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PROFESSIONAL DEVELOPMENT FOR BOARDING STAFF

AIM. TO PROVIDE AN OUTLINE OF THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES AVAILABLE THROUGH THE BSA. DCSF's VIEW. D's father was the carer for mother, who has serious mental health problems. Father died, leaving D and his sister at the mercy of mother's inconsistent behaviour and with no-one but thei

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PROFESSIONAL DEVELOPMENT FOR BOARDING STAFF

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    1. PROFESSIONAL DEVELOPMENT FOR BOARDING STAFF ALEX THOMSON OBE DIRECTOR OF TRAINING

    2. AIM TO PROVIDE AN OUTLINE OF THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES AVAILABLE THROUGH THE BSA

    3. DCSF’s VIEW D’s father was the carer for mother, who has serious mental health problems. Father died, leaving D and his sister at the mercy of mother’s inconsistent behaviour and with no-one but their schools and each other to rely on. If boarding had not been possible the children would have been the subject of a Care Order.

    4. T’s mother died of cancer. His father had left the family home when he learned her terminal diagnosis and had no contact with T for two years. T went to live with his aunt and uncle, who he didn’t really know - a difficult situation, with T testing boundaries. He needed the support, guidance and pastoral care of a good boarding school.

    5. A and her sister both needed boarding. Their father had rejected them and their mother made a disastrous second marriage. Their stepfather had mental health problems necessitating police intervention. On mother’s diagnosis of breast cancer he abandoned the family, leaving debts and worse. Mother was very anxious for her children’s future. A is now at university and writes: “I leave school as a better person having learnt many life skills and now I look onward to the future ahead of me, but will never forget the support of those I leave behind.”

    6. OFSTED’S View “Training opportunities are available and encouraged where appropriate and efforts have been made to network with other preparatory schools to share information, experience and expertise.” “Staff receive a good induction and regular appraisals.”

    7. MORE OFSTED FEEDBACK “All boarding staff receive ongoing access to personal development courses as a component of their in-service training although the consistency of access is uneven.” “A review of professional development considers any training needs and draws on feedback from staff and boarders.”

    8. BSA CPD PROGRAMME CERTIFICATE COURSES DAY SEMINARS CONFERENCES INSET

    9. CERTIFICATE COURSES ACCREDITED WITH ROEHAMPTON UNIVERSITY AVAILABLE AT TWO LEVELS HE1 (NON GRADUATES) HE3 (GRADUATES) REGIONALLY BASED COURSES MULTIPLE START POINTS IN THE AY SUPPORT FROM: BSA TUTORS SCHOOL MENTORS

    10. COURSE CONTENT Part 1 – Pastoral Care/Boarding Welfare Topics include Pastoral Care Adolescent mental health issues and self harm Conflict resolution Child Protection in relation to Information Technology in the boarding environment Emotional intelligence Coping with bereavement and grief Support for and assimilation of vulnerable pupils

    11. PART 2 MODULES BOARDING MANAGEMENT HEALTH & DEVELOPMENT NURSING ISSUES

    12. BOARDING MANAGEMENT Topics include: Development of teams Risk assessments Crisis management Leadership and management of senior pupils Management of pastoral/welfare issues

    13. HEALTH & DEVELOPMENT Topics include: Growth & development Understanding adolescence Bereavement, Loss & Divorce Life Tasks, the Family and Challenges during Development The Welfare Needs of Children with Learning Difficulties

    14. NURSING ISSUES Topics include; Medical & record keeping Health education/promotion Assessment of minor illnesses Legal and ethical framework Medication and related issues

    15. LEARNING MODEL REFLECTIVE LEARNING MODEL ACTION RESEARCH 5 X STUDY DAYS FOR EACH MODULE MIX OF PRESENTATIONS FROM EXTERNAL SPEAKERS & GROUP WORK BSA & ROEHAMPTON STUDY SUPPORT COURSE & MODULE BOOKLISTS

    16. ASSESSMENT & CERTIFICATION END OF MODULE ASSIGNMENT MARKED BY TUTORS MODERATED BY UNIVERSITY COMPLETION OF BOTH PART 1 & 2 MODULES LEADS TO AWARD OF UNIVERSITY CERTIFICATE

    17. COSTS ENROLMENT FEES: Ł155 PER MODULE STUDY DAY FEES Ł100 PER DAY IE Ł500 PER MODULE STUDY BOOKS BSA TEXTS MODULE READING LISTS

    18. KEY TO SUCCESS REFLECTIVE PRACTICE MODEL ACTION RESEARCH COURSE TUTORS MENTORS

    19. DAY SEMINARS Induction Training for Language & Gap Students – September & January The 11-13 Transition – 12 February 2009 Child Protection – 3 March 2009 Pastoral Care - Sheffield 9 March 2009 Pastoral Care - York 12 May 2009 Assessment & Diagnostic Skills for Minor Illnesses and Injuries – 18 March 2009 Meeting Boarder’s Emotional Needs – 14 May 2009

    20. OTHER SEMINARS Managing Difficult and Challenging Behaviour – 21 May 2009 Marketing Boarding in your School – 9 June 2009 Prep School Boarding Issues – 16 June 2009 AND An Introduction to Boarding Management June/July 2009 Preparing for an OfSTED Boarding Inspection March 2009

    21. INSET Topics such as: Health & Development issues, Child Protection Pastoral Care and Welfare of boarders. Meeting the Needs of Overseas Boarders

    22. FUTURE CONFERENCES MATRONS & MEDICAL STAFF PROMOTING HEALTHY LIFESTYLES 13 – 15 JULY 2009 LEICESTER E-SAFETY & CYBER BULLYING SEPTEMBER 2009 LONDON

    23. CONTACT Boarding Schools’ Association Grosvenor Gardens House 35-37, Grosvenor Gardens London SW1W 0BS Tel : +44 (0) 20 7798 1580 or +44 (0) 1722 414934 E: training@boarding.org.uk Web:   www.boarding.org.uk

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