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A Menu of School-Based Development Opportunities for Secondary Schools

Secondary 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. 

 

LEADERSHIP   AND MANAGEMENT

SENIOR LEADERSHIP

Title

Brief Description

Developing   your school SEF

Changes   in the inspection of schools by Ofsted underline the importance of schools   establishing a self-evaluation process. Self-evaluation is a central element   in successful school improvement. It develops collective ownership of the   school development process through the analysis of ‘where we are and what we   need to improve’. This support will provide an opportunity for senior leaders   to review their SEF in light of the Ofsted framework.

Improving   your skills in monitoring the quality of teaching and learning

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. The observations will be based on the   Ofsted framework and reflect the shift in emphasis towards the progress of   groups of students. This will model and support the process of evaluating   teaching and learning in with school leadership teams.

‘Health   checks’ – an in-depth local authority review

An   advisory team will work with the head teacher and senior leaders in carrying   out a thorough review of all aspects of provision using the new Ofsted   framework to structure the process and feedback. This review will be tailored   to school circumstances and be carried out in conjunction with the leadership   team providing a full and honest feedback to individual staff and   departments. Feedback will be provided on achievement, behaviour, teaching   and learning, and leadership and management at all levels. Lesson   observations will be undertaken, together with book scrutiny, analysis of   pupil progress information and other key documentation.  A report will be provided for the school outlining   strengths and areas for development.

Managing   change

Charles   Darwin commented that “it is not the strongest species that survive, nor the   most intelligent, but the ones who are most responsive to change”. This session will assist senior and team leaders   in exploring the impact of change on an organisation and how to manage this   for optimum performance outcomes and will draw on the elements from ‘Developing   stronger management systems’ in supporting strategic planning for change.

Narrowing   the gaps- Using pupil performance data to secure improvement

The performance of groups of students in schools is an increasing   focus in school self-evaluation. This session will support schools in   reviewing their data drawing on RAISE documentation. The session can also   support the school in monitoring and evaluating the impact of interventions on   target groups.

Developing   stronger management in schools

The   support will aid senior leadership teams in ensuring sufficiently strong and   robust management systems in school to build capacity, develop sustainable   change, and raise achievement. This will include work on strengthening   leadership through more effective line management, performance management and   professional development.

  

LEADERSHIP AND   MANAGEMENT

COACHING

The Local Authority, in collaboration with   Salop Teaching School and St Peter’s Teaching School, 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.

Title

Brief Description

Developing   coaching

Evidence   suggests that coaching is, by far, the most effective form of professional   development, when measured by impact on student attainment. The support   offered will help organisations that are interested in developing coaching   approaches to support school improvement.    It aims to train a small number of practitioners in core coaching   skills, enabling 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. 

 

MIDDLE LEADERSHIP

Title

Brief Description

Developing subject leaders - improving self evaluation

An adviser will support the subject   leader in reviewing their subject and developing the skills of effective self-evaluation.   Subject leaders will be supported in the processes of data analysis and in   reviewing all aspects of teaching and learning in order to develop their   skills of self-evaluation.

Developing subject leaders -   improving subject progression

An advisor will work with a   subject leader/department to review progress and to develop a shared view of   subject progression from 11-18. This will include a review of prior learning   and will support staff in articulating progress, so that this can be more   effectively shared with learners. 

 

ATTAINMENT AND PROGRESS

Attainment and progress of students and, in   particular groups of students, is a key focus in the current Ofsted   framework. The “narrowing the gap” agenda remains high on the government agenda   and schools are focusing on the use of data from a range of sources to ensure   pupils meet their targets. The issues arising relating to attainment and progress   are covered under both ‘Leadership and Management’ and ‘Teaching and   Learning: Subject Support’.

 

ASSESSMENT

Title

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
  • 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
  • assessment policy design   and marking policies.

  

SUPPORT FOR STANDARDISATION   AND MODERATION

Title

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...’

 

TEACHING AND LEARNING:

SUBJECT SUPPORT

Shropshire Education Improvement Service is one   of very few local authorities that provide specialist subject support across   the whole curriculum to all its schools. The Service is pleased to provide   subject specific support for the development of teaching, learning,   leadership and management in the following subject areas:

      
  • Art                  
  •   
  • English           
  •   
  • Geography
  •   
  • ICT & Computing
  •   
  • Music
  •   
  • Science
      
  • Design        and Technology
  •   
  • History
  •   
  • MFL
  •   
  • Mathematics
  •   
  • RE
  •   
  • Citizenship        and PSHE

Aspects from the menu below can be purchased to   support an individual subject area, group of subject areas, for one school or   a cluster of schools with a similar development focus. Subject specific   support could be used to:

      
  • address any subject        specific issue raised through subject or whole school reviews, HMI        survey visits or full Ofsted inspections
  •   
  • prepare subject        areas for Ofsted inspections and survey visits
  •   
  • support subjects in        responding to National Curriculum and examination courses
  •   
  • develop practical        approaches to differentiation in the classroom, e.g. SEND, more able        pupils, EAL,
  •   
  • identify and develop        all aspects of Social, Moral, Spiritual, and Cultural education within        subjects
  •   
  • address subject        specific health and safety issues
  •   
  • interpret data to identify        classroom responses, to maximise pupil progress in lessons
  •   
  • develop practical        classroom approaches to literacy, oracy and numeracy across the        curriculum
  •   
  • develop the        effective use of ICT and other technologies to support high quality        teaching and learning
  •   
  • “Oh no, not fruit        salad again!” – practical ways to handle subject specific transition        issues
  •   
  • developing practical        approaches to coherence and progression within a subject from KS3 to KS5
  •   
  • Provide practical advice to        unpick “What does an outstanding lesson look like in ……”.

 

Secondary English

‘developing a love of   language and culture’

Are you interested in improving teaching and   learning in reading by …..?

  • Developing the reading   curriculum to raise standards and ensure progress
  • Exploring classroom   strategies e.g. guided/shared reading
  • Developing independent   reading
  • Developing the poetry   curriculum/unseen poetry
  • Exploring the   implications of the Ofsted framework.
  • Developing new ways of   assessing student progress in reading

Are you interested in improving teaching and learning   in writing by…?

  • Developing the writing   curriculum to raise standards and ensure progress
  • Exploring classroom   strategies and resources to engage and motivate students e.g. Talk for   Writing and resources to engage boys
  • Developing new ways of   assessing student progress in writing

Are you interested in improving   teaching and learning in speaking and listening by……?

  • Developing speaking and   listening approaches to engage and motivate students
  • Developing progression in   speaking and listening
  • Developing drama   strategies.

Would you like support with’ Literacy across the   Curriculum’ and find out how to….?

  • Deliver whole school   professional development
  • Maintain momentum across   all areas of the curriculum           
    • Develop an action plan   and monitor progress
    • Set appropriate whole   school literacy targets.                     

 

Would you like help to develop an exciting new   Key Stage 3 curriculum to be in place for September 2014 by….

  • Developing units to build   upon the new focus on vocabulary, grammar and spelling.
  • Developing units to   ensure students are being challenged and supported
  • Developing a manageable   system of assessment which supports pupil progress.

 

Secondary Mathematics

 “Help   children to learn and to enjoy mathematics”

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   from the National Centre for Excellence in Teaching Mathematics (NCETM).

Are you ready to start teaching from the new   national curriculum?

Understanding   and embedding the aims of the new curriculum:

  • Developing fluency in the   fundamentals of mathematics
  • Reasoning mathematically
  • Solving problems by   applying mathematical knowledge

Does teaching and learning in mathematics reflect   the aims of the new curriculum and prepare pupils for the new 2015 GCSE?

  • Building on the knowledge   learners bring to sessions
  • Exposing and discussing   common misconceptions
  • Developing effective   questioning
  • Using co-operative small   group work
  • Emphasising methods   rather than answers
  • Using rich collaborative   tasks
  • Creating connections   between mathematical topics
  • Using technology in   appropriate ways.

Would you like to raise standards in mathematics   for specific groups of pupils?

  • Maximising pupil   progress: tracking progress and taking action.
  • Closing the gaps in   achievement
  • Targeted intervention for   specific groups.

Would you like to enhance Numeracy across the   Curriculum?

  • Working collaboratively   with other areas of the curriculum
  • Enhancing mathematics   through STEM
  • Developing whole-school   approaches to numeracy.

Would you like to develop the effectiveness of   the subject leader for mathematics?

  • Working smarter, not   harder
  • Tracking and monitoring   for progress
  • The Improvement and   Excellence Programme is designed to support secondary schools and individual   subject departments in the processes of self- evaluation and targeted   improvement in their practice, provision and performance. Shropshire EIS can   provide a specialist Mathematics Assessor to work towards accreditation   alongside the subject leader and mathematics department.

 

Secondary Science

“Science does not know it’s debt to   imagination.” Ralph Waldo Emerson

Are you interested in improving teaching and   learning in science?

