LJMU's Partnership Matters Issue 2

Partnership Matters Summer/Autumn Edition 2018

A Celebration and Showcase of Liverpool John Moores University’s School of Education and its Partner Schools

Featured in this Issue: • • • • •

A brief history of teacher training as it has progressed across LJMU Read about our Chemistry for All research programme Our blossoming partnership with Forest Schools Learn more about the LJMU Masters programme and hard work of our trainees Find out about our conferences on P4C and Mental Health

Reflections from the Editorial Team Chloé-Rose Cutler, Rachel Jackson, Victoria Brennan We’ve thoroughly enjoyed producing Partnership Matters as part of LJMU’s Internship Programme. As PhD students, we’re usually based at the IM Marsh campus in Aigburth when we’re not out collecting data or at conference. So putting together this magazine about the university’s partnerships has given us the opportunity to see the exciting projects (like Chemistry for All, p.3) and events (such as the ECHO Awards, p.21) that are part and parcel of being a member of the John Moores community.

Enclosed in this issue, you’ll hear from our partners at Waterloo Primary School (p.13) and Chesterfield High School (p.19-20) and we shine a spotlight on a Primary PGCE alumnus (p.14) and the Head of Secondary Programmes (p. 4).

Producing this magazine has given us a unique insight into ALL of these exciting opportunities and we have so much to present here that we actually couldn’t fit it all in! Fear not – we’ve put together this extended online edition with bonus material.

Enjoy!

There is so much going on throughout the year and many of you will be familiar with the conferences held at I M Marsh such as Philosophy for Children (P4C, pp.17-18) and the Mental Health and Well-being in Schools Conference (pp.7-8).

What you might not know about, though, are initiatives such as Lesson Study (p.5-6) and the Master’s programmes that are available (p.12). Maybe you know about School Direct (p.15-16) but do you know what our student teachers get up to on their enrichment placements? We’ll tell you all about Beach School (p.11) and you’ll hear from our Forest School Rangers (p.9-10).

What we’ve enjoyed most about putting this issue together is what we’ve learnt about the history of our own I M Marsh campus. Named after the pioneer in teacher training for girls’ PE, Irene Marsh, the site we know and love today became the home of Teacher Education in 1992.

Those familiar with the campus, affectionately known as ‘Marsh’, in the leafy suburbs of Liverpool might recognise the image below, although it is now a grassy area and no longer an outdoor swimming pool!

Page 1

In This Summer/ Autumn Issue: Contents:

THEN AND NOW Editorial Reflections………..…………...1 In this issue…………………………...….2 Chemistry for All……………..…….…….3 Spotlight Matt McLain…………......…. .4 Lesson Study……….........................5 - 6 Mental Health and Wellbeing…...... 7– 8 Forest School……………...……....9 - 10 Beach School…...…….……….….…… 11 Masters: the next steps?.....................12 LJMU to Waterloo………….…........…. 13 Spotlight Hayley Gee..…………..…… 14 Schools Direct……………..…..…..15 -16 Philosophy 4 Children ………..…17- 18 Chesterfield ……………............…19– 20 Echo awards & Primary UG……..……21 Partnership awards……………….…...22

IM Marsh has always been a haven of postgraduate activity, as shown in this photograph (right) taken when the campus was a teacher training college for girls’ PE. You can find out more about modern-day CPD available at LJMU via the Master’s programmes on page 11!

And we thought Kin-Ball was new to I M Marsh! Call 07855457361 if you’d like to find out more about using this inclusive sport in your PE lessons.

Page 2

Chemistry for All Cross Faculty Research Project between Teacher Education and Science at LJMU @LJMU_CfA @LJMUchemistryforall https://www.facebook.com/chemistry4all

Chemistry for All (CfA) is a £150k 5-year longitudinal research programme funded by the Royal Society of Chemistry (RSC) to support university-led intervention activities in local schools. Dr Andrea Mallaburn, ITT Partnership Lead in the School of Education, in conjunction with colleagues in Science, is supporting the coordination of the research with schools for the NW arm of the project. As one of only four university teams in the UK, LJMU is delivering activities to six local schools and working with a research team led by University of London’s Institute of Education (IOE) who are investigating the impact of those activities on pupils’ attitudes and attainment.

The longitudinal nature is a unique feature of the project. As the North West has strong links to the Health and Chemicals sector and many STEM employers, the region needs school leavers and graduates with a strong science education.

The ‘Catalyst Fairy’ demonstration.

Page 3

Some of our pupils who engage with these programmes

The activities that the team have delivered have specifically focussed on five key themes enrichment, enhancement, motivation, aspiration and careers; to motivate pupils to achieve their potential both in terms of science learning and long-term employability.

The website (www.ljmu.chemistryforall.co.uk) contains a variety of content including “element of the week”, Chemistry at Home experiments, videos and profiles. The site is promoted at events and on all publicity material. In addition, the designated CfA Twitter, Facebook and Instagram pages are popular with students and teachers.

CfA is a successful outreach programme whose community engagement includes pupils, parents, teachers, students, primary pupils and outside agencies. CfA has increased laboratory time and engagement with Chemistry for the pupils involved. Evaluation of feedback shows that pupils enjoy and engage with the activities and learn from the events. As the programme has developed, pupils have a deeper understanding of the importance of chemistry in the modern world and challenging activities support and develop their GCSE knowledge and understanding.

To support the research aspect of the project an LJMU funded PhD researcher (Victoria Brennan) is investigating teachers’ perceptions of the impact of outreach work to devise a model of best practice.

