Questions? Call us on 01245 830123

P4C Training: Do you value P4C but struggle to fit it in?


You know enough about P4C to think it would be good for your school. But there are obstacles to implementing it. Traditional one-hour stand-alone sessions won’t fit your timetable. Teaching staff, already under pressure, are wary of taking on “yet another thing” and aren’t sure if they’re “doing it right”. So how can P4C training support colleagues to make it work with your existing curriculum?

INSET: Philosophy Circles Level 1, The Philosophical Classroom

Now there is an easier way to make the most of P4C in your school, without having to change your timetable. Our P4C training has three levels, each designed to embed P4C in a different area of school life. Level 1: The Philosophical Classroom, will show you how to get all the benefits of P4C through everyday teaching. Levels 2 and 3 will be launched soon.

This two-day training helps you grasp the principles of Philosophy Circles, put them into practice, and share them with your colleagues. It includes over 150 primary topic session plans and other resources that will allow your school to embed philosophy from Reception to Year 6.

Looking for a training course for just you?

Find out more about our Open Courses on the right...

Help children find their voices

More and more children arrive in reception scarcely talking at all. Parents distracted by social media speak less to their children, and the impact is growing. In one school with many younger parents, children joining reception completely nonverbal rose from five, to half to the class.

If children don't learn to talk confidently to groups in their primary years, it's unlikely they ever will. It impacts their learning and their economic and social potential.

Philosophy Circles can help. You'll learn how to overcome the different obstacles children have to speaking, and get (almost) every child talking:

  • Playground Confident, Classroom Shy - how to empower children who clam up in the classroom
  • Chance, Chain, Choose - how to reduce inequality in the classroom
  • Separating, Thinking and Speaking - how to beat the "I dunno" card
  • Unwrongification - how to free children from the fear of getting it wrong
  • Small Talk, Big Talk - how to keep them talking while raising the stakes
  • How to make thinking a game by making it physical
  • Community-building activities to help your class collaborate



Less confident speakers can fear speaking in class in case they get it wrong. That freezes their speaking while more confident children do the talking and speed ahead. The Y-Questions at the heart of Philosophy Circles are difficult to decide and hard to be sure of. This allows less confident learners to feel they won't get it wrong, while giving a greater challenge to able children who are used to getting it right. In the course and supporting resources, you'll learn:

  • Why closed questions can be better than open ones
  • How to find stimuli that encourage thinking, but don't say what to think
  • How Philosophy in Role in your topics engages children's imaginations
  • How children can create their own Y-Questions - and when to use your own
  • How children can tell stories that enrich their thinking and writing

How have we worked with schools like yours?

Download a detailed information pack with case studies from schools like yours.

"The staff have used activities from the P4C training day in class this week, with the children... They have found these sessions fun, beneficial and creative."

It was fantastic to have Tom share his knowledge and skills with the staff at St Gabriel's Catholic Voluntary Primary Academy. I personally found the training refreshing and inspiring. When I first started my teaching I attended courses based on Philosophy for Children but after our recent training day with Tom, I feel many of the ideas and discussions really provoked new ideas for teaching and learning in my classroom. The staff have used activities from the P4C training day in class this week, with the children. They have found these sessions fun, beneficial and creative. There has been a great impact on the engagement of all children in the classroom, with each child's voice being heard. A highly recommended day for the whole staff of a school. 

Laura Wordsworth

Year 1 Teacher, SENDCo and KS1 Lead, St Gabriel's Primary

P4C Training
Jason working with children in South Africa

"Never have I been on a whole day's training in which the hours actually fly by too quickly. I cannot recommend this p4c training highly enough!"

I really liked the fact that it was so interactive with constant practical examples - actually doing things and feeling what the activities feel like and what they bring out in terms of thinking. It was great fun too and very inspiring. In fact I couldn't believe how quickly the whole day went - it flew by because it was so interesting, fun and inspiring. I am a huge fan of P4C and I think your Philosophy Circles approach is not only beautifully simple but beautifully effective too.

