2015-2016 Academic Year Review

Education, Learning, Learning Performance, Literacy, Mindset, Numeracy, Study Skills

This academic year has smashed all expectations. We are incredibly proud of what the Learning Performance team have achieved and as the end of term is upon us, what better time to reflect on the accomplishments of the year!

Not only have both our HQ and presenter teams expanded, we continue to reach more and more students, staff and parents each year throughout the country (and across Europe)! A massive thank you to each and every school, college and university that chose us to work with them to help raise achievement and inspire a love of learning this year!

So in summary, what’s been going on?

Press

Learning Performance and our MD Carrie Starbuck have been featured in the press several times over the last few months, which is very exciting!

Numeracy and Literacy

This academic year saw the launch of our Literacy and Numeracy programme, the success of it has gone beyond all expectations. Our case study shows that 100% of students felt that the programme helped them improve in English- incredible! I am thrilled to share with you our 2015 – 2016 Literacy and Numeracy Impact Report! We have had an overwhelming demand for longer term and more sustained programmes, and we are so proud to have evidence that supports just how beneficial such interventions are!

Aspirational Programmes

We have also been working with a number of schools specifically targeting hard to reach students with our 4 – 6 week aspirational programmes, with dramatic improvement shown. Nearly 90% of a targeted group of students felt more confident as a result of the programme.

Events

Growth mindset-Walk the Talk. We held our first ever off site event at Kings College, London which focused on ideas, techniques, research and case studies all linked to embedding a Growth Mindset in the classroom, with our NEW ‘Walk the Talk’ programme. Due to high demand, we are looking to hold further events in the Autumn term which we are already excited about!

We had a stand at The Academy Show, London where we spent a fantastic day talking with hundreds of education professionals from all over the county.

We attended The Festival of Education which was a HUGE success! Carrie Starbuck was in high demand after her talk on‘ Memory Matters’ on both days. You can download Carrie’s slides and transcript here.

 

 

Looking to the future

This year we have introduced Learning Performance Partnership Schools. This is an incredibly exciting development and we are so pleased to welcome on board a select few schools for the New Academic year. You can contact us to find out more about what a partnership with Learning Performance entails.

We have also launched an online hub for schools, which goes live in September 2016!

Feedback

Below are just a couple of my favourite comments from school organisers this academic year.

‘We really enjoyed the day. Your presenter was fantastic and very inspiring.  I don’t think the children believed that study skills could be fun.’

‘The session was fantastic. Students were totally engaged throughout the whole session and the content he covered was exactly what we were looking for. I have seen a lot of motivational speakers whilst doing this role and was very impressed.’

‘I would like to say a massive thank you.  We absolutely loved the workshop.  I was so impressed, his manner and way with the students had them hooked on every word he said.  The activities the students were involved in were both engaging and relevant and I know the students left the workshop feeling that they had got a lot from the session including being more energised and confident.  We have had other speakers in, both this year and previous years, and I can honestly say that I really think your presenter was one of the best.’

‘The students absolutely loved the day that was delivered and are still speaking positively of how much the day has helped them.’

And now from the students themselves..

‘I have learnt not to give up easily and try until you succeed.’

‘It was awesome. The presenter was so motivated & enthusiastic that it made me engaged and want to find out more.’

‘ I have found this has really helped me in class.’

‘I can achieve anything if I put my mind to it.’

What a fantastic year it’s been! It’s finally time to catch our breath and get prepared for what the 2016-2017 academic year will bring. A massive thank you to all our lovely schools, our team of presenters and the HQ team. Let’s continue to work together to inspire the young people of our generation!

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Growth Mindset: Walk the Talk

Education, Memory, Mindset, Motivation, Teaching and Learning

I have been to a fair few terrible CPD days in my teaching career. One of the worst I wrote about here and the best by far were ResearchED and the Education Festival.

ResearchED and the Festival of Education are head and shoulders above the rest because sessions were practical and actionable. I left inspired, full of ideas that I could implement the very next day in the classroom. That is the mark of truly great CPD.

When the Growth Mindset philosophy exploded into schools I was ecstatic. I had seen firsthand the impact having such an approach to teaching and learning can have in a stellar PRU I taught in. I had also grown up surrounded by it, at LPT my parents had been advocating the philosophy for decades and it is at the core of every programme we design.

