Astrea Academy Trust CPD Programme

CONTINUOUS PROFESSIONAL DEVELOPMENT 2016-17

Contents 1

ASTREA LEADERSHIP DEVELOPMENT

3

PURPOSE AND OUTCOMES OF THE ASTREA LEADERSHIP DEVELOPMENT STRATEGY

3

PRINCIPLES FOR LEADERSHIP LEARNING AND DEVELOPMENT

4

PRINCIPALS’ LEADERSHIP DEVELOPMENT PROGRAMME

7

SENIOR LEADERS

9

MIDDLE LEADERS

11

EVIDENCE-BASED PRACTICE TO SECURE QUALITY TEACHING AND LEARNING

12

THE LEADERSHIP PROGRAMME CALENDAR

13

ASTREA NQT AND RQT PROGRAMME

14

ASTREA NQT AND RQT PROGRAMME CALENDAR

15

CRAFTING TEACHING AND LEARNING PROGRAMME

17

CRAFTING TEACHING AND LEARNING COURSE UNITS

19

ECM INVESTMENT TRAINING

CONTENTS

Please liaise with Andy Redfern, Deputy Director of Education, on your schools CPD provision.

Email: andy.redfern@astreaacademytrust.org.uk

ASTREA Leadership Development The core purpose of the Astrea Leadership Development Strategy is to support our commitment to translate the principles of the Trust into practice in every school. These key principles are expressed as follows: Responsibility and leadership

Collaboration and inclusion

Enjoyment and innovation

Honesty and integrity

Aspiration and development The English education system is going through a period of profound change with many fundamental assumptions being questioned in terms of purpose, patterns of accountability, structures and relationships. At the same time there is a central moral imperative to secure high quality education for every pupil and to move to greater levels of inclusion and equity. These changes coincide with a period of sustained economic recession and social changes that have profound implications for schools and school leaders. Such a period of turbulence requires both confident leadership and leadership in depth.

Leadership development in Astrea is designed to support the achievement of the key characteristics of developing highly effective MATs: Relentless focus on the quality of learning; Clear governance structures; Expert governance; Talent management and professional development for all Trust functions. An effective operating model; Capacity and affordability built through economies of scale.

The programme is focussed on developing the future potential of all participants, whilst enhancing their immediate practice to make a direct impact on their current school. In particular, the programme develops confidence in leading teaching and learning, closing the gap and encouraging a commitment to collaborative working.

A key principle of the programme is to see leadership as collective capacity rather than personal status and to emphasise the importance of collaborative working in the school, across the Trust and the wider system.

Libby Nicholas CEO Astrea Academy Trust

Astrea Academy Trust | Page 1

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Purpose and Outcomes of the Astrea Leadership Development Strategy To develop, nurture and sustain leadership potential across the Astrea Trust in order to create a Self-Improving School System by: developing a core group of future leaders with the professional strategies, personal resilience and the knowledge base to effect school improvement across the Trust as the educational landscape changes providing a programme that will make an immediate impact on participants’ effectiveness in their current role and serve as a foundation to enhance their success in their long term careers building leadership capacity and sustainability in order to embed succession planning and confidence in moving into new leadership roles and structures harnessing the potential of those in leadership roles that have the capacity to become highly effective school and system leaders developing cohorts of leaders who will support and develop others to seek leadership positions and attract others with potential into leading schools in the Trust developing a group that will become the focus of leadership potential in the Trust and so inform leadership development, school improvement strategies and collaborative strategies helping to build a coaching and mentoring culture across Astrea schools developing experience and confidence to work collaboratively across the system

Astrea Academy Trust | Page 3

Principles for Leadership Learning and Development The programme has been designed to recognise and translate into practice the following principles of effective leadership development: The most effective leadership development is based in the workplace Leadership development programmes have the greatest impact when they combine coaching, experiential learning and a relevant knowledge base Activities on leadership development programmes need to be challenging and focused on personal change Collaborative working and opportunities for peer interaction are essential to enhancing the impact of programmes Access to models of outstanding leadership and practice associated with high performance Review and reflection and action learning approaches are the basis for learning that leads to real change

Astrea Academy Trust | Page 4

Astrea Academy Trust | Page 5

Principals’ Leadership Development Programme This programme is for principals and provides three days across the year for collaborative review and strategic thinking. Each day will take the format of a facilitated, open-ended workshop working under Chatham House rules.

