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A Menu of School-Based Development Opportunities for Primary Schools

Primary School-based Development   Opportunities 2014/15

The menu below offers schools a starting point when considering their development needs. It is not exhaustive. Schools are encouraged to use it as a basis for creating bespoke CPD packages. 




Brief Description

Supporting   your post-Ofsted action plan

A   bespoke session to help leadership teams to unpick the areas for improvement   identified during the school’s Ofsted inspection and to produce detailed   action plans to address these issues and secure improvement.

Improving   your skills in monitoring the quality of teaching and learning

As a   senior leader, do you have a whole school overview of your area of   responsibility? This provides an opportunity for senior leaders to undertake   paired lesson observations with an adviser in order to verify judgements and   to assist in securing an improved quality of teaching within the school.

‘Health   checks’ –

an   in-depth local authority review

Two   advisers spend a day in school with the headteacher/senior leaders undertaking   a thorough review of aspects of provision including: standards, progress and   achievement, quality of provision and effectiveness of leadership and   management.  This might take the form   of a learning walk, together with lesson observations, book trawls, analysis   of pupil progress information and other key documentation.  A written report will be provided for the   school outlining strengths and including improvement priorities.

School   improvement planning

Support   in undertaking rigorous self-evaluation and effective school improvement   planning, resulting in a high quality working document for use by the whole   school community.

Monitoring   and evaluating the quality of provision

Does   your current monitoring process lead to changes in practice? Advice and   support for senior and middle leaders in how to ensure monitoring is   effective in securing school improvement.

Using   pupil performance data to secure improvement

A range   of support in using data to be adapted to school’s needs. This might include:

  •   a beginners look at how to make sense of the wealth of data available   to schools
  •   how to use key data to inform school improvement planning
  •   how the detailed analysis of data and careful tracking of progress can   identify vulnerable students
  •   how the use of targeted, personalised intervention can help to reduce   the achievement gap
  •   how data can be used in a subject specific context to improve pupil   progress.



Developing   subject leadership



An adviser will work with the subject leader to provide   support in developing the   subject. Sessions could include:

  •   auditing the subject
  •   the intelligent use of data
  •   development planning
  •   developing policy and practice
  •   running effective meetings
  •   supporting and working with colleagues
  •   leading change
  •   monitoring and evaluation.



Brief Description


Support   can be tailored to build on identified cluster needs and might focus on:

  •   School-to-school curriculum design
  •   Developing progression in subject teaching programmes
  •   Support for subject leaders
  •   Targeted support for subject teaching at different stages
  •   Developing Asessment for Learning (AfL)   approaches, including the use of Assessing Pupils’ Progress (APP) and standardization   and moderation in English,   mathematics and science
  •   Subject-based CPD, using active learning approaches.



The   Local Authority, in collaboration with Salop Teaching School Alliance and   North Shropshire Teaching School Alliance, is able to offer a range of   support on coaching approaches. Schools interested in booking these sessions   should contact Sarah Jones in the first instance on 01743 254458.


Brief Description

Developing   coaching

This   package will help organisations interested in developing coaching approaches   to support school improvement.  It aims   to train a small number of good practitioners with core coaching skills, to   enable them to start in a peer coaching capacity, before moving on to work with   other colleagues.  Additional coaches   can be trained at a later stage.  This   package can have a lesson study focus.

Extended   coaching practice

Aimed at   schools where a number of individuals are involved in coaching and the school   wishes to extend coaching work and deepen their understanding of coaching to enhance   its impact on school improvement.  This   package is designed to extend practice through both strategic planning and   the use of established coaches to work with individuals and/or small groups.

Building   effective team leaders

Developing   team leaders to become more effective in leading and managing change. The   package aims to review leadership and management approaches, identify   barriers to change and develop coaching skills and approaches that support   team leaders in working with colleagues.    This could be developed with a group of staff in school or a cluster   of schools or be with a particular subject leader.