Spotlight On

Matt McLain

Head of Secondary Programmes, School of Education Education

1989 to 1992 - BA (Hons) Architectural Studies - Liverpool Polytechnic 1997 to 1998 - Postgraduate Certificate in Education – Secondary Design and Technology (11-18) - Edge Hill University 2001 to 2005 - Masters in Managing School Design and Technology - Sheffield Hallam University 2010 to 2011 - Postgraduate Certificate in Learning and Teaching in Higher Education – distinction - Liverpool John Moores University What route I graduated in the middle of the building recessions in the 1990s, and decided to take a gap did you year after my degree with a youth organisation. Following that I worked in a rehabilitation take to centre in South Wales for two years, where I was given the responsibility for coordinating become a the education programme. I returned to Liverpool to get married in 1995, where I worked teacher with unemployed adults and disaffected young people before making the decision to train educator? as a teacher of design and technology. As a teacher I became a subject leader after 4 years, during which time I started my Masters with Sheffield Hallam. I went on to become one of the first Lead Practitioners for the Specialist Schools and Academies Trust and an Advance Skills Teacher, before moving to LJMU as a teacher educator after 11 years in schools. Before becoming Head of Secondary Programmes in 2014, I led the PGCE Design and Technology programme for 5 years What’s the secret to your success?

Hard work! I was never the most academic student at school, or on my degree, but I have adopted a growth mindset and am currently working towards submitting for a PhD by Publication within the next 12 months. My architecture background helps me to apply systems and design thinking to programme development and leadership. In recent years, I have developed my resilience through outside interests including running and hillwalking, mindfulness, tai chi and qigong.

What advice would you give out to somebody starting in education?

To be an effective teacher, you need more that good subject knowledge; the ability to articulate knowledge and empathy with learners are essential. Loving your subject is important alongside a love of learning and promoting learning with young people. I wish that I had learnt to look after my health (physical and mental) earlier in my career, and would encourage beginning teachers to see developing personal and outside interests as being essential to being an effective professional and having a sustainable career. Avoid blame, either of yourself or others, look for other points of view and solutions to problems.

What makes LJMU different?

We are interested in individuals, and whilst we want the LJMU Teacher to be inquisitive, creative and reflective, each does it in different ways. We value self-reflection as a professional practice and want our trainees to see themselves as leaders in education with a social conscience and a wider perspective.

Tell us about LJMU’s plans for the next 12 months:

We are currently reviewing our secondary ITE programmes and are looking forward to launching the new PGCE and PGDE in September 2018. The new programmes will promote the skills and dispositions of the LJMU Teacher, and are being developed with input from trainees, staff and teachers in the LJMU Partnership.

We are also expecting Ofsted this year and data on trainees’ outcomes over the past three years is promising, with progress in outcomes for mathematics trainees and challenges to continue to improve in science.

Page 4

When teachers study their own lessons In January, LJMU launched a new project for partner schools called Lesson Study.

Originating in Japan, Lesson Study is where teachers collaboratively plan, teach and evaluate their lessons, with the help of pupils. Lesson Study UK guru himself, Dr Pete Dudley, talked school and university staff through the process (right) and many schools were inspired to try it for themselves! Here’s how they got on…

Netherton Moss Primary School has been using peer coaching for a few years but will ‘re-christen’ it Lesson Study next year as additions such as speaking to children has been a real eye-opener!

The beauty of it is that rather than being focused upon teaching, it’s the learning you’re interested in. Deputy, David Hird, told of how student teachers and SLT have been involved.

Brookhurst Primary School focused upon pupil premium high, middle and low attainers. Head Teacher, Liz Davidson, told of how it was a way for teachers to discover the impact of new ideas. Just focusing upon a few pupils was really illuminating, she said. They found that lessons were ‘losing’ middle attainers.

Studying the lesson allowed them to see not what they did but what they didn’t do, resulting in mixed ability groupings of four in the future. The project gave the opportunity to look at mixed ability teaching across the school with student teachers too.

Waterloo Primary School had been using co-coaching at first but felt it could be more strategic. They wanted research-based practice so this was the perfect opportunity for that. Ella, an outstanding practitioner in Year 1, piloted the project, picking her own research question about independence and resilience. Together with Maths Lead, Tanasha, and Deputy Head, Sarah, they devised a grouping strategy whereby mixed-ability pairs worked in groups of six. Ella said she felt redundant by the end because they were working so well together! The groupings had to be carefully crafted and it was felt that LS allows you to see your class from a different point of view.

Page 5

Irby Primary School grouped together based upon research questions: guided reading, brain breaks for ADHD, processing and memory. It has been a useful way to share good practice.

Archbishop Blanch Church of England High School trialled it in their English Department initially and now the Science Department are interested! The English team started teaching GCSE Literature to Year 9 using Mike Hughes’ Magenta Principles. In trios, each got a chance to teach and see group dynamics that wouldn’t ordinarily have been seen. Staff were a bit scared at first but soon realised that their colleagues are watching learning, not judging their teaching. It was actually really beneficial for wellbeing as planning together alleviated pressure and as the focus was on the creativity of lessons, it was really useful to bounce ideas off each other.

LJMU partners engage in Lesson Study, a Japanese model of professional development

What’s next?

Jean Lang, from Higher Order Learning, has been guiding partner schools throughout the project and has been impressed with what has been achieved so far. She hopes to establish a Lesson Study UK Hub here in Liverpool, perhaps with some of our partners as Lesson Study Leaders.

There’s also the possibility of presenting at the World Association of Lesson Study (WALS), which is in Amsterdam in September 2019! This conference rarely comes to Europe so it would be a great opportunity! In the meantime, here’s what our participating partners have planned…

Jan Rowe, Head of School of Education – it has facilitated conversations about teaching and learning and has re-energised participants. LJMU would like to involve student teachers as it will be valuable learning for them.

