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Our Clients

Over our 20 years of experience we've worked with hundreds of schools and teachers across a range of local authorities, EAZs, school consortia and other agencies, predominantly in the North of England. Listed below are the main clients. We've included a few example school case studies as well to give you a deeper understanding of our expertise. Additionally we have included a number of testimonials as to the quality of our work.

Please contact us if you'd like more details of the work we do or to make direct contact with a school with which we have recently worked.

 
Local Authorities we have recently worked with
  • Bradford
  • Cheshire
  • Chorley and South Ribble
  • Denbighshire
  • Knowsley
  • Liverpool
  • NE Lincolnshire
  • St Helens
  • Sefton
  • Stockport
  • Wirral
  • Wigan
The Arts Council: Creative Partnerships Merseyside, British School Middle East, Soros Foundation – Transforming Education project in Latvia
 
Case Studies
Knowsley Park Learning Centre  

Mind Friendly Learning has been involved with Knowsley Local Authority in some capacity across all sectors from the beginning of the company in 2002. Five years ago the Authority wanted a focus on improving Maths and English results in two of the secondary schools which led onto a programme for improving teaching and learning in general. As result of the impact of this work, we were asked to provide a programme for developing teaching and learning in four of the brand new state of the art ‘Learning Centres’ which opened about four years ago. Knowsley Park Learning Centre was the most recent school to come on board and training/consulting has been delivered there over the last three years.

The Learning Centre opened with over 200 teaching staff and therefore it was clear that effective and robust systems and procedures would need to be in place if the quality of teaching and learning was to continue to improve without the support of Mind Friendly Learning. I began with a consultation exercise which established the ‘mind set, needs and direction’ of every single member of staff. This enabled me to work with the Senior Leadership Team on developing a suitable training programme for the staff. Work initially began with a team of lead learners and ASTs but then went on to include every teacher in a programme of joint observations and 1:1 coaching. This enabled the observer to gain valuable skills in delivering feedback as well as gaining a wealth of different teaching and learning strategies. Regular workshops were delivered throughout the three years on the use of the core teaching strategies and staff were able to share their experiences both good and bad. The team of lead learners/ASTs went on to work in triads whereby they planned a series of lessons which were filmed and used to promote effective reflection on teaching and learning practice. The DVDs were then used for training purposes for all departments as well as individual staff.

Two years ago a ‘Framework for Good to Outstanding Learning’ was developed and used by everybody in the school as a statement of required practice and this was incorporated into all of the schools monitoring systems including performance management. As a result the school has seen the quality of teaching and learning, as well as pupil attainment, improve steadily over this time.


Pam Scott, June 2013

 
Dingle Granby Toxteth Collaborative  

The DGT Collaborative is an active and well established network of 20 Primary schools serving a socio economically disadvantaged area of Liverpool with a significant population of ethnically diverse groups, often with English as a second language, many of the children entering school with little or no English.

In discussion with a representative group of Headteachers they emphasised they were looking to devote significant resources to the initiative which they all agreed was a priority for the Collaborative. We agreed a robust programme of training in teaching and learning which would enable them to improve practice towards ‘Outstanding’. They identified a number of core areas they required the programme to address: Assessment for Learning, collaborative learning approaches and creative strategies were central to requirements, and delegates should be able to disseminate effectively on return to school. Pairs of teachers from each school were nominated as ‘Lead Learners’ and would participate in a 6 day training programme spread over two and a half terms. They would be able teachers and influential with their colleagues and would be deployed as peer coaches when they had completed the programme. Additionally the delegates were expected to undertake a classroom based inquiry into the impact of the strategies on pupil learning and would work as peer coaches to each other. Between each of the training days they would undertake and progress their inquiries and find ways to update their colleagues on their learning. After the fifth training day the trainer spent one day in each school working with the two teachers as coach and facilitating their classroom practice and peer coaching. Towards the end of summer term, on day 6 the Lead Learners presented their findings to colleagues and to headteachers. Responses to the training and coaching were outstandingly positive as were findings about the differences the strategies had made to pupils’ learning behaviours as well as their academic learning and progress. Headteachers were extremely impressed with the quality of the ‘Lesson Studies’ delegates had undertaken.

The quality and effectiveness of the training and its impact on teaching and learning has meant that we are now in our third year of the programme and are also engaged in the second round of a ‘coach leaders’ course in which delegates are developing their coaching skills and exploring how peer coaching can lead innovation and best practice within their own schools and across the collaborative.

Peter Greenhalgh, September 2013

 
Thatto Heath Primary School  

Thatto Heath is a large 3 form entry primary school of 500 serving a largely socio economically disadvantaged area of St Helens, Merseyside. It has an inspirational headteacher who leads a vibrant and happy school whose staff are consistently looking to provide children with an inclusive, creative learning environment and the most effective and rigorous teaching and learning possible.

