Every year, we work with hundreds of schools and colleges to support thousands of educators to build essential skills with their learners. Last year, almost 190,000 learners participated in our flagship Accelerator programmes. We know these learners will make three times the rate of progress in essential skills compared to peers not on programmes, and are keen to recognise excellent practice through a Skills Builder Award.

In this webinar: 

This webinar was both a celebration event and an opportunity to 'Learn from Each Other'. Four fantastic Skills Leaders shared what they have achieved this year and how they have measured the impact of their programmes:

• Brendan Pell-Culshaw, Assistant Headteacher at Hayfield Lane Primary School
• Michelle Turner, Deputy Headteacher at Cambian Whinfell School
• Dan Willetts, Key Stage 3 Teacher at Sycamore Short Stay School
• Michelle Georgeson, Assistant Headteacher at William Tyndale Primary School
  

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From Skills Builder, we heard from:

• Daniel Langford, Education Associate, who provided guidance on achieving an award
• Felicity Dore, Education Associate, who provided some top tips for capturing the successes of the year in a case study

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Top tips from our Skills Leaders on delivering a programme with impact:

Principle 1: Keep it Simple

• Use clear, consistent language and visuals, such as skill posters and icons. Hayfield Lane Primary School have designed superheroes around each of the essential skills!
• Engage all staff with CPD and regular updates, for example, in staff meetings and briefings, to develop a shared language and understanding around essential skills and the programme.
• Use elements such as weekly assemblies, timetabled sessions, and a Skill of the Month to make essential skills a regular part of the school curriculum and culture.

Principle 2: Start Early, Keep Going

• Aim to start building essential skills with the youngest learners possible (our research shows that this has the greatest impact).
• In primary settings, this could start with an introduction in the Early Years Foundation Stage, before more explicit building of skills as learners move up through the school.
• Try to make essential skills a golden thread, which learners will see and recognise across their school journey.

Principle 3: Measure It

• Use baseline assessments and regular reviews (e.g. class assessments on the Hub or individual Skill Passports) to track learner progress.
• Track progression at regular intervals (e.g. every 6–12 weeks). Use any gaps to inform planning and identify learners in need of additional support.
• Collect evidence of learner skill use, such as photos, videos, and logs. For those in specialist settings, this evidence could be collated on SEND assessment tools.
• If working with learners with specialist needs, essential skills could be used to set, monitor, and review personalised learner targets.

Principle 4: Focus Tightly

• One skill at a time: prioritise a single skill each week, half term or term to ensure coverage in depth.
• Ensure that the focus is clearly communicated to staff to ensure consistency.
• Adapt teaching for different learners, including those with SEND, through resources such as our Inclusive Learning Resource Pack.
• Use available data to highlight which skills are being developed and which need more attention.
  

Principle 5: Keep Practising

• Integrate essential skills into learning routines to support reinforcement.
• Provide frequent opportunities for reflection, allowing learners to revisit skills and consider how they apply in different contexts.
• Support and encourage staff to model and provide feedback on essential skill use to reinforce and reward progress.

Principle 6: Bring it to Life

• Premium resources such as Challenge Days and Extended Projects provide an excellent way of applying essential skills in real-life contexts.
• Use local opportunities such as business connections to invite guest speakers in or to support the running of projects aligned to essential skill development (such as creating a product or running a campaign).
• Link careers experiences, such as talks, one-to-one sessions, and work experience, to essential skills, through both preparation and reflection.
• Celebrate achievements publicly in assemblies, newsletters, and displays.
  
  

Top tips from us on achieving a Skills Builder Award and writing a case study:

Achieving an award

• You will need to submit 10 pieces of evidence across the Six Principles of Best Practice if going for a Gold Award.
• Collect evidence throughout the year (such as photos, logs, medium- and long-term plans, learner reflections, and Hub data).
• Use feedback from Planning Meetings and additional feedback from your Education Associate.

Writing a case study

• Use our Case Study Showcase for inspiration.
• Refer to and use your notes from your Planning Meetings.
• Include learner voice and contextual successes.
• Consider what makes your setting unique (e.g. inclusion, careers, local links).
• Save and return to your submission – it doesn’t have to be written all at once.
• Your Education Associate can provide you with support and guidance.

You can find more great tips and inspiration in the recording above.

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