Ilsham DfE National English Hub Virtual Showcases – coming soon, first one: Thursday 1 October 2020!
Our Curriculum Hub partner Ilsham English Hub, are looking forward to hosting showcases virtually this year with the first showcase Best Practice in the Teaching of Early Reading and Language scheduled for Thursday 1 October 2020 from 0915 to 1145.
This event will provide all participants with the opportunity to share best practice in the teaching of Systematic Synthetic Phonics whilst promoting a love of reading and will provide basic training on all the fundamentals of the Hub and how these match the new Ofsted Framework.
Showcase content will include the following:
There will also be films highlighting the best practice of phonics with time for questions with the Hub Lead and other members of the Hub Team.
As part of the showcase you will also need to complete and submit a short reflection form with your next steps.
Who is the showcase for?
Heads/Senior Leaders to accompany Reception/KS1 teachers with an interest in improving the teaching of Systematic Synthetic Phonics, practising phonics through decodable books and implementing the teaching of phonics into reading sessions.
Places are limited to two participants per school and some schools will be able to apply for funding of a maximum of £160 per school if they meet certain criteria-accessed through the self-referral data (N.B. this cannot be claimed if the school has previously claimed showcase money on previous years).
Following this showcase you will be able to access our medium support workshops for free.
Further free support is also offered if you meet certain criteria including audits, intensive partner school support and funding for resources and training.
How do I book?
To book a place, please email firstname.lastname@example.org and state:
Please also complete the self-referral into the Ilsham DfE National English Hub in order to prioritise support amongst schools where there are more applications than can be accommodated.
Whole School SEND is pleased to host a series of webinars for newly qualified and recently qualified teachers to explore inclusive teaching for children with SEND in mainstream schools.
Hosted by Erica Wolstenholme (South West Regional Leader for Whole School SEND) and delivered by Lorwyn Randall (EEF Regional Delivery Lead – South West & South Coast) and Dr Jim Rogers (TSC SW CPD and Research Lead), these webinars will explore what it means to be an evidence-informed teacher and how this can contribute to good practice for SEND pupils.
Thursday 1 October 2020 | 1600 to 1700
What the evidence tells us about teaching for children and young people with SEND
Thursday 15 October 2020 | 1600 to 1700
Translating Theory into Practical Strategies
Both webinars will build on an initial session delivered in July, 'The Learning Opportunities and Pedagogical Demands of Teaching Remotely', which can be viewed here.
For more information and how to book onto these FREE webinars see here.
it is With Mental Well-Being firmly on the national agenda, as part of our mental well-being offer, TSSW was pleased to support the Building Resilient Learners (BRL) project. A collaboration between Sidmouth College (Senior Project Lead, Lisa Whitworth), The University of Exeter (Research Associate, Hollie Gay) and Five Areas Ltd (Dr Chris Williams, Director), funded by the NESTA Future Ready Fund.
The aim of the project was to test whether an emotional health and well-being intervention can be effective in improving pupil’s well-being, which may in turn have a positive effect on their resilience, so that they felt settled in the classroom, were able to attend lessons and improve their school attendance.
Reading this now, clearly, the premise of this academic research has an added depth of meaning and poignancy given the unprecedented lockdown due to the Covid-19 pandemic that will have unsettled many children and exacerbated existing issues. As professionals, we are already painfully aware that absence from class and school, low resilience and poor well-being can have a negative impact on pupil engagement, outcomes and life chances. Hence the findings are all the more insightful and relevant.
The intervention was aimed at Year 7 students with the lowest well-being scores, and was conducted as a six-week series of classes based on a Cognitive Behaviour Therapy resource entitled ‘My Big Life’ created by Five Areas Ltd, with each session delivered as a life-skills lesson.
Obviously, the school closures presented an additional challenge, but it is heartening that the conclusions were positive. Data from the students’ reflective journals is encouraging in that the Building Resilient Learners was found to have a positive effect on the measurable well-being and resilience of students with low well-being scores. It is particularly heartening that the children participating in the project were putting these positive life skills into practice in their everyday life, both in and beyond school. Positive makes positive.
The project leaders are grateful to those schools who participated in the study – not least in view of the Covid-19 circumstances. We also thanks Lisa Whitworth for her excellent leadership and vision for the project, Hollie Gay for her academic rigour and Chris Williams for providing the substance based on Cognitive Behaviour Therapy principles.
You can read the full report here.
As part of Teaching Schools South West’s Covid and Beyond Support Offer for 2020-2021 we are addressing mental well-being as a heightened need following months of school closures and time spent at home during the lockdown.
