Primary NQT CPD Network Meeting 1

1. Primary NQT CPDNetwork Meeting 1 October 2019

2. Agenda • 1.30:Introduction – Deb Harris (LA Performance Adviser) • 2.00:Expert input on behaviour management – Lisa Meggs, • 3.15: Tea/coffee break • 3.25:  School based input on school’s behaviour policy and how that works in practice • 3.55: Next steps

3. Session overviewfor core events

5. https://www.gov.uk/government/publications/induction-for-newly-qualified-teachers-nqtshttps://www.gov.uk/government/publications/induction-for-newly-qualified-teachers-nqts

6. Resources to support you can be found here • http://www.gloucestershire.gov.uk/schoolsnet/glosed/

7. The induction tutor will provide: • Ongoing support. • Carry out Observations and Feedback. • Carry out Professional Progress Meetings. • Assessment Meetings and Reports.

8. Term 4 Term 2 Term 3 Term 1 Term 5 Term 6 Ongoing informal monitoring e.g. drop-ins, observations, meetings, work scrutiny. Ongoing informal monitoring e.g. drop-ins, observations, meetings, work scrutiny. Ongoing informal monitoring e.g. drop-ins, observations, meetings, work scrutiny. Progress Review Meeting Progress Review / assessment Meeting Progress Review Meeting Progress Review / assessment Meeting Progress Review Meeting Progress Review / assessment Meeting Formal observations of the NQT’s teaching. Follow – up discussion, providing written feedback against the Teachers’ Standards Formal observations of the NQT’s teaching. Follow – up discussion, providing written feedback against the Teachers’ Standards Formal observations of the NQT’s teaching. Follow – up discussion, providing written feedback against the Teachers’ Standards 2nd Assessment 1st Assessment 3rd / Final Assessment Collate relevant evidence to contribute to the formal assessment Collate relevant evidence to contribute to the formal assessment Collate relevant evidence to contribute to the formal assessment Progress Review / Assessment meeting with NQT Progress Review / Assessment meeting with NQT Progress Review / Assessment meeting with NQT

9. 1. Ongoing Support – personalised for each NQT • reduced timetable; • provide, or co-ordinate, on going guidance and effective support including coaching and mentoring for the NQT’s professional development and implementing an induction to your school – see sample • ensure NQT’s are aware of how, both within and outside the school / setting, they can raise any concerns about their induction or their personal progress; • take prompt, appropriate action if an NQT appears to be having difficulties or is making slow progress; for example through an action plan.

10. 2. Observations and Feedback • An NQT’s teaching should be observed at intervals throughout their induction period against the standards. The first one should be in the first four weeks of term. Observations of the NQT may be undertaken by the induction tutor or another suitable person who holds QTS . Observations should be against the standards and not Ofsted grades. • The NQT and the observer should meet to discuss the teaching that has been observed. Feedback should be prompt and constructive and followed up with a written record. It should enable the NQT to have a clear view of their performance against the standards, and set objectives from any areas that may require further development. • If it is considered appropriate , an action plan may be formulated to address specific areas of concern, and steps agreed that will support improvement.

11. 3. Professional Progress Meetings. • Arrangements for Professional Progress meetings should be made in advance and a brief written record made. This could be dated annotations on the Teacher’s Standards Tracker. (See sample record and sample tracker.) • The induction tutor and NQT should review progress against the Teachers’ Standards. • Reviews should be informed by evidence of the NQT’steachingand any other aspects of their work as a teacher and must be recorded.

12. 4. Assessment Meetings and Reports • Formal assessments meetings should take place between the NQT and the head teacher/principal or the induction tutor. It is for the school / setting and NQTs to agree exactly when the assessment will take place, which should occur as near to the report submission date as possible. i.e.3 per year. • These meetings should gather together evidence from that term using the tracker as appropriate to feed into the assessment report – see sample. Judgements made should relate directly to the standards. NQTs should be kept up to date on their progress. • There should be no surprises.

