and Disabilities

“The training programme delivered in Jordan was both practical and inspiring. It encouraged us to think differently about our roles as educators and leaders, while providing clear strategies that could be applied immediately within our schools. What stood out most was the way British educational principles were presented in a manner that respected our local context. The sessions were engaging, well paced and thoughtfully led, creating space for discussion, reflection and professional growth. This experience has strengthened our approach to teaching and leadership, and has given us renewed confidence in driving improvement within our institutions. I would highly recommend these programmes to schools seeking meaningful and well-structured professional development.”

“The SEND programme was exceptionally well structured and clearly aligned with Department for Education guidance. It strengthened our understanding of inclusive practice, early identification, and the graduated approach, while remaining firmly rooted in practical classroom application. Staff valued the clarity around adaptive teaching and reasonable adjustments, and the case studies helped translate statutory expectations into realistic day-to-day practice. As a result, teachers felt more confident, better informed, and more consistent in their approach to supporting pupils with SEND,leading to a more inclusive and supportive learning environment across the school.”

“The Effective Classroom Teaching and Learning programme provided a clear, practical framework for improving day-to-day classroom practice. It strengthened our approach to lesson planning, assessment, and behaviour management, while reinforcing the importance of high expectations and purposeful teaching. Staff found the focus on questioning, feedback, and adaptive teaching particularly valuable, and the opportunity to practise and reflect on strategies made the learning immediately transferable to the classroom. The programme increased confidence and consistency across teaching teams and supported professional practice in line with Department for Education Teacher Training Standards.”