Praise for our training:

  • “The training was eye-opening and motivating. It gave me many ideas to attempt & learn to do my own action research.”
  • “It has allowed me to use research to support the work that I do”
  • “The training was an excellent way to make me think critically about my practice and how I could improve.”
  • “It was inspiring to think of other ways we might want to look at classes or groups of pupils, to make them more independent, resilient and have a better work mindset.”
  • “I felt it gave me a focus for developing myself professionally. I found it very interesting.”
  • “A positive experience that has enabled me to use this approach to support my work and offer rigour, reflection and focus to a specific piece of work.”
  • “Allowed us to clarify that what we thought might be the case, was indeed the case!”
  • “It was simple to implement, schools were positive about using the strategy and the impact on children’s learning was significant..”
  • “I have adapted the activity and advised schools to use it to support pupils with their spellings. Schools have found this useful and seen real progress.”
  • “I have really enjoyed the Action Research project, as I feel linking the work that I do in SEN to action research deepens it and extends my knowledge further.”
  • “The results were very informative and will enable us to use this resource with other pupils.”
  • “I found that it focused my thinking and provided evidence to advocate specific approaches to use with children with SEN.”
  • “It’s helped to inform my practice and contributed towards both my own CPD and that of the Early Years Providers that I am working to support..”
  • “I was really pleased with how engaged other teachers and schools were and that they wanted to actively participate.”
  • “The project was planned through an Action Plan which set a timeline of what needed to be done and when, which ensured the inquiry was carried out in precisely the same way by staff in different locations across the county.”
  • “The school that I worked with as part of the project was really engaged with it as were the parents, pupil and staff involved. It was a very interesting experience and there were very positive outcomes at the end of the project.”
  • “What went well? All of it!”
  • “Results proved a hunch and were more pronounced than expected.”
  • “I enjoyed the opportunity to liaise and collaborate with other professionals.”
  • “Action research allows you to step outside of theory and put those perspectives to work to see how effective they really are. It gives you an opportunity to examine the body of research already out there and develop your knowledge.”
  • “It’s far simpler than you would imagine. A simple idea, a simple plan with a few initial and final assessments is all it takes.”
  • “The strategy really engaged the children and they began to take responsibility for the project. Schools were equally engaged and saw the potential of the strategy to use with other children.”
  • “The collaborative approach to planning allows you to make sure lessons are watertight before taking them into the classroom.”
  • “Plan, do, review and do again… Distilling the essence of group-work!”
  • “It’s a really good structure as it allows for reflection and contributions from more than one individual.”
  • “Great insight into how to structure group work in primary schools with helpful resources available.”
  • “The training broke down group work into manageable steps and strategies.”

Praise for the Learning Skills curriculum:


  • “When I first heard we wouldn’t have Learning Skills lessons this year, I was really upset. And then I thought back over everything we did in years 7 and 8, and I realised: it’s a part of me now. I can take it forward into whatever I go on to do.”
  • “It makes you make more friends and you learn that you might not always work with people that you want to work with, but you have to get along with them – or at least be civil if you want to get along. Because otherwise you won’t be able to do what you need to do.”
  • “I found it really fun and I like it that I was pushed to work with other people that I’ve never worked with so I can see what it’s like working with someone that I’d never usually work with.”


  • “At Key Stage 3, there is contribution from all students. They don’t seem as scared of getting things wrong. They’re much more forthcoming, they give it a go and are more prepared to be critical of each other. I definitely think Learning Skills has been a big influence in that.”
  • “Teaching Learning Skills reinvigorated my classroom practice. It made me listen far more carefully to what students say. It also helped me understand how important speaking and listening is in the learning process. I definitely took that back into my work as a Science teacher.


  • “Students can talk about how, as well as what, they are learning. Lessons in ‘Learning Skills’ are helping them to do this. They enjoy explaining, for example, which processes ‘processes of learning’ they are using. They are expected to apply their skills across subjects…”


  • “Since taking Learning Skills lessons, Max’s understanding of where he fits with the world, what he can do to increase his chances in life and how he can do this – he has completely amazed me!”

Praise for our public speaking:

  • “James’s presentation was very eloquent and inspiring. Real research ideas that can be implemented in the classroom.”
  • “I am terribly skeptical about these programmes, but I was impressed by the reports and understand the importance of getting this right in schools.
  • “It was a clear, structured and informative presentation. The impact of the work was evidenced. It was nice to see how passionate both presenters were.”
  • “James is passionate about the topics he was presenting on and sparked many ideas.”
  • “Engaging and thought provoking.”
  • “It’s made me rethink the subject of metacognitive strategies and given me an insight into how to potentially implement them.”
  • “There was a clear balance between theory, practice and actual outcomes. No promises were made. There was a sensible, honest account of the research.”
  • “As a Head of Maths I am looking for ideas how to close the gap and help children to learn. By attending this session I think I found way forward.”
  • “It was brilliant to hear not only the theory behind learning to learn but also the practicalities of implementation.”
  • “Good grassroots movement with grounding in trial at the chalk-face but reviewed and analysed systematically.”
  • “It was great to hear firsthand about the project/experiences that I had read about previously.”
  • “Well presented with enthusiasm and clarity of ideas.”
  • “I don’t usually think of educational conferences in terms of their comedy value, but James Mannion’s presentation was a hoot! A combination of his own humorous and engaging style and the benefits of a smaller, more interactive audience, made this session both informative and enjoyable.”

Language of power

Here are some comments made by students who have completed this workshop recently:

“Needs to be longer. Have it over a weekend with multiple teams debating controversial topics with each other.”

“Really enjoyed it. Personal as we could choose our own topic.”

“The workshop was very well set, I thoroughly enjoyed it and thus no improvement should be made.”

What did you find most useful?

“The presenting along with feedback coupled with the teaching of language devices.”

“I learnt effective techniques in structuring my speech. To deliver confidently, likewise learning and understanding the terms.”

“The analysis of Oprah and Trump speeches, because it was real-life examples of the techniques we’ve developed.”

Drop us a line to make a booking, or arrange a free needs analysis:

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