This half-day training session is designed to empower Early Career Teachers with the essential strategies to ensure all pupils succeed, regardless of their starting points. Through evidence-based approaches, participants will gain confidence in adaptive teaching, inclusive practice, and managing workload effectively, ensuring high-quality teaching that fosters both engagement and progress.

Who should attend?

Early Career Teachers (ECTs) in their first or second year of teaching, as well as trainee teachers seeking to refine their classroom practice.

Course Outline

This online workshop will provide ECTs with the knowledge and tools needed to create inclusive, high-impact learning environments. Beginning with an exploration of how different pupil needs shape learning, the session will focus on practical strategies to ensure all pupils can succeed. Topics will include formative assessment techniques to identify and address barriers to learning, the effective use of scaffolding to build independence, and approaches to meeting individual needs without creating excessive workload.

Participants will explore research-backed strategies for supporting pupils with SEND, optimising teaching assistant (TA) deployment, and ensuring high expectations for all learners. The session will also address practical methods for managing workload, using pre-planned resources and structured questioning to maximise impact while maintaining work-life balance.

By linking to the Early Career Framework (ECF), this session will ensure that ECTs leave with a clear understanding of how to apply adaptive teaching principles in their daily practice while meeting national expectations for teacher development.

Course Outcomes

• Understand how intelligence, motivation, and mindset influence pupil achievement and classroom engagement.
• Develop adaptive teaching strategies that balance high expectations with appropriate support for all learners.
• Use formative assessment to identify learning gaps and adjust teaching responsively.
• Apply scaffolding techniques effectively to promote pupil independence.
• Implement inclusive strategies for supporting SEND pupils while ensuring whole-class progress.
• Work collaboratively with teaching assistants to enhance learning without reducing teacher-pupil interactions.
• Manage workload efficiently by using well-structured resources and technology to support lesson planning.

Presenter Profile

Malcolm Drakes is an experienced leadership consultant who works with the National Institute of Teaching and Ambition Institute supporting school and trust improvement. In addition, he has been responsible for the design and delivery of both specialist and leadership National Professional Qualifications for 5 of the national providers.
He has been a Headteacher, Executive Headteacher and National Leader of Education, typically working with schools in disadvantaged communities. Malcolm led the design and implementation of a revised Primary & Secondary curriculum for the Harris Federation from 2019, which has been judged as outstanding by Ofsted in seven inspections. In his first headship he led his school from Special Measures to Outstanding, and then achieved recognition as School of the Year from the TES.

Cost: £150 per delegate

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