Feedback from providers

What might be the impact of our training on your own staff?

  • Click on the provider-drop down list to browse feedback by the providers.
  • Click on ‘Filter by session’ and then select a title from the drop-down list.

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Supported independent study

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Hopwood Hall College

  • Realised we need to own the problem in order to solve it.
  • Excited for the new academic year; new possibilities and tools to add to my repertoire!
  • Thinking about the root and cause of issues, language use: conversations with learners rather than challenges.
  • Session was useful and relevant to what we do. Handout with pedagogy activities on will be useful to reflect on.
  • Looking forward to changes that will come about as a result of this session.
  • Eye-opening.
  • I would like to create a more welcoming environment for learners.
  • The trainer had extensive knowledge in the subject, and provided very useful information.
  • The curtains being opened with new possibilities of a fresh day.
  • [I need to] Speak more directly to the learners on a one-to-one basis.
  • Incredibly useful.
  • Thinking about ways to present toe iLearn sessions differently and convey the importance of them.
  • Superb!
  • [I need to] Look at how our mindset impacts on learning; change our approach.
  • Thank you once again for a thought-provoking session that has given us much needed input and ideas.
  • The session helped us to identify our own departmental issues and as a result we’ll now look into making changes to our attitude to learners and their behaviour as to not seem as antagonistic.
  • Session was fantastic. A great session that has enabled us to identify where we need to be and sown the seeds of how we get there.
  • I really enjoyed it and I am excited to see what will become of this session.
  • [I need to] Create a better/different induction to achieve the iLearn sessions being valued and helping learners wanting to be there to complete work.
  • This session has helped very much and what I would do differently would be to find the root cause and to work from there.
  • You can take a horse to water, but you can’t make them drink it. [I need to] Think more about my actions upon learners and how they feel in our centres. Thinking about wider staff understanding of iLearn or blended learning.

Learner-Centred Assessment, Feedback and Questioning

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • My knowledge bucket is officially overflowing with goodies :).
  • Loads of great practical ideas to try out in the classroom. Many thanks, terrific training.
  • Differentiated support, not targets.
  • More inspiration to be creative with.
  • Like a new chapter of a book.
  • [I need to] Introduce learner critical reflection/evaluation.
  • I picked up some tips on questioning and assessment that was really helpful.
  • New ideas and techniques for formative assessment.
  • Thank you. Enjoyed it and found the day valuable.
  • [I will] Definitely use the critical thinking ideas; critique work then pass back to original source; pairing, sharing questioning/coaching.
  • Very enjoyable and informative.
  • [I need to] Use more higher-level based questions.
  • Very thought provoking – must try 1 or 2 techniques out asap then move on to another!
  • I particularly enjoyed the part on coaching answers out of students and how to avoid putting them on the spot.

City College Coventry

  • A beginning of a new journey. [I need to] Use some of Tony’s techniques.
  • The start of a journey – the way forward.
  • Using post-it notes and answers to make sure comments are anonymous.
  • Paired exemplar marking and avoiding the ‘but’.
  • Some further tools to share with staff.
  • Sharing feedback anonymously to encourage peer learning. Encourage peer assessment to reduce marking loads.
  • A move towards enlightenment. Peer assessment. Learner critical reflection.
  • Differentiation techniques – All learners should have same outcome, with different support levels to achieve it.
  • New approaches and feedback to share with the team.
  • Helpful to revisit self-assessment and marking.
  • Rethink the [feedback] sandwich model and engage learners in feedback giving.

Initial Assessment and Differentiation Controversy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

West Lancashire College

  • Open windows and doors of the mind.
  • [I need to] Write a better lesson plan and [learner] profile.
  • [I need to] Amend my learner profile to be of greater value and show greater attention to strategies for support needed by individual learners to achieve outstanding outcomes.
  • As a manager new to apprenticeships and the need to support staff, this really gave me an insight into how to support staff to ‘individualise’ apps.
  • Mind opening. Writing meaningful learning outcomes.
  • [I need to look at] Scaffolding for ALS support and thin SoW.
  • Challenging.
  • [I need to look at] Differentiated support, and use the Professional Discussion Tool.
  • [I need to look at] The writing of learning outcomes in lesson plans and SoW, and the idea that attitude changes should be targeted in learning outcomes.
  • Very interesting workshop that allows you to explore lesson planning in a unique way.
  • Understanding the importance of outcomes and individualisation.
  • [I need to look at] Learning outcomes to develop TLA strategies.
  • Reupholstering.
  • Curiosity didn’t kill the cat.
  • To develop strategies to write motivational learning outcomes.
  • To think about ‘Brain, Body, Mind’ objectives – useful.
  • Rethink how schemes of work are used.
  • Inspiring induction tool given. [I need to] Plan induction differently. I will give more thought to [learning] objectives.
  • I will think about initial assessment and using my group profile usefully.
  • Importance of clear and useful initial assessment.

West Thames College

  • The penny has dropped.
  • The imagery of the scaffold was clear and I had never thought about support in this way.
  • Rather than reinventing the wheel, I have tools to make my practice more aerodynamic.
  • Label, verb, outcome – very useful.
  • Astounding.
  • [I need to] Create lesson plans differently!
  • Colour coding of learning outcomes. I will use this approach to write my LOs in future.
  • Use of materials to develop a lesson plan. Fantastic resources.
  • Like the refresh on differentiation and how we were made to think of something we don’t already do.
  • Change is required.
  • The visualisation you gave about the walking across the carpet made me think about my learners walking out of the studio – how I would like them to walk out.
  • Supporting students and reducing support as the course and students’ progress.
  • LOs = not an activity list!
  • Regenerative.
  • Like a warm, comforting blanket – wool and cashmere mix.
  • A bud opening to a flower.
  • Reassessing how to differentiate.
  • Lots of ideas and completely new perspective on support in class.
  • Has made me stand back and take a look at how I am assessing.
  • ‘Walking the carpet.’
  • [I need to] Use correct verbs and outcomes to create lesson objectives which are specific and meaningful.
  • Lesson plan sandbox – will reword lesson plans to include brain, body and mind.
  • Redefining differentiation and what it means.

Lesson Observation Service

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Bolton Adult & Community Learning

The feedback I received after both days from the tutors I saw was really positive and they truly appreciated your warmth and your coaching style.

Achieving Grade 1 for Employability Skills

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Runshaw College

  • Possibly the best training session since I started here.
  • Paradigm shift.
  • The session helped me to see past the current issues and identify our current strengths. We need to work backwards and improve understanding and ‘buy in’ from students to improve placement and skill development success. Excellent session. Very motivational.
  • Excellent delivery, which was exceptionally engaging. This has given me insight which I will now share with the rest of the team.
  • Thought provoking and inspiring! Reflect, reflect, reflect!
  • It’s made me want to reflect what I do on my own course/department, identify areas of improvement and use the top employability skills to devise motivating and engaging employability activities.
  • I enjoyed the ‘write your own Ofsted report’ exercise using the grade 1 words – highlighted what I need to achieve.
  • Forward with confidence.
  • Transferable skills and specific ‘projects’ to be involved with other their placements. The need to also quantify their development whilst on placement.
  • Developed my realisation for the need to have measurable outcomes to assess development of skills.
  • Guidance is an issue for tutors and leaders of courses. This is the first direction I have had. Thank you.
  • Michael Craig-Martin’s ‘An oak tree’. It helped to expand my understanding of the challenges faced whilst also enlightening me towards a new perspective.
  • Creating a new path across the gap between college and employability. It has helped to understand what is ahead regarding Ofsted.
  • I’ve walked across the carpet.
  • [I need to] Try to make wider connections on how English/literacy can impact upon their employability. Make more use of real life scenarios and links to their subjects.
  • [Now] Thinking about being creative. Thinking about what we do after work placement.
  • [I need to] Develop students’ responsibility, encourage them to take more ownership, explain that all experiences are valuable – good or bad.
  • Particularly looking at how we would want Ofsted to describe our contribution to employability skills.

