New Courses/INSET for 2016-17

Here is a list and some brief outlines of CPD/INSET courses I am running in 2016-17. All of the topics can be run as a one day course (recommended), half day or a series of twilight sessions. If you would like to discuss any of the topics or would like to “bespoke” the session for your school, please get in touch using the contact form.

Dealing with Difficult People

The Outstanding Teaching Assistant

Outstanding Behaviour Management

Behaviour: From Policy to Practice

Emotional Literacy

How to end Lunchtime Troubles

On Site Alternative Provisions

The On Task Classroom

Dealing with Difficult People: Target audience: all staff including admin. How to deal with face to face conversations and difficult phone calls. Strategies to de escalate challenging situations. How to plan for and conduct successful meetings.

The Outstanding Teaching Assistant: Target audience: all support staff in schools and colleges.
1. A clear focus on “engagement” in the classroom and with one to one and small group interventions. Relationships between adults in the teaching and learning environment: Clarity of job description, and expectations. Discussion re “What makes a good/expert TA?” “How can I fulfil this role?” Matching school/teacher/TA expectations to best practice. Overlaps?

2. Planning, liaison, recording, evaluation and feedback: Practical exercises to investigate best practice in recording and evaluating, develop “Smart” practice. Ensure that tracking and recording is objective and related to identified targets/levels of attainment. Evaluate existing systems, how can these be improved? Teacher/TA communication, planning

3. The specific role of TA, ie “Velcro” to individual student or assistant to the teacher? Practical demos on what best practice/support actually looks like: use of role play, video clips of best practice. Styles of differentiation, by task, by resource, by outcome, by support. Help sheets/advice for pupils with limited literacy skills

4. The use of questioning to elicit learning and engagement. Question for depth of understanding: Practical demos and role play, scripted responses. Fixed and growth mind sets.

5. Stretching more able students, awareness of differing learning styles, “What opportunities do you create for students to become independent learners?”: introducing new vocabulary, objective assessment of social, emotional and behavioural skills

6. The TA “toolkit”: tips, strategies and techniques, managing off task behaviour: 20 top tips to have in your Perfect TA toolkit including de escalation strategies, proactive rather than reactive interventions.

7. New standards for teaching assistants

Including the Excluded: Target audience: all school staff with specific reference to reducing the number of fixed term and permanent exclusions plus well proven strategies and systems to re integrate pupils returning from a period of exclusion from a mainstream school. Baseline assessment of Social, Emotional and Behavioural skills, monitoring and tracking.

Outstanding Behaviour Management: Target audience: all school staff. A bespoke version of this course is available specifically for Newly Qualified Teachers.

Behaviour Intervention


To promote and implement a coherent whole school approach to the management of behaviour and to understand how challenging behaviour can be addressed using objective analysis, consistent approaches and proven techniques and strategies.

What is Behaviour Intervention?

A whole school approach to information analysis, intensive staff training and implementation of techniques and strategies
Intervention takes place in school, during the school day over at least one term per year
Draws on the best educational pedagogy and accredited approaches
Will raise pupil motivation and engagement, reduce exclusions
Will reduce incidences of low level and severe disruption
Enable staff to implement a whole school, consistent approach to teaching and learning
Meets the criteria of the new Ofsted framework 2012
Delivered by carefully selected and quality assured trainers

What are the benefits?

Improve student behaviour across the whole school environment
Effective and consistent implementation of Behaviour Policy
Reduce exclusions and the use of alternative teaching and learning provision
Improve pupil motivation, engagement and behaviour
Will enable schools to accurately interpret behaviour tracking information
Ensure accurate and effective deployment of staff
Identify school “hot spots”
Effectively meet the CPD needs of teaching and support staff

Who should take part?

Behaviour Intervention is a whole school approach to improving pupil behaviour, and developing the behaviour management skill levels of all staff. The Intervention promotes strong links between all staff from classroom to management. The skills and training module of the intervention is particularly aimed at those teachers who currently experience difficulty with classroom management and organisation.

How will it work?

The four/five modules include:

Module 1: Whole school INSET (optional) Behaviour Policy, best practice, tracking systems, current systems/techniques, Emotional literacy and pupil behaviour

Module 2: In school discussions with SLT members. The Behaviour Dashboard; an audit of all behaviour related information. Incidents, exclusions, alternative provision, on report, reintegration programmes, staff induction and training, behaviour policy review, rewards and sanctions. Establish a 3D plan of the school, an environmental analysis of all influential factors including hot spots, staff deployment, staff consistency, baseline assessment of pupil emotional, social and behavioural skills

Module 3: Identify 2-6 teaching staff (8 -15 years experience) Direct training with the named teaching staff and develop the group as the on site teaching team Focussing on a core group of experienced teachers to establish the core values of feeling safe, to learn without undue distraction and the right to respond. Introduce the fundamental school approach to behaviour management on a three tier system: a) Whole school b) Within the classroom c) Managing the individual pupil.

Module 4: School to identify group of teaching staff for module 4 of the Intervention. Direct work in school with named staff to address the 8 preferred practice styles: 1) Using a Consistent Planned Approach within the Behaviour Policy guidelines 2) Hierarchical use of Positive Rewards 3) Hierarchical use of Sanctions 4) Accurate and objective use of tracking systems 5) Collaborative pupil focussed assessment and communication between all stakeholders 6) “Master Teacher” techniques and strategies 7) Team teaching 8) Incident responses. This module will use video filming as an aid to improving teaching styles, instant feedback pointers and as a reinforcement to learning.

Module 5: Evaluations and Outcomes. Using a 5 point matrix staff will be evaluated on their consistency of practice, awareness and assessment, implementation of agreed strategies, recording and reporting, pupil engagement and achievement. Written and video feedback.Teachers will have embedded the 8 preferred practices to “Mastery Level.” Significantly reduced levels of recorded incidents. Whole school consistency of approach. Effective and fully understood School Behaviour Policy.

Behaviour, from policy to practice: target audience: all school staff. The course ensures consistency of approach to managing behaviour difficulties across the whole school and in the classroom.

Emotional Literacy: target audience: all staff. How to create the Emotionally Literate School/Classroom. The course includes specific advice on how to objectively assess and monitor the social, emotional and behavioural skills of pupils.

How to end Lunchtime Troubles: target audience: all staff involved with lunchtime arrangements including senior leadership teams, lunchtime supervisors

On Site Alternative Provisions: target audience: schools and providers involved in providing alternative teaching arrangements on mainstream school sites (LSU’s etc). The course covers a range of issues including funding arrangements, planning and layout, entry and exit criteria, staffing and resources

The On Task Classroom: target audience: subject and class teachers. Improve engagement and motivation in the classroom through accurate assessment, differentiation and lesson planning/delivery

All of the above courses can be run as whole day, half day or a series of twilight sessions. They are appropriate for staff across all phases including special schools and provisions.

Please use contact page to enquire/book

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