The Bradford Opportunity Area is pleased to announce our upcoming webinar - ‘National Tutoring Programme (NTP) workshop for Bradford schools’, to be held on Tuesday 3rd November 2020 between 4-5pm.
The Department for Education (DfE) has published updated Headteacher Standards'. Below is a briefing paper and full information is available here.
The DfE has published the Academy Trust Governance: Structures and Roles. This document has been designed in consultation with the sector to provide a high-level, easily accessible introduction to the different academy trust governance structures, and the roles and responsibilities of each person within those structures.
The descriptors are a quick and accessible reference point for all those involved in academy trust governance. They complement the Governance Handbook, which provides detailed guidance about all facets of school governance, the Academies Financial Handbook, and the Department’s model articles of association.
As well as illustrating how the roles within academy trust governance structures function, the role descriptors emphasise the limited but crucial role members play in safeguarding academy trust governance, and highlight the importance of this role to all those working in academy trust governance.
During the autumn term, Ofsted is carrying out a series of ‘interim visits’ to schools. Before beginning these visits, Ofsted piloted their approach. This briefing note reports on 121 pilot visits made between 14 and 18 September.
Ofsted: COVID-19 series: briefing on schools, September 2020
Materials to support teachers and schools planning and delivering Covid recovery maths teaching at both primary and secondary level are available from the NCETM. All are accessible from the dedicated Covid support page on the new NCETM website. For primary schools and teachers, there are resources linked to the DfE guidance published in July this year.
These resources include ready-to-use training materials, a ‘getting started’ video and a suite of 79 PowerPoints focusing on the ready-to-progress criteria found in the new DfE guidance. The latter would be ideal for schools to use as part of the National Tutoring Programme or for any dedicated catch-up tutoring. The 180 primary video lessons produced during lockdown are also still available. Each lesson has an accompanying teacher guide and a teacher editable PowerPoint.
For secondary schools, an evidence-based guidance document to support discussions about recovery curriculum content and pedagogy has been produced with a one-hour training session and accompanying materials to help KS3 teachers and maths departments understand the implications for Year 7 of the DfE primary guidance. More materials, including guidance videos and departmental training sessions, will be added soon.
For any schools and teachers wanting to get involved with the work of their local Maths Hub to support Covid recovery, recruitment is still taking place for projects running in 2020/21.
The DfE have published a ‘remote education support toolkit’ which is part of the wider support package set out on gov.uk. The toolkit aims to share good practice to support schools that are wanting to improve the quality of their remote provision in line with the expectations set out in the guidance for full opening.
The toolkit has been developed with schools and is based on what has worked for them in their experience of remote provision. It currently includes a good practice guide and webinars for school leaders, and by the end of the autumn term will also include:
The aim of the toolkit is to share good practice, so we are keen to publicise it as much as we can in order that the widest possible range of schools are aware that this resource is available to them. We would therefore be very grateful if you could share the link to the recent webinars within your professional community.
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Teaching Schools that are currently accredited as ITT providers should continue to offer ITT and still assume full responsibility and accountability for all aspects of courses leading to QTS whether or not they become a Teaching School Hub. This includes responsibility for securing permission to recruit, recruitment and selection, all aspects of course design and delivery, management of the wider partnership, quality assurance and QTS recommendations.
The DfE will not remove accreditation from ITT providers simply because they are no longer a Teaching School. Removal of Teaching School designation has no impact on ITT accredited provider status. However, where such providers have the term ‘Teaching School’ in their accredited provider operating name, they will need to remove this reference. Any accredited ITT provider wishing to change its operating name should contact itt.accreditation@education.gov.uk.
The DfE has published the reformed National Professional Qualification Frameworks including the publication of three new NPQ qualifications in Leading Behaviour and Culture, Leading Teacher Development and Leading Teaching that will be available via Bradford Teaching School Hub from the Autumn 2021.
The reformed National Professional Qualification (NPQs) frameworks were developed in consultation with an expert advisory group to draw on a range of experience from across the school system. The changes to NPQs build on the evidence base and expert advice already established in the new core content framework for Initial Teacher Training and the Early Career Framework (ECF). These frameworks set out what participants should know and be able to do after completing an NPQ. Providers of NPQs will be expected to use these frameworks to design their course curricula.
The following frameworks are now available:
National Professional Qualification for Leading Behaviour and Culture
National Professional Qualification for Leading Teacher Development
National Professional Qualification for Executive Leadership
The reformed suite of NPQs will have a different approach to assessment. More detail on the assessment of NPQs will be published in the invitation to tender. The Teachers’ Standards and Headteachers’ Standards have been woven into the NPQ content to ensure coherency with the frameworks already used by the teaching profession.
Exceed Institute and Northern Lights TSA are taking applications for cohorts of the National Professional Qualification for Senior Leaders (NPQSL) and National Professional Qualification for Middle Leaders (NPQML).
Bradford Teaching School Hub is exploring the potential of further supporting schools with educational technology, building on the free-to-schools learning platform training that commenced this week.
An opportunity for schools to access a funded leadership development programme has emerged. Schools must apply before the deadline of Friday 16th October 2020. Sophie Backen states:
There has been great interest in the new fully funded, entirely virtual, Exemplary Leadership Programme over the last few weeks, but we know schools are incredibly busy places, now more than usual.
We’re getting in touch to let you know that we have extended the deadline to Friday 16 October as we’re keen to ensure everyone is given the chance to apply for this new, free programme. We’ve attached the flyer and you can visit the website to find out more about this exciting programme.
We’ve heard from lots of leaders that they are excited about the potential of this programme to make real change. The programme is entirely online, and mostly delivered outside of teaching hours as we know how important it is to be in school. The training is practical and applied, allowing you to begin implementing the very next day, supporting you to make the difference you want to make to continue to address the impact COVID-19 has had.
We encourage you to get in touch if you have any questions about the programme, we’ve spoken to a number of leaders to support them to choose the best-placed colleagues to participate in the programme, and also with those keen to engage with the programme along with other schools they work with.
Sophie Backen
Telephone: 0330 313 9875
The National Tutoring Programme (NTP) aims to support schools in providing a sustained response to the coronavirus pandemic and to provide a longer-term contribution to closing the attainment gap.