Teacher subject specialism training (TSST): secondary maths and physics

Size: px
Start display at page:

Download "Teacher subject specialism training (TSST): secondary maths and physics"

Transcription

1 Teacher subject specialism training (TSST): secondary maths and physics Funding for the design and delivery of school-led programmes Guidance March 2016

2 Contents Table of figures 3 Summary 4 About this guidance 4 Key dates 4 Guidance 5 Context 5 School-led teacher subject specialism training 5 Purpose of teacher subject specialism training 6 Criteria for grant funding 6 Grant funding 6 Lead school requirements 7 Certification, Masters Credits and professional awards 8 Application guidance and look fors 9 2

3 Table of figures Table 1: Funding options 6 Table 2: Evidence look fors 9 3

4 Summary About this guidance This guidance is to support schools to apply for grant funding to design and deliver teacher subject specialism training (TSST) in secondary maths and/or physics. Purpose of teacher subject specialism training: To improve the maths and physics subject knowledge of non-specialist teachers and those teachers looking to return to the profession and increase the number of hours taught, by offering school-led teacher subject specialism training opportunities. There are two grant funding opportunities available (see table 1). We recommend that before applying you meet with your strategic partners (schools, universities and others) to discuss and agree your plans for delivery. Key dates Application round opens: Friday 11 March 2016 Application round closes: 5 pm Thursday 28 April 2016 Outcomes communicated: May 2016 Start-up meetings: Monday 23 May London Wednesday 25 May London Thursday 26 May Sheffield 4

5 Guidance Context Teacher subject specialism training (TSST) forms part of a five year commitment to transform STEM teaching in England and is focused on existing teachers, with the aim of building the capacity of non-specialists who may be able to move into a maths or physics role. In addition, it aims to upskill non-specialists who are currently teaching maths or physics and those looking to return to the profession, thereby increasing the number of maths and physics hours taught. The aim is for a total of 15,000 participants to have undertaken the training by July 2020, at no financial cost to the participant. 1 The first year of teacher subject specialism is underway with programmes due to complete in June We are now moving TSST forwards into academic years 2016/17 and 2017/18. School-led teacher subject specialism training The recruitment of teachers in STEM subjects is a challenge for many schools and as a result they are deploying non-specialist teachers to cover their specialist recruitment gaps. This can cause disruption for pupils and schools and can impact on attainment. In March 2015 we launched the first year of TSST, a school-led model where lead schools design and deliver TSST in secondary maths and/or physics to meet local and regional needs. Courses are designed to reflect the individual needs of the participant, so there is no definitive description of a course or fixed delivery model. Training being offered includes face-to-face, online, coaching, lesson observation and mentoring, and is embedded in teachers classroom practice. Core strengths of this approach are: Lead schools understanding of, and responses to, the pressures on headteachers to release staff The bespoke, differentiated approach to meet teacher needs, and Schools ability to draw collaborative partners into the design, recruitment, delivery and quality assurance of programmes TSST is a national offer, and whilst lead schools will target their training to meet the needs of their locality or region, it is expected that programmes will be open to all participants across the country, to ultimately ensure that all secondary schools have access to TSST. 1 Link to Our plan for growth: science and innovation policy paper 5

6 Purpose of teacher subject specialism training To improve the maths and physics subject knowledge of non-specialist teachers and increase the number of hours of taught by offering school-led teacher subject specialism training opportunities. This includes: o Non-specialist teachers who could potentially teach maths or physics in addition to, or as their main subject o Non-specialist teachers who are currently teaching maths or physics (either full-time or in addition to the specialist subject) o Teachers who are looking to return to the profession Criteria for grant funding We invite lead schools, on behalf of groups of schools, to apply for one of two grant funding opportunities to design and deliver teacher subject specialism training in secondary maths and/or physics. We welcome applications from both lead schools from year 1 of TSST and new schools. The lead school is responsible for coordinating a single application form and will be responsible for the grant funding. Lead schools must be graded outstanding or good for overall effectiveness by Ofsted in their most recent inspection. Schools must demonstrate evidence of collaborative working with strategic partners (schools, universities, professional bodies, subject associations) to design, develop and evaluate professional development. We are looking for schools that can offer economies of scale in terms of their reach and cohort size. Lead schools should base their numbers on a realistic assessment of need, their ability to recruit participants and organisational capacity. At a national level NCTL will support lead schools through a range of activity, including: hosting a national directory of provision on Gov.uk to help teachers to find training courses providing marketing guidance and templates sharing lessons learned, benefits and successful practice from year 1. Grant funding Lead schools who meet the eligibility criteria can apply for one of the following options: Table 1: Funding options Delivery period Participant numbers Funding Option 1 Grant funding for delivery in academic year 2016/17 only. (To note, this option does not preclude a further Lead schools should apply for the minimum number of participants they aim to recruit based on their capacity to deliver and identified Lead schools should apply for grant funding based on their projected costs to deliver to their identified minimum number of participants. Lead schools are expected to 6

