Food Teacher Professional Portfolio

End of year 1 feedback

The British Nutrition Foundation (BNF) conducted a survey on behalf of the Food Teacher Professional Portfolio (FTPP) programme (in conjunction with the Food Teachers Centre) and supported by The All Saints Educational Trust.

Teachers registered on the FTPP programme were invited to take part in the survey via email and reminded through the Food Teachers Centre Facebook group.

334 teachers responded to the survey although not all questions were answered by all teachers. The teachers were asked 18 questions relating to their own experience of the FTPP programme, including which aspects they found most useful and why; types of professional development undertaken and how the programme has impacted on their confidence and competence to teach food.

Question 1

Answered 334, skipped 0

1 Question 2

Please tell us which aspects of the Food Teacher Professional Portfolio programme have been most helpful in developing your confidence and competence as a food teacher since you joined the programme? (Tick all that apply and/or add your own.)

Aspect of the FTPP programme Most helpful in developing confidence and competence Document - Food Teaching in Secondary Schools: A framework of 79% knowledge and skills (PHE/BNF 2015) On-line audit tool when joining the programme 74% Portfolio (organiser) and the planning process in the portfolio - Needs 73% analysis template, My development record template Webinar 1 (January 2016) - Welcome and introduction to the 74% programme Webinar 2 (February 2016) - Managing practical food classes/shorter 76% lesson Webinar 3 (March 2016) - New Eatwell Guide 86% Webinar 4 (April 2016) - Functional characteristics of ingredients 84% Webinar 5 (May 2016) - Using the portfolio for Performance 75% Management Webinar 6 (June 2016) - Implementing good food safety and hygiene 82% Webinar 7 (July 2016) - Teaching the curriculum - writing schemes of 82% work Monthly newsletter (email) 82% Face to face events matched to the framework 80% Certificates for your portfolio matched to the framework 77%

2 Question 3

Please explain why these have been most helpful to you, and give examples of how you have used them to plan your development to improve teaching and learning?

This was a free answer question, with 221 answers given. Analysis of the responses shows the following to be the most popular:

Portfolio – layout/presentation 2 Portfolio – helpful information 5 Improved confidence 5 Emails – up to date information/good reminder 6 Support from experienced and professional people 7 Confirmation of doing the right thing 7 Regular updates 8 Sharing with colleagues/non-specialists 8 Useful to catch up with webinars on demand 12 Portfolio – organising and tracking 15 Improving knowledge 17 Webinars – not used yet 19 Webinars – up to date/advice 20 Audit – good starting point/reassurance 20 Assisting with planning/schemes of work 22 Recently joined/not fully engaged yet 23 Resources provided – up to date/advice 25

Some of the comments included:  The online audit: excellent measure of my confidence in subject knowledge and competence as I was at the time returning to teach. Introduction: Obviously important in discovering in detail what the programme would and would not deliver. The Eatwell Guide: to keep updated on new advice and provided the background resource needed to teach accurately. Implementing good food safety and hygiene: lots of pointers on managing the environment I am working in. I am confident teaching this subject, but in the absence of a dedicated technician, needed reminding about my obligations. This was done very clearly. Great resources as well. Writing schemes of work: Great advice from Louise. I have written SOWs before, but a long time ago. I was amazed at how much I had forgotten. Certificates for portfolio: oddly, I have not had a formal review, but with a new head teacher arriving, I feel up to the task of providing evidence that I have kept up to date and on task with CPD.  It gives more insight and as knowledge is powerful, it has richly influenced the quality of decisions I make and pass on.  The webinars are very useful indeed, that said I haven’t listened to them all but am currently catching up. They are really useful at reminding me of food practice and general information. Good to keep abreast of changes etc.  I found being able to access after the webinars helpful as I wasn’t always able to connect live.  Needed to brush up on food hygiene and safety so it’s been really useful as a refresher.  The monthly newsletter is great as it makes me think of the wider issues around teaching food.

