Internal CPD

Areas	Level	Linked to…
Areas	Level	Ofsted	School targets	Team targets	Performance management
Weekly ECT tutorials	ECT				*
Team expectations	TA			*
Progression in Geography and History skills	T		*	*
Tailored CPD for individual cohorts to track and further improve skills progression in Geography and History	T		*	*
Questioning techniques	TA	*	*	*	*
Teacher research working group – external	L		*		*
Introduction to Maths No Problem	TA		*	*
Role of the TA in Maths No Problem lessons Y1,Y2,Y3,Y4	TA		*	*
Introduction to bar modelling Y1-6	TA		*	*
Further CPD on bar modelling Y1-6	TA		*	*
Hosted Maths teacher research group attended by maths specialist and representatives from three other primary schools. Reflection of demonstration lesson taught in Y5.	L		*	*	*
Transition meetings – focus on curriculum content and standards (Summer 2^nd Half term)	T			*	*

TA – Teaching assistant T – Teacher L – Leadership

Areas	Level	Linked to…
Areas	Level	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	*	*	*	*
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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