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Guide for employers on how to use register and post a job.
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 2023/24 Inset Days
Past Events
South
Monday 8th January 2024
Address: Gatton (VA) Primary School, 13e Broadwater Rd, Tooting, London, SW17 0DS
Workshops
Target Audience: Senior and Middle Leaders
Facilitator: Dr Mineza Maher [Read more]
Course Description:
In all schools, leading a subject area effectively is one of the most important elements in securing high-quality teaching and learning. Subject leaders play a vital role in delivering curriculum expectations in line with the National Curriculum and Ofsted requirements set out under the ‘quality of education judgement’. By focusing on the role as a leader of learning, this introductory course will help establish and maintain your vision and how to get the best out of your team through improving the quality of provision, supporting staff development and driving up standards. The course is designed in line with the Ofsted School Inspection Handbook and Education Inspection Framework.
Facilitator: Ms. Muquddsia Muni [Read more]
Course Description:
This course will allow participants to understand how early reading develops from EYFS to KS2. Participants will explore practical and creative approaches to develop pupils’ reading skills with an emphasis on vocabulary and develop tools and resources for effective whole-school practice.
Target Audience: Primary school teachers and subject leaders
Facilitator: Omar Saddique [Read more]
Course Description:
This course delves into the fundamental principles of early math education, focusing on age-appropriate instructional strategies and curriculum development. Participants will explore the developmental stages of mathematical cognition in young learners and learn to adapt their teaching methods accordingly.
Target Audience: Primary school teachers and subject leaders
Facilitator: Aini Butt [Read more]
Course Description:
This workshop will allow attendees to understand how to use the National Curriculum to plan a bespoke History curriculum which is culturally responsive to your school’s community, and extending this across all areas of the curriculum.
Attendees will be encouraged to actively participate and share their knowledge of the History curriculum within their schools through a range of discussions in order to allow for a deeper understanding of planning a culturally responsive curriculum. They will also take part in a historical enquiry to experience a critically reflective history lesson. Furthermore, there will be an opportunity to discuss the delivery of whole-school projects with History as the main focus.
To allow for an in-depth exploration of this approach, this workshop will be delivered in two parts:
Part One: how to use the National Curriculum to plan a bespoke History curriculum which is culturally responsive to your school’s community.
Part Two: extend the knowledge of hidden figures throughout history across the curriculum and empower pupils by developing a stronger sense of identity and belonging within a culturally diverse community.
Facilitator: Felicity Hilton [Read more]
Course Description:
This training covers ten fundamental strategies for creating an inclusive learning environment for all. We will identify and discuss the key barriers to learning typically experienced by children with SEND, and attendees will be encouraged to reflect upon and analyse the inclusivity of their current practice.
Following on from this, attendees will be encouraged to plan HOW they might adapt their practice going forward using inclusive strategies and alternative approaches to address common barriers to learning. This session is hands on and attendees will leave with a tangible plan of action to implement going forward.
Target Audience: Secondary teachers and subject leaders
Facilitator: Hilary Blessing [Read more]
Course Description:
This workshop will cover:
1) Raising standards from the inside – This session will show how to raise standards for all pupils from inside the class. During the session we will investigate how pupils learn and how to build on mathematical thinking strategies. We will focus on why some children fail to make progress compared to their peers. The session will look at how to plug gaps in mathematical development without the need for intervention whilst not burdening teachers with additional workload. There will be time to discuss the latest research by Anne Watson Cambridge University on Mathematical thinking and why some children become helpless in the classroom.
2) Creating a problem solving culture – This session will delve into how to create a problem solving culture and give simple tips and examples to aid teachers work life balance when teaching mathematics. We look at how maths mastery is developed and why we cannot just teach children methods to solve problems. We will discuss the five strands of mathematics and how they interlink. How mathematical thinking relates to problem solving in secondary education and why some children fail to make the higher grades at GCSE. There will be time to look at the research by John Mason and how this revolutionised the teaching of mathematics and what this means for secondary teachers.
Workshop 7 - Creating a diverse and relevant History curriculum which promotes outstanding outcomes.
