Cabot Learning Federation

Cabot Learning Federation Teaching School Alliance

@CLF Institute

Bristol Brunel Academy

Bristol Metropolitan AcademyCLF Post 16

Hans Price Academy

Hanham Woods Academy

Bath Community Academy

King’s Oak Academy

John Cabot Academy

Minerva Primary Academy

Begbrook Primary Academy

Frome Vale Academy

Summerhill Academy

Wallscourt Farm Academy

Digitech Studio School Bristol

Growth2016Haywood Village Academy City Academy Bristol

2016 Cabot Learning Federation

• 1548 staff (690 teachers)• 7958 pupils• 1711 in 3-11 (21%)• 5722 in 11-16 (72%)• 525 in Post 16 (7%)

Cabot Learning Federation

Cabot Learning Federation Academies September 2016

Key

Sta

ges

WFA SA MPA FVA BPA HVA Nest Engage KOA BCA HPA BBA BMA JCA CAB HWA DSSB

EYFS X X X X X X

KS1 X X X X X X X

KS2 X X X X X X

KS3 X X X X X X X X X

KS4 X X X X X X X X X X

P16 X X X X X X X

Key

Mainstream Primary Alternative Provision All-through Academy 11-16 Academy 11-18 Academy Studio School

2016

Leadership Team

Vision & Values

CLF Institute

CLF Teaching School Alliance PartnersNamed partners in Teaching School Alliance:The Castle School

Andalusia Academy

John of Gaunt School

St Brendan’s Sixth Form College

Ashley Down Primary

Fishponds Primary Academy

Easton Primary Academy

St Stephen’s Junior School

Corsham Primary School

Briarwood Special School

Backwell School and North Somerset Teaching School Alliance (NSTA)

Bradley Stoke Community School and Olympus MAT

Norton Hill School and Somervale School

St Paul’s Children’s Centre and Redliffe CC

Bristol Early Years Teaching School Consortium

CLF Academies:Bath Community Academy

Bristol Brunel Academy

Bristol Metropolitan Academy

City Academy Bristol

Digitech Studio School

Hanham Woods Academy

Hans Price Academy

John Cabot Academy

King’s Oak Academy

Begbrook Primary Academy

Frome Vale Academy

Hayward Village Academy

Minerva Primary Academy

Summerhill Academy

Wallscourt Primary Academy

Bridge Learning Campus

Orchard School Bristol

Priory Community School

Wellsway School and MAT

Bristol Grammar School

Bristol Cathedral Choir School

Colston’s Girls School

Cotham School

Abbeywood Community School

CLF Institute

• Teaching School

• SCITT

• Maths Hub

• CLF CPD, leadership development and conferences

• CLF Governance/Academy Councillor development

• TSC SW partnerships, collaborative provision and conferences

• SW SD ITT Network (lead)

• Bristol Teaching Schools leaders network, partnership and collaborative provision (incl NQTs, SLEs, Eq&Div)

• Education Advisors (Specialists) DfE/RSC contract

CLF Teaching School ActivityRe: the original ‘Big 6’ :

NQT - Appropriate Body for 100 this year, (total to date: 215), excellent feedback on level and quality of service provided (e.g. Wellsway MAT).

ITT - Accredited as a SCITT July 2015, operating for 2016/17 with 54 trainees;

4 years SD (2012/13 to 2015/16 cohorts: 9, 22, 23, 28 trainees);

TSST Maths course - 14 completed in 2015/16 and successfully bid for 2 more years.

SLE - 60 designated across all subject areas and ITT, EAL, diversity, inclusion, active in S2SS and reviews across TSA.

Leadership - NPQ courses current recruitment (cohort 8) of 40 NPQH, 40 NPQSL, 36 NPQML (total trained to date 123 NPQH, 216 NPQSL, 128 NPQML); Bid submitted for new license

Equality and Diversity in Leadership project, 12 in 2015/16 (6 made next career step in leadership; successful bid for next 2 yrs);

Emerging ML and SL courses run for 4 years, RQT courses/Accelerated Leaders.

S2SS - improvement of CLF schools;

impact of S2SS funded rounds (the Grange, CAB, Torquay Academy (commissioned Priory), BLC and OSB maths, Fishponds and Easton Primaries, Henbury MFL).

R&D - DNi PP champion (John Dunford);

action research projects embedded in all leadership courses;

data work; English collaboration.

