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Pen Green Teaching School

Established in 2014, the Pen Green Teaching School works alongside the integrated children's centre, nursery school, research and training base.   Located in Corby, Northamptonshire, a former steel works town with a rapidly rising though disadvantaged population.  We offer high quality early years education and care, adult education, family support, health services, research and development, a range of short courses and higher education courses from foundation degree to PhD.  The research base was established in 1996 to promote practitioner research in the early years.  It now also has a strong publishing base. 

 

Our Teaching School vision is to inspire, challenge and innovate Early Years Practitioners, Teachers and Early Educators to improve outcomes for our most vulnerable children and their families regionally, nationally and internationally.  We provide training courses, degree programmes, leadership and research opportunities and bespoke school to school support in all aspects of early years work.  We will work collaboratively with school leaders to identify their needs and co-construct bespoke packages of support.  All teaching teams are committed to an approach that encourages self-reflection, action research and respect for practitioner wisdom.

The content of Pen Green's programmes is influenced by social constructivist approaches to teaching and learning for children and adults.  This reflects a belief in engaging parents, families, schools and the wider community and other agencies and professionals in equal and respectful partnerships.  The multidisciplinary staff team, including teachers, social workers, health workers and early years practitioners have developed a model of cooperative working that respects the learning and support needs of parents, and their children's right to high quality early years education and care.  Pen Green is recognised locally, nationally and internationally for its commitment to developing quality services for children and their families, and developing systemic leadership capacity throughout organisations and across the early learning education and care sector.  

 

This same commitment is reflected throughout the development of its programmes and its focus on specific teaching and learning strategies, including:

  • The central importance of personal learning experience in learning
  • Theory is drawn from practice and theory informs practice
  • The importance of the learning climate
  • The involvement of learners in the identification of learning needs
  • The collaboration of partners in the development of the learning experience, with tutors as facilitators and enablers
  • The mutual responsibility of learners, leaders and teachers co-constructing and developing learning experiences

 

 

 

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