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Bristol Brunel Academy
Bristol Metropolitan AcademyCLF Post 16
Hans Price Academy
Hanham Woods Academy
Bath Community Academy
King’s Oak Academy
John Cabot Academy
Minerva Primary Academy
Begbrook Primary Academy
Frome Vale Academy
Summerhill Academy
Wallscourt Farm Academy
Digitech Studio School Bristol
Growth2016Haywood Village Academy City Academy Bristol
• 1548 staff (690 teachers)• 7958 pupils• 1711 in 3-11 (21%)• 5722 in 11-16 (72%)• 525 in Post 16 (7%)
Cabot Learning Federation
Cabot Learning Federation Academies September 2016
Key
Sta
ges
WFA SA MPA FVA BPA HVA Nest Engage KOA BCA HPA BBA BMA JCA CAB HWA DSSB
EYFS X X X X X X
KS1 X X X X X X X
KS2 X X X X X X
KS3 X X X X X X X X X
KS4 X X X X X X X X X X
P16 X X X X X X X
Key
Mainstream Primary Alternative Provision All-through Academy 11-16 Academy 11-18 Academy Studio School
2016
CLF Teaching School Alliance PartnersNamed partners in Teaching School Alliance:The Castle School
Andalusia Academy
John of Gaunt School
St Brendan’s Sixth Form College
Ashley Down Primary
Fishponds Primary Academy
Easton Primary Academy
St Stephen’s Junior School
Corsham Primary School
Briarwood Special School
Backwell School and North Somerset Teaching School Alliance (NSTA)
Bradley Stoke Community School and Olympus MAT
Norton Hill School and Somervale School
St Paul’s Children’s Centre and Redliffe CC
Bristol Early Years Teaching School Consortium
CLF Academies:Bath Community Academy
Bristol Brunel Academy
Bristol Metropolitan Academy
City Academy Bristol
Digitech Studio School
Hanham Woods Academy
Hans Price Academy
John Cabot Academy
King’s Oak Academy
Begbrook Primary Academy
Frome Vale Academy
Hayward Village Academy
Minerva Primary Academy
Summerhill Academy
Wallscourt Primary Academy
Bridge Learning Campus
Orchard School Bristol
Priory Community School
Wellsway School and MAT
Bristol Grammar School
Bristol Cathedral Choir School
Colston’s Girls School
Cotham School
Abbeywood Community School
CLF Institute
• Teaching School
• SCITT
• Maths Hub
• CLF CPD, leadership development and conferences
• CLF Governance/Academy Councillor development
• TSC SW partnerships, collaborative provision and conferences
• SW SD ITT Network (lead)
• Bristol Teaching Schools leaders network, partnership and collaborative provision (incl NQTs, SLEs, Eq&Div)
• Education Advisors (Specialists) DfE/RSC contract
CLF Teaching School ActivityRe: the original ‘Big 6’ :
NQT - Appropriate Body for 100 this year, (total to date: 215), excellent feedback on level and quality of service provided (e.g. Wellsway MAT).
ITT - Accredited as a SCITT July 2015, operating for 2016/17 with 54 trainees;
4 years SD (2012/13 to 2015/16 cohorts: 9, 22, 23, 28 trainees);
TSST Maths course - 14 completed in 2015/16 and successfully bid for 2 more years.
SLE - 60 designated across all subject areas and ITT, EAL, diversity, inclusion, active in S2SS and reviews across TSA.
Leadership - NPQ courses current recruitment (cohort 8) of 40 NPQH, 40 NPQSL, 36 NPQML (total trained to date 123 NPQH, 216 NPQSL, 128 NPQML); Bid submitted for new license
Equality and Diversity in Leadership project, 12 in 2015/16 (6 made next career step in leadership; successful bid for next 2 yrs);
Emerging ML and SL courses run for 4 years, RQT courses/Accelerated Leaders.
S2SS - improvement of CLF schools;
impact of S2SS funded rounds (the Grange, CAB, Torquay Academy (commissioned Priory), BLC and OSB maths, Fishponds and Easton Primaries, Henbury MFL).
R&D - DNi PP champion (John Dunford);
action research projects embedded in all leadership courses;
data work; English collaboration.