13. The local NQT Team • Support, monitoring and administration: • Anne Lloyd • Julie Billingham and Sarah Gabb • Quality Assurance: • Deb Harris • Anna Barker

14. NQT training: Behaviour 1. 7 Manage behaviour effectively to ensure a good and safe learning environment a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate themd) maintain good relationships with pupils, exercise appropriate authority, and act decisively • Lisa Meggs and Victoria Burt • Education Inclusion Service

15. Aims To know the different behaviours demonstrated in schools; To understand the reasons and theories behind the behaviours, and how we as teachers can influence the behaviours; To be able to plan approaches according to the reasons, theories and other aspects within our control.

16. Types What are the behaviours? • Triggers Low level? High Level?

17. What is meant by the ‘learning environment’? • Factors that make up the learning environment: • Physical • Relationships • Structures and expectations • Language and communication • What can we do to ensure the learning environment is positive and conducive to positive behaviour? ethos climate

18. Physical • Layout, facilities, resources – organised and ready • Accessibility • Targeted seating plans and table layout • Clear line of sight • Think of own physical position in classroom • Engaging learning resources • Accessible learning resources and working walls • Noise • Temperature • Children included in creating the physical environment

19. Relationships • Balance between dominance and cooperation • Including children in decision making whilst keeping an element of authority and control • Avoid cycle of negativity • Showing you care; taking an interest; understanding them as individuals • Modelling positive working relationships • Meet and greet at the door • Flexible responses and teaching styles • Eye contact and proximity • Consistent and fair

20. Structures and expectations • Self-assess behaviour and reward themselves • Clear criteria for individual and whole class rewards • Creating expectations together • Repeatedly reminding them of the shared rules • Reinforcing appropriate behaviour • Following school’s behaviour policy fairly and consistently but with a clear awareness of individual needs; investigating what is behind the behaviours (My Assessment / ABC, etc.) • Organised and ready; all materials to hand • Clear routines in place, repeated and practised!

21. Establish what you establish

22. Language and communication • Mild sanctions delivered confidently, unemotionally, unapologetically and firmly, not overemotionally hostile or aggressive • Aware of own body language • Effective use of eye contact; non-verbal reminders • Say what you want, not what you don’t want • Positive language • Avoid sarcasm • Speaking to children how we would want to be spoken to • Posing questions rather than telling off or statements • Modelling emotional literacy and positive communication • Communication at earliest opportunity to prevent escalation

23. Morgan, could you face this way and begin your work. I’d like everyone listening please. Thanks.

24. Maslow’s Hierarchy of Needs Self- Actualisation Self-esteem Love, affection and belonging Safety Physiological or survival needs

25. Maslow’s Hierarchy of Needs • Provides stimulation, challenge and opportunities to use diverse talents • Makes young people feel individually valued • Promotes ownership and belonging; promotes social interaction; makes young people feel known and cared about as individuals • Makes young people feel safe and secure • Meets physical needs Self- Actualisation Self-esteem Love, affection and belonging Safety Physiological or survival needs

26. Behaviour is logical • It is a way of getting their needs met • They are needs we all have as human beings • ‘The problem arises because these pupils have learned some inappropriate, for us, although highly effective for them, ways of getting their needs met.’ (Galvin)

27. Consider the 3 behaviours chosen by your table: • How does each behaviour make you feel?

28. Dreikurs: misdirected goals of behaviour

29. Approaches: • Look back at the behaviours and triggers: • Learning environment? • Hierarchy of needs? • Dreikurs’ theory? • Other? • What approaches? • When and how? • Plan...