7 Delivery period Participant numbers Funding application in subsequent years). local need. demonstrate how they will secure value for money, economies of scale or offer in kind funding as part of their application. TSST should be delivered at no financial cost to the participant. Option 2 Year on year grant funding for delivery in academic years 2016/17 and 2017/18. Lead schools should apply for the minimum number of participants they aim to recruit in each year, based on their capacity to deliver, projected growth and regional need. Lead schools should apply for grant funding for each year based on their projected costs to deliver, to their minimum target number. Lead schools are expected to demonstrate how they will secure value for money, economies of scale or offer in kind funding as part of their application. TSST should be delivered at no financial cost to the participant. Lead school requirements Successful lead schools will be required to: Attend a start-up meeting with other lead schools in May 2016 Design, implement, quality assure and evaluate effective teacher subject specialism training for teachers Ensure a minimum number of participants have undertaken teacher subject specialism training in secondary maths and/or physics Coordinate a process to offer programme certification, Masters Credits or professional awards for those participants who complete the training. This should be at no additional cost to the participant or their school Advertise their programme in the TSST national directory on the Gov.uk website (template will be provided) Submit monthly recruitment updates, termly progress reports including participant data with teacher reference numbers 2 and an impact and benefits evaluation report 2 The data is required by DfE in order to understand the take up and success of the provision. The data will be matched to administrative datasets held by DfE for analytical purposes. All analysis will be aggregated at headline 7

8 Participate fully in the external evaluation commissioned by the Department for Education Report against spend through the NCTL collaborative fund evaluation process Notify us of any change to their overall Ofsted grading Join the TSST Knowledge Hub Complete delivery of programmes by the end of the academic year 2016/17 and 2017/18 Grant funding will be released upon receipt of signed grant Terms and Conditions and dependent upon submission of satisfactory progress reports. All grant funding is subject to NCTL Collaborative Fund Grant Funding Agreement Terms, available at the link below: https://www.gov.uk/government/publications/collaborative-fund-grant-funding-agreementterms-and-conditions Certification, Masters Credits and professional awards It is a requirement that lead schools coordinate a process to offer programme certification, Masters Credits or professional awards to those participants who complete the training. This recognition can be an important consideration for participants and is an important part of the validation and quality assurance of the training. It is up to the lead school to determine the award that is most appropriate to their training. Lead schools that are applying to design and deliver physics training have the opportunity to work with the Institute of Physics (IOP) and other physics lead schools to secure IOP-enabled, community-approval for their TSST courses. IOP-enabled community approval process In year 1, IOP worked with lead schools to develop a community approval process for TSST physics programmes, whereby the schools audited each other s courses to a standard agreed during a community consultation. This was an important part of the overall quality assurance process and validation of programmes. The audit tool devised by the IOP s education department was used as a basis, and was usefully adapted based on feedback from various TSST school representatives. Approved courses were subsequently marketed on the IOP website. IOP will also be facilitating the community approval process for TSST physics in year 2. All schools that take part in this process are expected to engage fully in the community assessment process. Lead schools who wish to take part in this process or find out more about it, should register their interest on their application form. Successful lead schools will then be contacted by IOP with further details of the requirements and detailed process. level and individual teachers will not be identified. 8

