School based professional development programme

1. Induction

This session could be led by PCM and include the following content:

• all relevant policies (safeguarding, behaviour, staff code of conduct)
• digital systems to support statutory duties, for example, the use of SIMS.

2. Safeguarding

CCF section 8 and Part 2

This session could be led by DSL and include the following content:

• the duties relating to Part 2 of the Teachers' Standards
• knowing who to contact with any safeguarding concerns and having a clear understanding of what sorts of behaviour, disclosures and incidents to report
• having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
• teachers must have proper and professional regard for the ethos, policies, and practices of the school in which they teach.

3. Managing behaviour

CCF sections 1 and 7

This session could be led by pastoral lead and include the following content:

• using early and least-intrusive interventions as an initial response to low level disruption
• creating and explicitly teaching routines in line with the school ethos that maximise time for learning
• responding consistently to pupil behaviour
• engaging parents, carers, and colleagues with support (for example, discussing a script) from expert colleagues and mentors both in formal and informal settings
• motivate pupils by supporting them to master challenging content
• applying rules, sanctions, and rewards in line with school policy, escalating behaviour incidents as appropriate.

4. Use of digital platforms

CCF sections 2, 3, and 4

This session could be led by Teaching and Learning lead and include the following content:

• design practice, generation and retrieval tasks that provide just enough support so that pupils experience a high success rate when attempting challenging work
• providing opportunity for all pupils to learn and master essential concepts, knowledge, skills, and principles of the subject
• using resources and materials aligned with the school curriculum that carefully sequence content
• providing tasks that support pupils to learn key ideas securely
• providing sufficient opportunity for pupils to consolidate and practise applying new knowledge and skills
• consider the factors that will support effective collaborative or paired work
• planning activities around what you want pupils to think hard about.

5. Professional behaviours and statutory frameworks

CCF section 8 and Part 2

This session could be led by PCM and include the following content:

• identify and engage in professional development and networks, with clear intentions for impact on pupil outcomes
• reflecting on progress made, recognising strengths and weaknesses, and identifying next steps for further improvement
• engaging critically with research and using evidence to critique practice
• understanding how to effectively work with others to support pupils (Designated Safeguarding Lead, SENCO, Teaching Assistants, Form Tutors, parents, and carers)
• protecting time for rest and recovery and being aware of the sources of support available to support good mental well-being
• collaborating with colleagues to share the load of planning and preparation and making use of shared resources
• building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• responding quickly to any behaviour or bullying that threatens emotional safety.

6. High expectations, including role of the form tutor or class teacher

CCF section 1

This session could be led by Teaching and Learning lead or other identified teacher and include the following content:

• setting tasks that stretch pupils, but which are achievable, within a challenging curriculum
• seeking opportunities to engage parents and carers in the education of their children
• creating a culture of respect and trust in the classroom that supports all pupils to succeed
• working with others effectively as a Form Tutor to support academic achievement and pastoral well-being.

7. Subject and curriculum knowledge and national priorities

CCF section 3

This session could be led by the curriculum lead and include the following content:

• the rationale for curriculum choices, the process for arriving at current curriculum choices and how the school’s curriculum materials inform lesson preparation
• providing opportunity for all pupils to learn and master essential concepts, knowledge, skills, and principles of the subject, being aware of misconceptions
• providing tasks that support pupils to learn key ideas securely
• teaching different forms of writing by modelling planning, drafting, and editing.

8. How pupils learn

CCF section 2

This session could be led by an identified teacher and include the following content:

• take into account pupils’ prior knowledge when planning how much new information to introduce
• reduce distractions that take attention away from what is being taught (for example, keeping the complexity of a task to a minimum, so that attention is focused on the content)
• sequence lessons so that pupils secure foundational knowledge before encountering more complex content.
• identify possible misconceptions and plan how to prevent these forming
• plan regular review and practice of key ideas and concepts over time (for example, through carefully planned use of structured talk activities) and deconstructing this approach
• increasing challenge with practice and retrieval as knowledge becomes more secure.

