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Join the AMS at our headteacher termly meetings across this academic year.
Registration is now open for our Autumn meetings. 
The AMS is leading the development of resources that can be used in the classroom to teach RSE, as well as support for leaders in meeting their statutory obligations; all within an Islamic context.
The AMS has developed resources that will help schools to manage changes in the government’s education policies.
The independent schools council (ISC) have compiled a list of schools amongst their 1300+ members, which has a sixth form provision that offer bursaries. The list of schools is based on highly populated towns and cities that AMS members schools are situated.
Our regional inset days provide professional development opportunities for everyone in your school. This includes teachers, support staff, leaders and governors.
There will be a range of workshops available on the day and these will cover primary and secondary phases.
Academic Year 2024/25 Inset Days
Upcoming Events
Midlands
Monday 4th November 2024
Address: Land of Learning Primary School, 5-11 Evington Drive, Leicester, Leicestershire, LE5 5PF
Workshops
Target Audience: SLT / Governors
Facilitator: Imtiaz Patel [Read more]
Course Description:
This training course will equip school leaders with the knowledge needed to prepare your school for inspection and be Ofsted smart and ready for the current framework. Delegates will gain an in-depth understanding of the inspection process and learn how to gather and present information to enable your leadership and school to excel.
You will discover how the Ofsted inspection will work and look in detail at how inspectors will collect and evaluate evidence to reach judgements in all inspection areas. Leaders will learn how to effectively evidence and talk about your intent, implementation and impact and all new inspection areas
Target Audience:SLT
Facilitator: Imtiaz Patel [Read more]
Course Description:
This webinar will provide headteachers, senior leaders, governors and teachers with advice and practical guidance on formulating an effective school development plan to ensure that school development priorities are identified and addressed.
To be successful, the planning stage should incorporate a range of essential elements, including careful gathering of evidence to determine priorities, building in objectives linked to success criteria, setting actions with completion dates, and establishing at-a-glance tracking systems.
Target Audience:Upper Primary Teachers, Secondary Teachers and Senior Managers
Facilitator: Naeem Aslam [Read more]
Course Description:
Teaching and learning based on evidence of impact is the focus of this course. A course based on providing effective strategies to drive improvement and identify factors that impact student achievement.
Through evidence-based insights participants will examine key factors affecting student performance, including curriculum design, teaching methods and classroom effects. Participants will explore factors that focus on high-impact strategies that most significantly impact student learning outcomes, with attention on maximizing teacher effectiveness, enhancing feedback and learning environments to create lasting improvements in student achievement and engagement.
This course is suitable for new and experienced teachers as well as senior management committed to closing achievement gaps.
Target Audience: Primary SLT, Teachers and Support Staff
Facilitator: Felicity Hilton [Read more]
Course Description:
This workshop addresses key approaches and strategies for early identification, and the development of targeted interventions for children with special educational needs and disabilities (SEND).
Effective SEND support starts with the adults in the environment – this session looks at common areas of observable difficulty, key red flags in child development, and what can be done to support children at the earliest possible point.
We will unpick this further from an Islamic perspective using examples from the Quran and Sunnah.
This workshop will address some of the negative stereotypes and misconceptions around SEND, and the devastating impact non inclusive practice can have upon children’s wellbeing and long term mental health spanning far beyond the school years.
Finally we will explore some positive approaches and strategies to support good mental health in children with SEND
Target Audience:Primary Teachers and Maths leaders
Facilitator: Rabia Ahmed [Read more]
Course Description:
The course will explore the fundamental principles that underpin maths mastery, including the CPA approach, teacher questioning, pupil dialogue and whole-class learning. You’ll see how a three-part lesson structure facilitates the building of reasoning skills while encouraging creativity and collaboration in the classroom. You’ll explore how to deepen children’s understanding and equip children to make links between mathematical concepts and explain their thought process. You’ll leave the training feeling confident in your ability to develop reasoning in your classroom.
Target Audience: Educators and practitioners working within (EYFS) and Key stage 1 as well as those supporting early reading learners in Year 3, focusing on the integral role of phonics in early literacy development. Literacy within the Early Years Foundation Stage will also be explored.
