Reach4 Continuous Professional Development Programme

CONTINUOUSPROFESSIONAL DEVELOPMENT 2016-17

CONTENTS

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

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: [email protected]

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:

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 NicholasCEO Reach4 Academy Trust

Responsibility and leadership

Enjoyment and innovation

Aspiration and development

Collaboration and inclusion

Honesty and integrity

Reach4 Academy Trust | Page 1


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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


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



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


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

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:

Coac

hing

Workshops

School based placement


Element 1: Workshops

There will be four workshops held at regular intervals across the academic year. Each workshop will include:

sharing progress, issues and successesfocusing on a specific issue in effective leadershiptime for peer coaching sessionscase studies from outstanding leadersfacilitating networks and learning visitsclinical review and analysis of school issuesreflection 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: CoachingCoaching 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 coachingsharing ideas and resources for the leadership placementwhere 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 performanceLeading teaching and learning, securing improvement, accountabilityWorking with the team and senior staff, relationships, trust and challengeCollaborative working and learning; leading professional development

30th September 2016 Senior Leaders 1/4

25th November 2016 Senior Leaders 2/4

22nd February 2017 Senior Leaders 3/4

7th June 2017 Senior Leaders 4/4


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

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:

Coac

hing

Workshops

School based placement


Element 1: WorkshopsThere will be four workshops- held at regular intervals across the academic year. Each workshop will include:

sharing progress, issues and successesfocusing on a specific issue in effective leadershiptime for peer coaching sessionscase studies from outstanding leadersfacilitating networks and learning visitsclinical review and analysis of school issuesreflection and learning review

Element 2: School based learningThis 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: CoachingThe programme will stress the importance of collaborative working across every aspect of the programme, for example:-

supporting each other through peer coachingsharing ideas and resources for the leadership projectwhere 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 managingLeading teaching and learning, securing improvement, accountabilityWorking with the team and senior staff, relationships, trust and challengeManaging resources, time and meetings; effective communicationCollaborative working and learning; leading professional developmentDeveloping and sustaining personal effectiveness and learningSchool based leadership project using action research/ lesson studyLeadership 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


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 researchAction learning approachesDesigning school based projectsEvaluating school based projectsDesigning Randomised Control Trials in schoolsDeveloping evidence based policies and practice

Workshop dates:

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.

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 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


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.

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Reach4 NQT and RQT Programme 2016-2017


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 Mathematics Focus

11th May 2017

08th June 2017 ICT Focus

06th July 2017

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

Celebration and looking to their role in the wider community

SEND (2) supporting children with speech and language needs and dyslexia


REACH4 ACADEMY TRUST | Page 15

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.

Crafting Teaching and Learning Programme

”

“

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

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

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

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

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

Honesty and Integrity

The course is enhanced by our five value partners:


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.


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.


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.



SERVICE DETAIL/ACTIVITY

CENTRAL FUNCTION INDIVIDUAL ACADEMY FUNCTIONSCourse Details School ImpactECM Education

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Target Audience

Headteachers, Deputy Headteachers, Senior Leaders

PhasePrimary 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

• 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




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Target Audience

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


Date/Venue

15th September 2016 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Gail Maguire, Susan Walters Elaine Devine

• 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 self-evaluation

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

• Develop high quality, manageable systems for Strategic Development Planning




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Early Years Leaders Senior Leaders

PhasePrimary

Date/Venue

28th September 2016 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Kathryn Magiera, Susan Walters

• 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




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Teachers


Date/Venue

04th October 2016 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Liam Trippier

• 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




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Target Audience

Maths Subject Leaders


Date/Venue


Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

First 4 Maths

• 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




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Target Audience



Date/Venue


Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Liam Trippier

• 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




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Target Audience

Senior Leaders, Early Years Leaders, Early Years Teachers

PhasePrimary

Date/Venue


Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Kathryn Magiera

• 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 self-evaluation will be in place




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Target Audience



Date/Venue

03th November 2016 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

John Evans

• 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




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Target Audience

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


Date/Venue

18th November 2016 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Liam Trippier

• 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 self-evaluation

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




Course TitleS

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Target Audience

Teaching Assistants


Date/Venue

06th December 2016 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Elaine Devine SEND Advisers

• 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




Course TitleS

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Target Audience



Date/Venue

13th January 2017 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Liam Trippier

• 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




Course TitleS

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Target Audience

Headteachers, Deputy Headteachers, Assistant Headteachers, Senior Leaders


Date/Venue

10th February 2017 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Liam Trippier

• 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




Course TitleFR

OM

GO

OD

TO

GR

EA

T

Target Audience

Headteachers, Deputy Headteachers, Assistant Headteachers, Senior Leaders


Date/Venue

09th February 2017 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Steve Williams, Susan Walters

• 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




Course TitleO

UTS

TAN

DIN

G S

UB

JEC

T LE

AD

ER

S 1

– S

ELF

-EV

ALU

ATI

ON

AN

D S

TRA

TEG

IC P

LAN

NIN

G

Target Audience

Core and Foundation Subject Leaders


Date/Venue

03rd March 2017 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Steve Williams, Susan Walters

• 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 self-evaluation 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




Course Title

OU

TSTA

ND

ING

SU

BJE

CT

LEA

DE

RS

HIP

2 –

IMP

RO

VIN

G T

EA

CH

ING

&

LE

AR

NIN

G T

HR

OU

GH

MO

NIT

OR

ING

AN

D E

VA

LUA

TIO

N

Target Audience

Core and Foundation Subject Leaders


Date/Venue

25th April 2017 London

Timings

9.00am Coffee

9.30am Start

3.00pm Finish

Course Leader(s)

Gail Maguire, Susan Walters

• 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 self-evaluation 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



CENTRAL FUNCTIONNotes


REGISTERED ADDRESS:

Reach4 Academy TrustScientia AcademyMona RoadBurton Upon TrentDE13 0UF

Company Number 9791051Tel: 020 7706 8981

Email: [email protected]

www.reach4.org.uk

Documents

Reach4 Continuous Professional Development Programme