Brief Description

Approaches to developing Assessment for Learning (AfL), including the use   of Assessing Pupils’ Progress (APP) and standardization and moderation in:


  •   English
  •   mathematics
  •   science


Advisory support for a continued focus on   effective assessment approaches - an essential aspect of high quality   teaching and learning as confirmed by Ofsted’s   Review of the Impact of APP 2011.

‘…the ‘Assessing   Pupils’ Progress initiative had helped to strengthen assessment practice in   all of the schools visited. However, impact was greatest when it formed part   of a strongly led, clear, whole-school vision of teaching, learning and   assessment that promoted high expectations and developed consistency. Where   this was the case, the initiative was an important factor in pupils’ rising   achievement...’


Schools may wish to consider working individually or in clusters. Support   can be tailored to build on the individual school or cluster needs.  A recent example of a cost effective   cluster approach involved literacy subject leaders and Y6 teachers from two   primary School Development Groups collaborating to agree writing standards   and ensure consistent level judgments.    The workshops provided enjoyable, active learning approaches and   improved skills and confidence in writing moderation. Teachers found the   content particularly helpful as it was matched to their own improvement   priorities.


“It is a   thoroughly well-conceived programme. We look forward to the next instalment!   Thank you.”




Brief Description

Quality First Teaching

This can be   delivered as staff meetings or as small group development work and may   include a focus on:

  • differentiation   approaches
  • questioning
  • using problem-solving approaches   in the classroom
  • modelling and   demonstration
  • active approaches to   teaching and learning
  • developing the learning   environment – including working walls
  • thinking skills
  • peer and self-evaluation
  • approaches to Assessment   for Learning (AfL), including developing the use of Assessing Pupils’   Progress (APP)
  • approaches to curriculum   planning
  • effective group work.




Brief Description

Support for on-site Early Years and Childcare   provision

Advice and support on partnership agreements and   ensuring high quality provision of services from on-site partners.

Developing the Early Years Curriculum

  • Implementing the themes   and commitments of the EYFS Curriculum
  • Developing the EYFS   curriculum through a focus on:
    • the learning environment,   inside and out
    • adult-led learning
    • child-initiated learning.

Increasing well-being to raise attainment

The session could provide an   overview of the following areas or a more in-depth look at one or more:

  • well-being and   achievement
  • listening to children
  • the Reggio Emilia   approach to responding to children
  • using the outdoors to   improve well-being
  • improving PSED through   SEAD.

Developing Early Years Curriculum planning

Schools can choose the most   appropriate focus from the following:

  • mixed-age planning -   Reception/Year 1,  Reception/Key Stage   1
  • EYFS planning - nursery,   Reception, mixed nursery and Reception
  • planning for continuous   provision, outdoor learning, active learning, play and responsive planning.

Developing Foundation Stage observation-led   assessment

The session could provide an   overview of the following areas or a more in-depth look at one or more:

  • assessment and responsive   planning
  • observation-led   assessment
  • formative and summative   assessment
  • EYFS into EYFSP
  • tracking children’s   progress.

Developing Foundation Stage outdoor learning

The   session will consider how to develop:

  • an enabling outside   environment to support all areas of learning
  • staff skills in   implementing an outdoor curriculum.

Nurturing confident readers and writers in the   Foundation Stage

The session could provide an overview of the   following areas or a more in-depth look at one or more:

  • mark making into writing
  • inspiring young writers
  • boys and their writing
  • supporting young readers
  • developing guided and   shared reading
  • developing guided and   shared writing
  •   inspiring young readers.

Working with parents in Early Years

The session could provide an   overview of the following areas or a more in-depth look at one or more:

  • effective communication   with parents
  • developing parents as   partners
  • engaging parents in   children’s learning.

Headteachers and Governors leading and managing   pre-school provision within school

The session offers support and guidance for   governors on evaluating the quality of EYFS on-site provision, identifying   strengths and weaknesses.

Support with EYFSP

The session might offer:

  • general Information about   assessment arrangements for EYFSP
  • guidance on implementing   EYFSP
  • exploring In-school   moderation and cluster moderation.