Principles of school-centred ITT• Leads to the best outcomes for all learners
• Is an integral part of school improvement strategy and professional capacity building
• Provides training programmes that can be tailored to individual trainees
• Is delivered by a partnership of schools and professionals, geared towards the needs of all learners within the partnership
• Ensures that trainees and NQTs are as effective as possible in their school settings
• Reflects local and regional needs, within a framework of national priorities, requirements and standards
• Is an integrated part of ongoing professional development, from ITT through NQT, early career and continuing professional and leadership development
• Takes account of and engages in research that is relevant and tailored towards the circumstances of the schools and learners in the partnership, including effective evaluation activity that enables teachers to test, learn and develop their practice and add to the body of professional knowledge
CLF Institute
Challenges for school-led ITT, in particular in the SW
• Recruitment, especially of highly qualified and suitable applicants and in our shortage subject areas;
• Increasing diversity of entrants to teacher training, and ensuring successful outcomes and progression into teaching;
• Supporting our trainees to gain experience whilst training, in our most challenging schools and with our most disadvantaged pupils – and to be prepared and confident to take up posts in these schools which most need to recruit strong new teachers;
• Providing sufficient ongoing EPD/CPD to ensure they stay and are successful.
Cabot Learning Federation
Carter review of initial teacher training (ITT), Sir Andrew Carter OBE, January 2015
Annex: The beginnings of a framework for ITT content (p70-71)
• Subject knowledge development – ITT should address core content knowledge in teaching subjects with appropriate rigour, including the definition and scope of the subject, why it matters and the concepts that underpin it (at both primary and secondary level).
• Subject-specific pedagogy – ITT should address subject-specific issues such as: phases of progression within the subject; common misconceptions in the subject; linkages between subjects; and, most importantly, how to make it accessible and meaningful to learners at different abilities and stages of development.
• Evidence-based teaching – ITT should instil an evidence-based approach to teaching by inducting new teachers in where and how to access relevant research, how to evaluate and challenge research findings, how this can be applied to classroom practice, as well as why using research matters.
• Child and adolescent development – ITT should provide new teachers with a grounding in child and adolescent development, including emotional and social development, which will underpin their understanding of other issues such as pedagogy, assessment, behaviour, mental health and SEND. ITT should also introduce new teachers to strategies for character education and supporting pupil wellbeing.
Cabot Learning Federation• Behaviour Management – This should be a central element in any ITT programme, equipping new teachers
with practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning.
• Planning – This is a central element of any effective ITT programme, which should equip trainees to plan effectively from day one, teaching them evidence-based and established techniques in planning and how to plan efficiently by using and building on existing resources.
• Assessment – ITT should equip new teachers to be confident in assessing pupil progress, using summative as well as formative approaches. ITT should also introduce new teachers to important concepts in assessment (such as validity, reliability, norm referencing and criterion referencing). New teachers should be taught how to work with pupil data (for example, using data in their planning or target setting).
• Differentiation – ITT should equip teachers so they can ensure that all pupils in the class, including lower and higher achievers, should make progress and keep pace with the curriculum.
• Special Educational Needs and Disabilities (SEND) – ITT should prepare all new teachers to support SEND in their classrooms, providing a solid grounding in the most pertinent issues and setting an expectation for on-going high quality professional development.
• Professionalism – As implied by the Teachers’ Standards, ITT should cover the professional role of the teacher explicitly, covering the wider responsibilities of a teacher, including important issues such as working with parents and carers as well as other professionals. We believe it is also important that ITT includes explicit content on resilience and time management.
Boolean Maths HubLargegeographical
region…7 counties
Demographics include
urban,
rural &
coastal.
941establishments…at the last count
Across 10local
authorities
Determined support for all schools/colleges to improve:
• the teaching of mathematics
• the leadership of mathematics
• the school mathematics curriculum
Maths Hubs
Maths Hub Administrator
(MHA)Linda Corbidge
Work Group Leads(WGL)
Senior Lead Link(SLL)Alison
Fletcher
Associate Director
(AD):Pete Griffin
Strategic Leadership
Group(SLG)
Maths Hub Board
(MHB):Tony Cherry -
Chair
Maths Hub Lead
(MHL) Lisa Pollard
Teaching for Mastery Lead
(TfML) Clare Christie
Level 3 Lead (L3L)
Ieuan Pearse
2016-2107 Work Groups
Summer School
Primary Mastery TRG
supplementary group
Teaching for Mastery Cohort 2
(NCP)
Teaching for Mastery
Cohort 1 (NCP)
Reasoning & Problem Solving
To increase the take up of
Mathematics Post 16
Core Maths
Secondary Mathematics Teaching for
Mastery(NCP)
KS3 reasoning Cohort 2
(NCP)
KS3 reasoning Cohort 1
(NCP)
Leadership Development
Developing Secondary
WGL
Developing Primary WGL
Curriculum, Resources &
Qualifications
Year 5-8 transition
Primary SKE & Mastery
Pedagogy
EYFS TRG– North
Somerset
Early Years Maths
Research Group
Recruitment
SEND Maths
Secondary SKE
Primary Maths
Specialist Network
TSST
Other
LSA confidence
& SKE
Regional Bursary Projects
Video club
Parental Engagement
(primary)
Parental Engagement (secondary)
Supply of specialist
teachers of Mathematics
Level 3 Mathematics
Teaching for Mastery
The Boolean Maths Hub Conference
Saturday 14th January 201710am - 4pm @ UWE ECC
Contributors include:Simon Singh, best-selling author & award winning documentary directorClare Christie, Teaching for Mastery LeadPete Griffin, Assistant Director (Maths Hubs) NCETMSteve Lomax, GLOW Maths Hub & Balcarras Teaching School (@MaxTheMaths)Barbara Rodgers, SEND Coordination Team Maths Hub Lead
andMelody & Lin, our visiting teachers from China
Come and collaborate in the work of the Boolean Maths Hub.To book your place or for more information email [email protected]
This conference is FREE to attend. Places are limited. Booking is essential.