9 Application guidance and look fors The lead school is responsible for coordinating a single application form with details of all schools and strategic partners involved in the delivery Applications must be submitted on the application form and ed to Applications must adhere to the word count of 250 words per answer Incomplete applications will not be accepted and will not be returned The deadline for receipt of all completed applications is 5pm Thursday 28 April. Any applications received after this deadline will not be accepted even if the delay is due to technical difficulties Applicant schools will be notified of the outcome in May. Notification will be by so please ensure you supply a correct address Lead schools are responsible for the grant funding and for delivery of all activity and reporting requirements. An assessment panel will mark each application form using a pre-defined scoring matrix. Should the number of applications exceed the funding available, we will make decisions based on the balance of the overall set of applications including: o Geographical spread o Balance between maths and physics Where applicants assess that the addition of a cross-phase (Y6-Y7) maths element will support the transition of pupils to secondary school, this can be included in their application. The programme is prioritising secondary maths and physics however and where overall applications exceed the funding available, decisions will be made on this basis. Applicant schools should provide evidence against the following questions: Table 2: Evidence look fors QUESTION: 1. Please provide a breakdown of your overall costs and an estimated split of set-up costs and ongoing delivery costs. How will you achieve value for money? All grant funding is subject to NCTL Collaborative Fund Grant Funding Agreement Terms and Conditions, and there are restrictions on a number of areas of spend. For the purpose of this project, any marketing costs should be low cost/no cost and detailed in your application. A full copy of the collaborative fund terms and conditions can be found at this web address; https://www.gov.uk/government/publica tions/collaborative-fund-grant-funding- EVIDENCE LOOK FORS: The assumptions underpinning your costings and why you think these are realistic In-kind funding (e.g. venues, staff delivering training, coaches, mentors, materials) How your delivery model will enable you to achieve value for money Set-up costs which may include (depending on your programme model): o Staff time for planning, content development, resource development o Securing expertise from HEIs or strategic partners o Buying in externally produced resources/access to online resources o Identification/development of process for certification, Masters Credits or professional awards o Recruitment activity 9

10 QUESTION: EVIDENCE LOOK FORS: agreement-terms-and-conditions Ongoing delivery costs which may include (depending on your programme model): o Staff time and personnel to deliver the programme o Continued online access o Course materials o Certification, Masters Credits or professional awards o Ongoing recruitment activity o Venue/travel/hospitality costs o Minimum and maximum delegate numbers for training sessions to be viable 2. What infrastructure and capacity do you have in place, or do you Sufficient dedicated project lead and project support capacity have planned, in order to Supporting systems and processes successfully deliver TSST and Roles and responsibilities agreed with your strategic ensure the longer term and delivery partners sustainability of your How you will collaborate (and avoid competition) with programme? other schools and strategic partners to recruit to and deliver your programme Contingency plans to ensure continuity of provision in the event of staff changes 3. How have you identified the need for TSST in your region, and how will your programme design address that need? A strategic approach, working with other schools, to address recruitment shortages in maths and physics in your region A clear evidence base or audit of need underpinning the identification of your target audience and their training needs, with supporting data and information: Consider: o Number of teachers teaching maths/physics who have not undertaken ITT in maths/physics o Number of teachers teaching without a maths/physics degree o Number of teachers who could teach maths or physics in addition to their main subject o Vacancy rates and high re-advertising rates o Turnover of maths/physics teachers 4. How will you recruit and retain participants? 5. What is your experience of designing, delivering and quality assuring effective professional development? A recruitment strategy to ensure that you: Identify and engage participants including those from lower attainment schools where capacity issues are impacting attainment in maths and physics Promote the benefits for participants and head teachers Secure head teacher support for the programme to the ensure release time for participants Capacity to create a joint team and work collaboratively with other schools and partners to design and develop high quality professional development, in response to identified needs of staff All staff directly involved in the development, and delivery of training: a. have high levels of expertise in the relevant 10