SEN in the Foundation Stage

The session may include a focus   on:

  • developing an inclusive   Foundation Stage environment.
  • support and strategies   for SENCOs in the Foundation Stage
  • advice and support for   individual children with SEN.

Early Language Development

  • Strategies for supporting   Speech, Language and Communication Needs (SLCN)
  • Support and advice on   enriching the language environment
  • Developing and using   books to support language development
  • Developing communication   spaces
  • Engaging parents in their   children’s early language
  • The adult role in   supporting early language development.

Recruiting high quality Early Years staff

The session provides support for the recruitment   process.

Good practice EYFS visits to other schools

Accompanied visit to another school to explore   and interpret good practice in teaching and learning in order to improve   teacher’s own practice.

Using data to improve children’s progress

  • Interpreting EYFSP data   to improve practice in the Foundation Stage
  • Interpreting EYFSP to   inform provision in KS1 and ensure progress as children move through KS1.

Pre and post Ofsted Support for EYFS

  • Self-evaluation process
  • Acting on Ofsted   recommendations
  • Moving EYFS practice from   Ofsted ‘Satisfactory/Requires Improvement’ to ‘Good’
  • Moving EYFS practice from   Ofsted ‘Good’ to ‘Outstanding’.

Using ICT as a teaching tool throughout EYFS

The session focuses on making   effective use of:

  • the Interactive   whiteboard
  • programmable toys
  • everyday ICT.



Brief Description

Developing Forest School on your site

The session might include:

  • a visit to the school   grounds/woodland site to see discuss its suitability for Forest School
  • discussion of the site   with newly-trained Forest School leaders to discuss next steps in the   development of the site.

Forest School: What’s it all about?

An introduction to Forest School which can be   delivered as a staff meeting or a PD day, often in two parts, theory followed   by practical. The input might be undertaken on consecutive weeks or in a   whole day, part in school and part in the wood or all at school if the site   is suitable.

Taking Forest School back to your classroom

This half-day session looks at how Forest School   can be linked with classroom-based work.




Brief Description

Art and design

Inputs can be focused on whole   school development or individual teacher support and may take the form of:

  • improving performance, leading   and managing the subject across the school
  • curriculum review, design   and development 
  • understanding and   applying a range of strategies in the assessment of learning and assessment   for learning (including understanding progression)
  • designing and   implementing appropriate and relevant units of work
  • auditing and application   of literacy and numeracy – policy to practice
  • pedagogical practice –   strategies for improving the classroom delivery of projects
  • teacher CPD on a range of   techniques and skills e.g. drawing, painting, 3D, textiles
  • managing resources   development and practice
  • integrating the spiritual,   moral, social and cultural agenda in art and design.




Brief Description

Developing assessment practice

An opportunity to review current   assessment practice and further develop it through staff training and   monitoring the impact on learners.  The   package will be tailored to the school’s requirements but could focus on one   or any of the following:

  • interpreting data from   RAISEonline and FFT Live for staff and governors
  • developing moderation   practice in all phases, including KS2 writing
  • Assessment for Learning   (AfL)
  • Assessing Pupils’   Progress (APP) across a school and/or within a subject
  • tracking progress in a   subject
  • tracking and data systems
  • statutory assessment   (including EYFSP)
  • assessment policy design   and marking policies.




Brief Description

Design and technology

Inputs can be focused on whole   school development or individual teacher support and may take the form of:

  • improving performance, leading   and managing the subject across the school
  • curriculum review, design   and development 
  • understanding and   applying a range of strategies in the assessment of learning and assessment   for learning (including understanding progression)
  • designing and   implementing appropriate and relevant units of work
  • health and safety –   subject audits/risk assessments/training
  • auditing and application   of literacy and numeracy – policy to practice
  • pedagogical practice –   strategies for improving the classroom delivery of projects
  • cross curricular liaison,   with particular reference to the STEM agenda
  • integrating the spiritual,   moral, social and cultural agenda in D&T.