China-England
Exchanges
Professional Development
Post-16 Participation
KS3 Reasoning
Teaching for
mastery
O
CLF Teaching School ActivityIn addition:
• delivered a sub-regional leadership conference 2 years running: Joining the Dots, with White Horse Fed/Swindon TS, with over 100 attending each year and excellent feedback from delegates;
• lead the South West School Direct ITT network for the region, which has been commended as a best practice network and CLF chair was invited by NCTL regional leads to advise the Cornwall network based on our experience and effectiveness;
• established network of Bristol TS leads meeting termly to share best practice and collaborate on e.g. NQT provision, SLE designation, training and deployment;
• hosted the regional TS Council meeting when the re-structured leadership roles were announced;
• designated SLEs on behalf of other MATs/schools who do not have TS status, provided core training for them and support with deployment in their schools (e.g. 4 at Wellsway MAT, 2 at St Stephen's Primary);
• assisted SLE interviews at other TSAs (e.g. North Somerset TSA at Backwell);
• assisted other MATs with School Direct and developing involvement in ITT (e.g. Priory - we offered to be their Lead School for SD as they were not eligible at the time the bids had to be submitted);
• supported other schools with their TS applications (e.g. Cathedral);
• presented to the Headteacher Board about the impact and effectiveness of our S2SS (case studies - the Grange and CAB);
• made significant contribution to and represented the SW at the NPQ reform meetings.
Leadership Conference Proposal
When?Saturday 25 February 2017, 9am-1pm
Where? tbc
Who? All Secondary Senior Leaders in South Gloucestershire (AH to Executive Leaders)
Why? To support, develop and improve the quality and impact of senior leadership in all secondary schools and academies in South Gloucestershire.
Agenda (not exhaustive):• Achieving effective Senior Leadership
• Driving effective Middle Leadership
• Improving outcomes for disadvantaged pupils
• Improving outcomes for pupils with high prior attainment
• Improving outcomes for children with SEND
Contributors: CLF, OAT, CSET, South Glos LA, RSC, Ofsted
South GloucestershireSecondary Senior Leaders’ Conference
Saturday 25 February 2017Winterbourne International Academy
Sponsored by:
Thanks to…
• 100 senior leaders from South Gloucestershire schools and trusts for attending this special conference (on a Saturday!) demonstrating our collective determination to improve outcomes for young people in the area
• Bradley Simmons, Rebecca Clark and our workshop leaders for their input this morning
• CLF Institute for co-ordinating the conference and WIA for hosting us today
Our Challenge
• Schools have underperformed for decades
• Common issues we face are hard to shift• White British “just about managing” (Kingswood)
• Low aspirations and low horizons of many adults
• Passive learners & teachers reluctant to challenge
• Historically comfortable compared to Bristol
What kind of leadership is required of us to meet this challenge?
• Pre-conference preparation:• Goleman’s Leadership Styles• NPQH Characteristics• Your own leadership experience• Your wider knowledge of best practice in education
• If we don’t have confidence in our ability to meet this challenge then we need the courage to say so
• 13/15 secondary Heads have been in post for less than 18 months• A culture of honesty and openness is required if we are to collaborate
• Bold & decisive leadership is required of us by young people in South Gloucestershire
Why a conference?
• New era of collaboration
• Time out to reflect, digest and build confidence
• Starting with Senior Leadership
• Informing the Heads’ event in March
Key foci• Effective senior leadership in the context of South
Gloucestershire – identifying the standards of senior leadership our schools need
• A focus on personal leadership (‘I’ve given up my Saturday morning – what’s in it for me?’)
• Dynamics, roles and expectations; a focus on effective teams and how each Senior Team can develop the most effective practice
• An appreciation of the broader senior leadership challenges in the county and how collaborative approaches will drive improvement