Welcome toCabot Learning Federation

Initial Teacher Training programme 2016-17

CLF – Training teachers

Principles of school-centred ITT• Leads to the best outcomes for all learners

• Is an integral part of school improvement strategy and professional capacity building

• Provides training programmes that can be tailored to individual trainees

• Is delivered by a partnership of schools and professionals, geared towards the needs of all learners within the partnership

• Ensures that trainees and NQTs are as effective as possible in their school settings

• Reflects local and regional needs, within a framework of national priorities, requirements and standards

• Is an integrated part of ongoing professional development, from ITT through NQT, early career and continuing professional and leadership development

• Takes account of and engages in research that is relevant and tailored towards the circumstances of the schools and learners in the partnership, including effective evaluation activity that enables teachers to test, learn and develop their practice and add to the body of professional knowledge

CLF Institute

Challenges for school-led ITT, in particular in the SW

• Recruitment, especially of highly qualified and suitable applicants and in our shortage subject areas;

• Increasing diversity of entrants to teacher training, and ensuring successful outcomes and progression into teaching;

• Supporting our trainees to gain experience whilst training, in our most challenging schools and with our most disadvantaged pupils – and to be prepared and confident to take up posts in these schools which most need to recruit strong new teachers;

• Providing sufficient ongoing EPD/CPD to ensure they stay and are successful.

Cabot Learning Federation

Carter review of initial teacher training (ITT), Sir Andrew Carter OBE, January 2015

Annex: The beginnings of a framework for ITT content (p70-71)

• Subject knowledge development – ITT should address core content knowledge in teaching subjects with appropriate rigour, including the definition and scope of the subject, why it matters and the concepts that underpin it (at both primary and secondary level).

• Subject-specific pedagogy – ITT should address subject-specific issues such as: phases of progression within the subject; common misconceptions in the subject; linkages between subjects; and, most importantly, how to make it accessible and meaningful to learners at different abilities and stages of development.

• Evidence-based teaching – ITT should instil an evidence-based approach to teaching by inducting new teachers in where and how to access relevant research, how to evaluate and challenge research findings, how this can be applied to classroom practice, as well as why using research matters.

• Child and adolescent development – ITT should provide new teachers with a grounding in child and adolescent development, including emotional and social development, which will underpin their understanding of other issues such as pedagogy, assessment, behaviour, mental health and SEND. ITT should also introduce new teachers to strategies for character education and supporting pupil wellbeing.

Cabot Learning Federation• Behaviour Management – This should be a central element in any ITT programme, equipping new teachers

with practical strategies and knowledge to deal with pupil behaviour effectively and create a positive climate for learning.

• Planning – This is a central element of any effective ITT programme, which should equip trainees to plan effectively from day one, teaching them evidence-based and established techniques in planning and how to plan efficiently by using and building on existing resources.

• Assessment – ITT should equip new teachers to be confident in assessing pupil progress, using summative as well as formative approaches. ITT should also introduce new teachers to important concepts in assessment (such as validity, reliability, norm referencing and criterion referencing). New teachers should be taught how to work with pupil data (for example, using data in their planning or target setting).

• Differentiation – ITT should equip teachers so they can ensure that all pupils in the class, including lower and higher achievers, should make progress and keep pace with the curriculum.

• Special Educational Needs and Disabilities (SEND) – ITT should prepare all new teachers to support SEND in their classrooms, providing a solid grounding in the most pertinent issues and setting an expectation for on-going high quality professional development.

• Professionalism – As implied by the Teachers’ Standards, ITT should cover the professional role of the teacher explicitly, covering the wider responsibilities of a teacher, including important issues such as working with parents and carers as well as other professionals. We believe it is also important that ITT includes explicit content on resilience and time management.

Boolean Maths HubLargegeographical

region…7 counties

Demographics include

urban,

rural &

coastal.

941establishments…at the last count

Across 10local

authorities

Determined support for all schools/colleges to improve:

• the teaching of mathematics

• the leadership of mathematics

• the school mathematics curriculum

Maths Hubs

Maths Hub Administrator

(MHA)Linda Corbidge

Work Group Leads(WGL)

Senior Lead Link(SLL)Alison

Fletcher

Associate Director

(AD):Pete Griffin

Strategic Leadership

Group(SLG)

Maths Hub Board

(MHB):Tony Cherry -

Chair

Maths Hub Lead

(MHL) Lisa Pollard

Teaching for Mastery Lead

(TfML) Clare Christie

Level 3 Lead (L3L)

Ieuan Pearse

2016-2107 Work Groups

Summer School

Primary Mastery TRG

supplementary group

Teaching for Mastery Cohort 2

(NCP)

Teaching for Mastery

Cohort 1 (NCP)

Reasoning & Problem Solving

To increase the take up of

Mathematics Post 16

Core Maths

Secondary Mathematics Teaching for

Mastery(NCP)

KS3 reasoning Cohort 2

(NCP)

KS3 reasoning Cohort 1

(NCP)

Leadership Development

Developing Secondary

WGL

Developing Primary WGL

Curriculum, Resources &

Qualifications

Year 5-8 transition

Primary SKE & Mastery

Pedagogy

EYFS TRG– North

Somerset

Early Years Maths

Research Group

Recruitment

SEND Maths

Secondary SKE

Primary Maths

Specialist Network

TSST

Other

LSA confidence

& SKE

Regional Bursary Projects

Video club

Parental Engagement

(primary)