Wakefield College

  • Arrived discouraged – left uplifted.
  • Today’s session was an employability dream.
  • Theme park.
  • I’ve been inspired to be more creative and dream bigger.
  • We need to review our scheme of work and how we deliver it.
  • Shining a light on creativity in education.
  • I have unlocked my creative thoughts by realising ‘I’ could make a difference.
  • Today is the start of a journey.
  • Thought provoking and challenging session. Will introduce some skill development project work into sessions.
  • Grade 1 session.
  • [I need to] Try to be more creative and let the students lead their learning more, and apply more directly to employment skills.
  • Quite challenging for one who is not naturally creative.
  • Snowball of exciting ideas.
  • Fantastic and enthusiastic delivery.
  • [We need] To be more aspirational with our goals and expectations of our learners.
  • Fantastic – I really enjoyed the half day of actual practical ideas.
  • Made me think and approach it differently.
  • Showed what Ofsted are looking for and how we can start developing these skills.
  • A thoroughly enjoyable session that has broadened my understanding of how skills are measured.
  • Like opening a new door.
  • Supported employment should have this as part of their induction/training.
  • I’ve walked the carpet! J
  • Will embed/refer to Top 10 Employability Skills for horticulture placement.
  • Outstanding session, great communications and very knowledgeable.
  • Highlighted how we can work as a college to achieve this – really helped.
  • [I need] To focus more on outcomes of actual skills and make these skills transparent to learners.
  • Broadening horizons.
  • Focus on skills development and take a project approach to assignment work.
  • Really inspiring.

Assessment and the Art of Lazy Teaching

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

East Coast College

  • It is like taking a lift to better practice.
  • Motivating. Keep coming with more ways to induce learners to reflect about their own learning.
  • Walking into the light. I will incorporate one of the strategies into my teaching each week.
  • Inspired – on cloud 9.
  • [I need to] Use different assessment strategies to make learning an active process, so learners make decisions.
  • ‘Six blind men and an elephant.’ This session has enabled me to consider different approaches to delivering ‘assessment strategies’ for trainee teachers.
  • Tony’s enthusiasm is amazing, hope he is going to return.
  • Enlightening. The session was really helpful to encourage a change in the way I formatively assess and plan next steps for teaching and learning. Found the 50 assessments very helpful.
  • Educational. I am amazed at how well you know your own resources.
  • Developmental! [I need to] Incorporate more formative assessment techniques in every session.
  • Excellent use of games (and Top Trumps!)
  • Practical resources to walk away with to embed in sessions. I would personally like to attend more sessions like this – inspiring to my teaching.

Greater Brighton Metropolitan College

  • Lots I had never heard of. Was great!
  • Road to improvement. I am open to trying new ideas to bridge students – formative feedback. This session was brilliant!
  • [I need to] Try to employ methods which are more collaborative for the learners.
  • [I need to] Read the 50 ‘tips’ and try some per week (2-3) and reflect on what works and for what groups.
  • Very much enjoyed this session. Very practical. Great team bonding. I can see me using these ideas in class.
  • Engaged. Killer questions.
  • I have been introduced to a large range of different ways to incorporate formative assessment into my lessons.
  • It certainly did [make me think differently] and in a very engaging and discussion-provoking way. It has helped me to see how a variety of activities can be used to embed assessment at all stages of learning.
  • Very well planned session and valuable resources.

Stoke College

  • My brain feels soaked in knowledge.
  • A rocket to the moon.
  • Meerkat teaching – I want all my lessons to be meerkat!
  • I will endeavour to use 5 new assessment techniques in lessons by half term. I will try them and reflect on how they can be improved for my learners and my subject to build excellent learning skills.
  • Plenty of firework moments for future lesson ideas.
  • I’m going to ensure my learning outcomes evaluate the impact on learners.
  • It was like the Snap Crackle & Pop when making my cereal!
  • [I need to] Be prepared to take risks; try new things.
  • This is the only useful and inspiring CPD I have had in my long years at this college. Thank you!

West Lancashire College

  • Change is in the air! I am definitely going to implement some of the strategies learnt in this session.
  • Purposeful, creative, engaging.
  • It helped me understand the importance of formative assessment and how these can be implemented simply within all sessions.
  • Really enjoyed the Community Challenge game and the chance to apply the strategies to given scenarios and discuss differing perspectives.
  • Caterpillar to a butterfly.
  • Attitude-shifting journey.

Wirral Metropolitan College

  • This was super engaging and it felt emotional to have someone stand up and truly understand. Thank you.
  • I will certainly develop assessment strategies as a result of this session and take some risks regarding these.
  • A bright, new horizon today…. new things to learn after numerous years in education. A fantastic session Tony. Thank you.
  • It was helpful and enabled great discussions with colleagues. The games were an excellent strategy to use.
  • Sparkling ideas.
  • 100% common sense.
  • The Fifty Shades and Community Challenge. Would love these cards please.

Differentiation in English and maths

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • Spread creative wings even more!
  • Brilliantly delivered, many thanks.
  • It has given inspiration to start the journey.
  • It reminded me what differentiation is and how to hook learners in with creative ‘wow’ moments to begin a lesson.

Carlisle College

  • I have licked a sweet and it has fired my imagination!
  • It has enthused me for trying different learning approaches and creating alternative resources – and to giving them to students in advance of the lesson.
  • A train trundling through a tunnel into the light – picking up speed.
  • Stimulated alternative ideas for pre-topic learning.

 

Formula for Happiness

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Hopwood Hall College

  • Remove limits and barriers from planning.
  • Roller coaster of discovery.
  • Got us to think big and creatively.
  • It was like learning ideas from our own brain.

Solihull College and University Centre

  • Very busy day. Hugely inspiring. Thinking of ideas without boundaries has enabled me to develop new strategies.
  • Blinding.
  • The moment the ship starts to slip down the launch slipway.
  • Andragogy. Re-designing and refreshing learning space.

Self-Assessment Strategy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Shift Media

  • De-layering an onion without crying 🙂
  • I liked understanding how to stay with a perceived problem to a solution – so no ducking out of it.
  • Waves of enlightenment!
  • It helped develop my understanding of SA. I will change the way I approach it – delving deeper to the root causes and always putting the learner at the centre.

Stockport College

  • Stunningly simple approach to self assessment.
  • My 2 dimensional SAR glasses have been modified to 3D.
  • It has given me a totally different view and understanding, as if I am on the outside looking in.
  • Brilliant session, thank you. It will change what I do and how I do it.

Sussex Downs College

  • Blue sky opening up after a dark, wet morning!!
  • It feels like we are getting there!
  • A dream of shimmering visions and opaque water with limbs strong, but the land not yet in view. Excited about the work, but anxious about the task of introducing it to the team whilst giving them ownership.
  • Excellent stimulus material and a fantastic working environment. Challenging and enjoyable.

Sussex Downs College – support staff

  • Opening a door to ‘let in’, rather than closing a door to ‘shut out’.
  • Enlightened! Really proud of the work we have started so far.
  • Steep hill, but it was worth it!
  • Vroom! We are off!

Wirral Council Lifelong Learning Service

  • I went to see a man about a dog, but I saw the dog!!
  • Thanks, very useful and will change how we do our SAR & QIP & the service.
  • Team needs to change our system significantly to make self assessment dynamic, useful & questioning.
  • Small group session was particularly effective, I thought.

21st Century Pedagogy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • Lots of Eureka moments and pennies dropping – everything made sense.
  • Opened my mind – again!
  • The three colours of learning outcomes – really tricky to do, but once done (investment) can transform what then happens with learners.

Blackburn with Darwin Borough Council

  • Mind is a whirlpool of fresh thoughts and ideas which need time to impact!

Blackpool Adult Learning Service

  • This was absolutely fascinating!!

Bolton College

  • Had the rug pulled out from underneath established things I’d been taught. The point about inspiring curiosity and not capping expectations has really stuck.

Chesterfield College

  • Teaching an old dog new tricks!

City College Coventry

  • Really helpful. Going to deliver the ‘Sandbox’ to my team.

East Coast College

  • This training should be a session in the teacher training qual and also repeated for tutors biannually/annually. More teachers need to attend this training if we are to overcome TLA.

Knowsley Community College

  • On an education shopping trip to gather loveliness.

Lancashire Adult Learning

  • I feel the session has enabled me to understand the importance of lesson strategy and how objectives should focus on ‘mind outcomes’ – therefore enabling learning to continue through curiosity – fuelling conversation for further lessons.

Leicestershire Adult Learning Service

  • Loved the idea of creating curiosity in my learners from the outset, encouraging them to learn outside the lesson.

New College Nottingham

  • As a new tutor I struggle to develop lesson plans. This session has opened my eyes on teaching.
  • Cannot wait to try out lots of new ideas.

Northern College

  • Standing at a crossroads, thinking I instinctively know the best way to turn, and having someone point out a different route that I’ve not spotted before.

North Lindsey College

  • Insightful and now eager to complete LP (lesson plan) with more thought – using colour-coding to reorganise my LP.
  • (I need to) completely change the way I address lesson plans.