3  Having a professional tutorial that can be re-visited has been most welcome and very reassuring. Feeling I was not alone and not as incompetent as I often imagine (being a one person department there is no one to bounce ideas off or re-affirm my own knowledge and understanding). The webinars have given me confidence in my own abilities and a greater desire to push the boundaries in all directions.  Helped to develop schemes of work that are interesting for pupils and manageable for me!  Gave me a better understanding of some issues that arise in the classroom and provided me with useful resources/sites.  The interaction between teachers, issues, problem solving and new specifications. Knowing that there are other colleagues that have similar views to you and you’re not the only one with real concerns.  The webinars really helped ensure that I was up to date in all aspects of my planning and teaching and have provided ideas/solutions that have been used within my department.  The audit was excellent for helping me to focus on my personal CPD, which is something that can be very easily overlooked, and monitor my progress with my own self-improvement, planning lessons/activities to build up my knowledge of pedagogy and deliver a better curriculum and lessons.  The portfolio itself has been useful in collating all my evidence, so much so that my school has ‘borrowed’ it as an excellent exemplar for staff to develop and use.  Being an NQT and the only food teacher in my school, I have found the programme helpful, especially with the new parts of the GCSE.  The on-line audit was very helpful – I was interviewing to be head of food and this document helped me talk about where our department and members of the department needed training or improving.  Used the audit and portfolio to review my skills and knowledge and then wrote a letter of application for HOD role for which I was successful.  I have a technician who is going to be teaching next year so it’s been a very useful tool to help and support her in preparing for the role.  Help with planning SOW and increased confidence with teaching.  As a part time teacher now and not managing food, it’s a life line. Access to up to date information has improved my confidence as well as my teaching. I actually feel less stressed because I feel connected (less isolated) to a professional group.  The portfolio has helped me focus and take control of my CPD which has been practically non-existent since being part time. Best thing in years!  The July webinar showed me how to write schemes of work, first time ever I have had it explained and was done in such a relevant way. Will use the information over the six week holiday and go through the webinars.  I’ve used the resources as CPD because I am not a trained food teacher. Having the webinars has consolidated a lot of information that seemed difficult to digest initially.  Helpful to reflect on what I do and do not know! Really good to share ideas and talk through ‘how’ to do things!  Certificates – always good for CPD.  The whole programme is so subject specific that there is always something to take away from a webinar.  Time is not wasted on travel.  As the only food teacher in school you feel supported.  It’s given me the opportunity to extend my own knowledge and skills and further develop and implement into my training.

4  Food is not my first subject and it is the first time I have written a scheme of work. As the only food teacher at my school it has been helpful to know that there is somewhere I can go to ask for help.  The online audit was useful because I could think honestly where I was at the start; it will help me to measure my progress over time.  As a non-specialist, it is nice to have the guidance on a good range of topics.  Concise and latest information, presented in a convenient format.  Audit used to identify gaps in knowledge, linked to framework.  Keeps me up to date with changes, tailored CPD for food – not found anywhere else! So useful as only food teacher.  Never before done an audit of my knowledge. Very interesting and assuring.  I am now aware of my strengths and now know what areas in my subject knowledge I need to build on.  Have developed better lessons as an outcome with the use of better resources, tips and equipment. More confident now to approach SLT about more funding, any issues re: staffing and curriculum.  The webinars are excellent. Unfortunately, I haven’t been able to join them live but I always watch them at a later date for ideas to improve my teaching.  I have used the audit, viewed webinars and used the certificates as evidence for my QTS portfolio to demonstrate CPD.

5 Question 4

Below is a list of some of the things that you might have changed or done as a result of joining the Food Teacher Professional Portfolio programme. Please identify all that apply to you and add comments below.