I would be lying to you if I didn’t confess I was dubious too. Growth Mindset is marvellous, but incredibly difficult to make tangible. As a result, it is easy to fall into the meaningless “you can achieve anything” band camp. An excellent, heart – felt mantra, that ultimately does little to help young people grow.

Yes, any child can achieve anything but only with a bucket – load of hard work, the ability to bounce – back, to learn, develop and grow from life’s inevitable hard lessons of rejection, obstacles, and negativity.

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This is the score used in rehearsals by a well known soprano. 10% genius, 90% hard work. Shared by @fimetic on Twitter.

That is no easy task, and one assembly on having a Growth Mindset isn’t going to cut it. Children need to be equipped with practical strategies. Teachers need to be open about their own mindset (we are human after all!) and above all, know how they can implement the Growth Mindset philosophy in their classroom and school.

That is why I wrote Growth Mindset: Walk the Talk – a practical CPD programme that aims to make the philosophy tangible and actionable by focusing on ideas, techniques, research and case studies.

It’s had such a great demand from schools that I’m thrilled to be running the event at King’s College London on Friday 1st July 2016. Tickets are extremely limited (we only have a few left!) so book here

I look forward to meeting you!

Carrie Signature 2016

Building Blocks of Success: A summary of DfE report

Education, Learning, Politics, Pupil Premium, research, Study Skills, Teacher Resources, Teaching and Learning

The government commissioned NFER (National Foundation for Educational Research) to investigate good practice in raising attainment of disadvantaged students. They specifically looked at features of schools that narrowed the gap successfully and compared it to schools that weren’t doing so well.

It’s a fascinating read but the report, Supporting the attainment of disadvantaged pupils: articulating success and good practice,” like the title is long and hardly sexy. If you’re anything like me – teaching, being a governor, mentor, and business owner – it’s tough to find time to read research reports like this. Four months later I am celebrating finishing the study with a) a glass of wine b) a summary blog to make other teachers’ lives easier.

1. What makes successful schools successful?

The question on everyones lips and in a nutshell they place an emphasis on;

  • Teaching and learning strategies including emotional/social support
  • Assessment for learning systems so they are straightforward
  • Clear feedback for pupils
  • Improving pupils’ ability to learn through metacognitive strategies

2. What is the magic potion? 

No magic tricks here. There is no one singular approach identified as raising attainment. (That’s important, they repeat that a lot) In fact, the most successful schools had on average 18 different strategies in place to support disadvantaged pupils.

In secondary schools the analysis identified four main groups of strategies used by schools to raise disadvantaged pupils’ attainment. The analysis of relationships between these factors identified one statistically significant relationship; more successful schools were more likely to use the Group S4 strategies.

GroupingThis is backed up by Schools’ Week Alternative GCSE League Table which show the best performing schools in the country for pupils receiving free school meals. We work with 4 out of the top 10 schools who have over 20% FSM pupils on study skills, metacognition, and independent learning strategies as part of our Pupil Premium Project.

3. What can my school do next?

What is clear from the study, is the effectiveness of such strategies relies on them being embedded into a whole – school ethos of aspiration and attainment.

The study identified seven “building blocks” for success for all pupils, including those from disadvantaged pupils.

 

Building Blocks

The details of the building blocks can be found between pages 73 – 82. You can skip straight to these pages as they are well worth a read and have handy comparisons.

4. The improvement journey 

This visualisation of the “schools’ pathways to success” in raising attainment I found particularly helpful.

Schools' Pathway to Success

(Timescale 3 – 5 years)

5. Conclusion

Tah dah! There is no simple solution or one size fits all solution to closing the attainment gap. Instead, a number of measures are required, including setting a culture of high expectations and looking at evidence based strategies such as, metacognition. It must be tailored to each school’s circumstances and above all, the students.

What do you think makes a school successful in supporting the attainment of disadvantaged pupils? Comment below!

Educating Cardiff-Review

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Episode 4 of Educating Cardiff took me back to my years at secondary school. It made me reflect- as often programmes such as these do.

Although it was the first episode of this series that I have watched I still felt instantly connected to both the teachers and the students. This was once a school where only 14% of their students achieved A*-C grades. This figure however has now increased to 50%- making it one of the nations most improved schools!

Last night’s episode focussed mainly on Linda, a young girl with the ability to achieve but who let behavioural issues get the better of her.