TSSW is working with the Early Help for Mental Health (EH4MH) programme through Devon County Council’s Public Health Team and Five Areas Ltd to offer schools access to a range of educational resources at a significantly reduced cost, which includes free training. The positive-sounding, almost statement of intent title, Living Life to the Full programmes of lessons for primary and secondary pupils are based on Cognitive Behavioural Therapy (CBT) techniques in everyday language to support pupils in building essential resilience and confidence.
Living Life to the Full for Children | We Eat Elephants is for primary school-aged children (5-8 and 9-12 years). The focus is on engaging, story-based resources that build on how you think and work as a teacher or practitioner, with appealing support materials for teaching that use everyday situations faced by young people at home and school. Engaging characters help to gain the children’s attention, with posters and feelings cards to make learning about emotions fun and ultimately help children to work out why they feel as they do and to make small changes to make that vital difference. Above all, the resources are jargon-free and child-friendly in clear and calm sessions to be delivered as part of the curriculum.
For secondary school students, Living Life to the Full for Young People | My Big Life offer three separate licences for Year 7 transition pupils, for those who are two to three years into their secondary school experience and older and online access. The programmes consist of a series of lessons based on Cognitive Behavioural Therapy (CBT) techniques with lessons aimed at encouraging students to recognise unhelpful thoughts and worries before they have an impact on day-to-day activities, along with strategies for students to address challenges they may face.
Developed by award-winning and widely recognised researcher and trainer in the evidence-based CBT approach, Dr Chris Williams; whose accolades include medical doctor and Professor at the University of Glasgow, a member of the British Psychological Society (BPS) and Honorary Fellow and past-President of the lead body for CBT in the UK, the British Association for Behavioural and Cognitive Psychotherapies (BABCP).
TSSW is pleased to be supporting this work and working with Devon County Council’s Public Health Team and Five Areas Ltd and schools can purchase the licence (s) to deliver the training of this renowned and well used CBT Life Skills training system in their schools at a significantly reduced price.
For more information and how to purchase the licence (s) see here.
The closing date for signing-up is Friday 4 September 2020.
Looking to the post Covid-19 return phase and “re-imagining” life back in schools, see the Covid and Beyond Support Offer 2020-2021 and other work underway as our response - both in the short-term and the longer-term - to support schools...
“Very interesting, enjoyable and relevant from start to finish” |The TSSW Virtual Summer Conference | Wednesday 1 July 2020
Remodelled in its social distancing Covid-19 virtual format, over 270 delegates participated in this not-for-profit second TSSW conference. Executive Lead (Executive Principal of Kingsbridge Community College) Roger Pope welcomed delegates and presented Teaching Schools South West as one of the Department for Education’s six national pilot Hubs at the forefront of the school-led system supporting 317 schools across Devon, Torbay and Plymouth. After three months of enforced change to action for the future, he reinforced that the next phase is to “re-imagine” how education can be even better in the future and set the tone for the conference.
Renowned Emeritus Professor of Educational Psychology at the Open University of the Netherlands, Professor Paul Kirschner led the keynote speeches. Amongst his string of many academic accomplishments and accolades, Professor Kirschner is Guest Professor at the Thomas More University of Applied Science in Mechelen, Belgium and owner of kirschner-ED. See here to read more about his profile.
Taking Einstein’s quotation as the title of his talk, “Standing on the Shoulders of Giants,” Professor Kirschner explored what Educational Psychology tells us about good teaching. Essentially: “if you don’t know why you’re doing something then you have no idea if what you’re doing means anything,” as he took delegates on a cognitive and educational psychology journey, introducing theorists: David Ausubel Charles Reigeluth, Alan Beddeley and Graham Hitch, Allan Paivio and John Hattie.
With easy-to-relate-theory to classroom practice, delegates were encouraged about using all the senses to aid memory retrieval, both verbal/non-verbal systems, and processing deeply to access deep learning in this stimulating start to the conference.
Professor Becky Francis, Chief Executive Officer of the Education Endowment Foundation (EEF) led her keynote on “Using Evidence to Narrow the Gap” – of particular pertinence following school closures in an unprecedented time for the teaching profession. Professor Francis was previously Professor of Education and Social Justice at King’s College London, Director of Education at the RSA and Standing Advisor to the Parliamentary Education Select Committee.
The impact of academic research has always been integral to her work, working with teachers and policy-makers and since 2011, over half of national schools have collaborated in the largest programme of educational research funded by the Education Endowment Foundation to identify the most effective ways to raise the attainment of disadvantaged children as evidence in practice.
Four months on from the lockdown, the figures were stark. If work with Pupil Premium students over the past ten years has gone a long way to narrowing the gap, Professor Francis discussed the sad reality that the effects of school closures on disadvantaged children are likely to have reversed this positive process. Anticipated to be most significant in Maths and for younger children, she advocated “a concentrated collaborative holistic programme” to compensate. EEF evidence supports the holy educational trinity of: good teacher quality, targeted academic support and wider strategies of social and emotional (holistic) support.