The sessions will focus on: Reviewing and analysing strategic issues and analysing the implications of government policy Capturing the emerging wisdom of the Astrea community in order to embed coherence, consistency and clarity across the Trust Learning from practice across the Trust especially the potential contradictions and tensions in the work of the strategic group Monitoring principle into practice Developing a shared language around the keystones and cornerstones Developing the executive as a learning community Supporting well-being, capacity building and sustainability of members of the group Reinforcing the culture of coaching across the Trust

9th November 2016

Principals

1/3

3rd February 2017

Principals

2/3

25th May 2017

Principals

3/3

Astrea Academy Trust | Page 6

Senior leaders This programme is designed for those aspiring to Principal, Deputy and Assistant Principal roles.

The programme is made up of four workshops across the year plus a school-based placement and the support of a coach.

The purpose of the programme is to develop, nurture and sustain leadership potential across Astrea by: Developing a core group of future leaders with the professional strategies, professional confidence, personal resilience and the knowledge base to effect school improvement across their school and Astrea as the educational landscape changes Providing a programme that will make an immediate impact on participants’ effectiveness in their current role and serve as a foundation to enhance their success in their long-term careers Building leadership capacity and sustainability in order to embed succession planning and effectiveness in moving into new leadership roles and structures Harnessing the potential of those in leadership roles that have the capacity to become highly effective school and system leaders Developing cohorts of leaders who will support and develop others to seek leadership positions and attract others with potential into leading schools in the Trust Developing a group that will become the focus of leadership potential across the Trust and so inform leadership development, school improvement strategies and collaborative strategies Developing experience and confidence to work collaboratively across the Trust

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The programme will be made up of three interdependent elements that together will provide a range of leadership learning opportunities. It is essential that all elements are fully engaged in:

School based placement

Astrea Academy Trust | Page 7

Element 1: Workshops There will be four workshops held at regular intervals across the academic year. Each workshop will include: sharing progress, issues and successes focusing on a specific issue in effective leadership time for peer coaching sessions case studies from outstanding leaders facilitating networks and learning visits clinical review and analysis of school issues reflection and learning review

Element 2: School based placement/internship This is intended to provide experience of real-time genuine leadership issues in which participants will work, with support, in a leadership role in another school that responds to a genuine school need and makes a direct contribution to school improvement. The project might take a notional five days but this will be determined by negotiation.

Ideally the placement will be in a school that is very different to the participant’s own and will be focused on an aspect of school leadership that is new to the participant.

Element 3: Coaching Coaching is a central component of leadership learning and development. Coaching will be provided in the participant’s own school, as part of the placement and through peer support, for example:supporting each other through peer coaching sharing ideas and resources for the leadership placement where possible developing opportunities for Intervisiting using social media to share and record engagement with the programme

Workshop themes: Understanding the changing policy context for school leaders, focusing on closing the gap, securing equity and embedding sustainable high performance Leading teaching and learning, securing improvement, accountability Working with the team and senior staff, relationships, trust and challenge Collaborative working and learning; leading professional development 

30th September 2016 25th November 2016

Senior Leaders 1/4 Senior Leaders 2/4

22nd February 2017

Senior Leaders

3/4

7th June 2017

Senior Leaders

4/4

Astrea Academy Trust | Page 8

Middle leaders This programme is designed for middle and senior leaders and those aspiring to school leadership.

The programme is made up of four workshops across the year plus a school-based project and the support of a school-based coach.

The purpose of the programme is to develop, nurture and sustain leadership potential across Astrea by: Developing a core group of future leaders with the professional strategies, professional confidence, personal resilience and the knowledge base to effect school improvement across their school and Astrea as the educational landscape changes Providing a programme that will make an immediate impact on participants’ effectiveness in their current role and serve as a foundation to enhance their success in their long-term careers Building leadership capacity and sustainability in order to embed succession planning and effectiveness in moving into new leadership roles and structures Harnessing the potential of those in leadership roles that have the capacity to become highly effective school and system leaders Developing cohorts of leaders who will support and develop others to seek leadership positions and attract others with potential into leading schools in the Trust Developing a group that will become the focus of leadership potential across the Trust and so inform leadership development, school improvement strategies and collaborative strategies Developing experience and confidence to work collaboratively across the Trust

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The programme will be made up of three interdependent elements that together will provide a range of leadership learning opportunities. It is essential that participants are fully engaged in all elements:

School based placement

Astrea Academy Trust | Page 9

Element 1: Workshops There will be four workshops- held at regular intervals across the academic year. Each workshop will include: sharing progress, issues and successes focusing on a specific issue in effective leadership time for peer coaching sessions case studies from outstanding leaders facilitating networks and learning visits clinical review and analysis of school issues reflection and learning review

Element 2: School based learning This is intended to be focussing on real-time genuine leadership issues in which you are able to work, with support, on a leadership project which responds to a genuine need in your school and makes a direct contribution to school improvement. The topic of the project is to be negotiated with the school but should be outside the participant’s normal working responsibilities. The project might take a notional five days but this will be determined at school level.

Element 3: Coaching The programme will stress the importance of collaborative working across every aspect of the programme, for example:supporting each other through peer coaching sharing ideas and resources for the leadership project where possible developing opportunities for Intervisiting using social media to share and record engagement with the programme

Workshop themes: Understanding the changing policy context for middle leaders, leading and working in Astrea schools, balancing leading and managing Leading teaching and learning, securing improvement, accountability Working with the team and senior staff, relationships, trust and challenge Managing resources, time and meetings; effective communication Collaborative working and learning; leading professional development Developing and sustaining personal effectiveness and learning School based leadership project using action research/ lesson study Leadership stories

10th October 2016

Middle Leaders 1/4

11th January 2017

Middle Leaders 2/4

24th March 2017

Middle Leaders 3/4

12th July 2017

Middle Leaders 4/4 Astrea Academy Trust | Page 10

Evidence-based practice to secure quality teaching and learning This programme is designed to support the development of a culture of evidence-based practice across the Trust. There are two key sources of evidence that can help to secure consistently outstanding professional practice. Firstly, practitioners testing, analysing, reviewing and evaluating their own practice. Secondly, increasing awareness and application of research carried out by bodies such as the Sutton Trust, the Educational Endowment Foundation, the NFER and the range of work done by university departments.

The programme will be action based i.e. participants will carry out two projects; a school-based research project focused on improving the quality of teaching and learning in their own school and secondly compiling a review of research and publications focusing on agreed themes in order to develop a resource to support evidence-based practice across the Trust.

It is intended that the research projects will be published in a variety of media and that accreditation by a university will be available.

The programme will take place over an academic year and will be made up of the following elements: 1. Four workshops to set up the core activities 2. Regular twilight sessions to provide support and build a research community 3. Peer coaching to develop collaborative research networks 4. Support from senior Trust staff

Key Themes The key themes to be explored will include: Accessing the research Action learning approaches Designing school based projects Evaluating school based projects Designing Randomised Control Trials in schools Developing evidence based policies and practice

Workshop dates:

29th September 2016

Evidence-based Practice

1/4

8th November 2017

Evidence-based Practice

2/4

15th February 2017

Evidence-based Practice

3/4

26th May 2017

Evidence-based Practice

4/4

The twilight sessions will provide opportunities for collaborative working, monitoring progress and sharing learning – these will be scheduled by mutual agreement. Peer coaching will ensure that learning and expertise are shared and that related topics and themes work to mutual advantage.

Astrea Academy Trust | Page 11

The Leadership Programme Calendar 29th September 2016

Evidence-based Practice

1/4

30th September 2016

Senior Leaders

1/4

10th October 2016

Middle Leaders

1/4

09th November 2016

Principals

1/3

08th November 2016

Evidence-based Practice

2/4

25th November 2016

Senior Leaders

2/4

11th January 2017

Middle Leaders

2/4

03rd February 2017

Principals

2/3

15th February 2017

Evidence-based Practice

3/4

22nd February 2017

Senior Leaders

3/4

24th March 2017

Middle Leaders

3/4

25th May 2017

Principals

3/3

26th May 2017

Evidence-based Practice

4/4

07th June 2017

Senior Leaders

4/4

12th July 2017

Middle Leaders

4/4

Astrea Academy Trust | Page 12

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Astrea NQT and RQT Programme 2016-2017 The Astrea NQT Programme is designed to support NQTs and RQTs in developing the quality and impact of their practice throughout the year. Sessions cover a wide range of core areas and offer participants the opportunity to develop their understanding and practice through: Ensuring they have a thorough understanding of the Teacher Standards and OfSTED schedule Opportunities to observe parts of good and outstanding lessons to see the focus area in action Practical resources they can take and use in their classrooms Access to outstanding experienced practitioners for Q&A around each focus area Opportunities to network and liaise with their peers and other professionals Hands on experience