Jason and Tom deliver a totally wonderful day's experience of Philosophy Circles and I say 'experience' because the course is packed full of practical activities - inspiring ideas which are shared and experimented with in an atmosphere of co-creative fun. Never have I been on a whole day's training in which the hours actually fly by too quickly - I am greedy for more! The Philosophy Circles approach makes the inclusion of a philosophical dimension into everyday teaching easy, flexible and totally possible without being a burden in terms of preparation, planning or time management of the curriculum. It can be incorporated into virtually any topic or subject, can be slotted in, take main stage or sit there waiting in the wings for those impromptu moments. Learning how to apply the Philosophy Circles approach is key. Mind-expanding and so much fun - Jason and Tom will give you the tools to put Philosophy Circles into action immediately. I cannot recommend this p4c training highly enough.

Rachel Hutchings

Advisory Teacher, Kent County Council

Practical for Teachers

How planning less gives more space for children’s independence

With the ever-increasing pressure from above, teachers feel more and more accountable for planning every minute of children’s learning. This creates a dependency  culture, with children always looking to the teacher. Learn how planning less and letting the questions do the work fosters greater independence for children and faster progress for your class.

  • Scribe, don’t script: how to be at the service of a discussion instead of leading it
  • How to create deep, worthwhile discussions within a 30 minute timetable slot
  • Dozens of ready-to-use activities you can adapt for any context
P4C Training


Why your physical position in the classroom is key - and needs to change more than you'd think

We have to be able to command children’s attention in order to teach. But the techniques which establish our presence work against us when we want children to look to one another for answers. With Philosophy Circles, you'll learn some tested techniques for changing your role in the classroom by something as simple as where you sit.

  • How to take a step back and let children develop independence
  • How to deepen their thinking rather than adding your own
  • Forgetful Storytelling - a joyful route to a collaborating class

Before the training, I didn't have any knowledge to the depths P4C could go with children's thinking.

Before the training, I wasn't familiar with the concept of the sessions and what each session could help the children achieve. I didn't have any knowledge to the depths P4C could go with children's thinking.

The training was brilliant. I really enjoyed taking part in the activities, as they gave you a good insight in the potential outcomes and focuses throughout a session. The training provided and explained a variety of stimuli and games, which fed into discussing the structure of a P4C session. The training allowed the adult to step into a child's shoes when taking part in an activity and this enabled us to gain a clear understanding and experience of how a child might feel and what they might be thinking in certain situations, especially if they are unfamiliar to inquiries. 

Our school have allocated slots during teacher's planning time, where we carry out P4C across the school (EY's-KS2). We use many of the resources that were provided on the training and resources sent via email to assist our teaching. We have generated displays and scrap books to display the children's work, discussions, stimuli and photos of the sessions. 

The continuous support through email is brilliant and is helping massively. 

Karla Fogarty

Holy Cross CEVA Primary School

Feedback from September 2017's P4C training:

"I cannot describe the buzz and vibe from the staff, all down to you."

"You really did create a huge buzz in school, which is a difficult shout on the first day back! You covered everything we wanted out of the training and gave us mountains of material to use in class.  I loved the fact you gave each phase some planning time to discuss ideas and plan sessions and then trial them out of colleagues.  You have definitely given us some inspiration and I am very excited to see what happens next."

"There was a buzz during the staff meeting, which for any member of staff attending a staff meeting knows this is a rare thing! All the staff said how enthused and excited they felt to get back into their classrooms and try out the methods they had been shown."

"The questions raised interested everyone and there was a real buzz in the room. Our training was full of practical activities and games, with the just the right amount of discussion about teaching techniques interspersed. What an inspiring day!"

"It is us who would like to thank you. It was such an inspirational INSET and the staff were truly excited. Several of us have run introductory sessions with the children and although it is early days the enthusiasm is palpable."

Interested in booking P4C training? Send us a quick message with your contact details below and we'll get back to you as soon as we can.

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Quick and easy to expand to your whole school


Handouts from training courses often sit in the 'INSET graveyard'. It's full of ideas that sounded great on the day but which never quite got passed on to colleagues. Teachers are very busy, and so new initiatives often get buried under the hectic pace of day to day teaching. To avoid that, the course includes attractive minibooks that are written with busy teachers in mind. Our huge range of resources give all the support for you and colleagues to start straight away: everything you need is provided.

All the key ideas of Philosophy Circles have been carefully constructed around three principles. These are explained a minibook that is succinct enough for even a busy teacher to find the time to read.

