Boolean Maths Hub - Primary Mastery Readiness Programme

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Boolean Maths Hubs

As part of your role within your Teaching School and/or your role as an NLE, we know that you will be supporting schools in challenging situations.

We would like to draw your attention to our Primary Mastery Readiness programme which can help to support these schools by focusing on the following key areas:

  • the development of effective leadership that will remove barriers and put in place structures to support change and teacher professional development in relation to teaching for mastery,
  • the development of classroom culture and attitudes to mathematics that will support a teaching for mastery approach, both on the part of teachers and their pupils. 

This will be achieved through the engagement of the head and lead teachers in six training/networking events throughout the year and each school will receive free and regular bespoke support visits from an accredited Mastery Readiness Lead.  This then results in the schools receiving 4 years of sustainable development made up of:

Year 1: Mastery Readiness

Year 2: Teaching for Mastery (development year)

Year 3: Teaching for Mastery (embedding year)

Year 4: Teaching for Mastery (sustaining year).

There is no charge for participation in the 4 year programme and in the second development year the schools receive funding of £1000 to help towards supply costs (textbook match funding may also be available). 

We would welcome recommendations from you of the schools who you think will benefit from the programme. Generally primary schools that meet one or more of the following criteria: 

  • has Inadequate for at least their most recent Ofsted inspection or has been judged at RI for the last two or more of their most recent Ofsted inspections
  • has mathematics identified as an area for development as part of a School Improvement offer
  • has low progress or attainment data for mathematics across the school
  • has been identified, by their Local Authority, as being suitable for the programme
  • identifies as needing additional support for leadership of mathematics
  • has a high turnover of staff, meaning that the implementation of sustained change can be difficult

If you have any questions or queries, do not hesitate to Lisa Pollard on the number below.

 

Mrs Lisa Louise Pollard, Maths Hub Lead, Boolean Maths Hub, CLF Institute

07525893880

 

@booleanmathshub

TSC SW Podcast #2: International Perspective (2)

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In our second podcast Jim Rogers explores the international perspective with Casper Rongsted of the Nordic Schools.

As Denmark is beginning to open their schools, Casper and Jim discuss how Denmark has managed the school closures and are now preparing for the return of the younger students.

Staff and student well-being is something the Danish schools are known for, and how they have maintained this during school closures is discussed, as well as creative ways for managing social distance using the outdoors.
 

 

 

Timeline (mins):


2:03 Q1: What has been the Danish educational experience of lockdown, particularly how have the schools supported the welfare of staff and students?

7:52 Q2: academic catch-up and Danish approach.

9:22 Q3: Welfare well-being what has been done to maintain staff and student well-being

12:55 Q4: Danish approach to teaching online and importance of ‘live’ lessons

17:00 Q5: Drawing from the positives in the current situation - capitalising on rapport and relationships. Top tips.

Links referred to in the podcast:

http://www.nordicschools.com/

https://www.facebook.com/Nordic-Schools-1543417209256062/

https://teachmillions.com/


Casper can be found on LinkedIn as https://www.linkedin.com/in/casper-rongsted-2358797/
Jim can be found on Twitter as  @jimrogers72 and www.jimrogerstraining.co.uk

Rebuilding Trust CPD Trauma Session

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Rebuilding Trust: Relationships, Relationships, Relationships

Sigma Teaching School  are offering access to a FREE online staff CPD course entitled understanding and supporting children and young people who have experienced trauma. The topic is clearly even more relevant than ever at this extraordinary time and the course includes practical strategies to meet the needs of children and young people during the pandemic. The first two sessions are available at the following link http://www.sigmateachingschool.org.uk/online-training/

The aims of the course are to:

  1. Provide an overview of the key messages from research regarding what works for children and young people who have experienced trauma.
  2. Provide an opportunity to reflect on your practice with regard to these key messages (reassurance and ideally identifying actions to further develop your practice).
  3. Signposting to further information.

Some of the evidence-based approaches and interventions informed by research are deceptively simple. They are, however, also enormously powerful in their impact.

Further sessions will be added to the course every Tuesday and will be found by following the link above. We hope that you will find them useful.

TSC SW PODCAST #1 : Leadership Resilience 

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In our first podcast Jim explores the role of leadership and well-being with Julia Steward, author of Sustaining Resilience in Leadership, and a leadership coach and facilitator for school leaders for over 20 years. In the conversation they reflect on the current situation and the additional pressures placed on school leaders alongside practical tips and advice on self-management. The guidance also includes the roles of governors and trustees.



Timeline (mins):


00:00 Introduction
01:32 Julia, what is your perspective on the current situation and the pressures school leaders are under?
07:40 What lessons can we learn from 'sustaining resilience for leadership' that can be applied now?
14:10 What would be your top 3 tips for school leaders, where might leaders turn for advice and support?
19:20 What would be your advice for those school leaders feeling fear due to the pandemic and responsibilities for people's health?
24:53 What advice would you give school governors and trustees and their duty of care role in supporting schools right now?

 

 

Links referred to in the podcast:

 


1. SusanDavid: https://www.ted.com/talks/susan_david_how_to_be_your_best_self_in_times_of_crisis?utm_source=recommendation&utm_medium=email&utm_campaign=explore&utm_term=newest-talks-5

2. https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage

3. Self-compassion - Kristin Neff: https://self-compassion.org/

4. Brene Brown on leadership: https://daretolead.brenebrown.com/

5. SW CPD Portal: https://www.cpdportal-sw.org/

6. Fear-setting exercise by Tim Ferris. Ted talk: https://www.youtube.com/watch?v=5J6jAC6XxAI&t=10s

7. Julia's blog on sleep:  https://www.chrysalisleadershipdevelopment.com/2016/01/teacher5aday-the-missing-ingredient/

8. Julia's website:  https://www.chrysalisleadershipdevelopment.com/


Julia can be found on Twitter  @chrysalisleader and Jim on  @jimrogers72

Virtual Recruitment and Foreign Recruitment Guidance

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The DfE has produced guidance for school leaders running virtual recruitment processes during school closure.

Find details here

The Department has also released guidance on foreign recruitment during the Covid-19 outbreak:

Recruit teachers from Spain to teach modern foreign languages - Get help recruiting qualified teachers from Spain to teach modern foreign languages using Spain’s Visiting Teachers Programme (SVTP) - Focusing on recruiting international teachers to start in January 2021, rather than September 2020, in case travel restrictions and the closure of visa application centres continue.

Recruit a qualified international teacher - State funded secondary schools and academies in England can get help from the International Teacher Recruitment Programme to recruit international teachers - Focusing on recruiting international teachers to start in January 2021 rather than September 2020, in case travel restrictions and the closure of visa application centres continue.