Target Audience: Head of Humanities and History Teachers
Facilitator: Hasnain Ali [Read more]
Course Description:
This comprehensive course is designed to equip educators with the necessary tools and strategies to create an inclusive and engaging History curriculum that caters to the specific needs of British Muslim students. With a focus on promoting critical thinking, content recall, and academic excellence, this course aims to foster an environment where all students can thrive and achieve their full potential.
Key Focus Areas:
1) Developing a Customized History Curriculum for British Muslim Students:
· Understanding the cultural and religious context of British Muslim students and integrating it into the History curriculum.
· Incorporating diverse perspectives and narratives that resonate with the experiences and backgrounds of British Muslim students.
· Fostering an inclusive learning environment that celebrates diversity and encourages dialogue about different historical events and contexts.
2) Ensuring Accessibility and Challenge for All Students:
· Implementing differentiated instructional strategies to accommodate varying learning styles and abilities.
· Designing interactive and engaging lessons that cater to diverse student needs, including those with Special Educational Needs (SEN) and English as an Additional Language (EAL).
· Providing extension activities and resources to challenge high-achieving students and encourage critical thinking skills.
· Balancing Critical Thinking and Content Recall in History Lessons:
3) Incorporating inquiry-based learning approaches that encourage students to critically analyse historical events and develop their own interpretations.
· Integrating a variety of teaching methods, including discussions, debates, and multimedia resources, to foster critical thinking and historical understanding.
· Emphasizing the importance of factual accuracy and providing strategies for students to effectively recall and retain historical information.
4) Maximizing GCSE History Grades for Students:
· Providing targeted exam preparation strategies, including practice assessments and mock exams, to familiarize students with the format and expectations of the GCSE History examination.
· Offering personalized feedback and support to help students identify areas for improvement and develop effective revision techniques.
· Equipping educators with the tools and resources to track student progress and implement intervention strategies to ensure students achieve their best possible GCSE History grades.
By the end of this course, educators will have gained valuable insights and practical strategies to develop an inclusive and effective History curriculum that empowers British Muslim students to excel academically and engage critically with historical content.
Midlands
Monday 6th November 2023
Address: The Wisdom Academy, Sycamore Rd, Birmingham, B6 5UH
Workshops
Target Audience: School leaders, teachers, support staff
Facilitator: Felicity Hilton [Read more]
Course Description:
This training covers ten fundamental strategies for creating an inclusive learning environment for all. We will identify and discuss the key barriers to learning typically experienced by children with SEND, and attendees will be encouraged to reflect upon and analyse the inclusivity of their current practice.
Following on from this, attendees will be encouraged to plan HOW they might adapt their practice going forward using inclusive strategies and alternative approaches to address common barriers to learning. This session is hands on and attendees will leave with a tangible plan of action to implement going forward.
Target Audience: SLT, Teachers, all school personnel
Facilitator: Mufti Adam Esmail [Read more]
Course Description:
Mental health problems can cause feelings of isolation, anxiety and low self-esteem. Severe cases can even cause a decline in physical health. At work, these issues can make it difficult to focus, problem solve or commit to tasks, leading to a decline in job performance. Providing staff with mental health awareness training ensures they are aware of the issue and equipped to support both themselves and others.
This training course provides an understanding of what mental health is and healthy strategies to manage it. Trainees will learn techniques to handle worry, anxiety and depression and improve their overall mental health. The course content will also help delegates develop a supportive work environment and dismantle the stigma that stops people from seeking help, with deep rooted links to Islamic traditions and guidance.
Delegates will also understand how they can support their colleagues and students’ wellbeing and mental health.
The training also helps both teachers and SLT face and manage job-related stress, eliminate the sigma around mental health and create a healthier, more productive workplace.
Learning Outcomes:
- Understand common mental health problems
- Recognise steps you can take to create a positive work culture
- Gain an understanding of skills you can use to manage your mind
- Practical steps in dealing with a range of Mental Health issues and Awareness about Mental Health.
Target Audience: Primary and secondary class teachers
Facilitator: Talal Hussain [Read more]
Course Description:
It is now a statutory requirement for independent:
- Primary schools to provide Relationships Education
- Secondary schools to provide Relationships & Sex Education (RSE)
- Muslim schools can deliver RSE from an Islamic faith perspective. This course will support you to plan and deliver high quality RSE from an Islamic perspective.