11 QUESTION: 6. What is the structure and content of your TSST programme? 7. How will you evaluate the training and demonstrate impact? 8. What is your delivery plan, including key milestones? EVIDENCE LOOK FORS: subject and pedagogic area b. are experienced in designing and delivering high quality professional development c. have a deep understanding of the specialist subject knowledge required for high quality teaching of the subject and understanding of how teachers develop this knowledge How you will identify and draw on effective practice from within and beyond the school sector, in order to inform the design and delivery of your provision How you will work with strategic partners such as universities, subject associations such as the Institute for Physics (IOP), National Centre for Excellence in the Teaching of Mathematics (NCETM), Institute of Mathematics and its Applications (IMA), Centre for Innovation in Mathematics Teaching (CIMT), Joint Mathematical Council (JMC), Maths Hubs or Science Learning Centres/Partnerships How you will quality assure your provision; A quality assurance framework that draws on existing procedures or expertise of partner universities and other groups such as Science Learning Centres/Partnerships Lead quality assurance roles for subject leaders, headteachers and other leaders (Specialist Leaders of Education, Maths Hubs leads, university staff) Your programme design, content and length and delivery model; eg face to face learning, online, blended learning, coaching How you will coordinate and offer the opportunity for certification, Masters Credits or professional awards for those participants who complete the training at no cost to participants or their schools Collaborative working with other schools and partners to evaluate the impact of professional development on staff, and pupils Processes to gather participant feedback during and beyond the programme and measures to assess the overall impact and benefits to participants, pupils and schools. Consider: o the use of diagnostic tools or initial baseline assessments o participant self-assessment o pupil and headteacher feedback on impact or quality of teaching o evidence of exam/key stage progress and improved pupil outcomes o making use of externally developed and/or existing evaluation tools. Activity, timelines and key milestones that will enable you to plan, design, recruit to, deliver and evaluate your training by June 2017 Contingency planning to manage the risks including delays or shortfall in recruitment. 11

12 Crown copyright 2016 This publication (not including logos) is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. To view this licence: visit write to Information Policy Team, The National Archives, Kew, London, TW9 4DU About this publication: enquiries download Reference: [NCTL ] Follow us on Like us on Facebook: facebook.com/educationgovuk 12

Maths hubs: application form guidance

Maths hubs: application form guidance Maths hubs: application form guidance July 2015 Contents Maths Hubs 3 Purpose 4 National and local projects 4 Criteria 6 Eligibility 6 Application process 6 Application form 6 Presentation days 7 Implementation

More information

System leadership prospectus

System leadership prospectus System leadership prospectus Contents Introduction 3 Specialist leaders of education 4 Local leaders of education 5 National leaders of education and national support schools 6 National leaders of governance

More information

Requesting initial teacher training places. Process for the 2017 to 2018 academic year

Requesting initial teacher training places. Process for the 2017 to 2018 academic year Requesting initial teacher training places Process for the 2017 to 2018 academic year June 2016 1 Contents 1. Introduction 3 2. The request period 4 3. How to request places 5 4. Requirements for requests

More information

Mathematics Subject Knowledge Enhancement (SKE) Programme Guide Academic Year 2013/14

Mathematics Subject Knowledge Enhancement (SKE) Programme Guide Academic Year 2013/14 FURTHER EDUCATION INITIAL TEACHER TRAINING Mathematics Subject Knowledge Enhancement (SKE) Programme Guide Academic Year 2013/14 MARCH 2014 Contents Part One - General Introduction... 3 What is Subject

More information

National College for Teaching and Leadership (NCTL) business plan

National College for Teaching and Leadership (NCTL) business plan National College for Teaching and Leadership (NCTL) business plan 1 April 2014 to 31 March 2015 Contents 1 The National College for Teaching and Leadership purpose 3 2 NCTL vision 4 3 NCTL plan to 2016

More information

Initial teacher training criteria. Statutory guidance for accredited initial teacher training providers in England

Initial teacher training criteria. Statutory guidance for accredited initial teacher training providers in England Initial teacher training criteria Statutory guidance for accredited initial teacher training providers in England June 2015 Contents Summary 3 About this guidance 3 Expiry or review date 3 What legislation

More information

School to school support fund. Application guidance

School to school support fund. Application guidance School to school support fund Application guidance October 2015 Contents Overview 3 Teaching school alliances 3 National leaders of education 3 Online application 3 Section 1 Applicant school 4 Applicant