Both the Head (Mrs Ballard) and the focus teacher (Mr Sage) really proved in this episode that they go the extra mile to help the students at Willows High School. They showed care and compassion resulting in heart-warming viewing.

We saw at the beginning of the episode Linda incorrectly calculating 99+10- a sum she clearly had the ability to work out. This clip emphasised her bad attitude towards education and her ‘kick up a fuss’ ways.

Mr Sage (Linda’s head of house) showed a well thought out approach to dealing with Linda’s behaviour. It was evident that he wanted her to improve and genuinely believed in her ability- “work with me, you are better than that.” Fighting a continued battle of Linda being on report and her insisting that she ‘hates it when teachers tell her what to do’, it was obvious that something needed to change! He showed a good balance between discipline and understanding which made him a brilliant head of house and support figure for Linda. Linda was troubled, but she without doubt wanted to be better and all she needed was a little encouragement.

Mr Sage believed that Linda’s behaviour and attitude was partially due to her lack of stimulation from being in set 3. She was regularly loosing concentration in class due to tasks being too easy for her, which meant that she completed her work before other students and was left restless. The main reason for her being in this set was due to poor behaviour. For teachers such as Mr Sage there are so many decisions to make in situations like this one. I can only imagine how stressful weighing up the choices must be. Both Mr Sage and Mrs Hammond after much deliberation decided to move Linda from set 3 to set 1 in all subjects, in hope that this would improve her attitude and stop her ‘playing up’ in the classroom.

Mrs Ballard refers to herself as not being ‘a traditional head teacher’ and I would probably agree with this- I honestly don’t remember my Head showing such sincere and endearing qualities. When she bought a present for Linda’s brother, to be posted on Linda’s behalf, I felt as though I understood her passion, her want to help, and her desire to be involved in the student’s lives- this student in particular. Linda’s brother had been sent to the Czech Republic to live with his Grandmother, due to his Mother no longer being able to deal with his bad behaviour. Both Linda and her brother were very big characters. Remaining at school without her brother left Linda very distressed.

Seeing Linda cry made me want to reach through the screen to hug her and seeing Mr Sage with tears in his eyes made me realise that teachers often can’t help but get emotionally involved in situations that often are out of their control. Mr Sage in this case clearly felt genuine sympathy.

The episode really confirmed for me the fact that what happens outside of the school environment has a huge impact on how students behave within school, something often too easily forgotten.

I loved Mrs Hammond’s idea of asking Linda to write a letter to include her thoughts. The outcome of this showed us all that Linda did have that desire to do well. She wanted to move sets, she wanted to improve her behaviour and she wanted to prove herself to Mrs Hammond and Mr Sage.

Improved body language, a more positive attitude and increased mental stimulation- it was clear that the decision to move Linda in to set 1 was a beneficial one for her. The clips of her weeks later showing a dramatic change in behaviour throughout classes was heart-warming to see.

She gained respect for her class teacher’s discipline and was taking responsibility for her own education. I felt many emotions towards Linda throughout the episode but ultimately I was pleased. I was pleased that it worked out for her, that Willows didn’t give up on her, but was with her every step of the way! She could now be proud of herself.

People emphasise that there are more things to life than education and I believe this to a certain extent, but at the end of the day whether a student loves or hates school, they have to go. School isn’t just about education though; it’s about the relationships you develop, your behavioural characteristics and your attitude to life. When I watch programmes such as these I realise the real impact teachers have on children. Each teacher is different, but each teacher has the ability to make such a big difference to every student.

5 Things I Learnt from ResearchEd

Education, Learning, Teacher Resources, Teaching and Learning
  1. People are VERY precious over technology. 

I was part of a panel discussing “Is technology wasting our time?” My answer? Yes.

Most of my teaching career was spent in developing countries where too often technology was used as an attempt solve social issues. It’s exactly the same in the UK. We have an education system that fails almost half of its’ young people. We have questionable literacy and numeracy standards. We have been told our children are one of the unhappiest in the world. Technology can’t solve these issues, people can.

There is a huge difference between learning the digital tools of modern life and the critical skills needed. What about the basic maths to become an engineer? What about the communication skills to become a good doctor, teacher or alas, a human being? Technology can’t teach this, teachers can.

On top of all this, there is hardly any evidence that technology can improve pupil attainment but there is plenty of evidence that it can impede focus and thus results.