This course will:
- Review statutory guidance for RSE
- Consider Islamic perspectives on relationships and sex education
- Examine the challenges faced by young Muslims regarding relationships, sex and gender
- Offer solutions to the challenges faced by Muslim teachers in delivering RSE
Target Audience: Teachers at any point in their career and school leaders
Facilitator: James Searle [Read more]
Course Description:
This training programme is broken into two distinct sessions. These sessions will be subject-agnostic, meaning relevance will be found in all domains.
Session one will look at digital platforms that exist and can be used to support learning both in the classroom and beyond with a key focus on the areas below.
- Digital platforms that provide a complimentary curriculum to extend and support learners.
- Digital platforms that support memory and retrieval.
- Digital platforms for assessment
- This is an interactive session and participants are encouraged to bring a digital device in order to engage.
Session two will delve into the wide range of educational tools that utilise AI to supercharge teaching. The key areas are below:
- The use of AI when planning lessons
- The use of AI for inclusive learning
- The use of AI for assessment
- This is an interactive session and participants are encouraged to bring a digital device in order to engage.
Facilitator: Cheryl Abbiss [Read more]
Course Description:
The session covers understanding metacognition and the practical strategies to teach metacognitively in the classroom. Using the Education Endowment Foundation research we will work through the seven step model to ensure you are effectively embedding metacognition into the classroom. The points that will be covered on the day are:
1: What is metacognition?
2: The Classroom: Practical strategies to teach metacognitively
3: The Classroom: Seven step model activity for teachers (EEF)
4: The Classroom: Self audit (EEF)
5: Whole School: Effectively embedding metacognition into your school/ subject area (action plan)
Target Audience: Headteachers and Senior Leaders with a pastoral responsibility
Facilitator: Thomas Bellwood [Read more]
Course Description:
Deep dive into what and how to write a schools behaviour curriculum. The session will focus on 5 core principles to building an effective behaviour curriculum.
1. Core values (How and what makes your school special).
2. Defining Behaviour (How do you expect staff and students to behave in line with these values).
3. Explicitly Teaching Behaviour (What mechanisms do you use to teach these stakeholders to align with the 2 first principles).
4. Building Systems (What do you do operationally to make these behaviours habits and norms).
5. Quality assurance and review (how do leaders monitor and QA this).
Target Audience: Teachers at any point of their careers and school leaders. Delegates should have a basic Excel knowledge (data entry, cells, tables).
Facilitator: Dr Simon Wathen [Read more]
Course Description:
Effective use of Excel for student data management, allowing teachers and leaders to use spreadsheets for effective data tracking.
Session one will focus on Excel essentials and introduce some of the more useful formulae and techniques such as conditional formatting and data validation.
Session two will be a practically focused session where delegates will develop their own spreadsheet to utilise some of the skills from the first session. Delegates will need a laptop – worked examples and practical exercises will be provided. There will also be a problem solving Excel surgery where delegates can share Excel issues and the facilitator will provide solutions.
Target Audience: Headteachers, Business Managers and School Administrators
Facilitator: Nasir Islam [Read More]
Course Description:
This one day workshop on Effective Cyber Security Management in Schools will introduce you to the main concepts of cyber security and the common security threats and risks faced by schools.
The workshop will also provide you and your staff with the core content you need to improve your cybersecurity posture as well as ensure adherence with the latest cyber security guideline.
North
Monday 15th April 2024
Address: 141 Barlow Moor Road, Didsbury,Manchester M20 2PQ
Workshops
Target Audience: Senior and Middle Leaders
Facilitator: Dr Mineza Maher [Read more]
Course Description:
In all schools, leading a subject area effectively is one of the most important elements in securing high-quality teaching and learning. Subject leaders play a vital role in delivering curriculum expectations in line with the National Curriculum and Ofsted requirements set out under the ‘quality of education judgement’. By focusing on the role as a leader of learning, this introductory course will help establish and maintain your vision and how to get the best out of your team through improving the quality of provision, supporting staff development and driving up standards. The course is designed in line with the Ofsted School Inspection Handbook and Education Inspection Framework.
