SE R V I C E S
Professional Development
Built from what we have had to teach our own teams, not from a curriculum somebody wrote once.
Most professional development in this sector is compliance dressed as learning. Someone talks, everyone signs the sheet, nothing changes on the floor on Monday.
We run these because we need them ourselves, across 17 campuses. If a session does not change practice we stop running it.
Who this is for
A team that has had no development beyond mandatory training
A new Centre Manager who was a great educator
Room leaders promoted and never taught how to lead
Educators with potential and nobody developing them
Practice that is inconsistent between rooms
Retention problems you suspect are development problems
What we run
Centre Manager development
Pedagogical leadership, managing a team, reading your own numbers, holding a hard conversation, and running a service commercially as well as educationally.
Room leader development
The step from doing the work to leading the people doing it. Nobody is taught this and everybody is expected to know it.
Educator practice
Coaching on the floor rather than theory in a staff meeting. Intentional teaching, documentation, and talking to families about learning.
How it works
Where your team is
A skills matrix across the team. Knowledge, qualifications and experience, and where the gaps actually sit.
What to run
Built to the gaps rather than pulled off a shelf. Some of it is workshops. Some of it is coaching in the room.
Delivery
On site, off site, or across a group of services. Whatever means your team is actually present rather than covering ratios.
Does it hold
A session that changes nothing on Monday was not development. We come back and look.
What it costs
Per session, per programme, or included.
A single workshop is a fixed fee. A development programme across a team is quoted on scope.
If we manage your service, your team gets all of it as part of the agreement.
If we manage your service
Everything Little
Scholars gets
Not a watered down version. All our professional development, all our quality assurance processes, and every quality project we run across 17 campuses.
Compare the four models →
A team that is learning behaves differently to a team that is marking time.
Frequently Asked Questions
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Most of it is not, and that is deliberate. Accredited training is built to a standard that has to suit everybody, which is why so much of it changes nothing.
Where you need accredited training we will tell you and point you at it.
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Yes, though the scheduling is the hard part. Getting a team together without breaching ratios usually means an evening, a weekend, or a staggered delivery.
We would rather work around your roster than have half your team half-present.
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That is where most of the value sits. A strong Centre Manager keeps lifting a service after we have gone. A weak one lets it slide back regardless of what systems we leave behind.
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Usually because it was a session rather than a process, and because nobody went back to see whether it held.
The test is what people do differently, not what they said in the room.
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Yes. For a team programme it makes more sense than the alternative.
Start with a conversation
Thirty minutes, no cost. We will tell you honestly whether we can help.