Programme information: Location: Hartley Brook Academy, Hartley Brook Rd, Sheffield S5 0JF Times: 13:30 – 16:30

Astrea Academy Trust | Page 13

Astrea NQT and RQT Programme Calendar 15th September 2016

Orientation

29th September 2016

Conditions for Learning

13th October 2016

Building Positive Relationships

17th November 2016

Behaviour for Learning

01st December 2016

Assessment for Learning

12th January 2017

Questioning and Differentiation

26th January 2017

Guided Reading and Phonics

09th February 2017

Writing Focus

09th March 2017 30th March 2017

SEND (1) the code of practice and supporting children with ASD Mathematics Focus

11th May 2017 SEND (2) supporting children with speech and language needs and dyslexia 08th June 2017

ICT Focus

06th July 2017

Celebration and looking to their role in the wider community

Astrea Academy Trust | Page 14

Crafting Teaching and Learning Programme In carpentry there is no higher “compliment than this: That guy is a craftsman. This one word says it all. It connotes someone who has integrity and knowledge, who is dedicated to their work and who is proud of what they do and who they are. Someone who thinks carefully and does things well.

”

Ron Berger

Teaching is a craft.

The ‘Crafting Teaching and Learning Programme’ is designed for all teachers at any phase or stage of their career.

The purpose of each unit is to focus on a particular area of teaching and learning pedagogy that is at the heart of progress and attainment.

Each unit will bring teachers together to discuss their craft by sharing strategies and exploring what works, in order to strengthen our understanding and develop even better practice.

Participants will also have the opportunity to consider professional literature around teaching and learning and explore a variety of practical approaches and shape these to their own context. Most importantly, all participants will have the opportunity to share their learning and influence practice back in their own schools.

Astrea Academy Trust | Page 15

The course is enhanced by our five value partners:

Responsibility and Leadership

Mechanisms will be agreed for all delegates to share their learning and influence practice within their own schools through a beyond event challenge. #4equity

Aspiration and Development

Our task is to improve our trade, our craft.

All delegates will have the opportunity to critique their own practice and cultivate growth. #Astreathestars

Honesty and Integrity

Enjoyment and Innovation

Each event offers a relaxed environment where participants will meet new colleagues, collaborate and engage in a range of activities to foster creativity. #go4it

Collaboration and Inclusion

All participants will bring their own teaching to the fore. Share their ideas, resources and take away a range of best practice strategies that they have developed with other Astrea colleagues. #all4one

Teaching and learning is at the heart of what we do. In Astrea we educate children, we do not school them. All aspects of the Crafting Teaching and Learning Programme are focused on improving outcomes for children. #4good

Astrea Academy Trust | Page 16

Units within the programme include:

CTL1: Nurturing Effective Learners 19th September 2016 Hartley Brook Academy The unit focuses on strategies and routines to nurture the skills and dispositions our students require to become successful life-long learners. Furthermore, participants will also explore how this fits alongside the development of skills, knowledge and understanding. Important concepts such as growth mindsets will be explored.

CTL2: Effective Planning and Assessment 19th October 2016 Carrfield Academy Plans are nothing, planning is everything. This unit will consider the process of effective planning, the thought process and questions we must ask as teachers to ensure we make every lesson count.

Understanding our learners is a key part of this process and this is why aspects of assessment are also explored.

CTL3: Feedback for Improvement 16th November 2016 Highgate Academy The impact of effective feedback is one of the most powerful tools we have to drive student progress.

This unit will help teachers identify forms of feedback that are manageable yet have a high impact on learning.

CTL4: Creating a Climate of Challenge 08th December 2016 Hatfield Academy As teachers our role is to ensure students are operating at a level just beyond their comfort zone.

This unit looks at ways we can encourage students to challenge themselves, each other and how teachers can use the art of questioning to make students think hard.

CTL5: Modelling Excellence 18th January 2016 Gooseacre Academy To build a culture of excellence we must model excellence. This unit explores approaches to making desirable outcomes explicit and supporting students to achieve their best through examples, explanation and practice.

Astrea Academy Trust | Page 17

The ‘Crafting Teaching and Learning Programme’ is a free programme available to all teachers within the Astrea Academy Trust. Participants may be elected by their Principal or complete a short application of interest. Each unit is a standalone course. Participants need not complete all units nor do units have to be completed in any order. However, completion of the full programme will be accredited by Astrea and participants invited to an annual celebration.