Things teachers might have change or done % of responses I have changed the way I plan my professional development due to the Food 35% Teacher Professional Portfolio programme I have attended a course and used what I have learned back in the classroom due to 35% the Food Teacher Professional Portfolio programme I have learned a new skill through the Food Teacher Professional Portfolio 29% programme I have changed the way I manage practical lessons and shorter lessons due to 22% information I received on the Food Teacher Professional Portfolio programme I have improved my teaching due to information I received on the Food Teacher 44% Professional Portfolio programme I am better informed and have changed my teaching of the Eatwell Guide due to 66% information I received on the Food Teacher Professional Portfolio programme I understand the functional characteristics of ingredients and have used new 28% classroom activities due to information I received on the Food Teacher Professional Portfolio programme I have changed my schools approach to food hygiene due to information I received 14% on the Food Teacher Professional Portfolio programme I have been able to use the portfolio and framework as part of Performance 23% Management due to information I received on the Food Teacher Professional Portfolio programme I feel more confident and competent as a food teacher 57%

Other aspects/things that have changed as a result of the programme:  Sharing within department.  I have been teaching food since 1977 and have just started working part time. All the information has been a great revision exercise for me and I have picked up lots of snippets of information and ideas and made lots of little tweaks to the way I work.  We have managed to secure an adult technician for classroom maintenance each day.  I have changed all lessons regarding the new Eatwell Guide.  I hope I have been able to raise the profile of my department within the school during this past year. In the past it has been seen as a ‘practical’ subject rather than educational and I feel that this has been addressed and more notice has been taken of the outcomes achieved.  This programme is invaluable as a healing tool for self-doubt and lack of confidence.  Schemes of work have been updated with new ideas for lessons and ways of sharing information.

 Feel more organised. It is easier to find reliable information and advice.  Helped me apply for a food position and get a new job!

6  Personal and professional confidence, reassurance and a point of reference for myself, department and line manager.  I have been given a new lease of life as a food teacher and have taken a much more proactive role as a result!  We are putting together a single file with risk assessments, health and safety documents and allergens so that it’s all in one place.  I passed my QTS and secured an NQT role.

7 Question 5

Which events have you taken part in since joining the programme? (Tick all those attended.)

8 Question 6

Please rate the usefulness of each webinar.

Answered 127, skipped 207. Please note that this question was only answered by those respondents who identified that they had attended an event in question 5.

Webinar Average usefulness rating - scored on a scale of 1 (not useful) to 7 (very useful) Webinar 1 (January 2016 ) Welcome and introduction to the programme 5.6

Webinar 2 (February 2016) Managing practical food classes/shorter lessons 5.8

Webinar 3 (March 2016) New Eatwell Guide 6.4

Webinar 4 (April 2016) Functional characteristics of ingredients 6.0

Webinar 5 (May 2016) Using the portfolio for Performance Management 5.5

Webinar 6 (June 2016) Implementing good food safety and hygiene 5.9

Webinar 7 (July 2016) Teaching the curriculum - writing schemes of work 6.3

9 Question 7

From the list below, identify the work based learning experiences you have engaged with since joining the programme. (Tick all that apply to you and/or add your own.)

Work based learning experience engaged with None Once More than once Peer observation, work shadowing a colleague 51% 21% 28% Visiting another school 61% 24% 15% Record and reflect on your own lessons 19% 13% 68% Visiting an industry partner 84% 11% 5% Shadow an individual child, young person or a class 82% 9% 9% Expanding your role - for example, whole school food 51% 26% 23% Involvement in the local community (business, food 77% 13% 10% banks, holiday hunger clubs) Creating a new scheme of work or project 8% 28% 64% Developing and sharing a new teaching technique or 20% 20% 59% idea Developing a section of school or student website 75% 8% 17% Supervising training teachers 76% 9% 16% Supervising an NQT 83% 5% 12% Supervising a non-specialist teacher 54% 11% 36% Present a case study 88% 7% 5% Leading internal moderation 44% 26% 30% Trying something new 10% 24% 66% Working towards a 'mark' or award within the school 84% 9% 6% Other 93% 3% 4%

If other, please explain:

 After school clubs.  Teaching feeder schools, year 5 and 6.  Using food experience to teach nutrition and digestion in Science.  Completed NPQML and became a leader of education SLE.  Working with another food teacher to advise me on GCSE programmes.  Trying to get non-specialist staff to partake in the Eatwell Guide by introducing the theme in assembly as well as eating well at work and demonstrating this within classes; especially during form time.  OU Science course.