More information

National standards of excellence for headteachers. Departmental advice for headteachers, governing boards and aspiring headteachers

National standards of excellence for headteachers. Departmental advice for headteachers, governing boards and aspiring headteachers National standards of excellence for headteachers Departmental advice for headteachers, governing boards and aspiring headteachers January 2015 Contents Summary 3 About this departmental advice 3 Review

More information

National Scholarship Fund for teachers special educational needs and disabilities

National Scholarship Fund for teachers special educational needs and disabilities National Scholarship Fund for teachers special educational needs and disabilities Round 4 - handbook Page 1 of 15 Contents 1. INTRODUCTION 3 2. THE FOURTH ROUND Error! Bookmark not defined. 3. ELIGIBILITY

More information

Draft Strategic Guidance to the Institute for Apprenticeships. Government consultation

Draft Strategic Guidance to the Institute for Apprenticeships. Government consultation Draft Strategic Guidance to the Institute for Apprenticeships Government consultation Launch date 4 January 2017 Respond by 31 January 2017 Contents Introduction 3 Who this is for 3 Issue date 3 Enquiries

More information

Primary school accountability in A technical guide for primary maintained schools, academies and free schools

Primary school accountability in A technical guide for primary maintained schools, academies and free schools Primary school accountability in 2016 A technical guide for primary maintained schools, academies and free schools September 2016 Contents Summary 3 About this guidance 3 Expiry or review date 4 Who is

More information

System leadership prospectus

System leadership prospectus Inspiring leaders to improve children s lives Schools and academies System leadership prospectus Resource Contents 1. Introduction...3 2. Specialist leaders of education...5 3. Local leaders of education...6

More information

Advice on the admission of summer born children. For local authorities, school admission authorities and parents

Advice on the admission of summer born children. For local authorities, school admission authorities and parents Advice on the admission of summer born children For local authorities, school admission authorities and parents December 2014 Contents Summary 3 About this departmental advice 3 Expiry or review date 3

More information

Primary school accountability in 2016. A technical guide for primary maintained schools, academies and free schools

Primary school accountability in 2016. A technical guide for primary maintained schools, academies and free schools Primary school accountability in 2016 A technical guide for primary maintained schools, academies and free schools January 2016 Contents Summary 3 About this guidance 3 Expiry or review date 4 Who is this

More information

Postgraduate initial teacher training recruitment controls. A guide for the 2016 to 2017 academic year

Postgraduate initial teacher training recruitment controls. A guide for the 2016 to 2017 academic year Postgraduate initial teacher training recruitment controls A guide for the 2016 to 2017 academic year October 2015 Contents 1. Introduction 3 2. Recruitment controls 4 a. Specific controls 4 b. Reserve

More information

Director of the Humber Teaching School. Application Pack

Director of the Humber Teaching School. Application Pack Director of the Humber Teaching School Application Pack 1 Contents Welcome Letter... 3 The Humber Teaching School Ethos and Vision... 5 National Key Performance Indicators for teaching schools... 7 Job

More information

Careers Guidance Action Plan. Government Response to Recommendations from Ofsted s Thematic Review and National Careers Council s Report

Careers Guidance Action Plan. Government Response to Recommendations from Ofsted s Thematic Review and National Careers Council s Report Careers Guidance Action Plan Government to Recommendations from Ofsted s Thematic Review and National Careers Council s Report September 2013 Contents Introduction 3 Government to Ofsted s Thematic Review

More information

Wraparound and holiday childcare parents and childcare provider rights to request

Wraparound and holiday childcare parents and childcare provider rights to request Wraparound and holiday childcare parents and childcare provider rights to request Government consultation Launch date 07 December 2015 Respond by 29 February 2016 Contents Introduction 3 Who this consultation

More information

Initial teacher training census for the academic year 2015 to 2016, England

Initial teacher training census for the academic year 2015 to 2016, England Initial teacher training census for the academic year 2015 to 2016, England SFR 46/2015, 19 November 2015 Increase in the numbers of new postgraduate entrants starting or expected to start There were 28,148

More information

National funding formula: equality analysis

National funding formula: equality analysis National funding formula: equality analysis March 2016 Contents The public sector equality duty 3 What we are proposing in this consultation package 4 Consideration of the protected characteristics identified