Brief Description

Leading English – for subject   leaders and senior leaders

  • Supporting the   headteacher /subject leader in the audit and evaluation of current standards   and practice, for example:
    • lesson observations
    • work scrutiny
    • planning review
    • data analysis
    • pupil interviews
    • action planning
    • developing an active   English policy.
  • Developing the English   curriculum
  • Taking account of the new   English National Curriculum
  • Exploring the   implications of National Curriculum assessments
    • the grammar, punctuation   and spelling test
    • assessing writing at KS1   and 2
    • the phonics screening   check.
  • Involving all   stakeholders – children/staff/governors/parents/the wider community
  • Exploring the   implications of the Ofsted framework
  • Support for clusters of   schools wishing to establish common approaches to English teaching and   learning.

Developing learning and teaching   in English



  • Development of planning and   progression mapping
  • Refreshing subject   knowledge for teachers and teaching assistants, for example:

Reading – a focus on :

  • guided reading
  • reading comprehension   strategies
  • developing independence   in reading – from learning to read to reading to learn
  • developing wider reading   using quality texts.

Writing - a focus on:

  • understanding grammar
  • modelled, shared and guided   writing
  • effective grouping for   teaching writing
  • Talk for Writing in   fiction/in non-fiction
  • developing opportunities   for sustained and extended writing including across the curriculum.

Speaking and listening-a focus on:

  • engaging and motivating   children through speaking and listening approaches
  • using drama in the   primary classroom
  • using speaking and   listening for a range of purposes: performance, discussion and dialogue,   debate, presentation.
  • Effective teaching   approaches, for example:
    • target setting, sharing   objectives and success criteria
    • differentiation   strategies
    • developing questioning
    • engaging and motivating   contexts
    • developing   cross-curricular opportunities.
  • Helping parents to   support children
  • How to develop   outstanding lessons in English.

Raising achievement in English

  • Narrowing the gaps for   different groups of pupils
    • implementing KS1 and KS2   interventions
    • challenging more able   pupils.
  • Assessment for   Learning(AfL) and Assessing Pupils’ Progress (APP)
  • Marking, assessment and   feedback.

Phonics and Spelling

  • Systematic synthetic   phonics and the early reading curriculum
  • Teaching phonics and   spelling in Y2 and beyond
  • Raising standards and   ensuring progress through the phonics phases: securing Phase 3 in Reception   and Phase 5 in Year 1
  • Letters and Sounds for   teaching assistants
  • Effective phonics   teaching & the daily four part session.




Brief Description

Foreign languages

Foreign Languages support will   focus on addressing the current national priorities for languages including:

  • supporting   schools/subject leaders in the introduction of the new Foreign Language   Programmes of Study
  • helping non specialist   teachers make a confident start.
  • improving  language skills – French, German, Spanish –   levels 1-3
  • making effective links   with literacy
  • developing intercultural   understanding
  • embedding French in the   wider primary curriculum
  • improving progression
  • transfer and transition.




Brief Description


  • Exploring ways of   implementing the new National Curriculum
  • Planning for creative   geography in the curriculum
  • Identifying and   developing progression in geography
  • Using “Learning Outside   the Classroom” (LOTC) opportunities to develop an enriched, creative   curriculum from EYFS to KS2
  • Developing enquiry based   learning in geography
  • Planning a KS1/KS2   geography curriculum
  • Subject audit and review
  • Geography from story.

Schools can also identify the   type of support they require to help them to develop as a Sustainable School,   for example:

  • audit and review existing   practice, leading to development plan – small team approach
  • whole staff awareness   raising, with gap task, audit and development planning
  • cluster group work   involving SMTs, governors and staff, with audit and development planning
  • developing a whole school   approach to promote a sustainable community – working with staff and pupils
  • sustainable development   across the curriculum.




