With over 20 consultants on our books ECARDA has proved its ability to deliver large and small scale projects on time and on cost. Over the past fifteen years we have completed the following contracts:
To support schools and academies across all phases with their self-evaluation and improvement planning;
To produce, consult and promote the teacher professional standards exemplified for teachers of mathematics;
To develop standards and resources to support schools in promoting democratic participation; (The company that owned and managed the Democracy in Schools Standard transferred to ECARDA in 2009)
To investigate and report on available level 1 through level 6 educational pathways in given skills sectors across a sub-region;
To research and evaluate the impact on learning of service interventions in a Sure Start Children's Centre;
To research the relationship between school performance and Ofsted overall ratings;
To research the range of mathematics qualification pathways being taught in prisons and the associated professional development opportunities for teachers of mathematics in offender education;
To work with a group of schools to establish a process whereby they collaborate to deliver improved outcomes for young people and their families;
To manage a nationwide consultation to establish the values and principles that underpin the effective teaching and learning of mathematics;
To develop and trial a "curriculum for learning" that makes explicit the learning skills and attitudes that are necessary for the acquisition of knowledge and understanding;
To provide project management and education consultancy services to support the creation of academies and multi-academy trusts;
To develop tools and provide advice to support self-evaluation in Children’s Centres across a local authority;
To provide leadership and management training to schools;
To review processes that schools use to evaluate the impact of their pupil premium funding;
To establish charitable companies on behalf of schools and school partnerships so they may draw down alternative funding streams and/or sponsor academies;
To develop an easy-to-use pupil progress recording and tracking system from Foundation Stage onwards that automatically produces reports at individual learner, learner-group and whole school levels;
With school leaders, to undertake reviews of the quality of mathematics teaching across all phases using alternative (to Ofsted) evaluation tools;
To advise on policies and procedures that ensure effective compliance, performance and governance;
To provide training and development for school and academy governors;