9. Adaptive Teaching 1: removing barriers to achievement

CCF sections 1, 2, and 5

This session could be led by Teaching and Learning lead or SENCO and include the following content:

• support pupils with a range of additional needs, including how to use the SEND Code of Practice, which provides additional guidance on supporting pupils with SEND effectively
• identifying pupils who need new content further broken down
• making use of formative assessment
• reduce distractions that take attention away from what is being taught (for example, keeping the complexity of a task to a minimum, so that attention is focused on the content)
• adapt lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations and deconstructing this approach
• decide whether intervening within lessons with individuals and small groups would be more efficient and effective than planning different lessons for different groups of pupils
• applying high expectations to all groups, and ensuring all pupils have access to a rich curriculum.

10. Adaptive Teaching 2: including developing pupil literacy

CCF sections 3 and 5

This session could be led by English lead or SENCO and include the following content:

• working closely with the Special Educational Needs Co-ordinator (SENCO) and special education professionals and the Designated Safeguarding Lead (DSL)
• making effective use of teaching assistants and other adults in the classroom under supervision of expert colleagues
• understanding the placement school changes groups regularly, avoiding the perception that groups are fixed, and that any groups based on attainment are subject specific
• model reading comprehension by asking questions, making predictions, and summarising when reading.
• teach different forms of writing by modelling planning, drafting and editing
• teaching unfamiliar vocabulary explicitly and planning for pupils to be repeatedly exposed to high-utility and high-frequency vocabulary in what is taught
• modelling and requiring high-quality oral language, recognising that spoken language underpins the development of reading and writing (for example, requiring pupils to respond to questions in full sentences, making use of relevant technical vocabulary).

11. Assessment and effective use of data

CCF section 6

This session could be led by assessment lead and include the following content:

• how classroom assessment contributes to school assessment policy and accountability procedures
• plan formative assessment tasks linked to lesson objectives and think ahead about what would indicate understanding, checking prior knowledge and pre-existing misconceptions
• drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments
• structure tasks and questions to enable the identification of knowledge gaps and misconceptions
• scaffold self-assessment by sharing model work with pupils, highlighting key details
• ensure feedback is specific and helpful when using peer or self-assessment
• record data only when it is useful for improving pupil outcomes
• identify efficient approaches to marking and alternative approaches to providing feedback (for example, using whole class feedback or well supported peer and self-assessment), and deconstructing this approach.

12. Induction

This session could be led by PCM and include the following content:

• all relevant policies (safeguarding, behaviour, staff code of conduct)
• digital systems to support statutory duties, for example, the use of SIMS.

13. Safeguarding

CCF section 8 and part 2

This session could be led by PCM and include the following content:

• understand the duties relating to Part 2 of the Teachers’ Standards
• knowing who to contact with any safeguarding concerns and having a clear understanding of what sorts of behaviour, disclosures, and incidents to report
• having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
• teachers must have proper and professional regard for the ethos, policies, and practices of the school in which they teach.

14. Managing behaviour

CCF Sections 1 and 7

This session could be led by behaviour lead and include the following content:

• using early and least-intrusive interventions as an initial response to low level disruption
• creating and explicitly teaching routines in line with the school ethos that maximise time for learning
• responding consistently to pupil behaviour
• engaging parents, carers and colleagues with support (for example, discussing a script) from expert colleagues and mentors both in formal and informal settings
• motivate pupils by supporting them to master challenging content
• applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate
• working alongside colleagues as part of a wider system of behaviour management (for example, recognising responsibilities and understanding the right to assistance and training from senior colleagues).

15. Specific IT uses in school

This session could be led by PCM and include the following content:

• Linked to induction and statutory duties, for example, attendance records, and SIMS.

16. Diversity

CCF sections 7 and 8 and Part 2

This session could be led by PSHE lead and include the following content:

• establishing a supportive and inclusive environment
• contributing positively to the wider school culture and developing a feeling of shared responsibility for improving the lives of all pupils within the school
• showing tolerance of and respect for the rights of others
• not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
• ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

17. Personal, Social and Health Education (PSHE) and Relationship and Sex Education (RSE)

CCF section 8 and Part 2

This session could be led by PSHE lead and include the following content:

• contributing positively to the wider school culture and developing a feeling of shared responsibility for improving the lives of all pupils within the school
• specific to the individual school’s PSHE and RSE provision.