Plymouth College of Art

  • Connected well to the morning session [Transformational Lesson Observation] and challenged my approach to learning outcomes.

Solihull College and University Centre

  • Breath-taking.

Sussex Downs College

  • Bubbling like Prosecco!
  • Avoid trap of equating ‘doing stuff’ to actually ‘learning’.

West Cheshire College

  • Excellent session. It was Bleak House, but we now have Great Expectations, and Tony is our Mutual Friend.
  • I will read the web-based info again and again.

Inspiring Induction Practices

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

East Coast College

  • Waking up from a deep sleep. I feel inspired.
  • ‘From prison to freedom.’
  • Move away from silo thinking. Refreshing, pragmatic and honest.
  • [I need to] Think more about what I want the learner to ‘look’ like after induction. What difference do I want to make..?

Lakes College

  • [I need to] Redesign the induction process using a ‘zone experience’.
  • Please come back – we need more of these sessions.
  • Big ideas to put into action!
  • [I need to] Completely rethink induction – big inter-department project between construction and engineering??

NESCOT

  • Unlike ‘footprints in the sand’, this will hopefully stay in my brain!
  • One of the first training courses that kept my interest throughout!
  • A twisting, green-slimy feeling of guilt and abject excitement.

Preston’s College

  • [We need to] Make the boring stuff unforgettable.
  • Making us think differently.
  • Realisation of truth.
  • For visual and performing arts [I’d like to develop] a festival of remembrance with British Values and Prevent themes embedded.

Solihull College and University Centre

  • Happy, excited to change.
  • A fresh breeze let through a stuffy house. Really refreshing.
  • Jaded to Jazzed.
  • I feel empowered to take control of induction.

Grade 1 Leadership and Management

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Birmingham Metropolitan College

  • Light at the end of the tunnel – move towards ungraded, developmental observations..

Kingston College

  • Like trudging through mud to a field of gold.

NESCOT

  • Tony was like a Cheshire cat; provoking curiosity and a desire to find a way out of the madness.
  • Inspired to be curious
  • Inspirational talk. The symptoms vs issues debate and implications was enlightening.
  • Lots of food for thought.
  • A bookshelf full of ideas.
  • Enlightening moment of clarity.

Tower Hamlets College

  • Inspirational and thought provoking.
  • I really loved this session, it will definitely impact on my life as an AP (advanced practitioner)/teacher.

Worcester College of Technology

  • Cow jumping over the moon.

GCSE English: avoiding Ofsted nightmares

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Wirral Metropolitan College

  • Curiosity skilled the cat.
  • [I need to] Change SoW to engage, use positive reinforcement and excitement.
  • Make your weakest [aspect of provision] your strongest.
  • [I need to] Use one of the assessment activities to incorporate literacy into our sessions.
  • Excellent, informative session. Really interesting and well presented.
  • [I need] More English within sessions using comparative text, etc..
  • Motivational, coming up with better ideas.
  • [I need to] Change the way we interpret English language into our lessons.
  • Use English tools to integrate into the classroom – also look at SoW.
  • [I need to] Make more lessons (subjects) fun. Always engaged with the presenter.
  • Curriculum areas and English have been running parallel for years on a train track, heading for the same destination, but will never meet. You have to derail the train so that the tracks meet, to meet the final destination. Please do a session for English staff!! Derail that train!! 🙂
  • I think parts of this session could be adapted for the English team – adapting SoW to engage students, [to] engage those who we think are not going to pass.
  • A rolling subject gathers some English skills.
  • [I need to] Use English tools to integrate into my own area.
  • Making learning fun. Changing ways of delivery and embedding English into sessions – motivation.
  • Inspiring. [We need to] Use sex more! 🙂
  • Bruce Lee said: ‘You should always train your weakest side first’.
  • A cloud with a silver lining.
  • [I need to] Make it more exciting.
  • I could have listened and learned all day.
  • Sharpened our pencils!
  • A duck to water 🙂 Even more great ideas and inspiration. It’s always a pleasure to attend your lessons.

West Thames College

  • Always look towards outcomes, then build strategies towards that end.
  • A journey of new understanding.
  • I found it useful to see the assessment objectives for GCSE English and have the time to think about how drama can serve these objectives, and embed them in every class.
  • Shamazing!!
  • Changed my own mindset.
  • I enjoyed the session – very motivated.
  • It was delivered very professionally.
  • Enlightening.
  • Light at the end of the tunnel.
  • I thought we’d be talking about [GCSE English] exams. We actually talked about how to develop learners’ skills. I found this much more useful and inspiring – building skills for the future – skills students can use. It needs to be longer.
  • It was like being cocooned in a warm, pleasant sweatshirt.
  • Moved perspective.
  • Enjoyed the delivery style – matched my own.
  • Very useful in generating ideas of how to embed.
  • It was a great session.
  • Really interesting session – active and thought provoking.

Supercharged Evaluation Skills

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackburn with Darwin Borough Council

  • Fantastic lecturer with a great sense of knowledge and understanding. His approach was very professional.

Blackpool Adult Learning Service

  • Scaffolding! Waterfall of information to be flowed throughout organisation.

Bracknell and Wokingham College

  • I found the big picture element of this session stimulating and will reflect upon this in days to come. Extremely relevant to my current college.

Bury College

  • Much better understanding of differentiation and stretch and challenge.

Canterbury College

  • It’s clear that staff have been inspired by the ideas presented and are going to make positive changes to their practice as a result.

Derby College

  • The session has helped the fog to lift after a long summer break.

East Coast College

  • This was the best English lesson I’ve ever had, 🙂 Very enjoyable.

EMFEC

  • I plan to develop a vocational thesaurus and adapt the induction process to culminate in a ‘zone experience’.

Framework Housing Association

  • As a facilitator, I feel I’m now moving into a first class train carriage from second.

Greater Brighton Metropolitan College

  • With tentative, smart steps I’ve been taken from the side of the stage to performing music in front of an audience.

Halton Borough Council

  • Work from desired impact backwards.

Highbury College

  • Good starting points and exercises that built up my understanding and encouraged me to think more creatively in terms of word colours and higher-order thinking skills.

Hopwood Hall College

  • I have been blown away by some of these lovely ideas. I am thinking in colour!!

Itchen College

  • Full-colour vocabulary – awesome.

Kingston College

  • Excellent day and hosts. It has made a huge positive impact.

Knowsley Community College

  • Love the scaffolding approach. Will use it, 100%.

Lancashire Adult Learning

  • A cacophony of rainbow adverbages that will initiate a colourful journey of language exploration throughout my teaching.

Leicester College

  • Changed my perception of differentiation. The most productive training event attended in a long while.

NESCOT

  • The pieces that were missing from the jigsaw puzzle have been found!

Newbubbles delegate, Portsmouth

  • Fantastic. Really keen to spend more time on these areas. First class.

New College Nottingham

  • Thinking beyond the straightjacket of my sector.
  • This is the best CPD session I have attended in at least 5 years – your facilitation style is brilliant!

Northern College

  • The ‘full colour’ writing is a brilliant way to enable students to understand what they need to do and how to do it.

North Lindsey College

  • Fast, furious and exciting.

North Nottinghamshire College

  • Epic.

Palmer’s College

  • Excellent!

Solihull College and University Centre

  • Zeus’ thunderbolt.

Stockport Continuing Education Service

  • An exquisite and engaging journey across the room.

Sunderland College

  • I will be using the colour-coded sentences in order to get learners to create effective analytical sentences.

Sussex Downs College

  • Like discovering a chocolate cake in a box labelled ‘chore’.

Weston College 

  • I found the strategies presented to be useful for providing a framework to consider learners’ learning skills. It prompted me to think about a process that all staff can use.

West Cheshire College

  • Inspiring! 🙂 Though we practise these philosophies already within the area, the structure of how to approach it holistically will help immensely in the planning of curriculum.

West Lancashire College

  • Loved the activities – very engaging and made me work, but in a confident and supported environment.

West Nottinghamshire College

  • My head is spinning with ideas!
  • I need to develop learners’ ability to give their opinions and my higher-order questioning skills.

West Thames College

  • Tony was very knowledgeable and it was extremely enlightening to revisit differentiation and stretch & challenge. I now feel more equipped to ask higher-order questions.
  • I thoroughly enjoyed all the input and the professional approach.

Wirral Metropolitan College

  • Wow!

