Training & Events

Self-evaluation and Planning for Improvement - Making it Meaningful, Manageable and Impactful

The aim of this programme is to deepen your understanding of school development planning as a process, underpinned by the school’s strong guiding vision and purpose, informed by rigorous self-evaluation and educational research, devised in consultation with stakeholders and in compliance with DE policy.

Participants will attend 2 x ½ day face-to-face workshops facilitated by school improvement officers, in which they will be invited to explore themes relevant to self-evaluation and planning for improvement, considering how they can be applied in the context of their school.

The core themes covered in the workshops are designed around a series of questions as follows:

1. Rationale – asks why do we need a school development plan and what needs to be in one?

2. Self-evaluation – asks how do we develop a robust evidence-base of all aspects of school life, upon which to build a manageable, meaningful school development plan which positively impacts on our pupils and their outcomes?

3. Prioritisation – asks what are the challenges and opportunities we face and what are our emerging priorities over the next 3 years?

4. Planning for Improvement – asks what are the characteristics of effective planning for improvement?

Each workshop will provide opportunities for professional dialogue and the sharing of practice, approaches and resources that can be used by schools to enhance their existing self-evaluation and improvement planning processes and structures. These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional. Participants will attend both sessions and take their thinking back to share with colleagues in their schools.

Building Synergy - Session 1: An Introduction to Community Use of Schools (CUOS)

These sessions are suitable for Principals and staff with remit for community links.

AIMS:

This two-session series offers schools an opportunity to explore how CUOS can impact children’s learning and school improvement.

After completion of the two sessions schools will be given access to an online portal of information, resources, case studies and a network of contacts to enable them to apply the learning from the sessions.

STRUCTURE/CONTENT:

This session will explore the nature of CUOS: Community Sharing, Curriculum Enrichment, Community Partnership & Community Planning.

The rationale for CUOS will be examined and illustrated from schools and their communities.

Participants will be provided with resources to inform and enthuse members of their school community on the worthwhileness of CUOS.

Date/Time/Venue:

Tuesday 18th November 2025

9.30am - 12.00pm

Venue: Boardroom, Dundonald HQ

 

Building Synergy - Session 2: How to Baseline, track and measure Impact for Community Use of Schools (CUOS)

These sessions are suitable for Principals and staff with remit for community links.

AIMS:

This two-session series offers schools an opportunity to explore how CUOS can impact children’s learning and school improvement.

After completion of the two sessions schools will be given access to an online portal of information, resources, case studies and a network of contacts to enable them to apply the learning from the sessions.

STRUCTURE/CONTENT:

This session will enable schools to baseline their level of CUOS and chart a pathway ahead to develop their progress.

Focus on how schools measure the impact of CUOS on their children, staff, parents/carers and the wider community.

Guidance provided on how to embed CUOS into a school development plan as a driver for school improvement. This will reference how CUOS relates to ETI’s proposed new inspection process.

Leading School Improvement (After School) Locality East

Aims

The aim of this programme is to build capacity of senior and aspiring senior leaders to make a positive difference to learners in their school. The programme will seek to develop participants' knowledge and understanding in relation to the structures, systems and processes that lead to school improvement. It provides participants with an opportunity to develop their leadership attitudes, behaviours and skills which empower them to build effective teams and lead impactful change in the context of their organisation. As the programme is offered through the area learning community network, it also strengthens connections and collaboration between schools, which sustain ongoing improvement beyond the duration of the programme.

The programme consists of eight face-to-face sessions with an emphasis on high quality professional dialogue and learning in context. Sessions explore the following topics:

Planning for improvement Developing a vision for improvement Improving Self Improving Others Improving learning Improving teaching Securing accountability for improvement

An online information session for aspiring participants and their principals will be scheduled for September 2025, which will provide further details on the content of the programme. Each participant will also receive 1:1 mentoring from a member of the School Improvement Team to support them in their school improvement work throughout the first year.

Please Note: This course is for schools within Locality East only and will take place one Wednesday per month after school (Oct - June)  and can be accessed through the school's SIPP.

Addressing Bullying in Schools Leadership Training Programme 2025-26

Please note 2025-26 dates TBC booking will now become available in August 2025.

Title: Addressing Bullying in Schools Leadership Training Programme

A comprehensive professional development programme for Safeguarding, Social, Behavioural and Emotional Wellbeing (SBEW) pastoral leads and SENCOs/Learning Support Coordinators in schools.

Programme Aim

For all pupils in the region to attend a school where staff are trained to implement a supportive Addressing Bullying in Schools policy with associated practices.

Purpose

To build the confidence and ability of school leaders to align and implement an evidence-based, whole school approach to support children and young people, address statutory requirements and embed best practice. Connecting legislation, baseline-assessment, research, systems/processes, preventative approaches, effective responses, stakeholder engagement and communication, and policy.

Programme Structure

Attendance at a 1-day face-to-face launch workshop (participants can choose from 3 different venues across the region and dates). Attendance of 5 online follow-up sessions (participants can select to attend either am or pm session which are offered on different days). Independent engagement with online resource materials shared through the SDS learning platform. Completion of associated tasks aligned to the review and update of school policy and associated practices.

Depending on your school size and structure, it is recommended that at least 2 members (max: 5) of the pastoral leadership team attend the training together. 

