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Internal CPD

Overview of Internal CPD from 2016-2017 academic year

Areas

Level

Linked to…

Ofsted

School targets

Team targets

Performance management

Team expectations Y3/4

TA

 

 

*

*

Questioning techniques

TA

*

*

*

*

Guided reading

TA and T

 

*

*

*

SPAG knowledge

TA

 

*

 

 

Phonics progression

TA

*

 

 

 

Behaviour strategies Y5/6

T

 

 

*

*

Monitoring the impact of interventions

T

*

*

 

 

Maths – curriculum pace

T

*

 

*

*

Improving music subject knowledge

T

 

 

*

 

Senior leadership training (KR/NB)

L

*

*

*

*

Moderation and evaluation of assessment with a key to increasing accountability across the school (CR)

L

*

*

*

*

Leadership training for senior admin staff

WC

*

 

 

 

Admin training sessions

 

*

 

 

 

Leading groups in EYFS

TA

 

 

*

*

Analysing the impact of interventions

T

*

*

*

*

Phonics (terminology)

T and TA

*

*

*

*

Kingsley Numeracy strategies

T and TA

*

*

 

 

Effective plenaries

T

 

 

*

 

Editing of writing

TA

 

*

*

*

Recording interventions (SMART)

TA

*

*

*

*

Preparing for external moderations

T

 

 

*

 

Nursery home visits

T

 

 

*

 

 

TA – Teaching assistant                 T – Teacher                         L – Leadership                   WC – Whole                                                                                                                                                        School                                                                                                                                                               Community

Evaluations of Internal CPD

 

 “Started to implement strategies into the classroom while working with groups or individuals one to one.  Notes which have been given are very helpful to refer back to when needed and are easy to follow and understand.” (TA)

 

“Interventions are now more manageable as we can record information concisely.” (TA)

 

“Training has improved my overall leadership skills.  Each session has given me valuable time to reflect upon my own and my team’s practice.  Additional tasks completed have raised accountability and improved my own monitoring and evaluation procedures.  I am very grateful for this support!” (Leadership)

 

“Great delivery from members of staff.  Staff will revisit to see if training has helped children to make progress.  Staff are on hand to go over things if you are not quite sure how to deliver to children.  Keep putting me on them, I am making progress.” (TA)

 

“Every session has had a direct impact on my ability to lead my team and the whole school issues I am accountable for.  Questioning has been thought provoking and has inspired me to think deeper and more creatively.” (Leadership)

 

“I now think about different questioning skills when working with the children.  I feel more confident discussing homophones and antonyms with the children.” (TA)

 

“I am learning new things which I feel is making me a stronger member of staff.” (TA)

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