Facilitator: Benish Sajid [Read more]
Course Description:
Participants will explore the importance of phonics as a foundational element of reading and writing skills, gaining insights into effective phonics provision tailored to young learners. Participants will also learn how to further develop literacy skills within the foundation stage with a focus on engaging themes, enabling environments and supporting reluctant readers and writers.
Key topics include:
– Understanding the Importance of Phonics: Examine the critical role phonics plays in early literacy and its impact on long-term reading success.
– Phonics Provision from EYFS to Year 3: Learn best practices for implementing a structured phonics curriculum that supports literacy development across age groups.
– Supporting the Lowest 20%: Discover targeted strategies such as precision teaching, on the day phonics interventions and 1-1 reading strategies to assist struggling learners, ensuring that every child has the opportunity to thrive in their literacy journey.
– Parental Engagement: Explore effective methods for involving parents in their child’s phonics and literacy development at home, creating a cohesive learning environment.
– Assessment and Monitoring: Understand the assessment tools available for evaluating phonics proficiency and literacy progress, alongside effective monitoring practices.
– Developing Literacy in the EYFS Classroom: Gain practical tips for fostering literacy, both indoors and outdoors, to create a rich learning environment.
– Enabling Environments and Planning Based on Pupils’ Interests: Learn how to incorporate children’s interests into planning to enhance engagement and motivation in literacy activities. Design thematic learning experiences that promote phonics and literacy while creating an enabling environment for all learners.
– Encouraging Boys to Engage in Writing: Discuss effective strategies to inspire and motivate boys in writing activities, addressing gender-specific engagement challenges.
– Supporting Reluctant Readers and Writers: Identify effective techniques to nurture and support children who may be hesitant to engage with reading and writing.
This course emphasizes the holistic approach to early literacy, blending structured phonics instruction with play-based learning, ensuring that all children develop a strong foundation in reading and writing.
Target Audience: Islamic Studies Teachers: Educators currently teaching Islamic studies in primary, secondary, or supplementary schools (madrasahs).
School Leaders & Administrators: Heads of Islamic Studies departments or coordinators responsible for curriculum development and teacher support.
Madrasa Teachers: Instructors working in weekend or evening Islamic schools who want to enhance their teaching strategies.
Teaching Assistants & Support Staff: Individuals involved in supporting Islamic education in the classroom, assisting in lesson delivery, or working with small groups of students.
New and Aspiring Islamic Educators: Teachers-in-training or those considering a role in Islamic education, looking to build a strong foundation in effective teaching methods.
The course is designed for educators across all experience levels who wish to enhance their teaching techniques and improve student engagement in Islamic studies
Facilitator: Hamza Chowdhury [Read more]
Course Description:
This INSET session aims to empower Islamic Studies teachers with the knowledge, skills, and creative strategies to design and deliver engaging, interactive, and meaningful lessons. By exploring various teaching methodologies and student-centered approaches, participants will leave equipped with practical tools to enhance student understanding, participation, and spiritual growth in Islamic education.
Course Outline:
1. Introduction to Islamic Pedagogy
* Overview of Islamic teaching traditions: classical and contemporary.
* The significance of engaging students in Islamic education.
* Setting the tone: The role of the teacher as a Murabbi.
2. Understanding Student Engagement
* Link lessons to wider ethos: to think outside box
* Links to the wider curriculum
* Metacognition – The impact of learning on student retention and interest.
* Raising the profile
3. Interactive Teaching Strategies
* Encouraging students to ask questions and explore topics.
* How to design projects around Islamic themes (e.g., Seerah, Fiqh, or Quranic studies).
* Teaching Islamic history or moral stories through experiential learning.
* Using quizzes, competitions, and Islamic-themed games to reinforce learning.
* Applying phonic principles to teaching Qaidah
4. Supporting students with special needs within an Islamic framework
* Adapting lesson plans for mixed-ability students.
* Tailoring content to suit different age groups (EYFS, KS1 and KS2.).
5. Assessment and Feedback
* Evaluating student progress in a non-pressured environment.
* Using formative and summative assessments to track engagement and understanding.
* How to provide constructive, values-based feedback to students.