10 Question 8

From the list below, identify the professional activities you have engaged with since joining the programme. (Tick all that apply to you and/or add your own.)

Professional activities engaged with None Once More than once Giving a presentation or facilitating a workshop at 68% 21% 11% an event Being an assessor, examiner or moderator 59% 23% 18% Being a mentor for another teacher 58% 21% 21% Engaging in research, supervising research, editorial 86% 10% 4% board member Membership of a special interest or working group 62% 22% 16% Engaging in national curriculum development work 59% 17% 24% Contributing to government consultations 87% 9% 3% Networking 28% 27% 45% Other 92% 2% 6%

If other, please explain:  Planning and delivering city wide inset training at my school, in food to support teachers in delivering the new GCSE.  School Food Champion programme.  Subject representative for school alliance activities and training.  Researching on lone, collecting ideas and becoming motivated to reach outside my basement classroom.  Writing a book.  Had visiting teachers from other schools.  Hosted training for non-specialist food teachers on a number of occasions throughout the year.  Working on Healthy Schools.  Attended local borough meetings – more confidence to speak.

11 Question 9

From the list below, identify the formal/education activities you have engaged with since joining the programme. (Tick all that apply to you and/or add your own.)

Formal/education activities engaged with None Once More than once Higher/further education courses 77% 16% 7% Attending professional conferences, workshops or 32% 38% 31% seminars Attending a course or workshop to enhance practical 43% 36% 20% food skills and/or knowledge Writing articles or papers 95% 3% 2% Distance learning 68% 15% 17% Planning and running a course 73% 18% 9% Lecturing or teaching other teachers 78% 16% 5% Gaining an award or national recognition 91% 6% 3% Other 97% 3% 1%

If other please explain:  Distant learning gaining a certificate of completion from the American Alison online course site.  I am working towards completing my SSAT Lead Practitioner award.  Writing a book.  I completed an online nutrition course before attending the June 2016 seminar.  Providing subject knowledge to food teacher trainees.

12 Question 10

From the list below, identify the informal learning activities you have engaged with since joining the programme. (Tick all that apply to you and/or add your own.)

Informal learning activities None Once More than once Increasing experience of different types of food and food 16% 19% 65% preparation Opening your mind to different tastes and ingredients 17% 14% 69% Other 93% 1% 6%

If other, please explain:  I took part in a BBC2 Science experiment regarding gluten free diets. Joined Wellcome’s The Crunch 2016 project as an ambassador.  Taken part in a local food festival doing a kids food class demonstration.  Exploring with food, both at home, with colleagues at work. More so during lessons with the pupils I frequently work with.  Developing authentic Brazilian food products to be served at an ambient temperature during our Olympics festival catering to all our feeder schools.  New ideas of classroom games/activities  Watching videos on food preparation and garnishing/decorating techniques.

13 Question 11

From the list below, identify which work based learning activities have had the most impact on your confidence and competence as a food teacher. (Tick all that apply to you and/or add your own.)

Work based learning activities Average impact rating - scored on a scale of 1 (least impact) to 7 (most impact Peer observation, work shadowing a colleague 4.8 Visiting another school 5.2 Record and reflect on your own lessons 5.6 Visiting an industry partner 4.6 Shadow an individual child, young person or a class 4.2 Expanding your role - for example, whole school food 4.9 Involvement in the local community (business, food banks, holiday hunger clubs) 4.6 Creating a new scheme of work or project 6.0 Developing and sharing a new teaching technique or idea 5.6 Developing a section of school or student website 4.5 Supervising training teachers 5.0 Supervising an NQT 4.8 Supervising a non-specialist teacher 4.9 Present a case study 3.9 Leading internal moderation 5.2 Trying something new 5.8 Working towards a 'mark' or award within the school 4.5 Other 5.8

If other, please explain:  I am hoping to develop a cooking club in my school next term.  My SOW will be remodelled and I will be looking at highlighting student’ work on the school website to start with.  I intend to create an electronic portfolio for each student as part of another subject that I teach and include section for them to display their work and achievements.