Astrea Academy Trust | Page 18

ECM Investment Training 2016-2017 14 places across the Investment Training programme are centrally funded by Astrea. Schools may allocate these free places across the 15 courses as they see fit to meet their own training needs. Additional places may also be funded through the school’s CPD budget.

Astrea Academy Trust | Page 19

Astrea Academy Trust | Page 20

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

A streamlined approach to writing evaluative SES statements, using a unique ECM formula and format for SES writing

•

A robust and succinct summary of the school’s key strengths and areas for development

•

A blue print for strategic development planning over 3 years

•

A clear understanding of the ‘New Grade Descriptors’ and ‘Guidance for Inspectors’ in the new OFSTED Framework 2015

•

Better prepared for what inspectors will expect of schools and how to present self-evaluation evidence most effectively

•

High quality, manageable systems for self-evaluation

•

Access to exemplar material to support leaders to write their SES beyond the training day

WRITING, REVIEWING AND UPDATING YOUR SES (FORMERLY SEF) A SIX STEP PROCESS

Headteachers, Deputy Headteachers, Senior Leaders

Phase Primary and Secondary Date/Venue 7th July 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Mark Mullin, Steve Williams Gail McGuire

Astrea Academy Trust | Page 21

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

REVIEWING AND UPDATING YOUR SCHOOL DEVELOPMENT PLAN

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Simple and manageable systems for Whole School Strategic Development Planning

•

Link the New OFSTED Evaluation Schedule to the School Strategic Development Plan (SSDP)

•

Develop an annual cycle for self-evaluation and School Strategic Development Plan writing

•

Ensure that school improvement priorities are informed by robust selfevaluation

•

Write action plans focused on success criteria and impact on children’s learning

•

Develop high quality, manageable systems for Strategic Development Planning

Headteachers, Deputy Headteachers, Assistant Headteachers, Senior Leaders, Governors

Phase Primary and Secondary Date/Venue 15th September 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Gail Maguire, Susan Walters Elaine Devine

Astrea Academy Trust | Page 22

WRITING YOUR SUCCINCT EVALUATIVE EARLY YEARS SES SECTION (FORMERLY SEF)

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

A streamlined approach to writing evaluative Early Years SES statements, using a unique ECM formula and format for Early Years SES writing

•

A robust and succinct summary of the Early Years key strengths and areas for development

•

A blue print for Early Years strategic development planning over 3 years

•

A clear understanding of the ‘New Grade Descriptors’ and ‘Guidance for Inspectors’ in the Early Years section of the OFSTED Framework – January 2015

•

Better prepared for what inspectors will expect of schools and how to present self-evaluation of the Early Years

•

High quality, manageable systems for self-evaluation of the Early Years

•

Access to exemplar material to support leaders to write their Early Years SES during and beyond the training day

•

Complete a first draft of your Early Years SES

Early Years Leaders Senior Leaders

Phase Primary Date/Venue 28th September 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Kathryn Magiera, Susan Walters

Astrea Academy Trust | Page 23

PLANNING, DIFFERENTIATION, MARKING AND FEEDBACK – SECURING HIGH QUALITY

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Understanding how to ensure that planning is both manageable and highly effective in meeting the needs of all pupils

•

Consider how to deliver outstanding outcomes in all year groups, including the use of resources and additional adults

•

Agree a best practice approach to the use of differentiation to tailor learning to pupils’ individual needs and secure appropriate levels of challenge for pupils of all abilities

•

Know how workbooks are used during an inspection to secure an ‘over-time’ judgement

•

Know what good and outstanding progress looks like in pupils’ workbooks using case studies

•

Identify best practice in the use of marking and feedback to secure good and outstanding progress

•

Know how marking and feedback can best contribute to pupils showing ‘rapid progress’ in their own work ‘over time’ using pupil response time

Teachers

Phase Primary and Secondary Date/Venue 04th October 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Liam Trippier

Astrea Academy Trust | Page 24

MATHS SUBJECT LEADER - DEVELOPING THE AIMS OF THE NEW MATHS CURRICULUM, WITH A FOCUS ON MENTAL FLUENCY AND REASONING

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

To have a clear understanding of mastery in the Mathematics curriculum

•

To understand a clear progression to support mental fluency

•

To examine a range of concrete, pictorial and abstract approaches, including the bar model to enhance reasoning