  •   Improve the transition from KS2 to KS3 through focused work which   examines the areas of overlap and considers how to identify pupils’ starting   points
  •   Reviewing KS3 Science in the light of National Curriculum changes
    • Identifying pupil   misconceptions in science
    • Developing enquiry led   teaching and learning in the classroom
    • Teaching outside your   specialist science area, support and strategies to maximise your impact in   hard to teach areas
      • Making science more   relevant and engaging for learners.

Do you need to raise standards for groups of   students?

  • Developing strategies to   support staff and students in managing terminal assessment at KS4
    • Identifying   underachievement: reviewing your use of data in science
    • Developing practice to   “close the gap”, for example: gifted and talented learners or pupils with   special educational needs.

 

TEACHING AND LEARNING

“The best teaching is rooted   in developing pupils’ understanding, ensuring that all pupils make   substantial progress no matter what their starting point”

Title

Brief Description

Developing assessment practice to improve   independent learning

One of the key findings identified in John Hattie’s   research summary is the impact of Assessment for Learning on pupil progress.   Schools can be supported in reflecting on the evidence basis and then in   using the key findings to develop teaching and learning in the classroom. Feedback   to students is an aspect of schools’ work that Ofsted often finds “inconsistent”   but which Hattie shows has the greatest impact on progress. Other areas which   can be developed are how learning can be shared most effectively with   students and how students can be supported in developing peer and self-assessment   approaches. All of these approaches develop pupils’ skills as independent   learners.

Improving schools and quality first teaching

 

This approach can be tailored to support schools in   their improvement plan priorities. The work can focus on improving the use of   the following skills in order to improve engagement and enjoyment as well as   enhance pupils progress in lessons, these include:

  •   questioning to develop higher level   thinking
  •   structuring learning sequences
  •   using problem solving in the classroom
  •   modelling and demonstration
  •   active approaches to teaching and   learning 
  •   developing the learning environment –   including working walls
  •   approaches to peer coaching in the   classroom.

Thinking skills in the classroom

The support is focused on   improving pupils’ thinking skills in order to maximise their progress and   create independent, lifelong learners. The thinking skills are particularly   effective when combined with other cross curricular initiatives such as   “learning to learn” but also enhance teachers pedagogic repertoire.

Developing e-learning in the curriculum

Tailored sessions to support schools with their   use of ICT across the curriculum.    Areas of focus could include mobile devices (eg  iPads), animation, video, QR codes,   modelling and so on.

Cross curricular literacy and numeracy

There is an increased emphasis on all teachers   developing aspects of literacy and numeracy in their classroom. The Ofsted   framework focuses on the development of literacy and numeracy across the   curriculum and this focus looks at how these approaches can be developed by   teachers through targeted planning of these opportunities to support pupils   in making progress.

Effective group work

Collaborative work is a key part of developing   higher order thinking. The key elements are structured group activities that   support students in reflecting on their understanding and, through dialogue,   constructing a new understanding. This support will help teachers to plan for   effective group learning. It draws on both the work of “Kagan” as well as   Vygotsky and his development of social learning opportunities.

Effective revision

The move to terminal assessment means some   departments will need to give more support to students in developing   effective revision approaches that promote independent learning.  This session will work to support individual   departments or whole staff teams to effectively develop these revision   approaches.

 

SPECIAL EDUCATIONAL NEEDS

Title

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 the subject   teacher and form tutor

This session will outline   the responsibilities of the form tutor and subject 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.

 

BEHAVIOUR & SAFEGUARDING

Title

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.

Child   sexual exploitation

This support package will enable young people to   begin to consider what they look for in an ideal relationship and to look at   real events and consider associated safety/risk issues. It will also look at   the ‘grooming process’ and raise awareness of sexually exploitative   relationships. The package includes a staff session on raising awareness of   child sexual exploitation.

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.

 

TEACHING ASSISTANTS

Title

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.

 

14-19 LIFELONG LEARNING

Title

Brief Description

14-19 Lifelong Learning

The 14-19   Lifelong Learning Team focuses on:

  •   14-19; learning and development to raise and widen participation in   employment, education and training, including progression to and from the   14-19 phase and linked to raising the participation age.
  •   16-19; to secure suitable education and training to meet the needs of   young people and supporting the improvement of the quality of this provision.  
  •   Facilitation of the work of partner organisations to build progression   pathways for young people in the 14-19 phase of learning, maximising all   available resources including funding. 

Support, which is informed by close working with DfE   departments, national, regional and local government agencies and awarding   organisations, to keep abreast of government changes and inform policy and   practice, may take the form of: 

  •   planning, funding, data analysis and project management 
  •   advising on 14-19 strategy to support senior leaders and curriculum   managers.

 

GOVERNANCE

Title

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 secondary 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.

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.

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.