Quality of teaching is the single most important in-school factor for improving student outcomes, particularly for pupils from disadvantaged backgrounds.

                                     The White Paper, Opportunity For All (DfE, 2022)

Leadership is second only to teacher practice in positively impacting pupil outcomes.

                           Seven Strong Claims of Successful Leadership (NCSL)

What is our vision?

Continue to improve teacher practice through

• • Improved subject knowledge (SK) development
  • Improved pedagogical knowledge (PK) development
  • Improved leadership development

This will be achieved through:

• ‘Cradle to Grave’ CPD- all staff/all career stages as Leaders of Learning
• Use an instructional coaching model of CPD
• Increased collaboration between departments
• Use existing expertise of middle leaders for facilitating and designing CPD
• Quality of Education over time (QET) outcomes leading directly to bespoke CPD for individual members of staff

 

Weekly whole-school T&L tips focuses on the LPS Lesson Expectations:

• Challenge and Retrieval (lesson-starts)
• Modelling (lesson-main)
• Independent work (lesson-main)
• Assessment (lesson-main)
• Talk Partners (lesson-main)
• Consolidation (lesson-ends)

The weekly meeting cycle has been planned to allow for increased time in faculties. This is when staff have the opportunity to work collaboratively on improving subject knowledge and pedagogical knowledge in their specialist areas.

CPD for ELT (Extended Leadership Team- HoDs/HoFs/HoYs)

We recognise that Middle Leaders are the ‘engine room’ of a school, sitting at the heart of school improvement. We invest in our middle leaders, offering access to external and in-house CPD.

In-house CPD for Middle Leaders:

• Leadership, Management and Communication Styles
• Improving Practice through Coaching
• Data analysis for performance and progress
• Effective Line Management

 

This will focus on the LPS Lesson Expectations:

Term 1: Challenge and Retrieval (lesson-starts)

Term 2: Modelling (lesson-main)

Term 3: Independent work (lesson-main)

Term 4: Assessment (lesson-main)

Term 5: Talk Partners (lesson-main)

Term 6: Consolidation (lesson-ends)

 Each term, there will be:

1. CPD-Explained (whole-school)
   1. In the first or second week of each term
   2. Explains the whole school pedagogy focus for the term
   3. Teachers can immediately start implementing this in their lessons
2. CPD-Explored (faculties)
   1. In the following week after the 1^st CPD
   2. Faculties explore the CPD focus from a subject specific point of view, discussing techniques and how they will apply them in their subject
3. CPD-Evaluated (whole-school)
   1. Towards the end of each term
   2. Faculties and Departments share and showcase how they have gone about implementing the CPD
   3. As a school we evaluate this term’s focus with a view to adapting the following term’s CPD focus

CPD (bespoke)

The aim of these sessions is to provide tailored CPD sessions for smaller groups of teachers based on the areas for improvement that arise from the QET cycles and appraisals. These will be led by teachers who have expertise, have shown strong practice and are part of the leadership team or a UPS teacher. Teachers can select which session to attend or they may be guided to one by their line manager.