18. Adaptive Teaching 1: removing barriers to achievement

CCF sections 1, 2, and 5

This session could be led by Teaching and Learning lead or SENCO and include the following content:

• support pupils with a range of additional needs, including how to use the SEND Code of Practice, which provides additional guidance on supporting pupils with SEND effectively
• identifying pupils who need new content further broken down
• making use of formative assessment
• reduce distractions that take attention away from what is being taught (for example, keeping the complexity of a task to a minimum, so that attention is focused on the content)
• adapt lessons, whilst maintaining high expectations for all, so that all pupils have the opportunity to meet expectations and deconstructing this approach
• decide whether intervening within lessons with individuals and small groups would be more efficient and effective than planning different lessons for different groups of pupils
• applying high expectations to all groups, and ensuring all pupils have access to a rich curriculum.

19. Working with others, such as support staff

CCF sections 5, 6, 7, and 8

This session could be led by PCM and include the following content:

• working closely with the Special Educational Needs Co-ordinator (SENCO) and special education professionals and the Designated Safeguarding Lead (DSL) under supervision of expert colleagues
• ensure that support provided by teaching assistants in lessons is additional to, rather than a replacement for, support from the teacher
• working alongside colleagues as part of a wider system of behaviour management (e.g. recognising responsibilities and understanding the right to assistance and training from senior colleagues)
• strengthening pedagogical and subject knowledge by participating in wider networks
• work closely with the SENCO and other professionals supporting pupils with additional needs, including how to make explicit links between interventions delivered outside of lessons with classroom teaching
• seek ways to support individual colleagues and working as part of a team.

20. Assessment, including use of data and target-setting

CCF Sections 1, 6, and 7

This session could be led by assessment lead and include the following content:

• using intentional and consistent language that promotes challenge and aspiration
• choose, where possible, externally validated materials, used in controlled conditions when required to make summative assessments
• drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments
• using assessments to check for prior knowledge and pre-existing misconceptions
• record data only when it is useful for improving pupil outcomes
• identify efficient approaches to marking and alternative approaches to providing feedback
• support pupils to master challenging content, which builds towards long-term goals and deconstructing this approach.

21. Adaptive Teaching 1: including SEND and high attaining pupils

CCF sections 1 and 5

This session could be led by Teaching and Learning lead or SENCO and include the following content:

• support pupils with a range of additional needs, including how to use the SEND Code of Practice, which provides additional guidance on supporting pupils with SEND effectively
• making effective use of teaching assistants and other adults in the classroom under supervision of expert colleagues
• planning to connect new content with pupils' existing knowledge or providing additional preteaching if pupils lack critical knowledge
• building in additional practice or removing unnecessary expositions
• reframing questions to provide greater scaffolding or greater stretch
• applying high expectations to all groups, and ensuring all pupils have access to a rich curriculum
• set tasks that stretch pupils, but which are achievable, within a challenging curriculum
• acknowledging and praising pupil effort and emphasising progress being made.

22. Adaptive Teaching 2: including EAL and closing the literacy gap

CCF section 3

This session could be led by the SENCO or English lead and include the following content:

• model reading comprehension by asking questions, making predictions, and summarising when reading
• promote reading for pleasure (for example, by using a range of whole class reading approaches and regularly reading high-quality texts to children)
• how to support younger pupils to become fluent readers and to write fluently and legibly
• teach different forms of writing by modelling planning, drafting, and editing
• teaching unfamiliar vocabulary explicitly and planning for pupils to be repeatedly exposed to high-utility and high-frequency vocabulary in what is taught
• modelling and requiring high-quality oral language, recognising that spoken language underpins the development of reading and writing (for example, requiring pupils to respond to questions in full sentences, making use of relevant technical vocabulary).

23. Out of school and work related

This session could be led by PCM and include the following content:

• identifying suitable job adverts and schools
• the application process
• CV and application form
• writing the personal statement
• preparing for interview
• what to ask on the day.