Cabot Learning Federation Cabot Learning Federation Teaching School Alliance @CLF Institute 2016 Growth Haywood Village Academy City Academy Bristol Hans Price Academy Digitech Studio School Bristol Wallscourt Farm Academy John Cabot Academy Hanham Woods Academy Frome Vale Academy Bath Community Academy Begbrook Primary Academy Summerhill Academy King’s Oak Academy Bristol Brunel Academy Minerva Primary Academy CLF Post 16 Bristol Metropolitan Academy 2016 Cabot Learning Federation Cabot Learning Federation • 1548 staff (690 teachers) • 7958 pupils • 1711 in 3-11 (21%) • 5722 in 11-16 (72%) • 525 in Post 16 (7%) 2016 Cabot Learning Federation Academies September 2016 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 Key Stages Key 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 Leadership Team Vision & Values CLF Institute CLF Teaching School Alliance Partners CLF Academies: Named partners in Teaching School Alliance: Bath Community Academy The Castle School Bridge Learning Campus Bristol Brunel Academy Andalusia Academy Orchard School Bristol Bristol Metropolitan Academy John of Gaunt School Priory Community School City Academy Bristol St Brendan’s Sixth Form College Wellsway School and MAT Digitech Studio School Ashley Down Primary Bristol Grammar School Hanham Woods Academy Fishponds Primary Academy Bristol Cathedral Choir School Hans Price Academy Easton Primary Academy Colston’s Girls School John Cabot Academy St Stephen’s Junior School Cotham School King’s Oak Academy Corsham Primary School Abbeywood Community School Begbrook Primary Academy Briarwood Special School Frome Vale Academy Backwell School and North Somerset Teaching School Alliance (NSTA) Hayward Village Academy Bradley Stoke Community School and Olympus MAT Minerva Primary Academy Norton Hill School and Somervale School Summerhill Academy St Paul’s Children’s Centre and Redliffe CC Wallscourt Primary Academy Bristol Early Years Teaching School Consortium 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 Activity Re: 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. Welcome to Cabot Learning Federation Initial Teacher Training programme 2016-17 CLF – Training teachers 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 Hub Large Across 10 geographical local authorities region…7 counties Demographics include 941 urban, establishments… rural & at the last count coastal. Maths Hubs Determined support for all schools/colleges to improve: • the teaching of mathematics • the leadership of mathematics • the school mathematics curriculum Maths Hub Administrator Level 3 Lead (MHA) (L3L) Linda Corbidge Teaching for Ieuan Pearse Mastery Lead (TfML) Clare Christie Associate Work Maths Hub Director Group Lead (AD): Leads (MHL) Pete Griffin (WGL) Lisa Pollard Strategic Maths Hub Leadership Senior Lead Board Group Link (SLG) (SLL) (MHB): Alison Tony Cherry - Fletcher Chair Early Years Regional LSA EYFS TRG Primary SKE & Video Maths Bursary confidence – North Mastery club Research Projects & SKE Somerset Pedagogy Group Recruitment Secondary SKE Parental Engagement