Developing a Whole School Response to Bereavement and Critical Incidents (2 day course)

Developing a Whole School Response to Bereavement and Critical Incidents (2 day course)

This course is designed to equip school leaders with the knowledge and skills to support those experincing loss within their school community and assist schools to prepare for a critical incident. The effects of a critical incident on pupils, staff and communities can be wide-ranging and when a school is affected all staff have an important role to play. This professional learning will also provide insight into the role of the EA Critical Incident Response Team. 

Day One 

Participants will:

Develop greater knowledge and understanding of bereavement and grief responses. Develop an enhanced ability to support bereavement and loss issues within the educational setting. Gain an increased confidence in identifying, supporting, and signposting those experiencing grief. 

Day Two

Participants will:

Gain an increased understanding of the supportive role of the Education Authority Critical Incident Response Team Have greater awareness of the many complex issues accompanying a critical incident Have increased knowledge and resources to develop a Critical Incident Management Policy and Plan

Course Details:

This course is a two day course and attendance on both days is compulsory.

30th September 2025 & 1st October 2025

3rd & 4th February 2026

19th & 20th May 2026

Time: 9.30am - 1.00pm (on 2 consecutive days)

Training will take place via online platform. 

Please ensure you have entered your email correctly to receive the training details. You will receive a reminder email and a link to the online session a week before the training date.

Audience: Primary, KS2 and Post Primary SENCO's, Principals and Pastoral Vice-Principals

Child Sexual Exploitation (CSE)

Child sexual exploitation (CSE) is a type of sexual abuse. It happens when a child or young person is coerced, manipulated or deceived into sexual activity in exchange for things that they may need or want like gifts, drugs, money, status and affection. Children and young people are often tricked into believing they're in a loving and consensual relationship so the sexual activity may appear consensual. This is called grooming and is a type of abuse. They may trust their abuser and not understand that they're being abused. CSE does not always involve physical contact, and can also occur through the use of technology.

Join us to understand CSE, and how to support a pupil and their parents/carers once it is known that CSE is suspected or confirmed.

Course Details:

Pre-recorded and online.

Sub cover is not available.

Safeguarding & Child Protection - Responding to Neglect in Educational Settings

This pre-recorded training explores the different types of neglect, with a focus on the impact of neglect on a child’s overall development. It provides participants with the knowledge and tools to recognise and respond to neglect, to develop a support plan for a child at risk of neglect, and signposts to practical ideas of how to engage parents in discussions about the impact of neglect. It is underpinned by the recognition that every child needs at least one adult that is responsive to their needs.

Course Details:

Pre-recorded and online.

Sub cover is not available.

Power to Change. Ending Violence Against Women and Girls

The ‘Power to Change Campaign’ is part of the NI Strategy to End Violence Against Woman and Girls (VAWG). The campaign was launched by the PSNI in January 2025 in collaboration with the Department of Justice and the Executive Office.  The recorded webinar and the learning resources provided for use with staff and young people are designed to fit in with the preventative curriculum.  The aim of the campaign is to invite and encourage all men and boys to check and change their attitudes, beliefs and behaviours towards women and girls; to challenge their peers, and to have the confidence to step in safely to put a stop to behaviour that might put their friends at risk of offending. The campaign also hopes to instigate conversations about the influence of social media – and help to educate about the powerful algorithms that are behind the pushed microdoses of misogynistic and harmful messaging.

The webinar was hosted on MS Teams and introduced by Therese Moran (CPSS).  It is delivered by Lindsay Fisher (PSNI Detective Superintendent and  PSNI lead for the campaign), with an input from Jane McCarthy from The Executive Office. 

Course Details:

Pre-recorded and online.

Sub cover is not available.

Emotionally Based School Non-Attendance (EBSNA): Engaging with Entrenched EBSNA, Learning from Motivational Interviewing

This workshop provides a practical follow up to the initial training courses on Emotional Based School Non Attendance (EBSNA) developed by the Educational Psychology Service for primary and post-primary school staff. The workshop is particularly useful for SENCOs and/or those staff responsible for supporting attendance.

Attendees will further their learning regarding using techniques from Motivational Interviewing, to support them towards having more effective conversations with CYP experiencing EBSNA. The workshop will include a mix of theory, practical techniques, demonstrated role plays and videos.

This session aims to:

Raise awareness of the principles of Motivational Interviewing and introduce another way of working with complex EBSNA. Introduce the cycle of change in relation to EBSNA and consider the importance of a child’s readiness for change. Offer staff practical experience in using MI reflective listening techniques and support them to apply these in their work with children experiencing EBSNA.

The workshops will take place on the following dates:

Term 1:

Session 1: 16th September 2025, 1:00pm-3:30pm Session 2: 17th September 2025, 1:00pm-3:30pm

Term 2:

Session 1: 13th January 2026, 1:00pm-3:30pm Session 2: 14th January 2026, 1:00pm-3:30pm

Term 3:

Session 1: 22nd April 2026, 1:00pm-3:30pm Session 2: 23rd April 2026, 1:00pm-3:30pm

These sessions are at least 50% practical so staff signing up should be willing to participate in the activities. Attendees should come with a case of entrenched EBSNA in mind and be prepared to discuss it.

 

PLEASE NOTE: This is a small group session and places are strictly limited to one attendee per school at any given session.

Attendees must have already completed one of the following Educational Psychology Service’ Training Sessions

Emotionally Based School Non-Attendance (EBSNA) - A framework for supporting Post-Primary Pupils.

Emotionally Based School Non-Attendance (EBSNA) - A framework for supporting Primary Pupils.