•

To learn strategies to develop the language of reasoning in the classroom

Maths Subject Leaders

Phase Primary and Secondary Date/Venue 05th October 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

First 4 Maths

Astrea Academy Trust | Page 25

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

See examples of outstanding practice through school case studies

•

Understand how you will be judged – taking the mystery out of inspection

•

Understand the requirements needed for Achievement, Quality of Teaching, Behaviour and Safety and Leadership and Management to be judged to be outstanding

•

How to present your outstanding school

•

Identify explicitly the next steps you need to take to secure an outstanding judgement in your next inspection

OFSTED INSPECTION – ARE YOU READY TO SECURE THE BEST OUTCOMES FOR YOUR SCHOOL?

Headteachers, Deputy Headteachers, Senior Leaders

Phase Primary and Secondary Date/Venue 11th October 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Liam Trippier

Astrea Academy Trust | Page 26

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

LEADING THE EARLY YEARS – SECURING THE BEST OUTCOMES FOR PUPILS

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Awareness of the revised changes for Early Years and the implications of the latest OFSTED framework for EYFS

•

Clear straightforward systems for tracking the progress of pupils from baselines and measuring it across the year

•

Effective provision with a focus on assessment and observation will be established

•

A clear understanding of what OFSTED inspectors will look for when judging school’s provision for pupils in the EYFS

•

An understanding of the implications of the proposed changes for the early years

•

Current updated action plans written and prioritised

•

A clear understanding of good practice with regard to the principles of assessment in the EYFS

•

A new EYFS tool for selfevaluation will be in place

Senior Leaders, Early Years Leaders, Early Years Teachers

Phase Primary Date/Venue 20th October 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Kathryn Magiera

Astrea Academy Trust | Page 27

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

RAISEonline – ANALYSING AND INTERPRETING YOUR NEW RoL DATA 2016 (BRAND NEW RoL 2016)

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Understanding and interpreting data through the NEW RAISEonline 2016 document

•

Making evaluative judgements from data in RAISEonline to update school self-evaluation

•

An understanding of how to use the different features of RAISEonline to monitor progress of all groups

•

Linking RAISEonline analysis to your SES and SSDP

•

Identification of possible inspection trails

•

All aspects of your RAISEonline evaluated

•

Key actions, strengths and areas for development identified

•

A completed RAISEonline summary for your school using ECM materials

Headteachers, Deputy Headteachers, Senior Leaders

Phase Primary and Secondary Date/Venue 03th November 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

John Evans

Astrea Academy Trust | Page 28

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

A streamlined approach to writing evaluative SES statements, using a unique ECM formula and format for ACHIEVEMENT SES writing

•

A robust and succinct summary of the school’s key strengths and areas for development

•

A blue print for strategic development planning over 3 years

•

A clear understanding of the ‘New Grade Descriptors’ and ‘Guidance for Inspectors’ in the new OFSTED Framework 2015

•

Better prepared for what inspectors will expect of schools and how to present self-evaluation evidence most effectively

•

High quality, manageable systems for ACHIEVEMENT selfevaluation

•

Access to exemplar material to support leaders to write their ACHIEVEMENT SES beyond the training day

WRITING YOUR OUTCOMES SES (FORMERLY SEF)

Headteachers, Deputy Headteachers, Assistant Headteachers, Senior Leaders, Governors

Phase Primary and Secondary Date/Venue 18th November 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Liam Trippier

Astrea Academy Trust | Page 29

SENCo TRAINING – SECURING THE BEST POSSIBLE OUTCOMES FOR SEND PUPILS

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

To understand the requirements of Quality First Teaching in relation to the role of the Teaching Assistant

•

Develop further understanding of how to remove barriers and have the greatest impact on learning

•

Gain clarity of what OFSTED expects of teaching assistants

•

Understand the implications of the SEND Green Paper

•

Review knowledge and understanding of differentiation and Assessment for Learning

•

Build confidence in applying a range of practical tools to support effective learning and teaching

•

Share good practice with colleagues

•

Apply knowledge about effective questioning to current classroom practice

Teaching Assistants

Phase Primary and Secondary Date/Venue 06th December 2016 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Elaine Devine SEND Advisers

Astrea Academy Trust | Page 30

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

SECURING OUTSTANDING PROGRESS IN PUPILS’ WORKBOOKS OVER TIME (A STRATEGIC APPROACH FOR LEADERS)