30. Vulnerable learners and their vulnerabilities • Know your children • Know their vulnerabilities • Know their needs • Vulnerable cohorts: • Gender • Ethnicity including GRT • PP / FSM (Ever 6 and current) • SEND including SEMH • PP / Service Child • PP / CiC • Young carers • Family in prison • Etc. …. • Clear records of vulnerable cohorts in classroom and how you adapt to meet their needs – My Plan? • Know SEND CoP, strategies to support different needs • Know ACES • Know how PP funding is used

31. Gloucestershire context • * This is locally-held Gloucestershire data

32. Gender – presenting behaviours • What is going on to account for boys being disproportionately represented in exclusion? • Are there any concerns in relation to female presenting behaviours? • Consider transgender and gender identity issues

33. Barriers to boys’ learning – taken from Gary Wilson 2008 Lack of independence when staring school Mismatch of teaching and learning styles to suit boys Less developed linguistically on entry to school Ineffective group work Pushed to read and write before they are emotionally or physically ready Inappropriate reward systems Difficulties with literacy in terms of engagement, structuring, planning and editing Lack of positive male role models Hyper physical playtimes

34. Pupil Premium / Pupil Premium + • FSM (Ever 6 and current) • Children in Care (CiC) • Children adopted from care under the adoption & Children Act 2002 • Children who have left care under a Special Guardianship or Residence Order • Service children • What is important here? • What do we need to think about? • Build a picture of holistic needs and know your children • HOLISTIC ASSESSMENT

35. FSM / disadvantaged – presenting behaviours • Do you have complete picture of their needs? Barriers identified and being addressed? • Are you aware if they have any difficulties at home? • Are there any risks of underachievement? • Are there any literacy barriers – both for child and at home? • Are school’s expectations high enough?

36. Children in Care (CiC) – presenting behaviours • Do you know about their care status? • Do you have a picture of their needs? • Are you aware of the difficulties that can be associated with early traumatic events – ACES, Attachment, Foetal Alcohol syndrome, etc.? • Have you got good relationships with important adults – social workers, foster carers, Virtual School? • Are you clear on processes such as PEP (Personal Education Plan)? • Who is your Designated Teacher for Children in Care?

37. Who already identified? • What are their individual plans? • How do I implement those provisions? • How do I get the correct information on the identified needs? • How do I monitor children to support the identification of SEND? • Am I aware of the range of agencies available to support with both identification and provision? • Am I clear on the routes within school to access support for children and myself (SENCO)? • Have I developed positive working relationships with parents/carers? • Have I read SEN Code of practice chapter 6? SEND including SEMH • SEMH: social, emotional and mental health • Behaviour is not a SEND need BUT behaviour concerns must be investigated

38. Ethnicity • Am I aware of whole school policies and procedures to help children from different ethnic groups? • Do I have a holistic picture of the child and any individual needs? • The type of support will depend on many different factors, for example: • whether they were born in Britain • their ethnic origin and the community from which they come • the age at which they entered the British educational system • how long they have been educated with the British educational system • how much education and experience of literacy they had prior to coming to Britain • their levels of fluency in English and other languages • whether they came to Britain in traumatic circumstances, for example in order to seek asylum • their family circumstances, for example whether they live with their parents or other carers • individual learning needs • Am I aware of any difficulties the wider family may be experiencing? • Am I actively supporting integration as soon as a concern is raised? • It is important not to make broad generalisations about pupils, the communities from which they come, and their needs. • Any visible and invisible barriers? • Is diversity embraced and celebrated? • Customs, values and beliefs? • EAL? • Are they seen as individuals?

39. Young Carers • Am I aware of the whole school approach to supporting Young Carers? • How does the school identify YC and what role will I play in this? • Are there links between the school and support agencies such as Young Carers UK? • Who would I go to if a concern was raised? • Am I aware of the types of difficulties experienced by this group and for each individual young carer? • Am I working with them in a clear and sympathetic way? • Have I got the right provision in place to support their identified needs?

40. Holistic approach • White square black dot – what do you focus on? • By focusing on the black dot, we are forgetting the white square

41. Graduated Pathway • Gloucestershire utilises the Graduated Pathway for children with Any Additional Needs. This will include children with Special Educational Needs

43. Back to behaviours and consider…