Creative Learning Teams

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Birmingham Metropolitan College

  • It made me think more about what I was doing and it was interesting to see some of the mistakes I make happen in others’ practice (offering direct early advice rather than coaching) and what I could do to combat this.
  • Good to see my fellow colleagues teach a similar topic and the different ways we all do it. Much more friendly approach to observations and more learning occurred.
  • I found that seeing the other staff’s good practice has enabled me to understand the use of different teaching strategies and their effect on students.

East Coast College

  • Creative, collaborative and inspiring.
  • I have a greater understanding of my own methodology through the eyes of experienced peers – this means a lot to me.
  • Great to receive such a wide range of ‘steals’ from other teachers.
  • It gave me a completely different perspective. I loved the idea of making students curious.
  • Thank you. I feel enriched.

Leeds Arts University

  • Observing everyone’s sessions under this system allowed for an unexpected and valuable new reading of what was seen. It also has made me reconsider how I encourage students’ engagement.
  • Excited leap forward.
  • I think I’m a reflective person in regards to my practice, but today has highlighted where I can seek to further develop.
  • The observation process is much more thorough and professionally relevant than a ‘grading’ system.

The Sheffield College

  • It was like wiping a window clean.
  • It gave me the confidence to talk about what I haven’t achieved and what I want to achieve.
  • Consider (lesson) timings more carefully and allow students a little more space to think before responding to questions.
  • Consider desired impacts before establishing strategies.
  • I was able to reflect on my current practice and now know areas to address. I thought it was a fantastic day

Workforce Training (NI)

  • Door-opening experience.
  • Use questions to encourage own learning. Don’t ‘direct’ feedback.
  • I will try to use coaching and prompting more in my lessons.
  • Picked up some really good teaching methods from the other tutors. Found it really interesting and challenging.
  • Saw things I would never have looked for in my lessons.
  • A very worthwhile exercise which can only improve the learning impact of the organisation.

West Cheshire College

  • Filled me with inspiration, helped me get out of a rut.
  • Can’t wait to deliver the next lesson.
  • Difficult at first, but the pieces of the puzzle eventually dropped into place.
  • Assessing impact and observing teachers in other areas was invaluable.
  • Made me look at each section of teaching and how it impacts on each learner.
  • (Must) consider impact more fully when writing learning outcomes and planning sessions.

Tricked out tutorials

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackburn with Darwin Borough Council

  • I like the idea of helping learners to fly.

Blackpool Adult Learning Service

  • The difference between being locked on a rigid train track with a single destination and a scenic, pleasurable journey where the details on the way are just as important.

Bolton College

  •  A road map to outstanding.

City College Coventry

  • I really love the idea of differentiation I learnt today. I will apply it.
  • An eye opener on what we could do better.

Hills Road College

  • Highly stimulating.
  • Clarified the notion of considering the IMPACT that process can make and that all discussions and interviews should be conducted with positive change in mind.

Lancashire Adult Learning

  • Brilliant start and excellent examples.

Newbubbles (open event)

  • The use of data is especially interesting and something I will encourage colleagues to look at, as is the quality standard.
  • Inspired by leader’s passion for developing education.
  • Enlightened by Tony’s passion for the subject.

Newcastle College

  • Some fantastic guidance which is transferable within my role.
  • Your visit has been like a breath of fresh air, and because you come from Ofsted it was exactly your opinions people needed to hear!
  • It was like eating a sprout – I like sprouts, they are good for you, but not everyone gets them.

Northern College

  • I will create more space to develop the story/narrative, to develop the context of the tutorial.

Preston’s College

  • Mega lightbulb moment 🙂
  • Loved the session. Helped me to think about how to get my review process to be outstanding.

Solihull College and University Centre

  • Insightful. I want to put these new skills into practice.
  • Our review paperwork is clearly not fit for purpose.

South Downs College

  • Another excellent session. I experienced another session which was led by Tony many years ago. One of the very few I have remembered!!
  • A candle being lit.

West Cheshire College

  • (We need to) standardise this practice throughout the college.

West Thames College

  • Target setting on its head.
  • I love the way Tony always turns things upside down and inside out and makes me think outside the box.

 

Service area self assessment

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Grimsby Institute service-area teams

  • Buckets full of ideas.
  • Better understanding of the cogs in the wheel of self assessment.
  • Gave me a lot to think about, but very helpful.
  • Made me realise that there are many more things to consider.
  • Don’t write (about) symptoms – write issues!
  • I haven’t looked at self assessment in this format before. It helps me think and conclude differently.
  • Bit like an iceberg. Have realised SARs are just the bit we see on top and there is a lot to go on below the water level.
  • This was a great way of ‘building’ quality standards.
  • I will be more involved in self assessment in future.
  • Much better understanding of what is required now.

 

The RED System

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Birmingham Metropolitan College

  • You can teach an old dog new tricks.
  • It was hard and tiring, but definitely worth it.
  • Resetting the sails on a ship to chart new or forgotten waters, discovery or rediscovery.
  • Climbing out from under the microscope and looking down the lens yourself.

City College Coventry

  • Rude awakening!
  • Questioning. [I need to] Get my team to identify their areas for development.
  • Empower the teachers to measure impact.
  • It gives me a better way of undertaking observations, I am new to the manager’s role, so is useful.
  • Insightful and inspirational. Started to understand the need to flip accountability to supportive process.

East Coast College

  • An inspiring journey. This session reinforced my own views on how observation should be a developmental process and I feel it really helped staff to see the opportunity provided by the RED System.
  • Gives a much clearer indication of how the concept works in practice. Informative, lot of creative thinking. Good delivery and explanation.
  • Change my use of language when reflecting on the session with the tutor. Use the Learning Momentum curve.
  • Change in attitude, sell the idea to others – might have to be gradual.
  • Overflowing cup.

Halton Borough Council

  • Changed the direction of my thinking in terms of observation and impact on learning.
  • Holding a mirror up to habits I didn’t fully recognise I had developed.
  • I am now more aware of my propensity to offer advice and solutions that are not invited.
  • Having the paperwork to give a framework to any future improvements has been very helpful.

The Sheffield College

  • A really challenging, inspiring & enjoyable event, which will certainly impact my own practice. I hope the college moves forward with is as a whole.
  • Enlightening.
  • Eye opening. It helped me look at my teaching in a more objective way.
  • Confidence building and motivational to embrace change.

Workforce Training (NI)

  • I really understand what it is all about – impact on learners. Did they cross the carpet?
  • Real eye-opener.
  • The coaching on how to ask a question to a teacher to try and pry out the positive/negative impact on learning…
  • A change in perception of what it is to effectively observe. Rather than my opinion or judgement, a move to open discussion on how to improve, i.e. the observation is a means to facilitate discussion.

 

Learning motivation: designing outstanding learning experiences

Click here for an overview of the training. 

City College Coventry

  • [What might you do differently?] Everything.
  • Yet another road to Damascus.
  • Think big. Thank you for inspiring my staff so much 🙂
  • I already aim high, but you made me realise: take away the ceiling to open up your learners’ world.
  • [I need to] Research further ideas to help develop engaging lessons.
  • White rapid river.
  • Inspirational session. Plenty of food for thought. Thanks!
  • Open the window and look at the sky. The fresh air enters the room – feel excited to be alive.
  • Wow, I really enjoyed it… The reassurance that mistakes made through experimentation are ok.
  • Inspiring sparks of exciting ideas.
  • Inspiring. I might try to integrate new ways of getting students to be more active. It’s fantastic.
  • [I/we need to] Create an effective schedule for induction week.
  • Fun. I would *start* the year differently in future!!
  • Eyes have been opened!
  • A most enjoyable session – loved it!

Newcastle Sixth Form College

  • An eye opening insight into what should have been done years ago.
  • It provided me with a major understanding of motivation techniques and how I can use them to improve.
  • Great applied examples.
  • Re-engaged in my teaching after Xmas break.
  • ‘Expandable foam’ – brain stretching!

Stoke College

  • I came in with an expectation. I left having had an experience like a child getting on a ride for the first time.
  • [I need to] Make my boring lessons more exciting to motivate my students.
  • Inspirational to change and improve my learners’ experience.
  • Time passes slowly just this side of paradise.
  • [I need to] Use more unmissable moments.
  • So, back to being more creative. Very relevant, informative.
  • “This is how learners will be different” – change attitude. Rethink schemes of work and make them thin.
  • [I need to] Focus on impact, not stuff. What do I expect a learner to do/be different in class by the end?
  • Most intriguing set training we have had that actually made me reflect on practice rather than just go over things done in teacher training.
  • Gradually ascended into ‘blue sky’ thinking on helium balloons of curiosity!
  • Blown my mind.
  • Make the issue the best bit.
  • Try to make the tasks they like the least, the best.
  • Eating a fresh apple. Dream big and then work out the practicalities.
  • Plan to build curiosity through the lesson, starting from the objectives/outcomes.
  • Try out new activities, be creative and remember what learners enjoy, and use that to make them more engaged and curious about the session.
  • An awakening.