Target Audience: Primary school teachers and subject leaders
Facilitator: Ms. Muquddsia Muni [Read more]
Course Description:
This course will allow participants to understand how early reading develops from EYFS to KS2. Participants will explore practical and creative approaches to develop pupils’ reading skills with an emphasis on vocabulary and develop tools and resources for effective whole-school practice.
Target Audience: Primary school teachers and subject leaders
Facilitator: Omar Saddique [Read more]
Course Description:
This course delves into the fundamental principles of early math education, focusing on age-appropriate instructional strategies and curriculum development. Participants will explore the developmental stages of mathematical cognition in young learners and learn to adapt their teaching methods accordingly.
Target Audience: Primary school teachers and subject leaders
Facilitator: Aini Butt [Read more]
Course Description:
This workshop will allow attendees to understand how to use the National Curriculum to plan a bespoke History curriculum which is culturally responsive to your school’s community, and extending this across all areas of the curriculum.
Attendees will be encouraged to actively participate and share their knowledge of the History curriculum within their schools through a range of discussions in order to allow for a deeper understanding of planning a culturally responsive curriculum. They will also take part in a historical enquiry to experience a critically reflective history lesson. Furthermore, there will be an opportunity to discuss the delivery of whole-school projects with History as the main focus.
To allow for an in-depth exploration of this approach, this workshop will be delivered in two parts:
Part One: how to use the National Curriculum to plan a bespoke History curriculum which is culturally responsive to your school’s community.
Part Two: extend the knowledge of hidden figures throughout history across the curriculum and empower pupils by developing a stronger sense of identity and belonging within a culturally diverse community.
Target Audience: School leaders, teachers, support staff for Primary and Secondary
Facilitator: Felicity Hilton [Read more]
Course Description:
This training covers ten fundamental strategies for creating an inclusive learning environment for all. We will identify and discuss the key barriers to learning typically experienced by children with SEND, and attendees will be encouraged to reflect upon and analyse the inclusivity of their current practice.
Following on from this, attendees will be encouraged to plan HOW they might adapt their practice going forward using inclusive strategies and alternative approaches to address common barriers to learning. This session is hands on and attendees will leave with a tangible plan of action to implement going forward.
Workshop 6 - Creating a diverse and relevant History curriculum which promotes outstanding outcomes.
Target Audience: Head of Humanities and History Teachers
Facilitator: Hasnain Ali [Read more]
Course Description:
This comprehensive course is designed to equip educators with the necessary tools and strategies to create an inclusive and engaging History curriculum that caters to the specific needs of British Muslim students. With a focus on promoting critical thinking, content recall, and academic excellence, this course aims to foster an environment where all students can thrive and achieve their full potential.
Key Focus Areas:
1) Developing a Customized History Curriculum for British Muslim Students:
· Understanding the cultural and religious context of British Muslim students and integrating it into the History curriculum.
· Incorporating diverse perspectives and narratives that resonate with the experiences and backgrounds of British Muslim students.
· Fostering an inclusive learning environment that celebrates diversity and encourages dialogue about different historical events and contexts.
2) Ensuring Accessibility and Challenge for All Students:
· Implementing differentiated instructional strategies to accommodate varying learning styles and abilities.
· Designing interactive and engaging lessons that cater to diverse student needs, including those with Special Educational Needs (SEN) and English as an Additional Language (EAL).
· Providing extension activities and resources to challenge high-achieving students and encourage critical thinking skills.
· Balancing Critical Thinking and Content Recall in History Lessons:
3) Incorporating inquiry-based learning approaches that encourage students to critically analyse historical events and develop their own interpretations.
· Integrating a variety of teaching methods, including discussions, debates, and multimedia resources, to foster critical thinking and historical understanding.
· Emphasizing the importance of factual accuracy and providing strategies for students to effectively recall and retain historical information.
4) Maximizing GCSE History Grades for Students:
· Providing targeted exam preparation strategies, including practice assessments and mock exams, to familiarize students with the format and expectations of the GCSE History examination.
· Offering personalized feedback and support to help students identify areas for improvement and develop effective revision techniques.
· Equipping educators with the tools and resources to track student progress and implement intervention strategies to ensure students achieve their best possible GCSE History grades.