Associate Professor in Sociology at the London School of Economics, in his keynote, Sam Friedman examined, “The Class Ceiling: Why it Pays to be Privileged” and has published widely on class, culture and social mobility and is a Commissioner at the Social Mobility Commission. His current work is on a new project looking at the historical development of the British elite, drawing on the entire 120-year database of Who’s Who.
Sam questioned the premise whether getting ahead is a matter of merit and hard work – or whether, it can be attributed to class background. “The Class Ceiling” used 175 interviews from four occupational case studies in: television, accountancy, architecture, and acting. Findings demonstrated the four main drivers of the class pay gap were: the “Bank of Mum and Dad” as a financial cushion against risks; sponsorship bringing through younger staff in an organisation; dominant behavioural codes, in how people perform in working environments and self-elimination of socially mobile, when people fully embrace “culpable aspects” into their social life.
Even if Dr Friedman noted that sociologists are inclined to diagnose rather than solve – looking at how to break the class ceiling, he acknowledged that it is important to measure, monitor and publish and to start a conversation to ensure that everyone’s voice is valued.
With the curriculum all the more significant in the post-Covid-19 return, as the final keynote, Christine Counsell’s talk, “Shaping a Powerful Curriculum: Knowledge, Literacy and Inclusion” was especially relevant. An Education Consultant and previously a Senior Lecturer at The University of Cambridge with responsibility for the History PGCE; Ms Counsell specialises in supporting schools, partnerships, Trusts and Teaching Schools in curriculum and teacher development. Her extensive experience includes working with the Department for Education, Local Authorities and Ofsted; she is editor of Teaching History and recently joined the David Ross Education Trust as Trustee.
Looking at SATs reading passages, Ms Counsell explored research about how children learn to read and decode and demonstrated the importance of knowledge in transforming the achievement and experiences of the disadvantaged pupil. Cognitive Science work on memory refers to chunking and joining up words and concepts into schemata so that children can read more fluidly through association. With cognisance of key Ofsted terms “scope,” “coherence,” “vigour” and “sequencing” Ms Counsell reiterated how sequencing the curriculum is vital and links across subjects can increase long-term memory capacity and reading speeds.
Motivating and thought-provoking workshops led by a wide range of experienced and expert professionals and senior leaders addressed key educational topics. What Does Key Stage 3 Assessment Look Like When the Curriculum is the Progression Model? Some Practical Solutions for Secondary Leaders (Christine Counsell, Education Consultant); TNT – Trauma Needs Talking About. Exploding the Myth of Trauma in Children (Mark Escott, Life Chance Education); Improving Boys' Attainment (Mark Roberts, Assistant Principal at Tavistock College); Looking Through the Keyhole into the Boardroom (Naureen Khalid, Trustee and Governor); Evaluating and Improving Impact: Working Out What's Working in the Classroom (Joe McGinn, Head Of School Partnerships at ImpactEd); Improving Performance in a New Educational Landscape (Adam Reed, Director Of School Improvement at TT Education); and Tackling the Challenges of Curriculum Design (Chloe Wardle, Fellow, Learning Design at Ambition Institute).
“Retro Rules for Classroom Conduct” by John Stanier, Assistant Headteacher at Greater Torrington School was founded on the premise that behaviour policy often kicks in once the bad behaviour has happened; with prevention better than cure. John advocated a more knowledge-focused approach and harked back to the work of educational theorist Jacob Kounin’s 1970s research “Discipline and Group Management in Schools” who came up with the top five effective qualities from his observations of teachers: With-it-ness, Overlapping, Momentum, Smoothness and Group Focus.
Deputy Head at Charles Dickens Primary School, Jemima Rhys-Evans’s workshop “Reduce Workload to Improve Outcomes” was timely with the risk that too many teachers leave the profession within their first five years and she endorsed happy, motivated and rested teachers with energy to do more besides teaching. With onerous marking top of the list in a workload survey she referred to EEF’s 2016 Marked Improvement research that recommends live marking, self and peer assessment, whole class feedback and one-to-one small group conferencing. As one child said, “you can’t talk to a page of marking.”
With another look at the curriculum, Interim Director of English Mastery, Nick Wallace’s workshop on “Curriculum 101: Best Bets in Designing, Discussing and Delivering your Dream Curriculum” considered the transition from Key Stage 3 to 4 and how a standardised curriculum can have a positive influence. Features included keeping it simple, start at the end (main outcomes), get disciplinary (subject specialism is important), implementation is all, beware of cognitive overload and empower everyone to discuss the curriculum.