Learning Outcomes:
By the end of this course, participants will:
1) Understand key methods to increase engagement and participation in Islamic Studies lessons.
2) Be able to integrate interactive and collaborative activities into their lesson plans.
3) Gain practical tools for differentiating instruction and utilizing technology effectively.
4) Feel confident in applying new techniques to inspire a deeper understanding and appreciation for Islamic knowledge among students.
This course outline is designed to balance theory with practical, hands-on learning, ensuring that participants walk away with actionable ideas for their classrooms.
Target Audience: Primary and KS3 teachers who have reluctant writers
Facilitator: Sumayyah Ahmed [Read More]
Course Description:
Writing Development Course for Primary School Teachers
Learning Outcomes:
* Overview of Writing Development in Primary Schools
Objective: Introduce key components of writing development and its integration with literacy.
* Reading and Oracy as Foundations for Writing
Objective: Explore how reading and oral language support writing development.
* Developing Handwriting and Vocabulary
Objective: Equip teachers with tools for improving handwriting and expanding vocabulary in young writers.
* Structuring Writing Lessons & Assessment
Objective: Provide a framework for effective writing instruction and assessment.
* Providing Effective Feedback on Writing
Objective: Focus on how to give constructive feedback that motivates and improves student writing.
* Practical Strategies and Q&A
Objective: Share practical strategies and answer teachers’ questions
South
Monday 6th January 2025
Address: Gatton (VA) Primary School, 13e Broadwater Rd, Tooting, London, SW17 0DS
Workshops TBC
North
Tuesday 22nd April 2025
Address: Manchester Islamic Grammar School For Girls, 141 Barlow Moor Road, Didsbury, Manchester M20 2PQ
Workshops TBC
Our Facilitators
Click the trainer names, to find out more about them
Hasnain Ali
Hasnain Ali is currently serving as the Deputy Headteacher, SENCO and Head of Humanities at Dar Uloom Islamic High School.
Hasnain holds a BA in Islamic Studies from the Cambridge Muslim College and a BA in History and Politics from the University of Leicester. He furthered his education by completing a PGCE in History at the University of Oxford, solidifying his pedagogical expertise and dedication to the field of education. He has also achieved the status of a National SENCO (Special Educational Needs Coordinator) from the University of Birmingham, showcasing his commitment to fostering inclusive learning environments for all students.
Hasnain has managed to achieve outstanding History results with a 100% pass rate reflecting his ability to inspire and empower students to achieve their full potential. He also ensures that the school is an inclusive and supportive environment where all students feel happy and productive. He has also introduced and manages the school house system which has radically transformed the behaviour and engagement from students in the school.
Hilary Blessing
Hilary Blessing is a Maths Specialist with over 15 years’ experience in leading mathematics across 5 different Key stages, exceeding expected results by 7.5% year on year. Hilary is one of only a handful of teachers to be awarded a PgMST from the consortium of universities that wrote the Maths Mastery approach to Mathematics CPD for maths leaders. Hilary has previously worked as a freelance consultant to the Department of Education, giving advice on how children learn and how their mathematical thinking develops. Her Masters (Ma) in Teaching and Learning focussed on accelerating the learning of students who have not reached their age-related expectations. As well as supporting schools to help these students to reach their full potential. Hilary has a long history of teacher development, delivering teaching sessions to Early Career Teachers, their mentors, and Middle leaders as they complete their NPQs as well as delivery whole school CPD sessions. She can support schools from KS1 to KS5 ensuring their curriculum is able to maximise pupil progress.
Aini Butt
Aini is a Key Stage Two teacher and Leader of Humanities with a passion for developing pupils’ understanding of the world around them and within.
To enable students to make a sense of the world around them, she ensures that the emphasis is not merely on the delivery of the knowledge within the subjects, but also on the progression of skills in order to nurture pupils’ inherent creativity and curiosity. Therefore, the curriculum is planned to facilitate child-led enquiries followed by opportunities to critically reflect on the historical knowledge. This may include going beyond layers of commonly known ‘facts’ and uncover the hidden figures in history to allow for a more culturally responsive curriculum.