I argued it would be better to invest our time and money in people, as ultimately, no app or gadget will surpass the power of a teacher.

2. I didn’t think the above was particularly controversial. Oh, but it is. 

To the extent I was told that if technology doesn’t work in a school then it is the students, teachers and school’s fault. Right…

3. Everyone loves to tweet. 

As we were chatting I could see lots of people tweeting furiously, so once the panel was wrapped up I was keen to see what people were saying. There were a few tweets about my “poor pedagogy,” being the reason technology failed in my classroom. It’s a shame that this wasn’t raised during a panel where anything and everything is up for discussion. I would have enjoyed the challenge of such an argument. Then again this lack of face – to – face communication just helped to prove point 1, so thanks.

4. I didn’t think I would like Nick Gibb MP, but he was actually quite charming. 

The Labour member, Corbyn voter in me wanted to dislike this man intensely. Instead, I found myself nodding in agreement with many things he said and even laughed at his joke. My Grandmother would have been horrified. Sorry Gran.

Nick Gibb's speech "The Importance of the teaching profession."

Nick Gibb’s speech “The Importance of the teaching profession.”

5. We have an awesome, dedicated and passionate learning community.

I already knew this of course, but ResearchEd really bought it home. 700+ teachers giving up a Saturday, many travelling from a far, all there with a singular purpose to learn, to improve, to be the best teachers for their students. Not many industries could boast such a dedicated workforce.

The masses. Photo via @miss_mcinerney

The masses. Photo via @miss_mcinerney

10 Top Tips to Busting Back to Work Blues for Teachers

Education, Teaching and Learning

Following the recent Guardian’s Secret Teacher article and Carrie’s response to it, we put our heads together and bought you our 10 Top Tips to Busting Back to Work Blues! 

  1. Remember, it’s a fresh start.

This is a completely new academic year. It is the perfect time to make a fresh start, so wipe that slate clean and walk into those school doors like Rocky.

Walk into that school Rocky style.

Walk into that school Rocky style.

 

2. Let the creative juices flow.

You have had a break. You are feeling relaxed, refreshed and ready. Resist the temptation to fall back into your usual tired habits. Brainstorm. Reflect on what you can do differently and how you can build on successes. Then put it into action.

3. Take it easy.

Don’t laugh. We are serious. It’s great to hit the ground running in the first week back but arriving early and staying late every day leads only to burn out, which isn’t going to help you or your students in the long run. The autumn term is a marathon not a sprint.

Take it easy.

Take it easy.

4. Be Organised

Returning to school after a long time off can feel overwhelming. Make a list of what you need to do that week, and then prioritize each one. A is urgent through to C which can wait till later. If you are anything like us you may find your entire list is full of As – don’t panic – number them 1 – 10, 1 being more important. This will ease the first day back mania.

5. Set Goals

Create and set meaningful goals that inspire you and your class. No matter how big or small goals give purpose to the day, month and year. Just remember, to make them SMART. To give you an idea here is our team goal for this academic year…

Our team goal for the year!

Our team goal for the year!

6. Create. Teach. Share. 

Chances are your colleagues will be feeling exactly same way so grab the bull by the horns and team up. Create an idea exchange in the staff room, a little wall space and post it notes is all that is necessary, fellow teachers can then share activities, ideas, research etc. with minimal effort.

7. Channel Carol Dweck

Let’s face it, nothing ever works out perfectly. Failure is essential. A capacity to persevere is what marks out the most successful teachers. Carol Dweck’s growth mindset theory is becoming a popular approach in schools, but we must not forget to apply the principles to ourselves.

Carol-Dweck

Channel the mighty Dweck.

8. If in doubt, laugh.

Laughter releases endorphins that instantly raise spirits and give a feeling of wellbeing. To help raise your spirits watch this baby laughing hysterically at ripping paper. It is 1 minute 44 seconds of pure joy.

9. Book your next holiday. 

It is only 9 – 10 weeks, or about 50 days until October half – term. But hey, who is counting?

10. Sleep, Sweet, Sleep. 

There is plenty of scientific research on the restorative power of sleep, so we are off for a nap!

Sleep, sweet, sleep

Sleep, sweet, sleep

I quit. You didn’t. A message to the Secret Teacher.