You’ll also receive copies of the Thinkers’ Games minibook

  • Strategies for making thinking physical to promote engagement
  • Techniques and frames for question creation
  • Over 30 flexible games that can be adapted for any subject matter


Over 130 session plans for use within the primary curriculum

Most teachers who discover philosophy for children love the idea, but can’t find an hour for a session that does not connect to a crowded curriculum. So P4C gets squeezed out, and children miss out on the chance to deepen their thinking.

This course includes a wealth of resources for 30 minute sessions on the most popular primary school topics. It makes it another, richer way to do what you do already, rather than something else to squeeze in.

Philosophy Circles
Thinkers Games Image 2

What teachers say about our resources...

These resources are absolutely superb. I've been trying/failing to use my imagination to get our girls more interested in this kind of thing. After using various books, an outside speaker and my own imagination I've made a tiny bit of progress, but your exercises captured the girls' imagination much more quickly. Great stuff.




Just wanted to thank you for all the resources you have created/sent to me/posted.  They're great and I'm using them weekly with my class.

Debbie Brooks

Can I start by saying how fantastic I think your ideas are - I really enjoy getting your emails and my Y6 class and I have really enjoyed using many of your stimulating resources. Recently, we spent all afternoon philosophising following your 'should Russia be sent home from the euros?' stimulus - kept my lively class engaged for hours. So huge thanks!

Jo Lowe

Newlands Primary School

Suddenly remembered that I have an inbox full of your emails and I have found so many good resources for kick starting discussions and debate. I am planning this lessons for year 7 form tutors (mainly PE, Maths and Economics teachers) so it has been really useful to have interesting resources to build on.

Lucy Strike

William Ellis School

There is definitely a buzz with your P4C materials with my current class and colleagues, which is all down to you.

Heather Soar

Handsworth Primary School

Thank you so very much for your wonderful P4C resources. I will prepare the sessions during the summer holidays in case I find another school who would like P4C before then.

These first lesson examples you have so kindly shared will be really useful and I just wanted to say a big thank you to you for your generosity of spirit. This will really help me to get going.

Rachel Hutchings

Kent County Council

I wanted to send you a thankyou as i have bee4n completing a research project in school this year and your emails inspired me to create a philosophy SOW for my year 8s.

Ann Morris

St Ambrose Barlow School

I wish to say a most heartfelt thank you to you as I used some of your exercises as part of a mini project and it has had tremendous feedback both from staff at my school and from tutors at university. I really appreciated you taking time out from your busy schedule to help me.
Thank you also for the wonderful resources that you send out, (the doughnut and it's hole being my current particular favourite - I have even had teachers reading philosophy papers about the concept of holes as a result of this lesson!)

Andrew Lawson

I just wanted to say a huge thank you for your emails, I am finding them to be more useful than the majority of the information that I paid to have access to! I have only just started a P4C group as a volunteer at my children's school, my enthusiasm is by far more dominant than my experience and your emails are a really valuable guide.

Gemma Soper

I just want to thank you for all the P4C resources that you have been emailing me.  Our school uses them regularly as we conduct P4C throughout our primary school from foundation to year 6 once a fortnight. Most of our staff are quite new to P4C so your resources  have been greatly appreciated.



Athersley South Primary School

A note to thank you for the resources you send weekly. A few years ago I did the SAPRE level 1 P4C course and practiced it for a short while. However my interest has been revamped since recieving your weekly resources and I have now begun to practice it again with the year 6 class that I teach once a week. I am now in senior management and am encouraging others to take this up by observing my sessions and passing on your resources to teachers of older pupils in the school.  Your hard work is much appreciated. Many thanks.



Thankyou Jason for all these fabulous resources, as a Headteacher of a small primary you have given me so much to work with.


Christine Kirton


Thank you for the either ories stimulus, it was just what I needed to get my reception class really engaged with philosophy. Our final episode involved arriving back at the port and being offered the opportunity to stay and continue exploring or to go home. They absolutely loved it and we are following it up today.

Clare Walsh

Reception teacher

Thank you so much for your email and the inspirational attachments!
I left the first 'Would You Rather...?' (bear/snake/monkey) for PPA cover for my Y1 class this morning with very clear instructions on how it should be used and returned to find my TA and class incredibly positive about talking about their feelings and able to articulate their thoughts much more clearly!

A major breakthrough in a class that has found the transition to KS1 very hard so far, even with me as an experienced EYFS/KS1 teacher!! They are immediately more confident in talking through their thinking and gave clear and eager explanations all afternoon!