14 Question 12

From the list below, identify which professional activities have had the most impact on your confidence and competence as a food teacher. (Tick all that apply to you and/or add your own.)

Professional activities Average impact rating - scored on a scale of 1 (least impact) to 7 (most impact) Giving a presentation or facilitating a workshop at an event 5.0 Being an assessor, examiner or moderator 5.2 Being a mentor for another teacher 5.2 Engaging in research, supervising research, editorial board member 5.3 Membership of a special interest or working group 5.5 Engaging in national curriculum development work 5.5 Contributing to government consultations 4.1 Networking 5.8 Other 6.0

If other, please explain:  Inviting guest speakers in to address areas of the course that are unfamiliar.  Joining the Food Teachers Centre group on social networking has given me another branch of people to contact and learn from.

15 Question 13

From the list below, identify which formal/educational activities have had the most impact on your confidence and competence as a food teacher. (Tick all that apply to you and/or add your own.)

Formal/educational activities Average impact rating - scored on a scale of 1 (least impact) to 7 (most impact) Higher/further education courses 5.1 Attending professional conferences, workshops or seminars 5.9 Attending a course or workshop to enhance practical food skills and/or 6.1 knowledge Writing articles or papers 4.2 Distance learning 5.0 Planning and running a course 5.6 Lecturing or teaching other teachers 5.2 Gaining an award or national recognition 5.2 Other 5.5

If other, please explain:  Wellcome’s Crunch Project – greater knowledge of sustainability, new developments within the food industry.  Providing subject knowledge for food teacher trainee.  As a new teacher I’ve learnt a lot but the process has highlighted how much I still have to learn.

16 Question 14

From the list below, identify which informal learning activities have had the most impact on your confidence and competence as a food teacher. (Tick all those that apply to you and/or add your own.)

Informal learning activities Average impact rating - scored on a scale of 1 (least impact) to 7 (most impact) Increasing experience of different types of food and food preparation 5.6 Opening your mind to different tastes and ingredients 5.5 Other 5.3

If other, please explain:  Practising skills for myself to boost confidence.  Research via the internet.  Have taught a group of 12 underachieving year 9 boys with major behaviour issues. Needed behaviour strategies in place and ideas to use rapidly. Co-ordinated an individual package for a food ‘refuser’.

17 Question 15

Please give your level of agreement for the following statements in relation to the Food Teacher Professional Portfolio programme.

Statement % Strongly % Disagree % Neither % Agree % Strongly disagree agree The programme and the 4% 5% 44% 36% 11% framework of knowledge and skills equips me to bid for funding and release for development The programme has 1% 3% 17% 54% 25% helped me to identify, prioritise and plan my own professional development against a structured framework for food teachers The programme has 1% 3% 21% 43% 32% helped develop my confidence and competence as a food teacher The programme is a 1% 4% 22% 39% 34% valuable tool for my performance management process in my school The programme helps 1% 1% 16% 51% 32% me to take responsibility for my own professional development, set targets and review my progress The portfolio enables 2% 1% 11% 52% 35% me to collect evidence of different types of professional learning in one place The programme helps 1% 2% 21% 49% 28% me to address the main challenges of my present and future role

18 Statement % Strongly % Disagree % Neither % Agree % Strongly disagree agree The programme has 1% 2% 12% 48% 37% stimulated my thinking and professional knowledge The programme ensures 1% 1% 10% 52% 37% that my practice is critically informed and up to date The programme aids 1% 3% 12% 54% 31% reflection on my practice The programme has 1% 2% 18% 48% 31% developed my teaching The programme helps 1% 2% 26% 48% 24% me to evaluate the impact that the different types of professional learning activities have on my performance The programme and the 1% 0% 19% 46% 34% framework help to set national standards for teaching food in schools nationally The programme helps 1% 3% 30% 42% 24% those without formal food teaching qualifications gain recognition The programme 1% 2% 26% 43% 28% provides effective support for those without formal food teaching qualifications Without the 6% 18% 17% 27% 32% programme, I would have received no specialist food professional development support this year

19 Question 16

Please say how much your confidence and competence to deliver food and nutrition education at KS3 and GCSE level has increased through the support of the Food Teacher Professional Portfolio programme.

