelling one.

Supported by facilitators and presenters of national and international renown, the programme of sessions will hopefully create dilemmas amongst many of us: What can I possibly miss out on attending? Here, we can gain the comfort that our colleagues are here too – and can attend some of the sessions and workshops that we cannot. The dissemination of content from all sessions will be a priority for us.

We hope you will find the event valuable both individually and collectively, and that the learning we embark upon will be sustained through new ways of working, and new colleagues to work with. The value of this Conference will be in the longevity and impact of its legacy, and this is our challenge, and our goal.

I’ll close here by offering my sincere gratitude to all who have planned this event, all who are delivering within it, and all who will participate actively to make it a success. Your devotion and dedication is in itself an inspiration.


Additional information including extended reading and presenter information can be found at the start of each presentation or by downloading the relevant programme.

Child Facing Staff – Presentations & Additional Information

Mike Donoghue & Gareth Moss
Introduction and Key Messages
Professor Guy Claxton
Introducing Metacognition, Feedback and Collaboration
David Weston
Unleashing Great Teaching
Iggy Rhodes
Using Evidence to improve Outcomes for your students
Nick Rose
Memory Research for the Classroom
Simon Cope
Building Intrinsic Motivation
Jill Berry
The Power of Collaboration
Tina Farrington
Reaching out to all through Forest Schools
Professor Guy Claxton
Learning Power Classrooms: The Nitty-Gritty
Tom Bithell
Developing a Research Led Approach in School
Shaheen Hussain
Early Years On-Line Learning Journals – What’s the Impact?
Jodie Greenhough
Metacognition for the ‘More Able’
Donna Preston
Teaching for Mastery in Mathematics and CPD through Research Groups
Tracy Moore
How do you know ‘what really matters’ when making improvements to your teaching?
Sue Plant
Developing a Coaching Culture
Matthew Russell
Metacognition in the Classroom – Let’s think in English
Teachmeet 1
  • Marie Warner – Using Lego Therapy to Promote Social Communication
  • Sam Hickey – Yes, but Why? Teaching and Understanding in Mathematics
  • Sian Higgs – Collaborative learning in online safety
  • Natasha Ingham – Starting Points for Collaborative Learning in Dance
  • Gemma Day – Feedback to children
  • Natasha Gouldingay – ‘STAR’ Maths
  • Adele Ogston – Developing the use of vocabulary through Collaborative learning
Teachmeet 2
  • April Gibson – Snowballing, possibly not what you think
  • Alison Clements – Gallery Walk
  • Kirby Dowler – Stepping Stones
  • Gavin Craddock – Benefits of Examining
  • Caroline Broughton – Rally Coach
  • Simon Curzon – Utilising Flipped Learning in the Classroom
  • Marc Davies – Literacy Check
  • Mike Simmonds – Embedding Metacognition into Extra-Curricular Activities
Dame Alison Peacock
Key Note

Administrative & Support Staff – Presentations & Additional Information

Mike Donoghue & Gareth Moss
Introduction and Key Messages
Professor Guy Claxton
Introducing Metacognition, Feedback and Collaboration
Andrew Jenkins
Be a Dolphin & How to Use Inside-Out Thinking Pt I
Jo Shuttleworth
How might I be the very best collaborative learner, so everyone benefits from whole trust learning?
Andrew Jenkins
Hack into Your Feel-Good Chemicals to Boost Your Working Day & Be a Dolphin & How to Use Inside-Out Thinking Pt 2
Dame Alison Peacock
Key Note

What next?