Let's hope they can continue to develop their deeper thinking and reasoning skills and the confidence to participate more!

Tina Hammond

Foundation Stage Phase Leader

What an incredible resource!
Many thanks!



Excellent, excellent resources.
Thank you very much.

Lisa Chaffer


Many thanks for all of your wonderful resources which you have kindly sent to me over the past 18 months. I have thoroughly appreciated all the help and inspiration you have given me. It has been invaluable.

Peter Reader

Thanks a lot for all the good material and great ideas. I've been working in Philosophy for Children in Porto, Portugal, since 2015 and I'm getting even more enthusiastic with your help.

Actually, last week i was making some research online about icebreakers and other games to apply with the children, and then i received from you some good examples to try in class. Coincidence? Maybe, maybe not!

Marco Antonia

Teacher, Portugal

Thank you for your posts. They have been inspiring, giving me lots to think about and share.They put a new slant on everyday situations, real depth rather than the usual superficial conversations.

Avril Hapley



Over 120 session plans with a consistent, easy to follow format, plus a wealth of supporting stimuli and other resources.

Nim’s Island
The Snail and the Whale
The Lighthouse Keepers’ Lunch
Myths and Monsters
St. George and the Dragon
Harry Potter
Tame and wild animals
Living forever
Human development
Mind and body
Working scientifically
20th century
Ancient Civilisations
Ancient Egyptians
Ancient Greeks
Invaders and Settlers
Stone Age
World War One

Religious Education
Comparative Religions

Art, Design and Technology
Health and Diet


Changes and new beginnings
Mental health
Around the world


Over 120 curriculum based session plans

Self- and peer- assessment tools

P4C Training Videos 

From 'How-to' Guides...
From 'How-to' Guides... enquiry footage with commentary. enquiry footage with commentary.

"The mini resource booklets are great too as they are concise and clear..."

These resources inspire and instigate current discussions with the children which can occur in many curriculum areas. The mini resource booklets are great too as they are concise and clear. The resources are practical, effective and require very little preparation- which is great!

Though we have separate P4C sessions, we have easily and seamlessly begun to use it in other curriculum areas.

Kayleigh Dell

Greenway Primary School, Hertfordshire

What’s the difference between Philosophy Circles and “traditional” P4C?


All P4C gets children thinking about challenging questions, where teachers act as facilitators rather than knowledge-givers. Traditional P4C follows a series of stages. Children see or read a stimulus, think about the ideas in it, create questions, evaluate the questions, and then choose one to talk about. In Philosophy Circles, the facilitator usually asks the first question, so the children get thinking and talking straight away. Children’s own questions and ideas still emerge and grow through discussion. Rather than strict stages, Philosophy Circles is built around three facilitation principles which run through the whole process, making it more fast-paced and versatile for use across the curriculum.

Philosophy Circles

"The day more than met our expectations – we were thrilled, and feedback was terrific"

I knew staff would be keen to learn something new, and the communication was excellent.

The day more than met our expectations – we were thrilled, and feedback was terrific. Even the staunchest and hardest colleague who really doesn’t like group participation was very impressed at the end, suggesting this would be really key for the launch of our new Bacc.

The half day worked perfectly for us, and I can see how it is readily adaptable for a whole-day too.

Staff were very engaged from my view, and have embraced more of it already. Some good feedback and photos of it in action during RS and PSCHE lessons this week already.

We plan to embed it firmly into PSCHE curriculum long-term , and to use the resources across RS, History, Geography as well as a stand-alone in form time at the very least.


James Hanson

Head, Aldro Prep School

This all sounds great, but what will OFSTED say?

With the relentless focus on data, everything schools do has to show an impact on maths and literacy. Fortunately, not only does OFSTED look very favourable on Philosophy for Children, but a recent EEF study demonstrated that it had a positive impact on both maths and literacy scores. We are excited about philosophy for its own sake, but it’s nice to know that it has a benefit for measurable outcomes, and in particular that it helps to diminish the difference between disadvantaged children and their peers.

‘Philosophy for Children is giving pupils the skills they need to present a point of view and become more articulate, thus boosting their confidence

St Matthews School, Westminster

“Impressively, year 2 pupils can identify ethical dilemmas in their fiction books and propose related questions for discussion in philosophy lessons” “Philosophy lessons challenge pupils to respond to probing questions, such as, “Are all humans connected in some way?”