Answered 202, skipped 132 Graph shows number of teachers

Average rating - % of teachers scored on a scale whose of 1 (not at all) to confidence or 7 (a lot) competence has increased Confidence to deliver food and nutrition education 4.6 66% Competence to deliver food and nutrition education 4.4 63%

Please explain your answer - analysis of the responses showed the following were the most popular:  Sharing experiences 1  Initial audit provided confirmation of knowledge and skills 2  Given me more confidence as a non-specialist/new teacher 2  Reassurance that I am doing the right thing 3  Already and experienced teacher but keen to learn more 3  Feel more confident in my subject knowledge 5  Confirmation of my confidence and competence 13

Comments included:  Having taught for so many years and being the only food teacher, this has helped enormously to update and get valuable resources for the new way forward in this subject.  Have a degree in this subject. Been helpful for new updates.

20  As a one person department, a situation which is new to me, I have gained confidence in what I am doing on a planning basis.  The initial audit provided confirmation of my knowledge and skills and also of the activities I generally engage with in order to keep my knowledge and skills up to date.  I feel I am a confident and experienced food teacher but I am always keen to learn more and food education and information is constantly changing. I feel it has helped me review current practice and kept me up to date. I am looking forward to more of the seminars to dip into.  I anticipate both will happen in time.  Confidence level has increased due to others sharing their experiences etc.  Without this programme, I would be completely in the dark in so many ways.  I feel very supported through several channels, as well has having increased my knowledge and had opportunity to extend my sources of knowledge through contributions from other teachers and webinars.  Both have risen a lot as this was my second area I was originally worried about teaching this but the FTPP has helped me with my understanding and building my confidence.  Working in a PRS there are times when you feel very isolated from main stream as normal KS3 and GCSE schemes or work don’t fit this and it has been a great way of finding out ways of fitting a square peg into a round hole.

21 Question 17 Have your professional values and beliefs changed since joining the programme?

This was a free answer question, with 202 answers; analysis of the responses shows that the following were most popular:

Hopefully in the future 2 I haven’t been involved in the programme long enough to say 17 No but reinforced 20 Yes 35 No 71

Comments included:

 Not sure I have professional values or beliefs and certainly don’t have any great professional aspirations. I do, however, believe in children.

 No but generally feel ore able to achieve.

 My beliefs in teaching have not changed as I still believe that all children should be taught about food and nutrition in schools but the support and guidance through this programme has enhanced my career.

 Yes, I have a much better understanding and I hope to continue on this journey with your support and relevant information you share.

 No, the programme has provided me with evidence that my professional values and beliefs are at least valid, but in many cases, correct.

 I think that my values and beliefs have changed as at school is was mainly sweet dishes that the students made at KS3 and I have through the advice of the portfolio encouraged further recipes being used and I feel as though this has meant a better update this year at KS4.

 Not changed but reinforced.

 Not really, I think it will be more helpful however in changing the beliefs and values of SLT.

 No, as I have always considered these to be high. However, I feel the programme does back this up if needed in school.

 The programme has given me things to think about and has developed my knowledge in some areas which is great for confidence and ability, but my values and beliefs are still the same.

 Yes, or at least been reinvigorated and refocused as I have experienced new ways of thinking and the added bonus is being part of the programme that gives me more confidence and networking opportunities.

22  My values that Food is extremely important as a subject and a profession have been re-affirmed and I think generally the whole concept of food in schools has changed considerably.

 Reinforced how important food education is in the curriculum.

