We’ve been working with Dylan Wiliam for over fifteen years on introducing the Embedding Formative Assessment programme into schools. We offer bespoke support and consultancy, based around the effective implementation of the EFA resource to ensure your programme maintains focus and is as effective as possible.
It has been extremely useful to have the insight and support of a Lead Practitioner to talk through progress with the project and to have suggestions on how to develop the project, drawing on the experience of how it is working in other schools but also being able to recognize the context of our school.
Sophie Cabral, Associate Assistant Headteacher, St Philomena’s Catholic High School for Girls
Dylan Wiliam and participants on the SSAT/EEF programme provide reflections upon embedding formative assessment in secondary schools across England over the two year project.
If you’re looking to embark on the EFA programme, we can offer you support over the two years. This includes:
- One-day launch training delivered in school for your school leaders and teacher learning communities (TLC) leaders. This will cover key topics that include planning a successful launch and effective implementation.
- Consultancy from a Lead Practitioner, with regular on-going support via email, telephone and face-to-face meetings, resulting in further four days’ worth of support over the two years.
- Additional supporting resources and exemplars
If you’ve already started your EFA journey, we can offer a one-day Lead Practitioner visit, providing bespoke support to ensure your programme is driving progress for staff and students alike.
Register your interest in our support package below and we’ll contact you to discuss what options will suit you.
Please note the below are approximate and only to provide an indication. Total costs depend on the type of consultancy and support provided.
Full package – consultancy from a Lead Practitioner for two years
£5,000 exc VAT (member price)
One day consultancy
£1,200 exc VAT (member price)
Hear from schools already making a difference with formative assessment
I had two hopes from this programme; one was to try and make our teaching more responsive to the needs of students, particularly in ensuring students couldn’t opt out and weren’t overlooked in lessons. The other was to try to engage teachers in talking more to each other about teaching and learning. For me the greatest whole-school success has been that not only have these objectives been fulfilled, it has established a process for CPD that is valued by teachers and has helped to provide clear next steps for feedback and teaching and learning in our school.
Dominic McKenna, Deputy Headteacher, St. Joseph’s College
Without question, the greatest achievement has been the development of staff relationships and the willingness to discuss, critique, analyse and support colleagues in developing formative assessment approaches. The structure of the TLCs will remain far beyond this programme and have already been embedded as a feature of our growing teaching school alliance CPD programme.
Gareth Butcher, Assistant Head, Wilmington Grammar School for Girls