Brief Description


History support can focus on a   range of areas to help engage and motivate children including:

  • exploring ways of   implementing the new National Curriculum requirements, including assessment,   progression and incorporating the new content
  • developing active,   enquiry based approaches to history
  • providing   challenge/support for the more/less able in lessons
  • improving the use of   artefacts in the history classroom
  • exploring local history   to enhance the understanding of national/international developments
  • developing generic skills   such as questioning, thinking skills in a history context.


ICT   & Computing


Brief Description

Developing a new and engaging computing curriculum

Against a background of the new   National Curriculum, support can be offered for:

  • developing a school   vision for computing
  • planning for progression   through curriculum strands
  • consideration of discrete   and cross-curricular opportunities
  • establishing effective   mapping of computing.

Coding and programming

  • identifying approaches to   coding and programming in the primary curriculum
  • developing subject   knowledge with staff
  • exemplification of   assessment and progression.




Brief Description


  • Tailored sessions for senior   leaders, staff, pupils, governors or parents
  • An exploration of the   risks associated with new technologies
  • A focus on maintaining   online reputations
  • An overview of the   resources available
  • Action planning for   schools.

Developing the use of iPads

  • Demonstrating how iPads   can be utilised for maximum impact
  • Exploring the best apps   for pupils and staff
  • Overcoming obstacles such   as how to project, share and print

Strategic   review of  e-learning within your   school

  • A review of the effective   use and mapping of ICT across the whole school
  • An analysis of provision,   staff use, impact and effectiveness
  • Action planning to move   forward.

Making   the most of Office365

  • Bespoke sessions to   support schools in the administration and use of Office 365.



‘Helping teachers and children to learn and to enjoy mathematics’


Brief Description


We provide   bespoke, high quality school-based professional development. We work in a   range of settings and with any group of participants including senior managers,   teachers, assistants, governors, parents and pupils. We hold the Quality Mark   for professional development and are accredited leads for the National Centre   for Excellence in Teaching Mathematics (NCETM).

Leading and managing mathematics

  • Taking account of the new   National Curriculum: Supporting the headteacher/subject leader in the audit   and evaluation of current standards and practice, for example:
    • lesson observations
    • book trawls
    • pupil interviews
    • data analysis
    • action planning
  • Audit and evaluation may   apply to the whole of the mathematics curriculum or focus on a specific   strand, for example:
    • problem solving,   reasoning and fluency (aims of Mathematics National Curriculum 2014)
    • calculation/arithmetic
  • Developing knowledge of   National Curriculum 2014 and devising a school based mathematics curriculum   and revising the calculation policy to take account of NC 2014.

Developing subject knowledge and pedagogy

  • Refreshing subject   knowledge for teachers and/or teaching assistants, for example:
    • calculation/arithmetic –   mental, written, recall of facts
    • fractions
    • number and place value
    • algebra
    • problem solving and   reasoning
    • multiplicative reasoning   in KS2
  • Quality first teaching   for teachers and/or teaching assistants, for example:
    • discussion and dialogue   in mathematics
    • developing questioning
    • use of ‘concrete objects   and pictorial representations’ (NC 2014)
    • engaging, real-life   contexts
    • mathematics skills across   the curriculum.

Raising achievement in mathematics

  • Narrowing the gap for   different groups of pupils:
    • implementing KS1 and KS2   intervention programmes
    • children achieving L2c at   KS1
    • girls and mathematics
    • challenging more able   pupils
  • Assessment for Learning   (AfL) and Assessing Pupil Progress (APP):
    • effective ways of   gathering evidence for AfL and APP
    • developing moderation
    • marking, assessment and   feedback.




Brief Description


Music support can focus on a   range of areas to help engage and motivate students including:

  • revising the music   curriculum to meet new national changes
  • planning for progression   – ensuring continuing progress over time
  • developing schemes of   work
  • listening with   intelligence as a way into musical composition
  • understanding the musical   elements through practical composition
  • group composition in   music
  • musical arranging for   whole class performance
  • working with rhythms and   melodies
  • notations to aid   creativity
  • creating a ‘singing   school’
  • auditing your whole   school music provision
  • every child a performer
  • supporting the transition   into Key Stage 3
  • composition as a creative   activity
  • listening as a starter   for musical composition
  • support for assessment in   music
  • music and ICT.