Gina Gretton from ITE is also interested in how it can be used with mentors and students within partnerships. Get in touch if you’d like to get involved!

St Hilda’s Secondary School heard about LS reducing workload at a Chartered College of Teaching Conference so will be launching it whole school on the first INSET day and subject leaders will be given specific training. They will work in departments and just have it as a focus in the autumn and summer terms to avoid the super busy periods!

Fazakerley High School are starting next year with cross-curricular CPD trios, including student teachers, with the general focus of engagement.

Get involved with these TOP TIPS from participants: Irby Primary – the quality of the research question is important.

Brookhurst – put a senior leader in each group if you can.

Give time for pupils to discuss experience before asking questions so they have examples to hand.

Netherton Moss – you have to be flexible.

Waterloo – observe regular practice (e.g. grouped ability) first. use cover supervisor to free up teachers for planning and evaluation time as well as observations.

Archbishop Blanch – doing it during gained time helped. The pack provided by LSUK was self-explanatory You can download a free copy of the LSUK handbook here to find out more: http://lessonstudy.co.uk/2015/11/download-a-free-copy-ofthe-lesson-study-handbook/

Page 6

Mental Health and Well-being After the success of last year’s first Mental Health and Well-being Conference, LJMU hosted another on Friday 4th May. Student teachers from all routes were treated to a variety of activities delivered by a range of experts from NQTs and experienced teachers to pupils themselves!

Suzanne Evans (Assistant Head, PSHE Lead and Mentor) from Broadgreen Primary school demonstrates ‘Alf on a Line’ to visualise good to bad mental health e.g. using Tom Daley as an example.

Broadgreen primary school, as a Stonewall Champion School, has worked wonders, particularly with its 37% Pupil Premium, and Suzanne encouraged LJMU partners to visit if you can.

We love this Twitter selfie of Luciana Berger MP, who gave the keynote!

Suzanne from Broadgreen Primary also brought some resources for us to play with, including a card sort (left) and board games (right).

Over lunch, Years 5 and 6 pupils from Knotty Ash Primary (left) and Archbishop Blanch Secondary School (right) moved us with dance routines recently performed at the Liverpool NOW Festival

Page 7

in Schools Conference The pupils presented their experiences…

Mark Whitehall, Head Teacher at Gayton Primary School in West Wirral brought two pupils along to tell us all about how they use creativity and role play to explore mental health. We were treated to a clip from the Pixar film, Inside Out, which is used by the school as a stimulus to talk about pupils’ feelings.

Mark encouraged visits to the school if you can as the pupils are more than willing to present what they’ve done, as we found out…

The day’s activities were captured on Twitter: #LJMUITEMHC18 Staff comments Senior Lecturer, Andrea Pratt said she was blown away by the engagement of speakers and students and thanked the tech and admin support of all those involved.

Dr Cheryl Bolton, Director of the School of Education, was overwhelmed by the cooperation from partners to create such a vibrant day for trainees.

Delegate comments Katie, on the PGDE Secondary route, found the session on Looked After Children really useful. The whole day provided a different way of looking at mental health. Briony and Kelsey added that the LAC session was relevant to others, not just LACs.Lily Murphy said it was great to be given the time to really concentrate on something so important.

Left to right: Head Teacher, Mark Whitehall; Year 5 pupil, Amelia (age 9) reading her acrostic poem about feelings; Year 6 pupil, Bea (age 11) giving a speech about what they do at Gayton Primary.

Below: Sarah Wright, NQT, and Sarah Ellis, RQT, from Barnston Primary give their perspective of the first years of teaching.

Holly, Primary School Direct, said the day was helpful for when you get a job. She’s learnt about stories to help children with their mental health.

For Louisa, PGDE secondary Maths, it was a valuable experience for signposting resources and Billy, PGDE Secondary Science, mentioned how the variety has made them well-equipped for themselves and pupils.

Heather, PGCE School Direct, Geography spoke about digital literacy to help with mental health. She has found out about education support charities and, most importantly, the day has been valuable in taking time out to focus.

Sue Chester Assistant Head Teacher and Designated Safeguarding Lead at Fazakerley High School Sue (depicted right) imparted her pearls of wisdom and experience to raise awareness and improve the understanding of emotional difficulties experienced by children. She focused upon how the impact of a variety of experiences can manifest themselves through challenging behaviours in the classroom.

Page 8

Forest Schools The creators of ‘Forest schools’ describe this as an innovative educational approach to outside learning and play which aims to inspire learners of all ages by exposing them to positive learning experiences.

Here at LJMU, there is a designated section of IM Marsh which is known as the ‘Forest school’. It is a resource for local schools and trainee teachers.

St Anne (Stanley) school were captured on their visit to the Forest school. They took part in activities based on the theme of the day, Signs of Spring. Activities included hunting for signs of spring, Hug a Tree (getting to know the trees in the environment) and making bird feeders. The session ended with the pupils toasting marshmallows around the fire pit.

These activities enhance team building skills, self esteem and give children the opportunity to contextualise their learning about the environment.

Avril Rowley (leader of the Forest School Programme) describes how this resource has also been used to support Level 6 Primary undergraduate trainees during their ‘Outdoor Learning in Science’ module. It is an ideal location to plan lessons which can enhance primary science topics such as Mini-beasts, Materials or Plants. Avril outlines how trainees are able to utilise the Forest School to improve their own science subject knowledge and pedagogies. Trainees are asked to plan activities for school pupils which are then put into practice around the campus grounds (including the Forest School area). In the past, Sudley Infant School have come to campus to take part in these lessons which allows trainees to put the theories of outdoor learning into practice.

Page 9

Trainee teachers on the BA primary education course will not only complete their course with recommendations for QTS but also gain a Level 1 Forest Schools Qualification. This enables them to use Forest School pedagogies in their own practice and to increase their employability as newly qualified teachers.

If you want to find out more about the Forest school here at LJMU, contact Avril or look at our Twitter pages.

Benefits of the forest school for trainees: • Enhances trainees’ understanding of the value of Forest School pedagogies.

• Trainees increase their confidence in delivering lessons outside the classroom (across all subjects).

• Trainees learn how to carry out risk assessments and include these in their planning.

@LJMUEdMentors @ljmu_FSRangers

a.m.rowley@ljmu.ac.uk

Page 10

You’ve heard of Forest School, but what about Beach School?

Louise Roberts, Early Years Foundation Stage Leader at Park Primary School, has also been Beach School Leader for the last three years.

For one week in May, half of the Reception class explore the local beach at New Brighton in the morning, then the other half get to go in the afternoon. Though just a short coach-ride away, Colette Lee, Foundation 2 teacher, said that at least 50% of the children in her class hadn’t been to the beach. Beach School is a fun way for children to learn about the environment they live in. It has also built the confidence of quieter pupils and it has been nice to see children in a different environment.

When Partnership Matters visited, the tall ships were on their way to Liverpool and the children enjoyed a treat of ice-cream!

As it was enrichment week for LJMU students, Park Primary had plenty of helpers! Laura Asquith, on the Primary PGDE, had been on placement elsewhere but joined Park Primary for enrichment. This is often an opportunity for student teachers to work with other groups of learners, such as EAL and SEND, if they have not had this experience on placement. Laura didn’t need this, though, as she has been a TA in the past, whereas she’s never experienced school on the beach before! She said she has loved it and thinks everyone should do Beach School!

Beach School is also important for teaching about safety while the children are young (age 4 and 5) so they can stay safe as teenagers in the future. The activities include: • setting a fire (and, of course, toasting marshmallows!)

• drinking hot chocolate (well, you’ve got to wash the marshmallows down with something!)

• rock pooling for starfish, jelly fish, periwinkles, crabs and shrimp • exploring the natural environment, including the flora and fauna • learning about the four tidal zones, like neap and springs tides • shelter building under different elements • scavenger hunt • paddling

Page 11

Masters: The Next Steps?

In our previous edition there was information about the MA in Educational Practice that is offered here at LJMU and is tailored for NQTs or RQTs. Here at Partnership Matters we decided to visit a teaching day and find out what these newly qualified teachers were researching, how they manage to fit their studies around a full time job and why they decided to carry on their studies.

Mohammed Seedat, NQT. Mohammed completed his PGCE training as part of a salaried School Direct programme. He stated how he got a job in Leicester but wanted to continue his studies at LJMU as he really loved the university.

Antra Balcona, NQT. Antra completed her training via the School Direct programme at The Heath school. She recalls how undertaking her MA makes you really think about your own practice.

Nansi Say, NQT. Nansi completed her Primary with PE PGDE at LJMU. She wanted to complete her MA in Educational Practice as she feels it will open up other avenues in her future career.

Nansi finds that the MA goes hand in hand with her NQT year as it allows her to gain more understanding about her practice and use this to inform and guide learning within the classroom. For her action research she looked at interventions which could engage low motivated pupils in mathematics.

John Healy, NQT. John previously taught English in Dubai which inspired him to study English for his undergraduate programme and then completed his Primary PGDE at LJMU. He enjoys the MA course and finds that the lectures and assignments are distributed well throughout the year.

He feels that by completing the course it will give him more of an edge and that he is constantly learning something new.

Laura Unsworth, RQT. Laura completed her undergraduate degree at LJMU and then undertook her PGCE training via a School Direct programme at Liverpool Hope University. After a successful NQT year, Laura recalls how she wanted to complete her MA in Educational Practice at LJMU as she has enjoyed her time as an undergraduate. She explains how she found the experience quite difficult at first as she doesn’t have a subject specialism as a primary school teacher. However, Laura feels that because of these assignments she has been able to improve her own practice as she focused on science and this guided her to reflect on aspects of the curriculum.

Page 12

From LJMU to Waterloo!

Why LJMU? Waterloo Primary School has been a partner of LJMU since 2001 and for the last five years has exclusively used LJMU students. ‘It’s because LJMU truly value partnership and welcome feedback and involvement,’ reflects Sarah, Deputy Head. The school initially worked closely with Dr Elizabeth Malone and liaison tutor, Chris Lisle, who’s like an extra member of staff! It helps that she knows what the catchment is like and how the school works. She keeps in contact, just dropping in to check whenever she can, as she genuinely wants to know how students are getting on. Staff at LJMU know their trainees and support them as well as staff at Waterloo. Communication is strong, from face-to-face training to online resources and the school Quality Training Not only do student teachers receive high-quality training at LJMU, but school staff access this too! Staff at Waterloo have been invited to sessions like greater depth maths and English. These session gave helpful practical ways in which to use ICT to support English and Maths interventions for Years 4 and 5.

Deputy Head at Waterloo Primary School, Sarah Maciver, tells Partnership Matters about Waterloo’s record of employing LJMU graduates.

Left to right: Steph, Ana, Natasha, Sarah

Steph from Waterloo has also been involved in the pilot group for Mentor Recognition. This has meant showcasing what mentors already do and getting recognised for it and realising just how much they do! She’d recommend it! Dr Andrea Mallaburn has an ‘open door’ and is personable and always there to chat.

From Waterloo to LJMU As well as accessing training at LJMU, members of staff have also delivered training in phonics, Assessment for Learning, teaching and learning styles, PSHE, IT, Maths, English, wider curriculum and science.

Quality Students It’s also the calibre of recruits that makes a difference. Sarah has sat on recruitment panels for university routes and School Direct (see p.16 for more details) so there is close liaison with schools when making admissions decisions. As a result of this high-quality selection, seven trainees have become part of staff and some have even gone on to promotion within a few years. Ex-LJMUers include: Ana in Reception; Janine, who is now in one of the four Bases for pupils on the Autistic Spectrum; and Katie and Jade in Year 6. Their success is a testament to training they’ve had.

Ana Velasco did a degree in sports science before doing her PGDE and NQT year at Waterloo.

She values keeping in touch with LJMU through the strong partnerships that are built to last. Ana is the first EYFS teacher that Waterloo has had from LJMU and according to Sarah is ‘a keeper’!

Natasha has been on placement at Waterloo in KS2 and has already secured a job for the next school year! She said she really enjoyed her experience in Year 5 at Waterloo as she has had support from her mentor and others too. Anything that is wanted for experience is granted. For example, when Partnership Matters caught up with her briefly at break time, she had been working with Reception on phonics and Maths. The enrichment opportunities organised by the university have also been really useful.

Current trainee, Patrick, has been appointed for next year to add to the record!

Page 13

Spotlight On Hayley Gee, Primary PGCE Alumni Role/school

SENDCo/ Teacher, Hope School

Your education

I completed my GCSEs and A Levels at St John Bosco High school. I then completed my first degree at Liverpool John Moores. My undergraduate degree was in Education Studies and the early years. I completed my PGCE also at Liverpool John Moores. In my NQT year, I was asked to take over from the former SENDCo. The following year I completed my SENDCo qualification also at Liverpool John Moores in partnership with School Improvement Liverpool Ltd. I am currently looking into completing my Masters.

What route did you take to become a teacher?

I started work as a 1:1/TA at Hope Primary School and after a year and a half of working there they asked if I would like to complete my PGCE via the School Direct route.

What’s the secret to your success?

I have always had very good time management and was able to meet all deadlines as a TA as well as a teacher. Having good time management meant I could continue to be a full time teacher as well as the SENDCo in my current school. I feel if you are well prepared that is most of your job done. I also thrive from a challenge; it gives me motivation to keep pushing myself and when you try new things you love your job everyday as it is a different experience and so you don’t become bored.

What advice would you give out to somebody starting in education?

To ensure they work as a team. When in an educational setting, come out of your comfort zone and do wider roles and responsibilities e.g. offer to do assemblies, after school clubs etc.. All this experience will be valuable when you go for a job. Ensure you have excellent time management; education is a hard job and if you let things slip it can be hard to get back in control of things and this is when the job becomes very difficult. Know the children/young people you are working with will really help with planning lessons and building a positive professional relationship with them. Have a background of SEND; more and more children are coming through mainstream with SEND and teachers need to know how to support them in order for all pupils to be included. ENJOY IT, it’s a fantastic job.

What makes LJMU different?

I found LJMU was really supportive, especially in my postgraduate courses when I was working full time and studying. They understood that being a teacher and a student was hard and so spread out assignments so we had half terms to complete them. This was really helpful for me as not only was I a full time teacher, I was also the SENDCo, which is a job in its own at times. I would recommend LJMU to anyone looking at teaching especially the School Direct route.

Page 14

Taking the Direct Route Partnership Matters learns all about the Salaried School Direct route into teaching from the Incredible Di Lloyd (any Pixar fan who’s ever met Di knows what we mean by that!).

What is Salaried School Direct?

Why the Direct Route?

The main difference in terms of time at university is that the trainees are employed full time in their home schools and they come to university on a Friday afternoon for reflection on their teaching and module input. For our partner schools in Bolton and Knutsford, the programme team go to them to do module input and there is some online engagement. Although based largely in one school, there are alternative placements where experience of learners with EAL and SEND can be gained.

An academic qualification is still awarded as well as QTS, but it’s a PGCE rather than the diploma that university-based students receive. To help with the assignments, Di publishes a journal three times per year that contains articles and extracts from the writing of former and current trainees and staff. It is a bespoke course planned to support students who are in the workplace. Master’s credits are still gained and some do ‘top up’ within two years to complete their Masters in Teaching and Learning.

Di is proud that 80% of her cohort get grade 1 and climb quickly up the career ladder. Many are employed by the school they have been working during their training year as they are there all the time so their impact on the learners is visible.

Even More Direct!

There is also an abridged version of the course. Last year, LJMU secured funding from the National College of Teaching and Leadership for the PGCE Maths and Physics to be completed in two terms. Three trainees qualified in the first year this was offered and were able to be employed full time as teachers in schools after Easter. Two took this route in the 2017-18 academic year and we wish them all the very best of luck for the future!

One unique approach to the salaried school direct route is that taken by Kings Leadership Academy. Kings offer a ‘Scholar Route’ in that potential teachers work for a year at the school as a teaching assistant and are the offered the salaried route if they wish to become qualified teachers.

Who is it for?

The scheme is aimed at career changers, so candidates are of a variety of ages and backgrounds.

Some may have been TAs, coaches, cover supervisors or even a school bursar in one instance!

Others, though, have had leadership roles in business, have had early promotion and now want to bring their own valuable experiences into teaching to have immediate impact. Meet ex-PC, Jayne Pumford and former data analyst, Jess Holden.

Page 15

Partnership Matters learns more about the School Director herself - Di Lloyd!

The Incredible Di Lloyd Di began her teaching career in ICT, Business and Economics and soon became department head, and later, assistant head of enterprise before becoming a senior leader. She then worked for the Specialist Schools and Academies Trust in London before moving into the Department for Education, working on the 14-19 curriculum nationally. After completing her Master’s in Educational Leadership, she acquired a taste for academia, starting at LJMU in January 2010 teaching on the PGCE Secondary. She now teaches on LJMU’s Master’s in Educational Leadership and has run the Salaried School Direct programme since 2013 when the course was new and only had 8 students. Di is now responsible for 33 Primary and Secondary school teachers on the Salaried School Direct Programme.

Image from: https://en.wikipedia.org/w iki/Edna_Mode Meet Former Detective Jayne Pumford History graduate, Jayne Pumford, found a job in the anti-social behaviour arena after leaving university and this career path eventually took her into the police, which she says was ‘challenging but rewarding’. After working for Merseyside police for nearly 11 years in various roles, including armed response, Jayne decided to pursue her dream of being a secondary school History teacher.

The School Direct route was the obvious choice for Jayne, who has commitments such as a mortgage to pay so a PGDE just wasn’t an option. It’s tough, she says, but it balances well. ‘It’s invaluable to spend time teaching and learning quickly from your mistakes. Schools get a lot out of it, too’. She was quite surprised that the pupils didn’t even realise she was a student teacher! This gives you kudos, she thinks. It’s good for career changers and she reflects that she might have struggled if she’d have gone straight from university into teaching. She now has more insight and relishes the responsibility, of having a form group, for example. Being accountable is frightening sometimes but she loves having an input on a higher level and being trusted as a teacher with ownership of her own classes.

A different kind of data for Jess Jess Holden did psychology at university then got a job as the data manager for a school. After a year, she moved into the school library and did a spot of mentoring as well. When a TA opportunity came up, she took it and is now on the Secondary Maths School Direct. It’s the first time her school has been involved in School Direct but they’re doing it again and have employed Jess for her NQT year! Jess has the head of department as her mentor as well as her university mentor and says this works well. Coming to I M Marsh on a Friday afternoon is easy enough and Di makes sure that what they’re doing is not overwhelming to add to school pressures. Overall, it’s been a positive experience and Di is key to this, always there, working with you.

Page 16

Philosophy 4 Children

LJMU proudly hosted School Improvement Liverpool’s Philosophy 4 Children Conference on 26th April with the focus: Building Enquiring Minds. Out of the 50 in attendance (mainly from the primary sector but a couple from EYFS and secondary), about half had been involved in P4C training before. Here’s how individuals responded to some of our questions…

The first keynote was on the impact of P4C for the whole child. Paul Jackson, of Manorfield Primary School in London, told of how their test results have gone from significantly below national average to significantly above and pointed to findings from the EEF that suggest P4C has the largest positive effect for disadvantaged children.

It’s not just about academic attainment, though, it’s also improved self-esteem, confidence to speak and listening skills. They’ve been told by the local secondary that it has made a noticeable difference during transition.

Paul (depicted left) shared that at times it seemed that some children were not engaging but they later realised that they’d actually been listening deeply. He finished by linking P4C values with leadership qualities. We can all learn from P4C!

What’s your experience of P4C? “We’re new to it at West Derby.”

What inspired you to come today?

“We’re thinking about starting it at St Francis de Sales.”

“At Halewood Church of England School we’re new to it too. Next generation. Some staff are interested already and have been trying out aspects so our next step is a whole-school push.”

Odile Coleman

Paul from Liverpool City Council had visited Pleasant Street Primary School and was impressed by the level and intensity of pupil conversations.

“We have silver at St Michael in the Hamlet and today has re-inforced just how it’s changed our school.”

Sally Burch

“It’s already embedded in Christ the King Primary, Childwall, led by our LSAs. We’re here for a refresher and to network.” Ann Flynn.

“We’re in the first year of a three-year EEF research trial looking at the cultural change across the school.”

Michael Sheerin, Lander Road Primary, Litherland.

What have you enjoyed about the day?

“Nick from BBC’s What’s the Big Idea? on CBeebies. Big fan.”

Diane Mills, Phoenix Primary

Diane Mills from Phoenix Primary has used it for SEND and says ‘we’re quite far along but today has given me ideas for different things.

What will you take away from today?

Leanne Blackburn, St Ethelwolds Primary School, Wales ‘it aligns with the four principles of the new curriculum in Wales, which is being implemented in stages, so it has been incredibly useful.’

Sally – ‘listening more to the pupils’ questions.‘ Rachel Jackson, LJMU ‘P4C actually stands for ‘Philosophy for Children/ Colleges/ Communities so there are resources for 16-20 year-olds too!’

Page 17

“Inspirational”.

Bev Roberts, Forefield Infants “Very enjoyable and inspiring”.

Luke O’Hanlon, Assistant Head Teacher at Calderstones.

Julie McCann, School Improvement Liverpool Ltd said she was pleased that local schools are encouraging critical thinking in their learners and hopes for more collaborations between SIL, LJMU and partner schools. For more information on P4C email: julie.mccann@si.liverpool.gov.uk or follow her @Lpool_PSHE_P4C and tweet #SILP4C

…4 Teachers!

Lizzi Matthews is the Head Teacher of Broadwater Secondary School, Surrey, which has high levels of socio-economic deprivation. To those who think P4C is just a fad, her answer is always that it has been the single most powerful training she has ever had! It is now the ethos of school as the 4 Cs (above) are at the forefront of everything. Lizzi believes it is transformative and creates life-long learners.

Jane Yates, whose school was the first in the North West to achieve gold in P4C, gave a session on enquiry and English. Jane (depicted above) has been doing P4C for 20+ years and she has developed a ‘Philosophers’ Backpack’ as a metaphor for the tools needed for thinking philosophically. Pupils come up with their own homework and because of choice and ownership, they usually go above and beyond anything that you could expect as a teacher!

Creative thinking. Caring thinking. Critical thinking.

Collaborative thinking.

Sign up to the SAPERE Bulletin for resources

Nick Chandley, from philosophyforschools.co.uk came from the Peak District to give the second keynote about using P4C to become an inspirational teacher.

He started by quoting Hopkins (1941) that philosophy is everywhere in education. It’s not about being a ‘sage on the stage’, though. It’s more about enquiry-based learning. For example, after reading a story, ask them for questions rather than asking questions. Some useful resources cited were the Question Quadrant from Phil Cam and Lipman’s analogy of philosophical dialogue. Nick (depicted above) also pointed delegates in the direction of Sara Stanley, who has some excellent resources for EYFS. Highlighting the importance of creativity, Nick got is all to discuss what would happen if cats were huge! Once we’d listed our good and bad ideas, we fed back to the room and were asked not to judge but to listen and discuss further. If you’d like to learn more, you can follow Nick on Twitter: @NickChandley or email him: nick@philosophyforschools.co.uk

Jane Yates brought these fabulous books in to show just how many resources can be used as stimuli for P4C! Find out more on her Reading for Pleasure Facebook group and Empathy Lab. 65 of our trainees have completed their level 1 P4C training this year. Being qualified in this has meant they have been able to use their knowledge of P4C in schools on placement. LJMU is one of the only ITE institutions offering this opportunity, which is great for our partner schools!

Global Scholars and P4C Matt Lancaster, from Pleasant Street Primary School delivered a session on the work he’s been doing with the Oxfam initiative, Get Global. Participating schools from all over the world partake in a one-hour online lesson in an e-classroom. The platform is a bit like Facebook as users can like each other’s comments etc.. They learn who they are and others’ points of view and it really opened his children’s eyes. There is a different global topic each year with five units, each unit taking 10 weeks. They are cross-curricular, incorporating PSHE, English, maths, science, food, PE, geography etc.. For example, they might be prompted to look at adverts in the media, which are obviously going to be different in different countries. They’ve also looked at being ‘water wise’, which is a hot topic at the moment in the UK. They are the first school in the UK to participate outside of London and if you would like to know more, contact: mrlancaster@outlook.com or follow Matt on Twitter: @LancasterTeach.

Liz Astbury said LJMU was proud to host this event for the first time as it has been an excellent opportunity to link partnership schools.

Page 18

To experience what it’s like to be a partner school of LJMU’s School of Education, Partnership Matters spent a morning in Chesterfield High School.

Deputy head, Cath Murphy told us that she believes LJMU to be a quality ITE provider. Mentor and subject training is a particular highlight and means that everyone is on board with the same high expectations. Having a liaison tutor deliver training on site is a definite plus, too. The school being represented on strategic boards and steering groups is also a positive as it means they can have a say in university policy and have an input in the programme. Communication is outstanding and this, along with the high-quality CPD, has led to a very strong partnership.

Steve Weekes mentoring Patrick in a science lab

Student teachers like Heather Kendall reach for the top with LJMU and Chesterfield High School Page 19

A Day at

Cath proudly introduced us to the student teachers who had just returned from their alternative placement. One of these students, a chemistry specialist, has actually secured a job at Chesterfield High School starting in September.

‘It’s brilliant when a good trainee applies for a job,’ explains Cath. And because students get involved in things like parents’ evenings, open days, interventions and extra-curricular clubs, they already feel part of the school when they start for real in September. Here’s what the students said:

Patrick McDonnell - Biology I was a little apprehensive about returning to uni after working for a couple of years but LJMU guides you through the assignments and what they expect in schools. On placement, I’ve been able to work with different types of children both in and beyond the school context. I’ve been on a museum trip and have accompanied pupils on a visit to a university as well and seeing students outside of the classroom really helps to build a different kind of bond. I’m also involved with the school’s Duke of Edinburgh award, which has taken me on two weekend trips where I’ve camped, climbed and kayaked with the young people. You don’t get to do that in a science lab!

Tom Owens - Maths I’ve had nothing but positive experiences on the course. Chesterfield is a good school to train at

Chesterfield High School Charlene Scott - Geography The staff at uni and school are really supportive if anyone has any difficulties. Having a ‘home school’, you get to immerse yourself in the ethos of one school and having an alternative placement has been really useful as I now have experiences that I wouldn’t have been able to get in just one school, such as experience of EAL. Year 10 Drama with Ms McBride Catriona Campbell - French and Spanish I feel lucky to have been placed in a school with such high standard of teacher quality. The university input is important too as research opens your eyes for the long run.

Gina McBide - Drama You learn practical stuff in uni as well as theory. Talking to people and hearing about their experiences means you pick up ideas from others. The inclusion part of the course is interesting as you get to really focus upon SEND or EAL, which is useful for the future.

Joseph Sharples – Science I’ve been given strong advice from university and school with regards to what I do in the classroom and beyond, such as the necessary paperwork. Structures are in place to ensure that you have a rounded experience.

Dr Sharples in a science practical

Ms Talbot admires the artwork of her Year 11 BTEC class

Mark Costello – English As my background is in media and film, I had subject knowledge gaps initially but was able to talk things through with those with the relevant expertise so I now feel confident. There is a back and forth dialogue between university and in school so you never feel lost.

When asked what she enjoys most about being a partner in LJMU’s ITE, Cath said she loves seeing the trainees flourish and collectively celebrating their ‘wins’ with them when school and university come together to ‘triangulate’ the progress of student teachers. Overall, Cath thinks it’s a rewarding 10-month programme and she sees mentors in her school rise to the occasion to support LJMU in nurturing the teachers of the future. It is for these reasons that Chesterfield has remained a committed partner of LJMU. Page 20

ECHO Awards Partnership Matters catches up with 2018 winner Rosie Hazel Hurst.

The fifth annual ECHO awards took place at the end of June and is dedicated to celebrate teacher’s from all types of schools across the Liverpool area. ECHO regional manager Carl Wood commented that “without the firm foundation of a good schooling, our children cannot unlock and fulfil their potential”. One of these awards was to acknowledge the ‘Student Teacher of the Year’ and this year it went to Rosie Hazelhurt who is a School Direct trainee at Pensby High School.

She was nominated by the English “What a year! I have thoroughly enjoyed my time department who commented on her studying at LJMU who have helped me excel and fantastic relationships with both staff and develop as a trainee teacher. The staff at LJMU pupils. She single-handedly produced Grease and contributed greatly to the are so welcoming and approachable; in particular production of Macbeth. She has not only my mentor Diane Lloyd, who has been beyond immersed herself into the wider life of the accommodating. I have always felt supported school (also helping out with the Duke of throughout my teaching practice at LJMU and Edinburgh award), she also has high assured of help and encouragement if it was ever expectations of pupils in her lessons. needed.

These are just a few of the reasons why Rosie was the winner of this prestigious There are always surprises along the way in award. From all here at Partnership teaching and every day is different! But my final Matters, a big congratulations to all the phase has been particularly rewarding and winners and nominees at this event. We certainly surprising. I was nominated for the would also like to give a special mentor to Jessica Talbot, who was also a LJMU ECHO Schools Award for Student Teacher of the finalist for this award.

Year. I felt so honoured to be chosen for doing

something I love and feel passionate about so to actually win the award was a huge achievement and something I will never forget!’ My journey into teaching has been a great start and certainly successful; I could not have done that without the support from LJMU. I am excited to continue my journey into teaching and embrace the challenges along the way!”

Rosie’s comments on being an ‘ECHO Award winner’

LJMU Primary Placements As a part of their undergraduate course at LJMU, first year Primary Education students are required to attend an enrichment placement in schools once a week. This immersive model aims to provide students with the opportunity to develop their practice, whilst applying any theory they may have engaged with across their course. As a part of this placement, students undertake tasks, used to inform their future teaching practice.

Running for over 4 years the students state this is particularly beneficial for their training as it provides the opportunity to work across school settings and provides additional support in our partner schools. Well done to all of our first-year undergraduates who have completed placements in our partner schools!

Page 21

And finally… …ending the year with the Partnership Awards These awards form part of the Celebrating Partnership initiative and recognise the valuable contribution that both school-based mentors and university staff, linked to partnership schools, make to the training of our future teachers. The event did not only celebrate the partnership between our schools and LJMU but the special partnership that develops over time between a mentor and their mentee and how significant that is in developing the teachers of the future.

Mentors and Liaison Tutor award winners with Jan Rowe, Head of ITE and Dr Andrea Mallaburn, ITT Partnership Lead, who hosted the afternoon

Eight mentors across the primary and secondary phases made the final winners: Antonia Clarke (The Birkenhead Park School), Keya Johnson (Wirral Grammar School for Boys), Louise Crammond (Helsby High School), Vickie Shutt (The Trinity Catholic School), Lisa Muchmore (Sudley Infants School), Michelle McClellan-Bogue (King David Primary School), Amanda Harper (King David High School) and Cath Murphy (Chesterfield High School).

In addition, for the first time, we had liaison tutor awards and the three liaison tutors who were the winners were Cheryl Wilberforce, Ruth Frain and Helen Dickson.

Each nomination for both the school mentors and liaison tutors recognised the individuals’ professionalism and willingness to go above and beyond the requirements of their role to support the holistic development of the trainee.

“Today is a real testament to all the hard work all the members of our partnership have demonstrated in being committed to developing great teachers. All nominees and award winners were very appreciative of the recognition of all their hard work from the future teachers in the profession that they had helped to mould and develop. We are very fortunate to work with truly inspirational colleagues”.

Director of the School of Education, Dr Cheryl Bolton

Graham Andre delivering his inspirational keynote presentation of ‘No More Boys and Girls: Can Our Kids Go Gender Free’ which was featured as a BBC 2 documentary and been nominated for a BAFTA

Over a hundred school partners attended this prestigious awards ceremony in the John Lennon Art and Design Academy. The afternoon started with a keynote presentation from Graham Andre. Graham is a primary school teacher working on the Isle of Wight. Trainee teachers ere able to nominated their mentor and/or liaison tutor for these awards. All nominations are linked to the DfE’s mentoring standards and are considered by a panel in the Initial Teacher Education team who this year, had great difficulty in choosing the winners.

Finally, for the first time, the partnership had a Special Recognition Award, which was given to the Head of ITE, Jan Rowe (pictured above with Dr Andrea Mallaburn, ITT Partnership Lead). Jan has nurtured and guided many of the ITE team and our school partners across the phases, by being open and transparent underpinned by our shared core moral purpose of developing great teachers in partnership with others. A truly collaborative partnership now exists where all people feel supported and involved due to Jan’s dynamic leadership.

Page 22

Many thanks to our students, staff, mentors and schools for their time and effort in helping to put together this edition of Partnership Matters.