By the end of this course, educators will have gained valuable insights and practical strategies to develop an inclusive and effective History curriculum that empowers British Muslim students to excel academically and engage critically with historical content.
Target Audience: Primary & Secondary
Facilitator: Zahirah Ashraf [Read more]
Course Description:
Targeted at both primary and secondary teachers. This workshop explores how; pupil ability; curriculum and progress are the key factors when determining how a lesson should be approached. It will also look at how effective starters should be the core of establishing the direction of a lesson along with key elements of teaching including directive teaching. differentiation, rapid progress, behaviour management, embedding literacy, cross curricular links and SMSC to deliver consistently outstanding lessons.
Target Audience: Primary and secondary leaders
Facilitator: Shakera Mirza and Mehnaz Kauser [Read more]
Course Description:
Focused on senior leaders and governors in both primary and secondary schools, this workshop explores the key roles of the different leaders and the importance of these roles being clear, to ensure a professional and progressive school. The workshop begins by looking at Prophetic leadership and then explores the role of leaders in Ofsted preparation. Distributed leadership and effective systems will be some of the other areas of focus. The workshop will also provide leaders with an opportunity to identify their own weaknesses and strengths and to work with other leaders to work through a range of activities to become more confident as leaders and governors.
Target Audience: Primary
Facilitator: Hanifa Khatun [Read more]
Course Description:
An interactive workshop for Primary Teaching Assistants, this workshop identifies the key features of an effective classroom assistant. Centred around the concept of ‘each pupil is different’, it provides teaching assistants with the opportunity to look at case studies and the skills required to confidently identify the varying teaching approaches required not only as a teaching assistant but also as a team teacher and cover teacher when required. Registrations for this workshop are open to females only.
Target Audience: Primary & Secondary
Facilitator: Aisha Bashir [Read more]
Course Description:
With teachers at the frontline of our educational system, equipping them with proper mental health training allows them to not only shape the knowledge of the youth, but helps them to promote and foster healthy well-being.
This workshop is aimed at helping Primary and Secondary teaching staff to build their confidence to address the ever so changing needs of their students, covering five strategy areas on:
- Creating a classroom environment where all students feel they belong.
- Promoting good mental health in schools.
- Challenging mental health stigma and busting common misconceptions.
- Recognising various mental health needs of students and responding appropriately.
- Enhance and manage own resilience skills effectively and learn to implement a whole school approach; where a healthy socio-emotional school environment is built on an organisational, pedagogical, and relational level.
The workshop will consist of learning by visual content and interactive activities such as learning how to use Assessment screening tools for student mental health and practical case studies.
Target Audience: Secondary
Facilitator: Yawar Mubarak [Read more]
Course Description:
The aim of every Muslim school will be to nurture and instil the correct Islamic values into children, so they are prepared to be at the fore front in advocating Islam while being confident individuals who serve their communities positively whilst succeeding in their chosen path.
This workshop works with leaders to explore the challenges faced by secondary learners living in the west more so with the evolving influence of social media and peers. It challenges the approaches of schools and its effectiveness in fulfilling the greater vision of schools and the strong Islamic ethos. It also explores effective coherent ways in which schools could adopt and create a whole school culture of nurturing Tarbiyyah whilst preparing young adults to be upstanding Muslims living in the west.
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
Having spent over seventeen years working in inner city schools, Imtiaz has held several leadership roles, including a recent position as a principal of an Academy secondary school in Leicester. He started his career in the independent sector and qualified as a science teacher with experience of leading Mathematics and Personal Development across several schools. Imtiaz more recently spent over 5 years as a Deputy Head at Madani Schools Federation in Leicester and his leadership specialisms include Quality of Education, staff professional development and Personal Development. Imtiaz is also a vice chair of governors at a Primary School and was also a governor at a struggling independent school supporting the school to a ‘Good’ judgment overall. In his current role, he works as a consultant/school improvement lead for a trust based in Nottinghamshire, School Improvement Partner for 2 schools as well as a leadership coach. Being well versed with the current framework, Imtiaz is supporting schools to ensure students receive a rich and coherent curriculum, developing key subject knowledge and life skills giving young people the best possible future opportunities.
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.
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:
