The national context

Inclusion

• Further information

Inclusive teaching

• Further information and resources

Personalisation

• Further information

SEN Framework

• Further information

Ethnic minority achievement

• Further information

The improvement cycle

1. How well are we doing?

• Underachieving groups

• Team approach to gathering information

• Presence, Participation and Achievement

• Engaging colleagues in your own school

• Core information to gather

• Academic attainment

2. How well should we be doing?

• Comparing your school with similar schools

• Comparing end of key stage outcomes with previous years

• Comparing end of key stage outcomes nationally

3. What more do we want to achieve?

• Target setting

• Translating numerical targets into curricular targets

4. What must we do to make it happen?

• Using self-review tools to identify improvement priorities

• Evaluation grids

• Strengthening the quality of everyday inclusive teaching

• The waves of intervention model

• The circles of inclusion

• Choosing appropriate learning objectives

• Teaching styles and approaches

• Access strategies

• Planning for children at risk of underachievement

• Planning and using effective additional interventions

• Provision maps

• Steps to a provision map

• Audit projected need

• Compare projected needs with current provision

• Identify available school budget

• Consider the evidence and plan the provision map

5. Taking action and reviewing progress

• Matching children to the appropriate provision

• Making sure that children's experience is coherent

• Interpreting and evaluating progress

• Monitoring and evaluating particular provisions

• Methods for assessing children's progress

• School self-evaluation form

• Managing the work of teaching assistants

• Exploring the key levers

• Involving parents and carers

• Partnership between school and family

Supporting schools and settings

An intervention toolkit

Professional development modules

• Features of effective CPD

• Creating an inclusive classroom environment

• Effective partnerships with teaching assistants

• Planning additional provision

• Planning for children at risk of underachievement

Leading teaching - ways of working

• A. The context

• B. Developing and tailoring styles for leading teaching

• Qualities of successful leading teachers

• Supporting schools through dialogue and action

• Four types of talking

• C. What is leading teaching?

• Benefits of leading teaching through coaching

• Coaching, not therapy

• The national framework

• Principles of mentoring and coaching

• How do leading teachers achieve the coaching aim?

• What are the underlying processes?

• What is coaching not about?

• What is the role of the school leader?

• What are the barriers?

• D. What makes a good leading teacher?

• Developing the skills

• Body language

• Using evidence

• Questioning

• Listening

• Giving (and receiving) feedback

• Communication

• E. Leading teaching in action

• Structuring a session

• Types and styles of coaching