Parental Engagement (secondary)

Supply of specialist

teachers of Mathematics

Level 3 Mathematics

Teaching for Mastery

The Boolean Maths Hub Conference

Saturday 14th January 201710am - 4pm @ UWE ECC

Contributors include:Simon Singh, best-selling author & award winning documentary directorClare Christie, Teaching for Mastery LeadPete Griffin, Assistant Director (Maths Hubs) NCETMSteve Lomax, GLOW Maths Hub & Balcarras Teaching School (@MaxTheMaths)Barbara Rodgers, SEND Coordination Team Maths Hub Lead

andMelody & Lin, our visiting teachers from China

Come and collaborate in the work of the Boolean Maths Hub.To book your place or for more information email BooleanMathsHub@clf.cabot.ac.uk

This conference is FREE to attend. Places are limited. Booking is essential.

China-England

Exchanges

Professional Development

Post-16 Participation

KS3 Reasoning

Teaching for

mastery

O

CLF Teaching School ActivityIn addition:

• delivered a sub-regional leadership conference 2 years running: Joining the Dots, with White Horse Fed/Swindon TS, with over 100 attending each year and excellent feedback from delegates;

• lead the South West School Direct ITT network for the region, which has been commended as a best practice network and CLF chair was invited by NCTL regional leads to advise the Cornwall network based on our experience and effectiveness;

• established network of Bristol TS leads meeting termly to share best practice and collaborate on e.g. NQT provision, SLE designation, training and deployment;

• hosted the regional TS Council meeting when the re-structured leadership roles were announced;

• designated SLEs on behalf of other MATs/schools who do not have TS status, provided core training for them and support with deployment in their schools (e.g. 4 at Wellsway MAT, 2 at St Stephen's Primary);

• assisted SLE interviews at other TSAs (e.g. North Somerset TSA at Backwell);

• assisted other MATs with School Direct and developing involvement in ITT (e.g. Priory - we offered to be their Lead School for SD as they were not eligible at the time the bids had to be submitted);

• supported other schools with their TS applications (e.g. Cathedral);

• presented to the Headteacher Board about the impact and effectiveness of our S2SS (case studies - the Grange and CAB);

• made significant contribution to and represented the SW at the NPQ reform meetings.

#CLFCon16

No.9: Pause, reflect, celebrate, share, look ahead

Leadership Conference Proposal

When?Saturday 25 February 2017, 9am-1pm

Where? tbc

Who? All Secondary Senior Leaders in South Gloucestershire (AH to Executive Leaders)

Why? To support, develop and improve the quality and impact of senior leadership in all secondary schools and academies in South Gloucestershire.

Agenda (not exhaustive):• Achieving effective Senior Leadership

• Driving effective Middle Leadership

• Improving outcomes for disadvantaged pupils

• Improving outcomes for pupils with high prior attainment

• Improving outcomes for children with SEND

Contributors: CLF, OAT, CSET, South Glos LA, RSC, Ofsted

South GloucestershireSecondary Senior Leaders’ Conference

Saturday 25 February 2017Winterbourne International Academy

Sponsored by:

Thanks to…

• 100 senior leaders from South Gloucestershire schools and trusts for attending this special conference (on a Saturday!) demonstrating our collective determination to improve outcomes for young people in the area

• Bradley Simmons, Rebecca Clark and our workshop leaders for their input this morning

• CLF Institute for co-ordinating the conference and WIA for hosting us today

Our Challenge

• Schools have underperformed for decades

• Common issues we face are hard to shift• White British “just about managing” (Kingswood)

• Low aspirations and low horizons of many adults

• Passive learners & teachers reluctant to challenge

• Historically comfortable compared to Bristol

What kind of leadership is required of us to meet this challenge?

• Pre-conference preparation:• Goleman’s Leadership Styles• NPQH Characteristics• Your own leadership experience• Your wider knowledge of best practice in education

• If we don’t have confidence in our ability to meet this challenge then we need the courage to say so

• 13/15 secondary Heads have been in post for less than 18 months• A culture of honesty and openness is required if we are to collaborate

• Bold & decisive leadership is required of us by young people in South Gloucestershire

Why a conference?

• New era of collaboration

• Time out to reflect, digest and build confidence

• Starting with Senior Leadership

• Informing the Heads’ event in March

Key foci• Effective senior leadership in the context of South

Gloucestershire – identifying the standards of senior leadership our schools need

• A focus on personal leadership (‘I’ve given up my Saturday morning – what’s in it for me?’)

• Dynamics, roles and expectations; a focus on effective teams and how each Senior Team can develop the most effective practice

• An appreciation of the broader senior leadership challenges in the county and how collaborative approaches will drive improvement

Bringing the Profession Back In

Michael Fullan / Andy Hargreaves December 2016