In addition to her passion for teaching, Aini has written for educational forums on the topic of Philosophy for Children and Emotional Intelligence. Furthermore, drawing upon her personal writing about these topics and critical self-reflection, she has hosted workshops on national educational training days to share her knowledge and experience within and beyond classroom to reiterate the need for a paradigm shift in the emphasis from developing pupils’ Intelligence Quotient (IQ) to facilitating opportunities for the development of Emotional Quotient (EQ).
Omar Saddique
Omar Saddique serves as an Assistant Headteacher leading maths and Early Careers Teacher (ECT) Induction at Iqra Primary, Slough. In his role as a maths lead, Omar also takes on the responsibility of being the Professional Development Lead for the National Centre for Excellence in Teaching Mathematics (NCETM), where he leads work groups to enhance teachers’ skills and expertise in delivering high-quality math education, in the regional borough. As an ECT facilitator for University College London (UCL), he mentors and supports newly qualified teachers, ensuring that they receive guidance and training to excel in their profession.
Ms. Muquddsia Munir
Ms. Muquddsia Munir holds a BA in Primary Education and is currently serving as the Deputy Headteacher and Curriculum Lead at Iqra Primary School in Slough. With 14 years of experience in education, she has played a vital role in curriculum development, coaching and mentoring teachers. Muquddsia has also provided support to local authority schools. Her proficiency in integrating technology into the primary curriculum, particularly in music education, has been commendable, adhering to the National Plan for Music Education.
Dr Mineza Maher
Dr Mineza Maher (MSc, PhD) is headteacher at a primary school in Berkshire. She graduated from Kings College, London and has taught numerous age groups for over 25 years. Mineza has a significant amount of senior leadership experience within primary schools in and around London. She has particular expertise in leading schools causing concern and working effectively with new leaders to support leadership and management. Mineza also has particular expertise in primary assessment and curriculum design; supporting schools in the local authority. She is also an Ofsted Inspector.
Steve Burnage FCCT
Steve Burnage is an education consultant, inspector and author with over 35 years’ experience of working with schools in the UK and internationally. Steve uses his experience as a teacher, school leader, headteacher and consultant educator to support school leaders and teachers to develop highly effective practice.
Steve includes amongst his clients, government ministries, the British Council, Cambridge International and the International baccalaureate. He heads up leadership development for Cambridge University Press and Assessment, he is the lead inspector for the British Council, and is a fellow of the Chartered College of Teaching.
Steve regularly writes articles and think pieces for national and international publications, hosts video webinars for national training providers and is collaborating with both TES Global and Marshal Cavendish International in publishing a range of school leadership development materials.
Steve has enjoyed a long partnership with the Association of Muslim Schools in the UK.
Mark Salter
Since leaving full time teaching, Mark has worked as a Local Authority Consultant and then as an Independent Trainer and Consultant both within education and in business. He has operated across England, and in Wales and Scotland. He has also worked internationally in Malta, Turkey, and Jersey. Mark delivers support across all subjects and educational phases, in the state and independent sectors in the UK, and with alternative education providers. He also had a spell in a train the trainer capacity within the British Council Connecting Classrooms programme
Sue Lovell
Sue Lovell is an experienced educational leader who has worked in education for over 20 years. She has worked in a variety of pastoral roles across a number of Secondary schools within this time and started her career with an SEND focus working as a Teaching Assistant. She has been a senior leader for the last 7 years in a number of different roles, and has extensive experience in leading on Behaviour, Attendance and Safeguarding and working with multi-agency teams. She is committed to transforming the educational standards and character development of young people, with an emphasis on creating a culture that inspires personal growth, development and performance driven outcomes.
Ghulam Abbas – Director of Strategic Engagement
Sajida Muneer
Felicity Hilton
Felicity is a specialist teacher who runs a SEND consultancy and Spld assessment service. Her work has recently been recognised as an example of good practice by Estyn (school inspectorate for Wales).
Felicity has over fifteen years of experience teaching and leading across a variety of settings, from an Islamic nursery to adult education. She holds a Master’s degree in SEND specialising in specific learning difficulties, and holds accreditation to assess learners for Dyslexia.
Felicity also has extensive experience of supporting parents of children across England and Wales as they navigate the process of gaining a SEND diagnosis. Over the last two years she has worked with Pearson Education carrying out motor skills assessments with children all over the UK.