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Know how workbooks are used during an inspection to secure an ‘over-time’ judgement

•

Know what good and outstanding progress looks like in pupils’ workbooks using case studies

•

Strategies, systems and proformas to monitor progress in pupils’ workbooks over time

•

Identify best practice in the use of marking and feedback to secure good and outstanding progress

•

Know how marking and feedback can best contribute to pupils showing ‘rapid progress’ in their own work ‘over time’

•

Review and update your whole school policy and expectation of standards and progress in all pupils’ workbooks

Headteachers, Deputy Headteachers, Senior Leaders

Phase Primary and Secondary Date/Venue 13th January 2017 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Liam Trippier

Astrea Academy Trust | Page 31

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Understanding how you will be judged - taking the mystery out of inspection

•

Understanding the requirements needed for Achievement, Quality of Teaching, Behaviour and Safety and Leadership and Management to be judged to be good

•

Identify explicitly the next steps you need to take to secure a good judgement in your next inspection

•

Understand how achievement is a ‘driver’ for a good inspection outcome

•

Identifying key actions to bring about change to aid the move to good

•

You will be ready for an inspection

SECURING A GOOD JUDGEMENT IN AN OFSTED INSPECTION

Headteachers, Deputy Headteachers, Assistant Headteachers, Senior Leaders

Phase Primary and Secondary Date/Venue 10th February 2017 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Liam Trippier

Astrea Academy Trust | Page 32

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

See examples of outstanding practice through school case studies

•

Understand how you will be judged - taking the mystery out of inspection

•

Understand the requirements needed for the grade descriptors to be judged to be outstanding

•

Know how to present compelling evidence to support a better than good picture.

•

Identify explicitly the next steps you need to take to secure an outstanding judgement in your next inspection

Headteachers, Deputy Headteachers, Assistant Headteachers, Senior Leaders

Phase Primary and Secondary Date/Venue

FROM GOOD TO GREAT

09th February 2017 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Steve Williams, Susan Walters

Astrea Academy Trust | Page 33

OUTSTANDING SUBJECT LEADERS 1 – SELF-EVALUATION AND STRATEGIC PLANNING

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Clarity about how to fulfil the roles and responsibilities of an excellent subject leader

•

School will be fully prepared for an OFSTED subject inspection and a full OFSTED inspection

•

Accurate identification of the strengths and areas for development in their subject

•

Understand how to use strategic development planning to secure improvements in pupil outcomes

•

An annual cycle of selfevaluation and strategic development planning will be developed

•

A succinct summary of the school’s key strengths and areas for development will be completed

•

Secure reporting arrangements to senior leaders, governors and OFSTED will be in place

Core and Foundation Subject Leaders

Phase Primary and Secondary Date/Venue 03rd March 2017 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Steve Williams, Susan Walters

Astrea Academy Trust | Page 34

SERVICE ECM Education DETAIL/ Course ACTIVITY Title

CENTRAL FUNCTION Course Details

Target Audience

INDIVIDUAL ACADEMY School Impact FUNCTIONS

•

Clarity about how to fulfil the roles and responsibilities of an excellent subject leader

•

School will be fully prepared for an OFSTED subject inspection and a full OFSTED inspection

•

Accurate identification of the strengths and areas for development in their subject

•

Understand how to use strategic development planning to secure improvements in pupil outcomes

•

An annual cycle of selfevaluation and strategic development planning will be developed

•

A succinct summary of the school’s key strengths and areas for development will be completed

•

Secure reporting arrangements to senior leaders, governors and OFSTED will be in place

OUTSTANDING SUBJECT LEADERSHIP 2 – IMPROVING TEACHING & LEARNING THROUGH MONITORING AND EVALUATION

Core and Foundation Subject Leaders

Phase Primary and Secondary Date/Venue 25th April 2017 London

Timings

9.00am Coffee 9.30am Start 3.00pm Finish

Course Leader(s)

Gail Maguire, Susan Walters

Astrea Academy Trust | Page 35

SERVICE DETAIL/ Notes ACTIVITY

CENTRAL FUNCTION

Astrea Academy Trust | Page 36

Astrea Academy Trust 28 Leman Street London E1 8ER

Tel: 020 7706 8981 info@astreaacademytrust.org

Company Number 9791051

www.astreaacademytrust.org