Education, Learning, Politics, Teaching and Learning

September is my favourite month. It is a month that marks change. Those that were toddling about in nappies only a year or so ago suddenly transform into young infants starting their school journey. Children make the leap from primary to secondary school. Teenagers become young adults and young adults begin their life beyond the realm of school.

September. It’s new. It’s exciting. I love it.

Perhaps naively, I believed everyone loved it too, then I read the Secret Teacher: I really don’t know if I can face another school year.

At first I was surprised, swiftly followed by sad, then ultimately, understanding. I was a TEFL teacher. I lived and worked in Ghana for six months teaching primary and secondary school children, then nurses and doctors. Somewhere right now on the Gold Coast are nurses and doctors speaking English with a South London accent. I’m dead proud.

I adored teaching. Watching a student have an “Aha” moment is the ultimate buzz. I even liked the planning and the marking. I returned from Ghana set on doing my PGCE.

Then I received a frantic phone call from a friend 6 months into her PGCE. Her school placement was a nightmare. A kid had hit her line manager with chair with such force it broke his arm. Staff were overworked and overtired with little time to support a trainee. The university was disorganised, unhelpful, in disarray. That morning her microwave had caught fire because she forgot to put the milk in the porridge.

The purpose of the call wasn’t just to let off steam but to ask if she was crazy (probably) and if I would judge her if she quit. No, I said, I wouldn’t judge. I would do more than that, I would understand.

I had been working at a school the past few months with the view to getting my teaching qualification. The constant pressure and the relentless drive to hit targets meant I was burnt out. Worst of all, my love for teaching was slowing being drained out of my soul.

When I was headhunted to work with the government I leapt at the opportunity and I didn’t look back. It was only some 5 years later did the education world lure me back into its voracious embrace, not as a teacher but as a consultant.

This was over 8 years ago so I had forgotten just how difficult it was. My friend and I were not unique. 4 out of 10 teachers quit the profession in their first year. The Teacher Support Network health survey found 88% of teachers have suffered stress, 72% anxiety and 45% depression in the past two years.

Education Staff Health Survey 2014 report

Education Staff Health Survey 2014 report

Retention is one problem, but so is recruitment. UCAS figures for April 2015 show there were 5,260 fewer people applying for teacher training positions than there was in the same month last year. 73% of English LEAs said their schools were struggling to find suitably qualified staff, half said the shortage was either moderate or severe, while the rest stressed it was slight.

Professor John Howson, from TeachVac, warned London and surrounding areas such as the southeast and the east of England is facing a crisis, with almost four teaching vacancies per school in the capital.

A spokesman for the Department for Education and Employment said the Government had taken ‘decisive steps’ to make teaching more attractive.

It had introduced performance-related pay, giving good teachers an immediate £2,000 increase. All postgraduate trainees got a salary of £150 a week, while those training to teach shortage subjects got another £4,000.

All are positive steps but it doesn’t feel enough. What about valuing the profession? What about well – being? What about the love of teaching and learning?

My message to the NQT Secret Teacher is – I quit. You didn’t. You deserve a street, nay, a DAY named after you. You have done the hard part. The next year is about developing as a person, an educator and a role model for future generations. Roll on September. You got this.

GCSE Results-Recognise Achievement

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GCSE results day brings along a great deal of mixed emotions- a huge amount of nervousness, but I’m sure also a lot of happiness and excitement! It is a day where parents, teacher and students reflect on the positives and negatives. The educational changes that have already and continue to come in to place, affect schools differently. Those differences are proven by the results that have been achieved this year and we will continue to see the impact and improvement that further changes bring in the years to follow.

It is fantastic to hear that the amount of GCSE passes has risen this year again, especially in students receiving at least a grade C in English. Last year it was a concern that this figure had dropped by the largest amount since GCSE’s began, this increase is therefore very much welcomed. Performance in maths has also improved in comparison to last year- such positive news!

GCSEs are the first important set of exam results that students collect, so it is not surprising the worry that comes with that. The pressure that is put upon schools and teachers to achieve is another reason why this day is undoubtedly one of the most stressful of the year. It’s the end to the first big stage in student’s education, but it definitely doesn’t end there for teachers.

