The Keys Academy Trust are running nine Subject Networks simultaneously for History, PE, RE, English, Art, Music, Maths Geography and Computing.
The sessions will cover:
Developing Pedagogical and Subject Knowledge
Creating a shared language of learning – building best practice
Joining up thinking across assessment and moderation
Opportunities for internal collaboration – sharing resources and planning
Strengthening networks through external support and collaboration
Please select which subject you wish to attend at the time of booking.
if you would like to know specific details about the content covered in a specific Subject Network, please email events@keysacademytrust.org and we will be happy to share this information with you.
The Thriving Teacher Programme is designed to empower educators in their 3rd year of teaching. During this critical stage of professional growth, teachers will refine their pedagogy, deepen their expertise, and develop the skills to become influential practitioners within their settings. Participants will gain comprehensive insights into evidence-informed teaching, with subject materials tailored to primary contexts.
Teachers will be equipped with the tools to foster a positive and inclusive learning environment and enhance student engagement. The programme focuses on nurturing a supportive community of teachers who can collaborate effectively, share best practices, and inspire one another to reach their full potential.
The programme involves six in person sessions held from 9am – 11.45am on:
7 October 2026 – Inclusive Practice, what makes effective scaffolding into the classroom – adaptive teaching;
2 December 2026 – Dialogic Teaching – EAL and PPG;
20 January 2027 – Assessment, how are we making accurate decisions;
17 March 2027 – Behaviour and relationships, understanding the Refining techniques, embedding effective routines;
19 May 2027 – Preparing for difficult conversations;
30 June 2027 – Embedding SEND strategies – universal offer and a graduated approach, what it means to have a fully Inclusive classroom.
Not sure if you are ready to join? – Why not purchase a single session ticket for just £60. Costs will be deducted if you then join the programme.
Successful completion of this programme enables you to enrol on the Thriving Teacher Programme for educators in their 4th year and you will meet a further 4 times.
- Primary & Secondary Programmes
- Enable TAs to deliver well chosen, evidence-based,
structured interventions - Develop bridging practices to connect learning
between interventions and the classroom - Establish a community for shared understanding of
good TA practice - Partners: Virtual Schools, National College, Buckinghamshire New University
Meets majority of the Ofsted inclusion criteria
Writing that Counts | Early Years Foundation Stage
Disadvantaged pupils who leave the EYFS without secure oral language and early transcription skills face a compounding deficit that writing instruction alone cannot resolve in later years. This session addresses the foundations that determine whether children are ready to write.
Session Content:
Drawing on the DfE Writing Framework (2025) and EEF evidence on early language interactions, we will examine what research tells us about the conditions that prepare children to write: high-quality adult-child talk, oral composition, explicit handwriting instruction and the relationship between phonics and early spelling. We will consider how these foundations are taught and sequenced in the Reception year, and what this looks like in practice for children who arrive with language gaps. There will be space to discuss approaches from within and beyond the Trust and to identify what to look for in your own setting.
For: EYFS teachers and leads with responsibility for writing provision in the early years.
Writing that Counts | Key Stage 1
Nationally, writing is the subject most likely to prevent pupils from reaching combined expected outcomes at the end of KS2 and the gap between disadvantaged pupils and their peers in writing is wider and more persistent than in reading or mathematics. Many of the barriers that shape KS2 outcomes are established (and can be prevented) in Key Stage 1. This session focuses on what teaching at this stage needs to do for pupils who are not yet on track.
Session Content:
Research is clear that sentence construction is the engine of writing development, and that pupils who cannot yet form well-structured sentences will not produce extended writing by being asked to produce more of it. Drawing on the DfE Writing Framework (2025), EEF guidance on KS1 literacy and evidence on oral composition, transcription and sentence-level teaching, we will examine the specific pedagogical decisions that accelerate progress for disadvantaged writers – including how to reduce cognitive load and use oral rehearsal effectively Case study discussion will give participants the opportunity to connect the evidence to their own schools’ data and practice.
For: Year 1 and Year 2 teachers, English leads and school leaders responsible for writing provision in KS1.
Writing that Counts | Key Stage 2
Every pupil deserves to reach the end of primary school able to write with confidence, precision and purpose – and for too many disadvantaged pupils, that is not yet the reality. The barriers are rarely about effort or ability; they are more often about the specific teaching decisions that either open up or close down access to writing. This session examines what the evidence says those decisions should look like.
Session content:
Drawing on the DfE Writing Framework (2025), EEF guidance on KS2 literacy and research on metacognition and self-regulated writing, we will consider the specific barriers that persist into upper primary: weak sentence control, insufficient vocabulary range, and the gap between what pupils can say and what they can write. We will look at what effective teaching of grammar, sentence combining and composition looks like when it is deliberate, sequenced and applied. Discussion will draw on case studies from within and beyond the Trust.
For: Year 3–6 teachers, English subject leads, PPG leads and school leaders responsible for writing outcomes in KS2.