Brief Description

Physical education

Support for physical education can focus on   developing and embedding the principles of consistently high quality teaching   and learning; leadership and management and safe practice for all to ensure   the achievement of all pupils across Key Stages 1 – 2, including:


Teaching   and Learning:

  • learning through play
  • developing thinking   skills
  • teaching games to develop   knowledge, skills and understanding
  • ensuring safety and   progression in gymnastics
  • developing confidence in   teaching dance
  • effective approaches to   health-based physical education
  • assessing progress and   attainment
  • inclusion and excellence:   approaches to differentiation in physical education
  • developing independence   and responsibility
  • understanding and   ensuring progression in physical education
  • teaching physical   education in small schools.


Leadership and management:

  • designing a balanced   curriculum within the new National Curriculum
  • effective approaches to   self-evaluation
  • monitoring teaching and   learning
  • leading and managing   effective PE provision
  • leading and managing   physical education
  • leading and managing   physical education in small schools
  • maximising the impact of   the Sports Premium.


Safe practice:

  • Ensuring safe practice in   physical education.




Brief Description

Religious education

RE support can focus on a range   of areas to help engage and motivate children including:

  • tailoring the   implementation of the new Agreed Syllabus to fit specific school   circumstances such as thematic or integrated approaches to the curriculum.
  • developing challenge and   progression across the key stages
  • developing active,   enquiry based approaches to RE
  • using visits to develop   an understanding of religious diversity.




Brief Description

Leading Science- for subject leaders and senior leaders

  • Support for schools in   implementing the new Science National Curriculum
  • Science long-term planning   as a starting point for whole curriculum design, in the light of the revised   National Curriculum
  • Monitoring science   teaching and learning - lesson observation, book scrutiny, staff skills   audit, pupil interviews - and evaluation of outcomes
  • Supporting subject   leaders, including those new to the role, by:
    • improving leadership   skills, in managing whole school initiatives and assessing their impact
    • improving science subject   knowledge
    • carrying out joint   monitoring and evaluation
    • supporting specific middle   leadership tasks during the course of the school year, such as action   planning.
  • Support for clusters of   schools wishing to establish common approaches to science teaching and   learning, by:
    • achieving coverage and   progression in implementing the revised Science Curriculum
    • improving engagement and   achievement in science for all pupil groups
    • establishing whole school   AfL approaches, including Science Assessing Pupils’ Progress (APP) and   moderation and standardisation
    • sharing high quality   practice in science teaching and learning.

Developing learning and teaching inScience

  • Improving progression in   the science teaching programme
  • Developing planning to   re-focus on differentiation of science learning, in line with the current   OFSTED framework
  • Understanding outstanding   lessons in science, including differentiation strategies to support the   achievement of different pupil groups
  • Exploring exciting   contexts for science learning, in the local environment and the wider world
  • Developing pupils’   understanding of science through speaking and listening approaches
  • Applying mathematics   skills to problem-solving contexts in science
  • Establishing whole school   teacher assessment approaches in science
  • Developing the role of   the teaching assistant in the science lesson.

Developing learning and teaching in ‘Working Scientifically’

  • Improving understanding   of ‘Working scientifically’ in the new National Curriculum, for teachers and   teaching assistants
  • Understanding how to   teach the broader range of scientific enquiries within the new Curriculum
  • Developing investigative   enquiry skills across the school
  • Supporting the   development of independent learners through an increased focus on scientific   enquiry approaches and skills
  • Improving the application   of mathematics skills through ‘Working scientifically’.

Developing learning and teaching inscientific ideas

  • Improving science subject   knowledge of teachers and teaching assistants, particularly in ideas new to   the revised Science National Curriculum, such as genetics and evolution.
  • Improving progression in   the teaching of scientific ideas, within specific classes and throughout the school  
  • Using mental models to   support higher level understanding in science
  • Using speaking and listening   to promote greater understanding of scientific ideas.