Churchfields Infant School, South Woodford

The school advises and supports other schools in the use of philosophy with children. This exemplary practice is spreading throughout the school and is having a positive impact on pupils ‘communication and thinking skills and this is beginning to be reflected in their achievement. In an excellent philosophy lesson in the nursery children were challenged to think about the characteristics of two imaginary characters and whether they would change depending on their facial expressions or on what they wear. The curriculum is broad and balanced and meets pupils’ needs well, including the excellent promotion of their spiritual, moral, social and cultural development and philosophy.

SparHawk Infant and Nursery School, Norfolk

In a year 5 and 6 philosophy lesson, excellent use was made of a recently released Christmas advertisement for a famous store to encourage pupils to identify sophisticated concepts such as reliability, hope, trust and friendliness. This work made a particularly good contribution to developing their social and moral awareness

North Lakes School, Penrith

‘The thought provoking and exciting curriculum the school has developed over the last two years is an outstanding component of the school’s success (this includes) the development of ‘Philosophy for Children’, a powerful tool which both excites the pupils and gives them the confidence to explore stimulating and challenging ideas and concepts. It not only strengthens their academic learning, but also encourages their empathy for others and gives them insights into the adult world

Ropsley Primary School

"All the positive testimonials provided by other schools was certainly a winning factor for us. The P4C training and workshops were simply outstanding."

I inherited my role as P4C coordinator from my colleague who tasked me with planning a Philosophy Day. I had looked at several workshops and was pleased to stumble across The Philosophy Man website. All the positive testimonials provided by other schools was certainly a winning factor for us. The training and workshops were simply outstanding. 

All the staff had basic P4C training but did not know how to use it within their classrooms. This then acted as a CPD opportunity for all staff and this was furthered in the staff meeting. There was a buzz during the staff meeting, which for any member of staff attending a staff meeting at the end of a half term, knows this is a rare thing! All the staff said how enthused and excited they felt to get back into their classrooms and try out the methods they had been shown.

After the workshops, I interviewed some children about their experience. I deliberately picked children who really struggle with the academic side of school life. One child, who had a workshop on bargaining for his life against a Mayan tribe, said “I loved the P4C workshop. It was so much fun to think of reasons why my life was valuable and the best part was, we didn't have to do any work!”. The children saw the workshops as a chance to express themselves.

Thank you so much for inspiring us to continue with the exemplary training you provided and we look forward to working with you in the future!

Sarah Brown

Dulverton Primary School

"I have to admit, it was one of my favourite PD lessons and having used it with students properly in a lesson, I can now see more applications for it within my own teaching"

A colleague tried out the continuum that she wrote yesterday afternoon and reported back how powerful it was to promote discussion and to get the children thinking about the topic of consent.  She was really impressed with their level of maturity, questions and ideas and the way that the students opened up about some of the trickier topics that they had to discuss as result of the freedom that the task offered.
I tried out lots of things and we did some pointing at stuff, which the children loved, followed by a 3 question thingy 'which is better, cats or dogs', 'Love is different for boys and girls' and 'relationships are easy'.  We had some really powerful discussions and the students really enjoyed it.  We then continued with me pointing out to them that the biggest thing they had spoken about was trust, so we got out a blue giant lego block as a talking piece and debated 'trust is the most important thing in a relationship' - very cool indeed and the students easily filled an hour without even realising.  
I have to admit, it was one of my favourite PD lessons and having used it with students properly in a lesson, I can now see more applications for it within my own teaching.  I even thought of a tricky question to pose to my top set 'photosynthesis is more important than respiration'.  This could promote a very interesting discussion indeed, which would lead on to a 6-mark summary which compares the two equations and their differences.

Sarah Anson

Soham Village College

"The resources are practical, effective and require very little preparation- which is great!"

After an inspiring and informative Inset Day, led by Tom, all staff were eager to try out P4C strategies and felt strongly about the principles P4C promoted.

P4C has enabled children to voice their opinions in a calm and controlled manner whilst having their views challenged. It has provided them with time to critically think about their own morals, beliefs and thoughts.

We invited Tom back for Interfaith Day! Through P4C, children naturally made comparisons and built upon their RE knowledge. Children thoroughly enjoyed the current and interactive assemblies, pitched appropriately for each Key Stage.