Trafford College

  • Exhilarated! [I need to] Stop ticking boxes and plan lessons/courses that develop curiosity and deal with the why?
  • [Like] Going to a new restaurant.
  • A Meerkat looking out and discovering!
  • Stratospheric. Inspirational.
  • Concepts: unmissable events; visceral learning; preventable contact; skills and attitudes towards study; creating zone experiences; formula for happiness.
  • [I need to] Think more creatively. Fresh look at my scheme of work.
  • Expanded horizons.
  • Finding the problems or symptoms and pin-pointing actions to be taken.
  • Long-term planning needs to include fun activity.
  • Some great points raised and definite food for thought re: areas of my delivery. Particularly induction and early stage skills building.
  • [I need to] Evoke curiosity in my learners at the start of class.
  • Brilliant paced content. Thank you!
  • [I need to] Design bespoke lessons and create resources that are tactile for non-academic studies.
  • It made me look at the year and planning differently. I will look at the order in which I plan and approach a year. Develop skill, assess understanding knowledge.
  • Thank you for reigniting my enthusiasm.

Equality and diversity

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Canterbury College

  • You can teach an old dog new tricks
  • Broke the area down effectively and made it appear much more manageable
  • Good easy ways to embed E&D
  • Too short, but gave an insight into this vast area
  • Watching the sun rise
  • I will ensure questioning in the class is addressed by all staff
  • Really great info for me to take back and share with my team
  • It made me evaluate what we currently do in the section. made me think about questioning
  • Enlightening
  • Highly recommended for wider teaching team
  • Opening of the mind
  • Took some of the fear away

Croydon College

  • It has changed my way of thinking about E&D
  • Good to have a session which is active and literally using the strategies which it is teaching
  • Enjoyable and engaging – will refer to Quality Standard in particular
  • A journey through the keyhole of insightfulness
  • A great variety of interesting activities
  • I will consider every aspect of how I deliver and how it impacts upon learners

Greater Brighton Metropolitan College

  • Thought provoking. Just turned the binoculars around!!
  • Start with what I want to achieve BEFORE I plan what I will do!
  • Extremely useful, thank you
  • Mind expanding
  • Take time out to think before doing
  • Crossed the carpet, feeling different by the other side
  • Super empowering
  • Give learners the confidence and vocabulary to bring out their opinions
  • Interesting and daunting

Bespoke Quality System Training

NewVIc

  • Your consultation on SAR has helped the college move forward with its plans to overhaul its whole approach to self assessment.

New College Stamford

  • Excellent. Highly professional approach. Helpful constructive and perceptive feedback. Stimulating and engaging commentary on the way we were approaching the SAR and improvement strategies.

North Lancs Training Group

  • Tony was excellent, articulate, animated and knew his onions!
  • Feel more willing to identify and admit to areas for development, seeing this as positive.

Sparsholt College

  • The two days were nothing less than brilliant.
  • You have made a great impact upon the management team.

Safeguarding Inspection Training

Click each provider’s name to see a detailed list of impact on staff.

North Lancs Training Group

  • I feel I now have the ability to evaluate our practices.

 

The Self-Assessment Flip

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Artswork

  • I feel my confidence and understanding has increased as a result.

Belfast Metropolitan College

  • I really got a lot out of your session and have been singing your praises to anyone who will listen.

Collage Arts

  • Light at end of tunnel.

Flexible Training

  • Recognise impact rather than ‘sell’ organisation.

Manley Summers

  • Really enjoyable day with lots of food for thought.

North Hertfordshire College

  • Huge impact.

Reading College

  • I want to do it all differently! I can’t wait to get started!

Sparsholt College

  • A great journey, full of excellent ideas. Excellent use of games.
  • The ‘however’ concept is fundamental.

 

Implementing Live Self Assessment (Quality Standard development)

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Business Advice Direct (national learndirect provider)

  • I just wanted to say thank you so much for the day. It’s certainly sent a buzz around the company and were planning Phase 2 of it at our next Regional Meetings.

Canterbury College  (support staff)

  • Useful but scary.
  • It was inspiring and a chance to discuss how each member of the team will have an impact on students.

Harrow College

  • A mystery tour of an adventure island.
  • Thinking about the end goal and reverse engineering the actions.

MidKent College (Service Area staff)

  • A refreshing view of how to achieve my dream 😉

North Hertfordshire College

  • The best input we’ve had by miles!
  • Moving from black and white to Technicolor.

Sussex Downs College (phase 1)

  • Low aspirations can act like a lead balloon, weighing down achievements. For both staff and students to flourish, aspirational conditions need to be set in place to do so.
  • Time to break the mould!

Sussex Downs College (phase 2)

  • Stimulating, creative, sincere, pedantic, challenging, CREATIVE (pragmatic), open.
  • Creating a new culture and investing in the future.

Sussex Downs College (phase 2 – support staff)

  • Excited by the changes that we can make. Apprehensive about the journey of getting there, however, this does not diminish my enthusiasm!
  • I feel excited about re-evaluating inherited processes that we in our department always challenge. We are looking forward to the whole college being set in the mindset of change, and change for the better! And making it happen!

Sussex Downs College (phase 3)

  • Excellent stimulus material and a fantastic working environment. Challenging and enjoyable.

Workforce Training (NI)

  • Tested, challenged but enthused.
  • We feel that drawing this (quality standard) up ourselves rather than having it thrust upon us has given us much more understanding and a feeling of ownership
  • To have it (quality standard) in a working document is excellent.

Live Self Assessment

 Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Ashton-under-Lyne Sixth Form College

  • Very enjoyable – held a large group for a whole day – impressive.

Askham Bryan College

  • Excellent event, very inspiring.

Babcock International

  • How you have always done something may not always be right!

Belfast Metropolitan College

  • Plato’s cave

Bexley College

  • I finally understand self assessment which has never been correctly explained. I understand how and why.

Birmingham Metropolitan College

  • I have grown an extra finger on my hand.

Bryson Futureskills

  • I have gained a better insight into how to write an SAR. Very enjoyable.

Cambridge Regional College

  • Thoroughly enjoyed an outstanding session. 4 1/2 hours seemed like 30 mins!

Cheadle and Marple Sixth Form College

  • New perspective on old topic.

Collyer’s (The College of Richard Collyer)

  • Keeping a firm grasp of the two pointers – ‘so what’ and ‘however’ – will help me to think more clearly.

Coventry Adult Education Service

  • I think as a team, we need to go back to our QIP issues! (e.g. falsely labelling things as issues when they are symptoms.)

Customized Training

  • Helped me think about the SER (SAR) in relation to impact on the learner.

East Coast College

  • Someone has turned the light on, let’s avoid the powercut!

Education & Training Inspectorate (Northern Ireland)

  • Greater understanding of the dynamics of self-evaluation and development planning.

Farnborough Sixth Form College

  • I am in your debt because I don’t think I’ve ever received so much reflected glory for staging yesterday and having so many people, even the cynics, fired up!

Federation of work-based learning providers, Northern Ireland

  • It helped me clarify the purpose of self evaluation and that quality is better than quantity.

Flexible Training

  • It made SAR more understandable.

Gloucestershire College

  • Everything was considered from a different angle and a new light was shed on issues.

Grimsby Institute

  • It was the opening first ascent on a rollercoaster leading to that tipping point when you shout ‘Wahey!’ and just ‘get it’ as you go over the top!

Harrow College

  • Hard work, but uplifting.

Huntingdonshire Regional College

  • Writing judgements which are objective: the practical session on this was excellent.

JTJ Workplace Solutions

  • A true light bulb moment.

Leeds Arts University

  • Need to be a football manager – learnt to assess on-going, not at the end.

Leicester Adult Skills and Learning Service

  • So much to reflect on! All was thought provoking and interesting.

NESCOT

  • Sunshine on a cloudy day.

New College Nottingham

  • Finally SAR writing seems worthwhile!

NewVIc

  • I have understood for the first time how to write an SAR.

Northern Ireland Careers Service

  • I am more aware of how using the right language can change the relevance of self assessment.

Northern Ireland learning and skills providers

  • Inspirational, provocative.