Brief Description

Special educational needs













  • Dyslexia
  • Autism
  • Speech, language and   communication needs
  • Dyspraxia
  • ADHD
  • Social, emotional and   behavioural difficulties
  • Dyscalculia.


Two sessions are delivered for   each area of need. The first considers the characteristics of the conditions   and the barriers to learning which the pupils experience. The second suggests   effective strategies for the classroom. Schools can select one area of need   or several. The sessions are suitable for both teachers and TAs, working   together or separately.

This   support has been updated to provide class teachers with the background   information that they will need to enable them to fulfil their new   responsibilities, as defined in the Draft Code of Practice, which will take   effect from September 2014.

SEN for class teachers

This session will outline the responsibilities of   the class teacher, as defined in the Draft Code of Practice, which will take   effect from September 2014. It will help schools to explore how to adapt   their current practice to meet the requirements of the new statutory   guidance. The session can be adapted to focus on aspects of practice which   are a priority for the individual school.   




Brief Description

Safeguarding: Child Protection

Whole school awareness training for all staff and   governors. A certified course endorsed by the Shropshire Safeguarding   Children Board.

Child Protection Newly Appointed Designated Leads training

This support will develop the newly-appointed   designated person/headteacher role in line with Shropshire Safeguarding   Children’s Board expectations.

It will develop understanding of the   safeguarding role for designated leads and will focus on the importance of   working together to identify, assess, and meet the needs of children where   there are safeguarding concerns.

Safeguarding: preparing for Ofsted

Pre-Ofsted ‘health check’ on all aspects of   safeguarding as listed in the latest inspection framework. It will include:

  • consultancy with senior   managers, school administrators and link governor
  •   small group presentation of safeguarding requirements for Ofsted.

Safeguarding: Managing drug related incidents

An   opportunity for staff, governors and parents to gain a better understanding   of substance use by young people.  It   will include support, advice and training for schools in the management of   drug related incidents, and will take into account national guidance   published in 2011. 

Accredited Crisis Prevention and   Intervention (British Institute of Learning Disabilities)



This accredited ‘Non-violent Crisis   Intervention’ training offers guidance in structure prevention and   intervention approaches, based on the philosophy of providing the best   possible care, welfare, safety and security for appropriate school staff –   even during crisis situations.

This training programme covers all   verbal and non-physical intervention methods for managing challenging   behaviours and concludes with basic physical staff safety. This programme,   developed by the Crisis Prevention Institute, is embraced worldwide as a highly   effective behaviour management system, for organisations committed to   providing quality care.

Safeguarding: e-safety

Support   for schools to examine their current e-safety curriculum provision and to   develop appropriate e-safety policies for the school community.  The session will focus not only on pupils   but also on staff use of ICT and social networking. This support can also be   tailored to governors.

Party   leader training for educational visits

This supports staff in the organisation of educational   visits and successful discharge of their duty as a party leader. It is   targeted at all teaching staff, including TA's, and can be delivered to whole   school staff.

An introduction   to de-escalation and physical intervention

This support is intended to give staff   an introduction to de-escalation and physical intervention, raising awareness   of:

-            verbal   escalation continuum

-            physical   escalation and management

-            team   versus solo approach

-            ushering   and physical control.




Brief Description

Special educational needs

  • Dyslexia
  • Autism
  • Speech, language and   communication needs
  • Dyspraxia
  • ADHD
  • Social, emotional and   behavioural difficulties
  • Dyscalculia.

Two sessions are delivered for each area of need.   The first considers the characteristics of the conditions and the barriers to   learning which the pupils experience. The second suggests effective   strategies for the classroom. Schools can select one area of need or several.   The sessions are suitable for both teachers and TAs, working together or   separately.

Delivering effective   interventions

This session will explore the features of an   effective intervention and allow TAs to consider their own practice alongside   these.

Subject-based TA support

A variety of support for TAs can be offered in   English, mathematics and science (please see individual subject sections).