Today, success or failure will be the result students and teachers throughout the country receive. The feeling of success or failure however is personal to each individual. In relation to students, it is not necessarily to do with what grades that they have received, but if they are pleased with them. I think it is important to help young students put things in to perspective. Students beat themselves up if they didn’t get those straight A’s that they were hoping for, but it isn’t the end of the world- they must realise this! Many students receive results that are good enough to lead them on to their next step, however they are still left feeling dissatisfied with their achievement.

The futures of students collecting their GCSE results today are not determined merely by what results they see written in front of them. That fact however will not have stopped the nerves, disappointment and concern associated with receiving grades lower than anticipated.

It is very clear that not everything suits everyone. There are therefore cases where further education is not necessarily the correct next step. That may be because a student doesn’t currently hold the grades they need or because another route may be more beneficial for them.

Whatever the case is, I believe enjoying what you do is ultimately what leads you to success. The key is to help guide students today into their next step in life. To ensure that they make the right decision based on them as an individual, not on what they think is expected. Young people have to make big decisions so early in life- providing the support that they need today is essential.

Despite much criticism over exams, they are there to monitor achievement as well as progress. Without exams what is there for students and teachers to work towards? Exams and results aren’t everything, but without them we would live in a very different country, i believe one that would lack mind set and motivation.

I regularly question whether results are to do with intelligence or hard work. The two undoubtedly are linked in a huge way, however intelligence and hard work are each successes in their own right. Recognising and encouraging hard work irrespective of intelligence proven by results is so essential. I believe that this should very much be remembered on a day like today. For those students that missed out on that C grade and for that student who completely failed- it isn’t the end. Unfortunately we aren’t all gifted with natural academic intelligence. We do all however have the ability to work very hard. All achievement should be recognised!

Holly Chandler

Presenter Coordinator

The Sunday Times Festival of Education

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For the past 6 years, The Sunday Times Festival of Education, has attracted teachers, students and educational professionals from all round the country to the beautiful Wellington College for an action-packed two days. This year was the best year so far, with over 4000 people attending.

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At Learning Performance, we were delighted to be one of the sponsors of the event, alongside Samsung, Pearson and Worth-It Projects, to name but a few. We had a brilliant time meeting and listening to so many positive adults, companies and young people, who were all there (some on their days off!) to help students to succeed!

Screen Shot 2015-06-25 at 16.15.03There were plenty of fun activities to participate in, from learning to dive, to glamping, to climbing walls, to shooting paper rockets. All topped off with an array of influential speakers to listen to, from Ken Robinson, to Piers Morgan, to Tinie Tempah.

Our MD, Carrie Starbuck was invited to speak about how to inspire a love of learning and raising achievement by using creative learning strategies such as, memory techniques. It was truly inspirational to see the impact such simple strategies have on young people.

The Thursday session was packed out, and the feedback fantastic – One lady tweeted she was inspired to become a teacher!

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On the Friday, there was a Festival of Education first! Carrie went head to head with her brother, David Starbuck, as their speeches were at the same time, in the same venue. The whole area was filled with people trying to listen to the siblings and you only had to look round to see how much people had gained from the talks.

The highlight of our day was when Nicky Morgan mentioned Learning Performance during her speech, due to the free pen we handed her as she walked into the festival!

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Overall, the festival was a huge success and we’d like to say a massive thank you to the Sunday Times for asking us to participate!

We’d also like to say thank you to all the inspiring individuals we got to meet and listen to – We can’t wait for next year!

Teachers; Thank You

Education, Teacher Resources

It is scary how quickly time passes by. The nervous new Year 7 pupils are now seasoned professionals and bewildered students returning from a 6 – 8 week summer break are now hard at work (hopefully).

In these two months alone we have worked with 200 schools across the UK (and Vienna!) reaching over 20,000 students, 2000 parents and 2500 staff. 70% of schools visited have contacted us, without prompting, to say how wonderful the workshops were and how our presenters are an inspiration.

This is staggering, especially as we are only at the beginning of the 2014 – 2015 academic year!

As a family company that is run by teachers, we can’t thank you enough. Without your dedication to students’ futures and passion for raising achievement we wouldn’t have an enviable education system. It may not feel like that every day, but put government policy and newspaper headlines aside, you are awesome.

I know you won’t be fully resting this half – term break; you will be marking papers, planning lessons, and when friends moan about the long hours they work you will be wondering about the kid with a questionable home life, and that is what makes you a teacher.

Now, go be awesome.

Kind regards,
Carrie Starbuck and the LPT Team