CONTINUOUS PROFESSIONAL DEVELOPMENT 2016-17
Contents 1
REACH4 LEADERSHIP DEVELOPMENT
3
PURPOSE AND OUTCOMES OF THE REACH4 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
REACH4 NQT AND RQT PROGRAMME
14
REACH4 NQT AND RQT PROGRAMME CALENDAR
15
CRAFTING TEACHING AND LEARNING PROGRAMME
17
CRAFTING TEACHING AND LEARNING COURSE UNITS
19
ECM INVESTMENT TRAINING
CONTENTS
All courses within this brochure can be booked through the Reach4 CPD online booking system. Please liaise with Andy Redfern, Deputy Director of Education, on your schools CPD provision. Email: andy.redfern@reach4.org.uk
Reach4 Leadership Development The core purpose of the Reach4 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 Reach4 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 Reach4 Academy Trust
Reach4 Academy Trust | Page 1
Reach4 Academy Trust | Page 2
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Purpose and Outcomes of the Reach4 Leadership Development Strategy To develop, nurture and sustain leadership potential across the Reach4 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 Reach4 schools developing experience and confidence to work collaboratively across the system
Reach4 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
Reach4 Academy Trust | Page 4
Reach4 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 Reach4 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
Reach4 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 Reach4 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 Reach4 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
Reach4 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
Reach4 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 Reach4 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 Reach4 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
Reach4 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 Reach4 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 Reach4 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. Reach4 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
Reach4 Academy Trust | Page 12
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Reach4 NQT and RQT Programme 2016-2017 The Reach4 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 The NQT and RQT development programme is being led by Gary Bennell, Head of Coaching and Development for REACH.
Reach4 Academy Trust | Page 13
Reach4 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
Reach4 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.
REACH4 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. #reach4thestars
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 Reach4 colleagues. #all4one
Teaching and learning is at the heart of what we do. In Reach4 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
Reach4 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.
Reach4 Academy Trust | Page 17
The ‘Crafting Teaching and Learning Programme’ is a free programme available to all teachers within the Reach4 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 Reach4 and participants invited to an annual celebration.
Reach4 Academy Trust | Page 18
ECM Investment Training 2016-2017 14 places across the Investment Training programme are centrally funded by Reach4. 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.
Reach4 Academy Trust | Page 19
Reach4 Academy Trust | Page 20
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 21
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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 15 September 2016 London th
Timings
9.00am Coffee 9.30am Start 3.00pm Finish
Course Leader(s)
Gail Maguire, Susan Walters Elaine Devine
Reach4 Academy Trust | Page 22
WRITING YOUR SUCCINCT EVALUATIVE EARLY YEARS SES SECTION (FORMERLY SEF)
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 23
PLANNING, DIFFERENTIATION, MARKING AND FEEDBACK – SECURING HIGH QUALITY
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 24
MATHS SUBJECT LEADER - DEVELOPING THE AIMS OF THE NEW MATHS CURRICULUM, WITH A FOCUS ON MENTAL FLUENCY AND REASONING
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 25
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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 11 October 2016 London th
Timings
9.00am Coffee 9.30am Start 3.00pm Finish
Course Leader(s)
Liam Trippier
Reach4 Academy Trust | Page 26
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 27
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 28
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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 18 November 2016 London th
Timings
9.00am Coffee 9.30am Start 3.00pm Finish
Course Leader(s)
Liam Trippier
Reach4 Academy Trust | Page 29
SENCo TRAINING – SECURING THE BEST POSSIBLE OUTCOMES FOR SEND PUPILS
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 30
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 31
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 32
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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
Reach4 Academy Trust | Page 33
OUTSTANDING SUBJECT LEADERS 1 – SELF-EVALUATION AND STRATEGIC PLANNING
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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 03 March 2017 London rd
Timings
9.00am Coffee 9.30am Start 3.00pm Finish
Course Leader(s)
Steve Williams, Susan Walters
Reach4 Academy Trust | Page 34
ECM Education SERVICE DETAIL/ Course Title ACTIVITY
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 25 April 2017 London th
Timings
9.00am Coffee 9.30am Start 3.00pm Finish
Course Leader(s)
Gail Maguire, Susan Walters
Reach4 Academy Trust | Page 35
SERVICE DETAIL/ Notes ACTIVITY
CENTRAL FUNCTION
Reach4 Academy Trust | Page 36
REGISTERED ADDRESS: Reach4 Academy Trust Scientia Academy Mona Road Burton Upon Trent DE13 0UF Company Number 9791051 Tel: 020 7706 8981
Email: info@reach4.org.uk
www.reach4.org.uk