Brighton Hill Community School

with specialist sports status

Brighton Hill Community School

with specialist sports status
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Home >> Information >> Policies >> 40. Staff Training, Induction and Development

Published on - 13-02-2015

40. Staff Training, Induction and Development

Objective -

  • To provide a coherent programme of staff training and development consistent with the needs of the School and the development of individual staff.

This policy applies to all staff.

The lead manager for this policy is the Assistant Headteacher

1. The Assistant Headteacher will –

  • ensure that the procedures in the School’s Performance Review and Management Framework are carried out
  • devise an annual staff training and development programme clearly linked to targets and training needs derived from the School’s performance review and management framework
  • Provide a current induction guide and programme for all newly appointed staff
  • Ensure that Managers provide appropriate support and guidance to enable newly appointed members of staff to become effectively and comfortably part of their team and the whole School
  • Provide a programme of support and guidance for all newly qualified teachers throughout their induction year
  • Co-ordinate the induction programme for all newly appointed staff

The monitoring and review procedure for this policy is as follows:
The Assistant Headteacher will:
Annually review the effectiveness of the staff training and development programme and report to the Governing Body

Continuing Professional Development

Aims of Continuing Professional Development (CPD)
Professional development at Brighton Hill Community School will strive to ensure that all staff are:-

  • appropriately trained to meet the demands of their job;
  • kept abreast of all current initiatives and working practices;
  • equipped to deal with the latest available technology;
  • employed by an institution which cares about  and works jointly with them to develop individual career aspirations;
  • willing and happy to remain in employment at the School;
  • capable of meeting the specific needs associated with curriculum area and School development plans
  • regularly trained to meet first aid requirements and safety at work procedures.

Teacher specific aims of CPD
CPD at Brighton Hill Community School will ensure that all teaching staff;-

Promote effective learning by – implementing new teaching or assessment strategies; devising curriculum approaches, resources and schemes of work; taking new approaches to target setting; accessing new techniques for classroom data management and interpretation; developing new ways of working with adults other than teachers; reflecting and acting upon classroom management strategies. 

  • expect, achieve and maintain high standards of achievement and behaviour from all students attending the School;
  • maintain and promote the School ethos;
  • are capable of dealing with the social and emotional demands of the School students;
  • can effectively employ all aspects of ICT within the classroom;
  • are capable of deconstructing their own teaching practice in order to assist with the training and development of newly qualified and trainee teachers;
  • are committed and eager to develop in the profession
  • keep abreast of all current educational initiatives, especially those specific to their subject specialism
  • are regularly updated on public examination, Key Stage tests and National Curriculum requirements and specifications for their subject specialism;
  • remain fresh, enthusiastic and confident in their jobs;
  • are committed to the development of trainees wishing to enter the profession.

Principles underlying teacher specific CPD
CPD at Brighton Hill Community School will in the first instance be linked to meeting the needs of the Faculty and School Development plans. Targets and appropriate training will be identified during annual individual review and target meetings. The individual needs and career aspirations of teachers will be identified through the completion of an annual training audit.
The Assistant Headteacher will following an analysis of all identified training needs, submit an annual CPD budget to the Headteacher for his approval.
Teachers in all instances will be encouraged to take active responsibility for their own professional development and training. In order to do this they will be encouraged to analyse and self reflect regularly on their own performance. This will serve as the keystone of their professional development.
Some staff will take on the role of professional mentors/tutors and advise staff and trainee teachers on the development of their classroom practice.  Staff who are due to access the Upper Pay Scale will be expected to undertake mentoring/coaching roles to support colleagues
Professional development will be met through a variety of different practices. (See section entitled CPD in practice)
The School will continue to employ an open door policy when it is the norm for staff to be observed by and share practice with colleagues and other professionals.
Staff will be encouraged to develop themselves through the effective use of paired observations.
Staff will be encouraged to develop themselves through the effective use of remote recording facilities for analysis of classroom practice using the IRIS system.
Staff may find the involvement of student observers, to undertake lesson observations, advantageous to their diagnostic reflection of classroom practice.  Staff will be encouraged to consider this pathway.
All staff involved in the training and development of colleagues act within the confines of agreed confidentiality norms.
All teaching staff should be aware of the ‘Professional Standards’ and take responsibility for ensuring that they meet those standards.

The School is committed to developing its existing initial teacher training links with Southampton, Reading and Portsmouth Universities and CILT (National Centre for Languages).  Other providers of ITT are also actively encouraged to become involved with the School.
The School will remain actively involved in the training of teachers through both the PGCE, GTP and OTT routes into employment.

CPD in practice at Brighton Hill Community School
All records of staff development and appropriate funding will be kept centrally by the Assistant Headteacher. Staff however are, encouraged to maintain their own professional development portfolios in preparation for both promotion and progression through the threshold boundary. 

It is accepted by the School’s Leadership Team that there is an entitlement either in time or financially for all staff to have access to professional development activities. It is expected that there will be clear sense of progression involved in the training which will meet either identified targets or career development.