Felicity is passionate about making positive changes for children who face barriers to education through raising awareness of hidden disability. She works in collaboration with schools and families to challenge negative mindsets and develop a ‘strengths-based approach’ to learning success.
Salema Kamal
Salema Kamal is an experienced Art and Design teacher and curriculum lead, having worked in the education sector for the past 20 years. She has been a mental health activist and champion throughout her career, taking on the position of mental health lead in September 2021 at Madni Academy in Dewsbury alongside her role as the head of Art. Salema is a qualified counsellor, and delivers counselling services to students and staff, as well as to the wider community. She is the founder of Solid minds, providing workshops on parenting, walk and talk therapy and family bonding courses, aiming to help build stronger communities through group healing and learning. Salema has provided training programmes in relation to mental health and wellbeing to a number of schools. She remains committed to transforming standards of pastoral care within classrooms, encouraging the personal growth of young people, and accentuating the need for safe spaces within our schools.
Shakera Mirza
A serving Headteacher with over 20 years’ senior leadership experience spanning the secondary, primary and Early Years. Shakera is a School Improvement consultant working with schools to develop the quality of teaching and learning through monitoring and evaluation systems, school improvement planning and staff development. She has been through 3 consecutive Ofsted inspections achieving Good with outstanding features in 3 schools. Shakera has a good working understanding of Ofsted requirements; including ‘deep dives’; making clear judgements about the quality of teaching, learning/assessment, curriculum design/ the 3 i’s, safeguarding and self-evaluation.
Shireen Kamal
Shireen is an independent Early year’s advisor and trainer and has over 25 years working in various roles within the early years sector, she is dedicated to creating high quality learning environments that foster children’s creativity, resilience, and love for learning.
Osiur Rahman FCCT
Previously an Ofsted inspector and now an Inspector for Independence Schools Inspectorates. Osiur possess over 20 years of teaching and leadership experience from being a skilled classroom practitioner being responsible for the daily welfare and progress of students to Head of faculty, Assistant Head, Headteacher, Executive Headteacher, Founding Principal and now an Education Advisor. Currently, he works as an independent education advisor and school improvement partner offering a range of services to primary and secondary schools in the UK and abroad.
Nasir Islam
Nasir Islam is a cybersecurity analyst and founder of Securiwiser, a digital company that provides cutting-edge security technology and cyber courses tailored to the specific needs of SMEs and schools. Nasir has worked with hundreds of organisations and businesses and helped them improve their cybsecurity posture and practices in order to minimize the risk of breaches.
Imtiaz Patel
Samantha Garner
Cheryl Abbiss
Cheryl Abbiss is part of the central trust team at Chiltern Learning Trust. Cheryl leads on the Teaching School Hub with a focus on staff development and CPD.
Flora Burt
Flora Burt is part of the central trust team at Chiltern Learning Trust. Flora is the trusts Secondary School Improvement lead.
Imam Mohammad Asad MBE
Talal Hussain
Mufti Adam Esmail
A well known and pro-active imam, khateeb, teacher and founder of the Zaytoon Academy in Birmingham. Mufti Adam initially started off his career, running an Islamic school for a number of years. Mufti Adam is also co-author of the book ‘A Child’s Gift – a modern and well researched Madrasah syllabus, that is widely used in our community.
Mufti Adam delivers weekly well-being sessions, counsels and acts as an advisor to mental health issues in our community.
Mufti Adam delivers practical, hands on guidance and workshops for a range of mental health issues, a pioneer in the field, with a long history of expertise and knowledge in this specialist yet rarely tackled area.
James Searle
Thomas Bellwood
Dr Simon Wathen
Zahirah Ashraf - BA QTS
She aims to ensure the classroom is positive, inclusive space, with high but realistic expectations for learning. She has extensive knowledge in the subjects of the departments that I lead which I use to assist the provision of exemplary teaching.
Hanifa Khatun - BA, QTLS
Aisha Bashir - BSC
Some of her qualifications are:
BSc in Counselling and Psychotherapy, Leeds Beckett University, graduated in 2010.
She has studied Islamic Psychotherapy and Counselling with the International Association of Islamic Psychology.