 Yes, I think it has made me consider and think about the ranging needs of the department in moving it forward and my own necessary development.

 More positive and feel more valued.

 Still remain the same since joining the programme but feel more informed and confident with teaching food.

Question 18

Please tell us any further comments you may have on the programme.

This was a free answer question with 85 responses.

Comments included:

I have found the support invaluable and very worthwhile. There has been no money available for courses etc. in my school this year so this has been the only way of me keeping up to date with new ideas. Thank you.

 My only criticism was the timing of the webinars which clashed with many activities going on in the school. Changes have been made so I will have to wait t see if things are better this year. I intend to catch up on missed elements over the summer holidays.  I think it is a great tool and opportunity for CPD which I hope to use effectively in the future.  Excellent – thank you for all this great support!  As an experienced food teacher, I entered the programme not expecting to gain much, especially after completing the audit, a confidence booster in itself! However, I have been grateful for the support and guidance. The programme has also given me what I believe to be essential backup for performance management. The webinars are fantastic and I do hope that you will be able to continue them as they are a really valuable resource.  I hope that the funding will continue, it is crucial if we are going to be enabled to deliver the food curriculum to our children.  It’s a good idea for non-specialist teachers.  I am really enjoying the programme. It is inspiring and supporting all I do constantly.  Great programme that ensures all Food teachers are up to date. Great way of getting all the teachers together.  Thank you for all the work carried out. I will watch the sessions I have not yet been able to watch. I have been able to continue with some professional development which as a part timer has been unavailable through normal routes. The work on foodteacher.org is very helpful.  I would recommend that this is offered to all teachers nationally in a compulsory form.  I look forward to catching up with the webinars over the summer!  I am very appreciative of all the resources, webinars, conferences that have supported the teaching of Food. All that has been provided is absolutely relevant. Thank you.

23  Impressive.  I have enjoyed participating in the webinars and had the opportunity to attend a face to face course (UEL). I look forward to future webinars, knowing that if I cannot attend that I can always catch up at a later date.  Although I have only joined a month ago, I am very impressed with what I have seen so far.  This is probably very useful for somebody without the relevant degree and no experience.  Excellent – a wealth of resources and training opportunities that can be accessed in my own time.  It looks as though it will be rally beneficial to everyone who is involved in it and the schools they represent. Will be nice to have some form of standardised training across the whole network where all of the information that we need will be in one place. I am looking forward to using this as a tool to structure and record information for performance management. Thanks for all those involved in setting it up.

 I like the flexibility of the programme being available – I have some catching up to do but once on track it should be maintainable.  I keep missing the webinars, need more reminders. It is difficult to motivate when you are on your own in a department and you have been doing the same thing for so long. The theory behind the portfolio is amazing; especially in the academy I am at where we have to justify our place and what we do.  Please continue in a very similar format. It’s worked so well this year.  Maybe we could send in questions on topics that you intend to deliver so e can have a focussed question and answer session.  Fantastic support network.  Long may it continue!  This is an excellent programme to have and I would have really liked to participate more in the webinars but the timings were just wrong for me (I understand that they will always be wrong for someone and I have just been unlucky). Thank you for all the hard that is going into this on our behalf.  Like how I can go back and look at the webinars when I need to rather than always at the time it is on.  I just want to reiterate that the support from Frances, Roy, Louise and the team has been great. There is always someone who can answer a question and are willing to support. Thank you.  It has been excellent. I found the sessions on functional properties and new Eatwell Guide particularly useful.  The only unfortunately thing is that I have to access the webinars as a PPT at present. – a Tuesday is meeting night at school and therefore unable to do! However, completely appreciate it was a polled response and wouldn’t expect to change. It can’t suit everybody! Many thanks for doing this and please keep doing it!  Looking forward to the programme of events next year  Maybe have a different programme for more experienced teachers that could perhaps support management qualifications or good to outstanding food teaching.  Despite not having watched the webinars fully, I have seen some of them and know I can access them to help with further planning. Thank you.

04/08/16