CPD is an integral part of the School’s performance management framework. It is expected that most forms of CPD will match those identified by Hampshire Education Authority as follows;-

  • Critical Reflection – time to read, research, plan, and reflect on a chosen focus.
  • Reflective Observation – strategies that provide feedback on individual classroom performance through the analysis of video recordings, observation by others and feedback from students.
  • Observation of others within the School – this is a powerful tool which can be used to encourage the sharing of strengths and the evolution of shared ethos/approaches.
  • Observation of teachers from other schools or in other phases/settings/both nationally and internationally.
  • Networks – developed for the purpose of sharing/discussing of good classroom practice and new initiatives.
  • Time for one to one support to facilitate planning reviewing and the development of schemes of work.

Whole School base INSET training.
External provider based courses. Some of which may lead to accreditation and will include national conferences and events.
Extending experience – using allocated funding to gain a different perspective; observations of role of governors; admin officers; senior managers within the School; role swops; work shadowing; new activities involving extra-curricular activities; experience of other services such as social workers and educational psychologists.  

Initial Teacher Training
Aims of Initial Teacher Training
The Initial Teacher Training Programme at Brighton Hill Community School will ensure that trainee teachers are suitably prepared to meet the standards necessary to achieve the award of Qualified Teacher Status (QTS).

Specific Objectives of the School
To prepare trainee teachers for professional life as a teacher by ensuring that they:-

  • Perform in the classroom at an acceptable level of competence.
  • Display the facility for personal development in both subject knowledge and the management of learning.
  • Are prepared to meet the demands of public accountability for the quality of their work.
  • Set personal standards which conform to the ethos of the School.
  • Regularly participate in all aspects of School life.

Underlying Principles
In order to meet the afore-mentioned aims and objectives, it is expected that the following underlying principles will be adhered to and complement the School CPD Policy:-

A team of staff will be identified as Professional Tutors and Curriculum Mentors.  Their role will be to assist and advise staff and trainee teachers on the development of their classroom practice.
It is expected that staff will adopt a positive attitude to the sharing of practice with colleagues and other professionals.
All staff involved in training and development of colleagues will act within the confines and agreed confidentiality norms.
All teaching staff should be aware of the ‘Professional Standards’ and take responsibility for ensuring that they meet those standards.
The School is committed to developing its existing ITT links with Southampton, Reading and Portsmouth Universities, with CILT and will positively pursue links with other Institutes of Higher Education.
The School will remain actively involved in the training of teachers through the PGCE, GTP and OTT routes into employment.

Staffing
In order to meet the needs of this Policy, the School will ensure that the following staffing structure is in place for the training of Teachers.

Professional Mentor/ITT Co-ordinator
Will be the person who:-

  • Has overall responsibility for the supervision of all the trainee teachers in the School and supports their professional development.
  • Organises the delivery of professional themes within the School.
  • Liaises with the Curriculum Mentor over the training programme and progress of individual trainee teachers.
  • Supports good practice in providing feedback to trainee teachers on their progress in delivering lessons.
  • Collates assessment information about trainee teacher’s progress in their curriculum areas.
  • Provides an overall assessment of trainee teachers’ progress in line with the assessment documentation required by Higher Education Institutions.
  • Will, if asked, provide a reference for a trainee teacher.
  • Will attend relevant meetings as required by the Higher Education Institutions.

Mentoring at BHCS
Mentors are encouraged to attend the ‘Active Mentors’ course and/or training provided by HCC, BHCS or the universities with which we work.  Curriculum Mentors will not be allowed to work with any more than two trainees per academic year.  Mentors are involved with ITT and NQT & other new staff induction.  GTP and PGCE mentors may receive payment for their work; NQT ‘induction tutors’ receive one hour per week of protected time for their meetings.

ITT Mentors will:-

  • Prepare an appropriate timetable for the duration of the trainee’s placement in liaison with the Head of Faculty and Professional Mentor.
  • Undertake weekly target setting and review meetings.
  • Undertake regular lesson observations and provide written and verbal feedback for the trainee.  This, when possible, will include using the mobile observatory system (IRIS) to analyse and evaluate effective practice.
  • Model best practice in relation to all aspects of the Professional Standards for Teachers,  This, when possible, will include using the mobile observatory system (IRIS).
  • Collect and collate written feedback from colleague’s lesson observations of the trainee.
  • Assist the trainee with the production of a training programme.
  • Assist the trainee with the compilation of formative assessment documents.
  • Attend appropriate mentor meetings as requested by the HEI’s.
  • Liaise and meet with the HEI subject and link tutors.
  • Provide the Professional Mentor with copies of all relevant documentation concerning the trainee, including interim and final reports on their progress within the timescales set out by HCC and HEI’s.

NQT Induction Tutors will:-

  • Work with NQTs in their daily practice
  • Advise NQTs on how to develop aspects of their teaching
  • Observe NQTs at least once per half term
  • Hold weekly meetings with NQTs and minute outcomes
  • Complete termly assessments
  • Meet the requirements of the support expected by HCC’s NQT induction programme
  • Model best practice in relation to all aspects of the Professional Standards for Teachers.  This, when possible, will include using the mobile observatory system (IRIS).
  • Feedback regularly to the Professional Mentor/ITT Co-ordinator

 

Last Ratified: Oct 2014

Review: Oct 2017


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