Level 5 Diploma in Teaching and Education.
Registered Counsellor with the British Association of Counsellors and Psychotherapists.
She is currently a high school Mental Health Practitioner and PSHE Teacher.
She is also a counsellor where she provides Person Cantered counselling to clients at MIND well-being centre in Rochdale.
She established the first Mental Health and Well-being Department at Rochdale Islamic Academy and runs various mental health sessions for students.
She previously worked as a Substance Misuse Practitioner for young people in schools in Manchester.
Yawar Muabrak - BA.MBA
Mr. Mubarak is amongst the founding member of Beacon Lights Educational Trust and was involved in its inception, registration and operational setup of Beacon Lights School. His knowledge and skills in both curriculum and policy design from key stage 1 to key stage 4 led to a successful first inspection under the new framework. He is currently head of Beacon Lights School which is an all-through mixed primary and secondary school.
Mr. Mubarak is responsible for the implementation of the current Islamic curriculum and ethos at Beacon Lights school which was praised as being outstanding for personal development with particular recognition for its Islamic ethos. The curriculum and ethos at his school have a sharp focus on guiding children to become more obedient Muslims who contribute to society and the community in which they live. He learned the authentic religious knowledge in the traditional way directly from teachers who learned from teachers all the way back to the prophet ﷺ in a reliable chain (_sanad_) through the scholars of the _shaam_ region (Levante).
He brings a lot of knowledge ang understanding in developing and implementing both an Islamic curriculum and ethos in a school, in alignment with fundamental British values.
Naeem Aslam
I was the proprietor and headteacher of Lady Aisha Academy (a secondary girls’ school) based in Barking, Essex for 12 years, until the end of July 2023. My role at Lady Aisha included delivering countless insets to staff and retaining a teaching timetable most years. Before that, in the state sector, I was delivering whole school inset as well as training new and trainee teachers. I have also endured 4 Ofsted inspections.
Rabia Ahmed
Rabia Ahmed is currently the Deputy Headteacher at Gatton Primary School. She has 25 years of experience in both primary and secondary education settings. Rabia led Maths for over a decade and her leadership resulted in her previous school achieving ‘Maths No-Problem!’ Accredited school status. Rabia has hosted Maths Open Days and Professional Development courses, some of which have been designed to cater to the needs of international schools. She has also led whole school Maths training in other primary schools.
Benish Sajid
Benish has experience and knowledge in curriculum design and has successfully created engaging learning opportunities that enrich the educational experience, including the development of curriculum drivers that align with the Islamic ethos. Passionate about fostering a love of literacy from an early age, she combines practical strategies with evidence-based practices to empower educators in their teaching journeys.
Benish is committed to supporting teachers in creating vibrant, student-centered learning environments that promote phonics and early literacy, ensuring all children have the opportunity to develop strong foundational skills.
Hamza Chowdhury
Most notably the department received an Outstanding rating in the Section 48 AMS Inspection rating in Feb 2024.
Sumayyah Ahmed
Experience:
* 10 years of teaching experience at Gatton Primary School.
* Extensive involvement in Early Years Foundation Stage (EYFS), both as a teacher and leader.
* Subject Leader for multiple areas, including:
– Design and Technology (DT)
– Art
– Educational Trips and Visits.
* Leadership in Year 2, contributing to Wandsworth Moderations.
* Currently the English Lead, overseeing Reading and Writing across EYFS to Key Stage 2 (KS2).
* Contributed to two Ofsted inspections at Gatton Primary achieving OUTSTANDING twice.
Structure for the day
- 9:00: Arrival, registration, refreshments and networking
- 10:00 – 12:30: Workshop – Part 1 of 2
- 12:30 – 13:30: Lunch, Salah and networking
- 13:30 – 15:00: Workshop – Part 2 of 2
- 15:00: Close
Our Packages
Member School:
| Single delegate | 20+ delegate | 40+ delegate | |
|---|---|---|---|
| Costs | £40 | £35 | £30 |
Non-Member School:
| Single delegate | 20+ delegate | 40+ delegate | |
|---|---|---|---|
| Costs | £80 | £70 | £60 |
Member School:
Non-Member School:
