Training on new OFSTED requirements.

Cross Phase training with a focus on “Get under the bonnet of the new inspection toolkit - find out more about expectations and what will inspectors be looking for when they come into your schools”.

Areas of Focus:

Get under the bonnet of the new inspection toolkit – find out more about expectations and what will inspectors be looking forwhen they come into your schools.

Outcome:

Have greater confidence of what inspectors will looking for and how to show them the evidence

Develop a deeper understanding of the nuances between the evaluation scales used on inspection.

Secondary SLA members 2 free places. Primary SLA members discounted price. Lunch included.

This training will provide you with an insight into how to be a more effective leader regardless of your role. This is a holistic and sustainment approach to leadership with key tools and resources which you can make use of straight away. Suitable for established / new leaders with responsibility for teams. Lunch provided.

Focus:

Understanding yourself as a leader

Establishing and articulating your vision

Managing yourself, your time and resources and how to get the best out of others.

Dealing with difficult conversations

Managing change and sustainable leadership

Dealing with ‘imposter syndrome’ and improving your wellbeing as a leader

A prequel to / or complementary to the NPQ training. This is a holistic and sustainment approach to leadership with key tools and resources not covered within the NPQ. Suitable for established / new middle and senior leaders with responsibility for teams. Lunch provided.

Focus:

Understanding yourself as a leader

Establishing and articulating your vision

Managing yourself and others – how to get the best out of others, dealing with difficult conversations

10 Key questions every middle leader should know the answers to

Sustainable leadership

Dealing with ‘imposter syndrome’ and improving your wellbeing as a leader

Key objectives for this training:

• Develop a confident understanding of adaptive teaching
• Consider scaffolding as a key facet of adaptive teaching (high challenge, high support)
• Understand adaptive reaching in relation to supporting high need pupils
• Plan for implementing high quality universal teaching and targeted support

• Session structure

   

  Session 1: What problem is adaptive teaching solving? Understand, define and initiate planning to establish adaptive teaching for universal teaching and targeted support

  Session 2: Consider the 3As model for adaptive teaching and the central role of scaffolding

  Session 3: Supporting implementation in every classroom – structured planning and sustaining success (targeting support to individuals, whilst providing high quality adaptive teaching for all).

   

  Session Outcomes:

  • Strong knowledge and understanding of national context, defining adaptive teaching, and targeted academic support.
  • Practical implementation planning to put the knowledge into action.
    Alex Quigley Why Learning Fails and Adaptive Teaching for Success
    Size: 538.10 KB Format: PDF

A prequel to / or complementary to the NPQ training. This is a holistic and sustainment approach to leadership with key tools and resources not covered within the NPQ. Suitable for established / new middle and senior leaders with responsibility for teams. Lunch provided.

Focus:

Understanding yourself as a leader

Establishing and articulating your vision

Managing yourself, your time and resources – how to get the best out of others, dealing with difficult conversations

How to lead a subject, secure ‘buy-in’ from other class teachers and monitor the quality of the curriculum

10 Key questions every middle leader should know the answers to

Sustainable leadership

Dealing with ‘imposter syndrome’ and improving your wellbeing as a leader

This training is facilitated by Lesley Pollard

This course meets the statutory requirements of the two-year Refresher Training for Designated Safeguarding Leads in Northamptonshire schools.

As part of the Education Act 2002 and the latest Keeping Children Safe in Education, all schools must have a member of the leadership team as their Designated Safeguarding Lead. This person must take lead responsibility for dealing with child protection issues, referring concerns of significant harm, providing advice and guidance to support all staff to carry out their safeguarding duties, overseeing the school provision of early help and liaising with other agencies as required. This training must be updated every 2 years. This course is delivered by Lesley Pollard who is an experienced teacher, trainer and adviser. She currently works as an Independent Learning Adviser carrying out Safeguarding training and audits for a variety of providers as well as for individual schools.

Objectives:

• To consider the implication of national and local changes with regard to Safeguarding and Child Protection in Northamptonshire schools;
• To recap the role and responsibilities of the Designated Safeguarding Lead in school;
• To revisit the categories and possible indicators of the 4 categories of abuse, FGM, Forced Marriage, Grooming, CSE, So Called Honour-Based Violence, Radicalisation and Extremism, Gang Culture, County Lines, Child Criminal Exploitation;
• To understand the impact of issues such as Child-On-Child Abuse, Domestic Abuse, Parental Drug and Alcohol Abuse, Homelessness, Appearing in Court and Mental Health problems on children/young people;
• To consider the role of the Northamptonshire Safeguarding Children Partnership and reiterate the importance of interagency working from early help to referral (including the Signs of Safety approach);
• To consider the learning for schools from local and national Serious Case Reviews;
• To understand the requirements relating to keeping, transferring and archiving Child Protection and Early Help records;
• To consider how best to communicate with children and parents/carers regarding Child Protection issues.

This training is facilitated by Lesley Pollard

As part of the Education Act 2002 and the latest Keeping Children Safe in Education, all schools must have a member of the leadership team as their Designated Safeguarding Lead. This person must take lead responsibility for dealing with child protection issues, referring concerns of significant harm, providing advice and guidance to support all staff to carry out their safeguarding duties, overseeing the school provision of early help and liaising with other agencies as required. This training must be updated every 2 years. This course is delivered by Lesley Pollard who is an experienced teacher, trainer and adviser. She currently works as an Independent Learning Adviser carrying out Safeguarding training and audits for a variety of providers as well as for individual schools.

Objectives

To ensure that the participant can identify:

• What the safeguarding agenda actually means for Northamptonshire schools;
• Current legislation which informs the role of the DSL;
• The role and responsibilities of the DSL;
• The importance of early help, signposting, interagency working and interventions to safeguard vulnerable children/young people;
• The categories and possible indicators of the 4 categories of abuse, FGM, Forced Marriage, Grooming, CSE, So Called Honour-Based Violence, Radicalisation and Extremism, Gang Culture, County Lines, Child Criminal Exploitation;
• The most vulnerable pupils including those with SEND, those with family members in prison and those subject to child-on-child abuse, domestic violence, homelessness, appearing in Court, parental alcohol and drug abuse and mental health issues;
• The role of the Northamptonshire Safeguarding Children Partnership (NSCP);
• How to seek early help and refer concerns (including the Signs of Safety approach);
• How to keep, transfer and archive Child Protection records.

Matt Pinkett is an English teacher with a personal and professional interest in gender and masculinity in schools. He is co-author of the bestselling book Boys Don’t Try? and the author of Boys Do Cry. Matt has also blogged and written for several publications, and delivers regular CPD sessions on the topic of teaching and masculinity.Join Matt for an eye-opening, thought-provoking training session that explores the complex world of gender, masculinity, and mental health and wellbeing in today’s classrooms. Drawing on his acclaimed books and years of experience, Matt will challenge common assumptions, share practical strategies, and help educators create environments where boys can thrive.Perfect for teachers, school leaders, and pastoral staff, this session will equip you to better understand the pressures boys face, tackle harmful stereotypes, and support wellbeing.

Focus:

Session 1 - Are boys being supported to express emotion/empathy?

Session 2 - How often is “boys will be boys” thinking challenged?

Session 3 - Challenging online misogyny in schools.

Session 4 - Creating positive role models.

Session 5 - Improving boys’ mental health and wellbeing in schools.

This training is facilitated by Sara-Jane Godfrey

OTP provides successful teachers with a set of skills and strategies that enable them to become consistently and sustainably “outstanding”, and also to support and influence the development of colleagues. It is open to teachers with the potential and drive to deliver consistently outstanding lessons and who have a willingness to also influence the professional development of colleagues. This nationally recognized programme is accredited through Olevi and offers an invaluable opportunity for teachers to acquire techniques and expertise resulting in enhanced classroom and pupil performance leading to higher standards across the school.

The Aims:

• Develop a common language to discuss teaching and learning
• Deepen the understanding of key aspects of outstanding teaching and learning
• Raise performance in the classroom, by encouraging creativity and developing more innovative practice
• Encourage the teacher to become a more reflective practitioner
• Develop coaching skills to advance the practice of others

This training is facilitated by Sara-Jane Godfrey

OTP provides successful teachers with a set of skills and strategies that enable them to become consistently and sustainably “outstanding”, and also to support and influence the development of colleagues. It is open to teachers with the potential and drive to deliver consistently outstanding lessons and who have a willingness to also influence the professional development of colleagues. This nationally recognized programme is accredited through Olevi and offers an invaluable opportunity for teachers to acquire techniques and expertise resulting in enhanced classroom and pupil performance leading to higher standards across the school.

The Aims:

• Develop a common language to discuss teaching and learning
• Deepen the understanding of key aspects of outstanding teaching and learning
• Raise performance in the classroom, by encouraging creativity and developing more innovative practice
• Encourage the teacher to become a more reflective practitioner
• Develop coaching skills to advance the practice of others

This training is facilitated by Sara-Jane Godfrey

OTP provides successful teachers with a set of skills and strategies that enable them to become consistently and sustainably “outstanding”, and also to support and influence the development of colleagues. It is open to teachers with the potential and drive to deliver consistently outstanding lessons and who have a willingness to also influence the professional development of colleagues. This nationally recognized programme is accredited through Olevi and offers an invaluable opportunity for teachers to acquire techniques and expertise resulting in enhanced classroom and pupil performance leading to higher standards across the school.

The Aims:

• Develop a common language to discuss teaching and learning
• Deepen the understanding of key aspects of outstanding teaching and learning
• Raise performance in the classroom, by encouraging creativity and developing more innovative practice
• Encourage the teacher to become a more reflective practitioner
• Develop coaching skills to advance the practice of others

This training is facilitated by Sara-Jane Godfrey

OTP provides successful teachers with a set of skills and strategies that enable them to become consistently and sustainably “outstanding”, and also to support and influence the development of colleagues. It is open to teachers with the potential and drive to deliver consistently outstanding lessons and who have a willingness to also influence the professional development of colleagues. This nationally recognized programme is accredited through Olevi and offers an invaluable opportunity for teachers to acquire techniques and expertise resulting in enhanced classroom and pupil performance leading to higher standards across the school.

The Aims:

• Develop a common language to discuss teaching and learning
• Deepen the understanding of key aspects of outstanding teaching and learning
• Raise performance in the classroom, by encouraging creativity and developing more innovative practice
• Encourage the teacher to become a more reflective practitioner
• Develop coaching skills to advance the practice of others

This training is facilitated by Sara-Jane Godfrey

OTP provides successful teachers with a set of skills and strategies that enable them to become consistently and sustainably “outstanding”, and also to support and influence the development of colleagues. It is open to teachers with the potential and drive to deliver consistently outstanding lessons and who have a willingness to also influence the professional development of colleagues. This nationally recognized programme is accredited through Olevi and offers an invaluable opportunity for teachers to acquire techniques and expertise resulting in enhanced classroom and pupil performance leading to higher standards across the school.

The Aims:

• Develop a common language to discuss teaching and learning
• Deepen the understanding of key aspects of outstanding teaching and learning
• Raise performance in the classroom, by encouraging creativity and developing more innovative practice
• Encourage the teacher to become a more reflective practitioner
• Develop coaching skills to advance the practice of others