The weekly bulletins inspire and instigate current discussions with the children which can occur in many curriculum areas. The mini resource booklets are great too as they are concise and clear. The resources are practical, effective and require very little preparation- which is great!

Though we have separate P4C sessions, we have easily and seamlessly begun to use it in other curriculum areas.

Just fantastic!

Kayleigh Dell

Greenway Primary School

"I loved the idea of 'going into orbit'; I wasn't sure how it would go but yet again my pupils have proved me wrong and they were absolutely amazing!"

As a SEN school it can be quite frustrating to attend courses that only focus on mainstream schools. The wonderful thing about Jason and Tom's training was that I felt not only could I use all the ideas in my school but also that pupils with special educational needs have absolutely been considered in their approach. I have used a number of ideas and resources from The Philosophy Man website with our pupils and have been so impressed with the positive effect it has had on the communication skills of all but especially those on the autism spectrum. I highly recommend this training to any teaching professionals as I feel it provides a fantastic opportunity to support pupils' emotional, social and academic progress. Thanks again for a fantastic training session and for your brilliant website.

Immediately following the training I ran a communication group session based on the pirate thinkers game. I had a group of 15 pupils aged between 10 and 15 with a range of special needs but mostly on the autism spectrum. I explained to them that they we were pirates who had been shipwrecked and that myself and my TA had been swept away on a piece of driftwood so they had to decide who their new leader was. I loved the idea of 'going into orbit'; I wasn't sure how it would go but yet again my pupils have proved me wrong and they were absolutely amazing! Am definitely going to plan more sessions that allow for pupil independence. We have been doing philosophy in school for 2 years now and I was mindful of what Tom said about having to pump up a football before you play with it; this is so true of my pupils. We have worked with them to give them strategies for effective communication, debate and decision making so to watch them put those skills into action with no adult input was just amazing!

Alexandra Miller

Class Teacher, Fitzwaryn Special School, Wantage,


Tailored resources so philosophy starts in reception and KS1

Much primary school training is focused on KS2, with Early Years teachers left to adapt as they can. Our sequence of a year’s worth of professionally filmed “Spot and Stripe” videos provide the perfect introduction to philosophy for younger children, introducing children to discussion and argument through colourful, fun characters and irresistible questions.

Also in the series...

The Wild West

The Park
Town and countryside


Who's running your course?

About Jason Buckley

The Founder and Director of The Philosophy Man. A life-long philosopher and former teacher, English, Jason is now an internationally renowned trainer, writer and speaker on P4C, classroom dialogue and stretching the more-able. He is author of two books, with more in the pipeline. He is also an outdoor educator, storyteller and improviser, and all these skills come together in his lively training, with minimum of Death by PowerPoint.

Click here to find out more about Jason Buckley →

About Tom Bigglestone

Tom's courses are incredibly well-received thanks to his several years’ teaching experience. He has been Head of Department at both primary and secondary level, and in both the maintained and private sector. He has specialised for several years in P4C, and in 2014 was awarded The Walter Hines Page scholarship, for which he spent time in the United States researching assessment of philosophical skills. He brings his vast classroom experience and know-how into his energetic and interactive training.

Click here to find out more about Tom Bigglestone →

Booking and Delivery Models

For the deepest impact and so we can guide you through the whole programme, most schools choose two or more days of P4C training, including time to observe us working with children. MATs and clusters often join together for a day to reduce costs and promote collaboration between schools.

One school - £1250 (£1000 Tuesday to Thursday mid-term)
Two schools - £750 per school
Three or more schools - £600 per school
Prices for half days, twilights and conference keynotes and workshops available on request.

If your school lacks the budget, but you can be flexible and arrange a day at short notice, ask to go on our list for stand-by days. When we are working in your area and have availability, we will email you to offer a day at a discounted rate. Contact us using the form below to join the list.

Resources Included With Your First Day

School Resource Pack

  • Download of Philosophy Circles Resource Compendium - 100+ session plans
  • Free upgrades to Philosophy Circles Resource Compendium until December 2018.

Teacher Packs

  • Philosophy Circles Teacher Handbook
  • Copy of Thinkers’ Games

Peak INSETs are the day or two at the start and end of each term and half-term. All prices are +VAT.


Any questions?

If you have any questions, or would like to make a booking in person, please fill in this form. We'll get back to you as quickly as we can.

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