Assessment for Learning   for Teaching Assistants

Over two sessions, TAs will explore the   principles of Assessment for Learning and their role in supporting their   application in the classroom. There will be a gap task for TAs to complete   between the two sessions.




Brief Description

Taking the chair

This session is for chairs of governing bodies,   chairs and vice chairs of committees to enable them to better understand   their role and carry it out more effectively.    This development is also available via distance learning.

Leadership Development Programme for Chairs of   Governors

This three-unit programme is for chairs of   governors, vice-chairs and aspiring chairs. It aims to provide you with a   framework for developing your understanding of school leadership and   governance and improving your practice and, through this, to enhance the   outcomes for your school.

New governor training

This training – delivered as a full day, two half   days or two evening sessions – is designed for recently appointed school   governors as an introduction to their roles and responsibilities.  Recently produced DfE materials are   used.  Existing governors are welcome   to attend and may wish to give practical examples of their own experience as   a basis for discussion.

Clerking skills

To explore the clerk’s role prior, during and   after the meeting covering both the administrative and advisory role.

Effective committees and their clerk

The session considers the role of committees and   the importance of clear terms of reference, effective meetings, and clear and   accurate minute-taking, suggesting ways these things can be achieved.

Introduction to primary assessment data and   governors role in school improvement

The aim of the session is to provide governors   with a brief overview of the various types of assessment data that exist and   what they are used for, for example, published performance data, value added,   Fischer Family Trust and RAISEonline.    It will also consider the important role governors have in school   improvement.

Roles and responsibilities, principles and   procedures

The aim of this session is to clarify the key   issues which determine the operation of a school governing body and to   establish a common understanding of how business should be conducted and of   specific principles and procedures.

Working with the Headteacher

This course explains how governors can work   effectively with their headteacher in leading school improvement and   clarifies the respective leadership roles of the headteacher and governors.

School self-evaluation and the role of governors

Governing Bodies need to ensure that systems are   in place to enable it to evaluate its work, the responsibilities it has for   improvement and development planning and for monitoring and evaluating the   progress of their school.

Ofsted – Improving governance

The current Ofsted framework contains very explicit   criteria against which a governing body is assessed.  This session explains these criteria with a   focus on the role of the governing body in providing effective challenge, in   school improvement and leadership. Ofsted training resources feature in this   support.

The role of ‘link’ governors and visiting the   school

This session will explain the role of ‘link’   governors with special responsibility (for example, literacy or SEN) and how   governors can develop an awareness of school performance issues through   planned school visits.

Child protection for link governors

To update whole governing body in its role in   safeguarding the children in its school.    This is a higher level of training in line with the Shropshire   Safeguarding Children Board expectations.

E-safety in the primary school

An overview of the possible difficulties and   dangers faced by children when using the internet, and what schools and the   local authority can do to keep them safe.

Health and safety awareness for governors

Delegates will be provided with a detailed   awareness of all aspects of health and safety as it impacts on schools, to   ensure full compliance with health and safety legislation.

Safer recruitment

Safer recruitment in relation to safeguarding and   promoting the welfare of children and an overview of recruitment and   selection procedures.

Why is religious education important?

The session will examine the differences between   religious education and National Curriculum subjects in terms of the law,   guidance and organisation.  The session   will explore the role of link governors in supporting teachers and will combine   tutor input, workshop and opportunities for questions.

The role of the SEN governor

This session will give those new to being   governor for SEN a basic knowledge of the legislation and procedures which   dictate SEN practice in schools. This session has been fully updated in line   with the SEN reforms.

SEN for governors

This session will take governors through the   current legislative framework for SEN and how this translates into practice in   school.  The responsibilities of the   governing body with regard to SEN will be made clear. This session has been   fully updated in line with the SEN reforms.

Finance for governors

An opportunity for governors to gain a better   understanding of the complex world of schools finance, contextualised to   their own setting.

Developing direct-delivery childcare services

Advice and support to the school governing body   on how to establish and develop childcare provision on a school site.