My involvement with Thatto Heath has continued for over eight years to the present day. The Headteacher is a creative curriculum thinker and is constantly seeking ways to push the boundaries of teaching and learning and infuse the curriculum with new ideas from a variety of outside ‘creatives’ and specialists. My work arises often from the outcomes of the previous year’s initiative and through brainstorming and discussion with the headteacher and senior staff. It has involved a range of contributions including in-house whole school training leading to a focus on e.g. core subject areas and creative teaching and learning strategies; working with small groups of staff, teachers and TAs in year group or key stage teams on developing practice in areas such as assessment for learning and collaborative group work and with key stage groups on creative approaches to topic planning and project based learning. I have assisted the school to develop a peer coaching culture over time, providing both training in coaching skills as well as facilitating peer coaching activities. On occasion I have undertaken formal classroom observations to support ongoing evaluation of practice and then shared the outcomes with the whole staff as well as with the individuals. Currently I am working with leading teachers in each key stage on developing self-evaluative practice using video and have jointly developed a self-evaluative tool to aid both individual and group reflection on teaching and learning.

In the forthcoming 2013 academic year my involvement continues and I will be working with staff on exploring challenge, collaborative learning and questioning strategies in the early years.

Peter Greenhalgh, September 2013

 
What they say about us
Liverpool LA
‘I am delighted to offer a testimonial in respect of the excellent services provided to Liverpool schools by Peter Greenhalgh from October 2010 – May 2011… The programme was well received by all delegates with all evaluations indicating a very high level of satisfaction with the quality of training received. Six months on from the conclusion of the training, whenever I meet any of the delegates they always remark on the impact that the training has been making in their schools and express gratitude for having been given the opportunity to take part in such a high quality CPD programme. I can highly recommend Peter’s training and would have no hesitation in making use of his services again’.
Paul Bradshaw, Principal Education Officer School-to-School & Transformation, School Improvement Liverpool
2012
 

Chorley and South Ribble LA

"Two years ago we embarked on a programme to develop teachers' practice across the school by establishing a Coaching programme through our T&L Group. We wanted colleagues to focus on delivering Outstanding Learning Experiences for all pupils. Having had a recommendation for Pam Scott from colleagues in another authority, we invited Pam to work with us.

Her skills and expertise in coaching are excellent and colleagues who worked with Pam quickly reinforced this as they found her approach very supportive and empowering of them in the development of their own classroom practice. I have commended Pam and her consultancy work to colleagues across Chorley and South Ribble. I now use Pam's method of practice in my own coaching of colleagues."

Jonathan Morgan, Deputy Headteacher,
Balshaw's CE high School, Leyland.
2013

Manor Primary School St Helens
‘I am delighted to offer a testimonial regarding the excellent services provided to Manor Primary School by Peter Greenhalgh from Sep 2008 to the present day…Peter was been working with all the teachers in my school on developing their peer coaching skills through classroom based inquiry and curriculum innovation with a focus on creative, learner centred strategies which develop thinking skills, assessment for learning and co-operative work…Working with Peter has enabled the school to talk about teaching and learning in a risk taking environment. Staff and children are excited about the learning taking place in the school. I have no hesitation in highly recommending Peter’s training and will be continuing to employ Peter to further enhance our development of teaching and learning within the school’.
Nigel Greathead
Head teacher, Manor Primary School, Wirral
2012

Knowsley LA
“Pam has worked with us over the past 3 years to support the development of teaching and learning across the school. Her support in developing effective systems and procedures has been invaluable and we have seen the quality of teaching and learning, as well as pupil attainment, improve steadily over this time.
Pam is highly professional and uses her previous experience as a Head Teacher and consultant of long standing to good effect. She has developed excellent relationships with our staff who greatly value her advice and input. She has worked with all staff, including the leadership team, and her direct but supportive manner, excellent organisational skills and ability to focus on the key issues, ensure that time is well spent.
I would not hesitate to recommend her to any school wishing to develop high quality teaching and learning which impacts on pupil progress.”
Virginia Farmery, Assistant Principal,
Knowsley Park Centre for Learning, Knowsley
2013

Creative Partnerships Merseyside
From The Arts Council of England

Creative Partnerships was a national DFES and DCMS initiative funded by Arts Council England born out of the All our Futures: Creativity, Culture and Education Report, May 1999. The programme’s remit was to stimulate whole school change and encourage creative teaching and learning in classrooms through sustainable partnerships with creative and cultural professionals. This ambitious, transformative programme worked in over 500 schools in thirty-six areas of high deprivation across England. Latterly it has changed its modus operandi and is called ‘Curious Minds’.

“Creative Partnerships Merseyside (CPM) works with primary and secondary schools across Merseyside and the work is proving to be a success both nationally and locally frequently being cited in Ofsted inspection reports as an influence on creative teaching and learning. Many teachers have reported a new found passion for their work and most importantly the children involved in the programme are enjoying learning and feeling more motivated and inspired to achieve. Peter Greenhalgh has played a central role in the development of CPM and without him the success outlined above would not have been possible.

The feedback from the participants, head teachers and creative organisations has been of resounding excellence. Peter has a natural talent to reach people of all levels and facilitates realistic solutions to the challenges that schools and creative/cultural organisations face.
Peter always involves the participants fully in the programme and this has increased their own confidence levels to take risks within the classrooms, enabling young people to develop as independent and creative learners.

The national status that Creative Partnerships has achieved could not have been achieved without Peter’s professional expertise and creative talent. He has provided CPM with a powerful, focused and inspirational tool for change that has genuinely captured the imagination of children, parents, teachers, creative professionals and communities. I would not hesitate in recommending him very highly to any organisation/school.”


Ruth Bradbury
Education Programme Manager
Creative Partnerships Merseyside 2005