North Lindsey College

  • (Now) relooking at something we have felt confident at doing for years.

People 1st (Northern Ireland)

  • Peeling back layers of bureaucracy to get to the kernel of the self-evaluation process.

Preston’s College

  • Extremely helpful. Will bin the descriptive language and use the key words: judgement/subject/impact.

Rotherham College

  • Light bulb moment regarding ‘Live Self Assessment’ vs. ‘historical self assessment’.

Rutledge Job Link

  • Simple, easy to understand model, this will be implemented in Rutledge as result of today’s sessions.

Shift Media

  • Good range of resources, well explained and comfortably engaging.

South Downs College

  • My SAR glasses were cleaned and polished (hell, the frames were changed too).

South Eastern Regional College, Northern Ireland

  • It was like my first day at SER [SAR] school – despite 10 years of experience.

SPS Training

  • Revisiting my entire SAR process to be an internal document as opposed to a PR activity for contract re-negotiations.

Sutton Community Academy

  • The creative way in which this subject was explored and the way it has a ‘real’ (rather than theoretical) application.

The Derbyshire Network

  • Very thought provoking – Lots of ideas to go away with!

The Oxford Partnership (Saudi Arabia)

  • The sessions were brilliantly delivered. Tony is extremely knowledgeable and his approach is sensitive and encouraging.

The Sheffield College

  • Lateral thinking – back to purpose. This was excellent!

Tresham College

  • Inspirational! I have a lot of work ahead of me rewriting our SAR!!

Wade Training

  • Excellent session.

Warwickshire Adult & Community Learning

  • It gave me licence to be honest about what is and isn’t working.

Western Health & Social Care Trust

  • Will change how I operate.

Wirral Council Lifelong Learning Service

  • Session made us (the group) think about some very fundamental issues… Like why are we doing it and who for? Critical for any purposeful outcome.

Wrightbus (NI)

  • It will change the way I write. I did not realise I was so descriptive.

Data Springboard

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Ashton-under-Lyne Sixth Form College

  • It has made us all think about the experience we give to our students and how we can make it better. Inspiring!!!

Belfast Metropolitan College

  • Very thought provoking and unusually enjoyable.

Bexley College

  • Football analogy was great.

Blackburn College

  • Different and informative – I really enjoyed the day.

Cambridge Regional College

  • All staff should receive this training.

Canterbury College

  • Actually useful and practical.

Cheadle and Marple Sixth Form College

  • Made me consider issues from a different angle – will change my practice.

Gloucestershire College

  • This was brilliant, if we don’t have any other training this year I’d be happy to wait until Tony can return.

Heart of Worcestershire College

  • Great to look at data without numbers.

Itchen College

  • Eye opening!

Kendal College

  • Definitely will introduce volatile indicators to catch learners who are faltering earlier!

NESCOT

  • Valuable insight from a very experienced inspector and teacher.

New College Nottingham

  • Viewing data as indicators is great.

NewVIc

  • ‘After hearing about Volatile Indicators from my PTM, I decided to experiment with some ideas for our new Creative Writing A Level. There are two indicators, a tumblr share page for inspirations and the practice that we all bring the book we’re reading to class and put it on the table in front of us. The tumblr page is used for images, quotes from texts we’re reading, ideas for writing or things overheard in the world that could be used for dialogue or whatever else the student feels is inspiring! The books we bring are discussed, with passages read out in class. The teacher is required to be involved in these activities too. Both of these are checked each week (once out of three sessions), sometimes with discussion or with writing tasks linked to the tumblr posts or reading. There are the expected benefits of being able to see who is involved in the course at this level. I have been able to catch a particular student ‘drifting away’ and get her involved again through these indicators. There are the pragmatic implications that Creative Writing students have to be curious about the use of language and ideas around them and that they should be reading so these indicators communicate part of the ethos of the course.’    Andrew Zincke, NewVIc

Northern Ireland learning and skills providers

  • Like a chocolate bar. We took the wrapping off to get all the good stuff inside.

North Warwickshire & Leicestershire College

  • Thank you, an opportunity to shift culture and start change.

People 1st (Northern Ireland)

  • So much will now change.

Portsmouth College

  • Really enjoyable session and kept me curious!

Protocol skills

  • Opportunity to think outside the box.

Rutledge Job Link

  • Finally, breaking through barriers to deliver a session which speaks volumes over and above the general quality assistance received in the past.

South Downs College

  • Someone asked, on my return, whether the training session was good and I replied “Brilliant!” – then they asked what it was about and I was as surprised as they were when I replied “Data and SAR!”

St. Vincent College

  • As a new curriculum manager, the ideas to inspire the dept. and new students are exciting.

Totton College

  • Congratulations for making data interesting!
  • This is embarrassingly simple and understandable.

Walsall College

  • I remain inspired by the workshop you ran.

Workforce Training (NI)

  • Tony’s enthusiasm for the subject was easy to soak up.

York College

  • Like stepping off the merry-go-round long enough to see what it could be like.

Yorkshire Coast College

  • Leopards can change their spots and become interested in data.

 

Transformational Lesson Observation

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • Highly motivated and inspirational. It has been quite a while since I have felt inspired to ‘create a new culture’.

Abis Resources

  • It’s like plotting your way from a mysterious space into a demystified ground of pedagogical awareness.

Access Creative College

  • Was fantastic. So nice to have some positive, creative and inspiring input from someone as inspiring as you!

Access Training (East Midlands) Ltd

  • From the ridiculous to the sublime!

Banbury and Bicester College

  • Today was stimulating because the ideas challenged much of my thinking.

Birmingham Metropolitan College

  • The cage door is open.

Blackburn with Darwin Borough Council

  • Unmissable!

Blackpool Adult Learning Service

  • Brilliant delivery of a complex subject and looking forward to implementing change.

Burton and South Derbyshire College

  • This will significantly improve the effectiveness of my role as a coach.

Bracknell and Wokingham College

  • I have been anxious about giving “feedback” but have fewer concerns if I take this approach.

Bracknell Open Learning Centre

  • Extremely useful session which has allowed me to question the validity of our organisation’s OTL system.

Brooksby Melton College

  • Moved from my comfort zone to exploring different methods of judging learning and the impact of teaching.

Bury College

  • An awakening: what I’ve been doing wrong and what I need to do better.

Canterbury College

  • (From) Draconian to developmental.

Chesterfield College

  • The left-hand/right-hand system (for writing lesson-reflection notes) was great.

City of Bristol College

  • Challenging fixed ideas in a positive way.

City College Coventry

  • Focus on the impact not the stuff! Conversation not feedback. Encourage staff to think about how their lessons are making a difference! If not, what needs changing.

Construction Gateway

  • Today I’m the apprentice!

Derby College

  • Gained an understanding of how ungraded observations could be implemented.

The Derbyshire Network

  • It was unmissable!

Doncaster College

  • Looking in a mirror.

East Coast College

  • I started as a half-empty bottle and ended up overflowing with new ideas and desire to put into practice.

E.Quality Training Ltd

  • More ‘reds under the bed’ than I first thought!

Goldsmiths Centre

  • A real eye-opener. I will be using this next year and feel more ready to set it up now.

Grimsby Institute

  • (We need a) cultural shift to support move to outstanding.

Halton Borough Council

  • A caterpillar emerging from its cocoon and transforming into a beautiful butterfly.

Hertford Regional College

  • Jimmy Choo moment.

Institute of Groundsmanship

  • Refreshing, enlightening, empowering

Knowsley Community College

  • Created an insight into how we need to move forward as a college.

Leeds Arts University

  • More aware of measuring and looking for impact rather than focusing on strategies used. I was exhausted by the end of the session.

Liverpool Adult Learning Service

  • [I will] Focus on tutor as a professional. Develop professional ethos and pride in our work and ourselves.

Loughborough College

  • From a Margarita pizza to one with most of the toppings.

MSI Learning

  • The session helped me shift focus from activity to impact.

NESCOT

  • The meerkats have landed.

North Hertfordshire College

  • I’ve been observing for many years and have been involved in double observations as part of Ofsted inspections. Having a significant rethink now re my impact judgements.

North Warwickshire & Hinckley College

  • Inspirational – left me with a desire to make a positive change within the organisation.

North Warwichshire & South Leicestershire College

  • I am excited about the possibility of change.

Northern Regional College (NI)

  • I felt like a rocket launching into space.

Opps Developments

  • Insightful and inspiring.

Pathway Group

  • Greatly beneficial.

Pera Training

  • Follow the yellow brick road (without grades!).

Plymouth College of Art

  • I’ve never really thought about how my sessions might change learners.

Pro Action Herts

  • Has totally changed my perception.

Skills UK

  • Really understood the meaning of impact and its importance.

Solihull College and University Centre

  • The video observations were extremely useful.

SPS Training

  • Challenges my comfort zones.

The Sheffield College

  • Thank you for enabling me to think differently.

Stockport College

  • Jumping through hoops? Gloves are off…

The Sixth Form College, Colchester

  • We need to establish a clear idea of the meaning of impact and ensure that all staff really understand this and plan lessons with this in mind.

Sussex Downs College

  • Lesson observation is now great – it’s all about learning. We get staff asking us to come in to observe when they’re trying something new. It’s like an epiphany!

Trainplus

  • It has challenged my thoughts on grading my tutors and assessors.

Tresham College

  • Develop a more safe environment to allow ‘learners’ to strongly believe that their ‘mistakes’ are treated as valuable learning experiences – then replace ‘learners’ with ‘staff’.

West Lancashire College

  • Longer – loved it.

Yorkshire Coast College

  • It made me focus more on the impact of the teaching and learning observed.

“Yes, were all individuals” Brian, 1979

Click here for an overview of the training
Click each provider’s name to see a detailed list of impact on staff.

Belfast Metropolitan College

  • TED talk.

Canterbury College

  • Really enjoyable. Found Tony very knowledgeable with a lovely, calm way of delivering.

Carlisle College

  • It’s like analysing my golf swing and identifying some broken components.

Cheadle and Marple Sixth Form College

  • A creative Ofsted inspector – I didn’t know they existed!

Isle of Wight College

  • I can see coaching and Q&A in a completely new way.

Kendal College

  • I have learnt that I usually focus on my low achievers and have discovered methods of challenging my other students.

Newcastle College

  • Like a breath of fresh air – a great way to start the new year!

Northern Regional College (NI)

  • Rub out some of my thoughts on differentiation and rewrite.

North Hertfordshire College

  • Really enjoyed the participation and being included, even though I am not teaching staff.

Reading College

  • Mind blowing – blooming brilliant!

The Sheffield College

  • I came in to see what individuals were eating and stayed to feast.

Trafford College

  • Very informative and made me want to change the way I deliver some of my units at level 3.

 

 

Wiki Wonderland

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Reading College

  • Great use of wikis.

Stroud College

  • A rich overview of new ideologies to learning.

 

 

Independent Learning

Click here for an overview of the training. 

Bellerby’s (Brighton)

  • I loved the idea that we are ‘choreographers’.

Bellerby’s (Cambridge)

  • Encouraging students to move beyond the cards they’ve been dealt.

Bellerby’s (London)

  • Climbing the upper reaches of a tree!

Bellerby’s (Oxford)

  • Very exciting and the time has flown too fast.

Blue Yonder

  • Curiosity didn’t kill the cat, it improved learning independently.

Canterbury College

  • I have had so many lights switched on!!

Cheadle and Marple Sixth Form College

  • Teaching and old dog new tricks.

Chesterfield College

  • A journey into the light.

Collyer’s (The College of Richard Collyer)

  • It helped challenge pre-conceived notions.

DBS Music

  • I thought this was the next dimension regarding the learning process.

Epping Forest College

  • Yes!! I am going to research different resources to use to generate curiosity to encourage learners to do independent work.

Farnborough College of Technology

  • Flowering.

Hertford Regional College

  • I will look at developing independency skills rather than just allowing students to work independently.

Lutterworth College

  • Curiosity engages learners.

Myerscough College

  • I thought I had reached the top of the mountain regarding learning strategies. Now I feel like I’ve plenty more climbing to do.

New College Nottingham

  • Zone idea – excellent.

Solihull College and University Centre

  • You brought back memories of how I felt when I first began to teach.

Sussex Downs College

  • I feel like I’ve been given a parking permit after 3 years of parking on yellow lines!

Trafford College

  • A squeezed out, dried up dinosaur teacher that’s just been re-hydrated.

Tresham College

  • I feel like a caged animal whose cage door has been left open…

West Nottinghamshire College

  • From darkness to light.

West Thames College

  • By adapting this approach to learning at a college level, a lot of the bureaucracy could be eliminated.

HoT2 – Techniques for engaging learners

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Abingdon and Witney College

  • A magical tour.

Abis Resources

  • Inspiring, engaging.

Andover College

  • The lights are on! I am going to use my play-day session.

Belfast Metropolitan College

  • A wilted flower that’s just been given a drop of water.

Brighton, Hove and Sussex Sixth Form College

  • Thought I knew a lot about this, but it’s really challenged my thinking about planning for impact and end points.

Carlisle College

  • It has rejuvenated my love of teaching, there is a lot to take away from this. I will be working even more with my colleagues.

Gloucestershire College

  • 28 teaching methods really made me think!

Institute of Groundsmanship

  • Best aspect was the opportunity to develop lateral thinking ‘outside the box’ rather than accept mundane existing approaches.

Isle of Wight College

  • I needed this input to advance towards next year. My energy had been dissipated, but has been rekindled.

Northern Regional College (NI)

  • Being reborn after 25 years teaching.

North Hertfordshire College

  • Exciting session which I was fully engaged in. On reflection in the tea break, I realised I was ‘zoning’!

Reaseheath College

  • The zone experience was very useful.

Rinova

  • A very inspiring session and particularly enjoyable as it managed to address serious issues around creative delivery, but in a fun and engaging way.

Sparsholt College

  • Bumper cars of ideas.

Wakefield College

  • Inspirational

 

HoT Learning – The Hierarchy of Teaching & Learning

Click here for an overview of the training. 
Click each provider’s name to see a detailed list of impact on staff.

Belfast Metropolitan College

  • Can’t wait to get started!

Gloucestershire College

  • This was brilliant, if we don’t have any other training this year I’d be happy to wait until Tony can return.

Havering College

  • Simply the best, most engaging and useful training I’ve had in nearly 15 years of teaching.

Hertford Regional College

  • I’m no longer in a coal mine with a box of matches.

Huntingdonshire Regional College

  • Like someone throwing me a very different but exciting new torch to illuminate the dark corridor I’ve wandered down.

Isle of Wight College

  • Fully understand what is needed in a grade 1 lesson.

Itchen College

  • A rollercoaster.

Kendal College

  • Space travel.

North East Worcestershire College

  • Like taking the stabilizers off your bike.

North Hertfordshire College

  • Everything becomes connected. Made me nervous/excited about continuing to develop my teaching and learning.

Northern Regional College (NI)

  • I would like to say how stimulating, informative and inspiring your CPD sessions were. You have even got an old cynic enthused.

North Warwichshire & South Leicestershire College

  • Prometheus unbound.

People 1st (Northern Ireland)

  • From a spark to a flame.

Peterborough Regional College

  • I found this the most useful and helpful training/workshop the college has ever provided. Ofsted inspection? Bring it on!

Portsmouth College

  • A high-flying jet now going into outer-space!

Reading College

  • One of the most inspiring learning experiences in my life and I will undoubtedly change what I do and how I do it.

Reaseheath College

  • Totally made me realise the difference between grade 2 and grade 1!

Richard Taunton College

  • It helped me articulate what I thought was gut instinct and feeling.

Sparsholt College

  • Life is like a box of chocolates. You never know what you’re going to get!

Totton College

  • I came, I saw, I will get a grade 1!

Wakefield College

  • I will find it easier to articulate what an outstanding lesson consists of.

West Yorkshire Music Services

  • A reluctant child finding that they do like peas when they finally try them.

Supported independent study

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Hopwood Hall College

  • Realised we need to own the problem in order to solve it.
  • Excited for the new academic year; new possibilities and tools to add to my repertoire!
  • Thinking about the root and cause of issues, language use: conversations with learners rather than challenges.
  • Session was useful and relevant to what we do. Handout with pedagogy activities on will be useful to reflect on.
  • Looking forward to changes that will come about as a result of this session.
  • Eye-opening.
  • I would like to create a more welcoming environment for learners.
  • The trainer had extensive knowledge in the subject, and provided very useful information.
  • The curtains being opened with new possibilities of a fresh day.
  • [I need to] Speak more directly to the learners on a one-to-one basis.
  • Incredibly useful.
  • Thinking about ways to present toe iLearn sessions differently and convey the importance of them.
  • Superb!
  • [I need to] Look at how our mindset impacts on learning; change our approach.
  • Thank you once again for a thought-provoking session that has given us much needed input and ideas.
  • The session helped us to identify our own departmental issues and as a result we’ll now look into making changes to our attitude to learners and their behaviour as to not seem as antagonistic.
  • Session was fantastic. A great session that has enabled us to identify where we need to be and sown the seeds of how we get there.
  • I really enjoyed it and I am excited to see what will become of this session.
  • [I need to] Create a better/different induction to achieve the iLearn sessions being valued and helping learners wanting to be there to complete work.
  • This session has helped very much and what I would do differently would be to find the root cause and to work from there.
  • You can take a horse to water, but you can’t make them drink it. [I need to] Think more about my actions upon learners and how they feel in our centres. Thinking about wider staff understanding of iLearn or blended learning.

Learner-Centred Assessment, Feedback and Questioning

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Blackpool Adult Learning Service

  • My knowledge bucket is officially overflowing with goodies :).
  • Loads of great practical ideas to try out in the classroom. Many thanks, terrific training.
  • Differentiated support, not targets.
  • More inspiration to be creative with.
  • Like a new chapter of a book.
  • [I need to] Introduce learner critical reflection/evaluation.
  • I picked up some tips on questioning and assessment that was really helpful.
  • New ideas and techniques for formative assessment.
  • Thank you. Enjoyed it and found the day valuable.
  • [I will] Definitely use the critical thinking ideas; critique work then pass back to original source; pairing, sharing questioning/coaching.
  • Very enjoyable and informative.
  • [I need to] Use more higher-level based questions.
  • Very thought provoking – must try 1 or 2 techniques out asap then move on to another!
  • I particularly enjoyed the part on coaching answers out of students and how to avoid putting them on the spot.

City College Coventry

  • A beginning of a new journey. [I need to] Use some of Tony’s techniques.
  • The start of a journey – the way forward.
  • Using post-it notes and answers to make sure comments are anonymous.
  • Paired exemplar marking and avoiding the ‘but’.
  • Some further tools to share with staff.
  • Sharing feedback anonymously to encourage peer learning. Encourage peer assessment to reduce marking loads.
  • A move towards enlightenment. Peer assessment. Learner critical reflection.
  • Differentiation techniques – All learners should have same outcome, with different support levels to achieve it.
  • New approaches and feedback to share with the team.
  • Helpful to revisit self-assessment and marking.
  • Rethink the [feedback] sandwich model and engage learners in feedback giving.

Initial Assessment and Differentiation Controversy

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

West Lancashire College

  • Open windows and doors of the mind.
  • [I need to] Write a better lesson plan and [learner] profile.
  • [I need to] Amend my learner profile to be of greater value and show greater attention to strategies for support needed by individual learners to achieve outstanding outcomes.
  • As a manager new to apprenticeships and the need to support staff, this really gave me an insight into how to support staff to ‘individualise’ apps.
  • Mind opening. Writing meaningful learning outcomes.
  • [I need to look at] Scaffolding for ALS support and thin SoW.
  • Challenging.
  • [I need to look at] Differentiated support, and use the Professional Discussion Tool.
  • [I need to look at] The writing of learning outcomes in lesson plans and SoW, and the idea that attitude changes should be targeted in learning outcomes.
  • Very interesting workshop that allows you to explore lesson planning in a unique way.
  • Understanding the importance of outcomes and individualisation.
  • [I need to look at] Learning outcomes to develop TLA strategies.
  • Reupholstering.
  • Curiosity didn’t kill the cat.
  • To develop strategies to write motivational learning outcomes.
  • To think about ‘Brain, Body, Mind’ objectives – useful.
  • Rethink how schemes of work are used.
  • Inspiring induction tool given. [I need to] Plan induction differently. I will give more thought to [learning] objectives.
  • I will think about initial assessment and using my group profile usefully.
  • Importance of clear and useful initial assessment.

West Thames College

  • The penny has dropped.
  • The imagery of the scaffold was clear and I had never thought about support in this way.
  • Rather than reinventing the wheel, I have tools to make my practice more aerodynamic.
  • Label, verb, outcome – very useful.
  • Astounding.
  • [I need to] Create lesson plans differently!
  • Colour coding of learning outcomes. I will use this approach to write my LOs in future.
  • Use of materials to develop a lesson plan. Fantastic resources.
  • Like the refresh on differentiation and how we were made to think of something we don’t already do.
  • Change is required.
  • The visualisation you gave about the walking across the carpet made me think about my learners walking out of the studio – how I would like them to walk out.
  • Supporting students and reducing support as the course and students’ progress.
  • LOs = not an activity list!
  • Regenerative.
  • Like a warm, comforting blanket – wool and cashmere mix.
  • A bud opening to a flower.
  • Reassessing how to differentiate.
  • Lots of ideas and completely new perspective on support in class.
  • Has made me stand back and take a look at how I am assessing.
  • ‘Walking the carpet.’
  • [I need to] Use correct verbs and outcomes to create lesson objectives which are specific and meaningful.
  • Lesson plan sandbox – will reword lesson plans to include brain, body and mind.
  • Redefining differentiation and what it means.

Lesson Observation Service

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Bolton Adult & Community Learning

The feedback I received after both days from the tutors I saw was really positive and they truly appreciated your warmth and your coaching style.

Achieving Grade 1 for Employability Skills

Click here for an overview of the training.
Click each provider’s name to see a detailed list of impact on staff.

Runshaw College

  • Possibly the best training session since I started here.
  • Paradigm shift.
  • The session helped me to see past the current issues and identify our current strengths. We need to work backwards and improve understanding and ‘buy in’ from students to improve placement and skill development success. Excellent session. Very motivational.
  • Excellent delivery, which was exceptionally engaging. This has given me insight which I will now share with the rest of the team.
  • Thought provoking and inspiring! Reflect, reflect, reflect!
  • It’s made me want to reflect what I do on my own course/department, identify areas of improvement and use the top employability skills to devise motivating and engaging employability activities.
  • I enjoyed the ‘write your own Ofsted report’ exercise using the grade 1 words – highlighted what I need to achieve.
  • Forward with confidence.
  • Transferable skills and specific ‘projects’ to be involved with other their placements. The need to also quantify their development whilst on placement.
  • Developed my realisation for the need to have measurable outcomes to assess development of skills.
  • Guidance is an issue for tutors and leaders of courses. This is the first direction I have had. Thank you.
  • Michael Craig-Martin’s ‘An oak tree’. It helped to expand my understanding of the challenges faced whilst also enlightening me towards a new perspective.
  • Creating a new path across the gap between college and employability. It has helped to understand what is ahead regarding Ofsted.
  • I’ve walked across the carpet.
  • [I need to] Try to make wider connections on how English/literacy can impact upon their employability. Make more use of real life scenarios and links to their subjects.
  • [Now] Thinking about being creative. Thinking about what we do after work placement.
  • [I need to] Develop students’ responsibility, encourage them to take more ownership, explain that all experiences are valuable – good or bad.
  • Particularly looking at how we would want Ofsted to describe our contribution to employability skills.

Wakefield College

  • Arrived discouraged – left uplifted.
  • Today’s session was an employability dream.
  • Theme park.
  • I’ve been inspired to be more creative and dream bigger.
  • We need to review our scheme of work and how we deliver it.
  • Shining a light on creativity in education.
  • I have unlocked my creative thoughts by realising ‘I’ could make a difference.
  • Today is the start of a journey.
  • Thought provoking and challenging session. Will introduce some skill development project work into sessions.
  • Grade 1 session.
  • [I need to] Try to be more creative and let the students lead their learning more, and apply more directly to employment skills.
  • Quite challenging for one who is not naturally creative.
  • Snowball of exciting ideas.
  • Fantastic and enthusiastic delivery.
  • [We need] To be more aspirational with our goals and expectations of our learners.
  • Fantastic – I really enjoyed the half day of actual practical ideas.
  • Made me think and approach it differently.
  • Showed what Ofsted are looking for and how we can start developing these skills.
  • A thoroughly enjoyable session that has broadened my understanding of how skills are measured.
  • Like opening a new door.
  • Supported employment should have this as part of their induction/training.
  • I’ve walked the carpet! J
  • Will embed/refer to Top 10 Employability Skills for horticulture placement.
  • Outstanding session, great communications and very knowledgeable.
  • Highlighted how we can work as a college to achieve this – really helped.
  • [I need] To focus more on outcomes of actual skills and make these skills transparent to learners.
  • Broadening horizons.
  • Focus on skills development and take a project approach to assignment work.
  • Really inspiring.