With resilience all the more essential in this post-Covid-19 phase PSHE SLE and Senior Project Lead at Sidmouth College Lisa Whitworth’s workshop on Building Resilient Learners was a must. She referenced the "My Big Life" life skills resources developed by Five Areas based on cognitive behaviour therapy work to help break young people’s cycle of avoidance and develop resilience; ultimately increasing attendance and well-being. Lisa is currently leading a Year 7 programme next Spring or Summer working with Five Areas and the Universities of Exeter and Sussex.
Even its virtual conference format, discussion was evident in the chat boxes and it was great to see colleagues asking questions, sharing and reflecting together.
Director of TTSW Martin Smith ended the conference with grateful thanks to all the presenters for their keynotes and workshops – not least in adapting so swiftly and effectively to the virtual conference format. He thanked Mark Drew and Robin Scott at Exeter Consortium Teaching School Alliance for organising the conference (again in its virtual format), working with Alex Wren at video production company Bitpod and the wider TSSW Team for their support and encouragement. And finally, a thank you to sponsors Computeam for all their support, and who are currently working with the Department for Education on educational innovations, including a G-Cloud Platform, Google for Education and Microsoft Teams.
In the spirit of TSSW partnership and collaboration working with Teaching School Alliance partners, schools and networks, Martin commended everyone for participating in the conference: “being together in mind, if not in person."
Feedback from the sessions:
“Very interesting and informative, backing up my understanding of the latest research.”
“Very important points made in a manner which was very understandable.”
“Made me think and I found it very relevant to what we are doing with our curriculum.”
“Great simplified refresher for experienced staff. Humorous and engaging delivery. Really useful for new staff who are rarely equipped with these fundamentals from ITT.”
With our reputation for high-quality and dynamic Continuing Professional Development, Teaching Schools South West is delighted to launch its CPD Offer for the next academic year 2020-2021.
This is a comprehensive Offer that covers a broad range of motivating and meaningful training for schools – including Teaching Assistants, Teachers, Leaders and Governors that covers all phases and school types and is career-wide from NQT to Aspiring Heads.
Particularly rewarding, the Offer is school-led and the majority of courses are designed and delivered by specialist teachers and leaders from within schools, often working with expert partners to provide quality training as professionals who understand the up-to-date needs and benefits of our profession.
Furthermore, the offer provides the best of regional and national CPD; as well as the best research, so that this combination can bring schools the best possible practices in the best possible formats so that ultimately the best possible outcomes are achieved for teachers and pupils.
We believe our CPD Offer represents great value for money. We are proud that TSSW is a partnership of not-for-profit Teaching School Alliances, a Research School, Multi Academy Trusts and Schools – with the majority of the programmes below the rates of commercial providers and for TSSW members the benefits are often multiplied.
Looking to next year and supporting school-evaluation, the CPD Directory will also be a strategic document for schools to use as part of the appraisal process, enabling colleagues to identify training plans to support their development targets.
With the added impetus of the Covid-19 return phase, we look forward to an exciting new academic year and believe the CPD Offer will play an important role in supporting colleagues across the schools within our region.
We are delighted to announce, from the next academic year, our Teaching School Hub will be offering a high-quality Appropriate Body service for Newly Qualified Teachers (NQTs).
Building on the expertise of Torbay Teaching School Alliance’s role as an Appropriate Body for the Torbay area, the new TSSW service will link into our range of Early Career programmes for primary and secondary teachers.
We are committed to providing a highly-skilled, central point of contact for all schools and NQTs led by a team of dedicated NQT specialists and senior leaders with years of experience operating as an Appropriate Body. This will be a standardised approach across the region that is consistent, yet personalised, to meet the needs of all schools and their NQTs. We believe this represents great quality and value, and has the added advantage that NQTs can access relevant NQT Continuing Professional Development (CPD) and training at a reduced TSSW members’ rate.
The TSSW Appropriate Body service provides the following:
The fees for 2020-2021 are:
TSSW Members £275 per NQT per academic year | Other colleagues £295 per NQT per academic year | Pro-rata cost available for periods of less than one year
To register for the TSSW Appropriate Body
For all other enquiries or further information, please contact Wendy Vreony or Faye Steele:
email@example.com | firstname.lastname@example.org
Teaching Schools South West is a partnership that includes a Teaching School Hub, six Teaching School Alliances, the Kingsbridge Research School, Multi Academy Trusts and schools from the wider Devon area. We are committed to enable all schools to have access to excellent services that have the greatest chance of improving the quality education.
TSSW is in the process of developing its Mental Well-Being Strategy, looking at how we can effectively support schools during the recovery and re-imagining stages as we emerge from the pandemic, through to long-term sustainability...