More information

Arrangements for ITT accreditation submissions

Arrangements for ITT accreditation submissions Arrangements for ITT accreditation submissions November 2014 1 Table of Contents Introduction 3 Accreditation proposal submission process 3 Business case criteria 4 Full bid criteria 5 1. Recruitment and

More information

School workforce census COLLECT reports available to users with the role of source

School workforce census COLLECT reports available to users with the role of source School workforce census 2016 COLLECT reports available to users with the role of source September 2016 Contents Background 3 Return management 3 School error report 3 Notes report 5 Matching and reconciliation

More information

Teachers Standards. Guidance for school leaders, school staff and governing bodies. July 2011(introduction updated June 2013)

Teachers Standards. Guidance for school leaders, school staff and governing bodies. July 2011(introduction updated June 2013) Teachers Standards Guidance for school leaders, school staff and governing bodies July 2011(introduction updated June 2013) Contents Summary 3 Introduction, legal standing and interpretation 5 Presentation

More information

School Business Management (SBM) National Scholarship Fund

School Business Management (SBM) National Scholarship Fund School Business Management (SBM) National Scholarship Fund Applicant Guidance Round Three: Autumn 2015 1 Contents 1. Summary 2. Introduction 3. The third round 4. Scholarship funding 5. Eligibility 6.

More information

Management Information

Management Information Management Information Initial Teacher Training Performance Profiles: academic year 2012 to 2013 Date 23 October 2014 Coverage England Theme Initial Teacher Training Issued by Department for Education,

More information

ipml International Programme for Middle Leaders

ipml International Programme for Middle Leaders This document has been archived Delivering sustainable approaches to leadership development Delivery partner prospectus We know that the quality of middle leadership is fundamental in achieving consistently

More information

Use of reasonable force. Advice for headteachers, staff and governing bodies

Use of reasonable force. Advice for headteachers, staff and governing bodies Use of reasonable force Advice for headteachers, staff and governing bodies July 2013 Contents Summary 3 About this departmental advice 3 Expiry or review date 3 Who is this advice for? 3 Key points 3

More information

School Direct: Partnership agreements and recruiting - getting ready for next year

School Direct: Partnership agreements and recruiting - getting ready for next year School Direct: Partnership agreements and recruiting - getting ready for next year Online seminar 10 July 2014 Welcome to our final School Direct online seminar in this series. While we re waiting to start,

More information

Update on Progress 8 measure and reforms to secondary school accountability framework

Update on Progress 8 measure and reforms to secondary school accountability framework Update on Progress 8 measure and reforms to secondary school accountability framework January 2014 Update on secondary school accountability reforms In the government response to the secondary school accountability

More information

School revenue funding. Current funding arrangements

School revenue funding. Current funding arrangements School revenue funding Current funding arrangements March 2016 Contents Table of figures 3 The current funding system 4 Schools block 6 Minimum funding levels 10 Minimum funding guarantee 11 Centrally

More information

National Standards for school-based initial teacher training (ITT) mentors

National Standards for school-based initial teacher training (ITT) mentors National Standards for school-based initial teacher training (ITT) mentors July 2016 Contents Foreword 3 Executive Summary 5 Key findings 7 Recommendations 8 About the Mentor Standards 10 National standards

More information

PHONICS PARTNERSHIP GRANTS. Invitation to apply

PHONICS PARTNERSHIP GRANTS. Invitation to apply PHONICS PARTNERSHIP GRANTS Invitation to apply 1 1. Background 1.1. The government wants all primary schools to achieve excellence in phonics teaching so that all pupils are able to decode words to an

More information

North East Wolverhampton Academy investigation report

North East Wolverhampton Academy investigation report North East Wolverhampton Academy investigation report June 2016 Contents Executive summary 3 Background 4 Objective and scope 4 Review methodology 5 Detailed findings 6 Enrolment and funding eligibility

More information

Cloud (educational apps) software services and the Data Protection Act

Cloud (educational apps) software services and the Data Protection Act Cloud (educational apps) software services and the Data Protection Act Departmental advice for local authorities, school leaders, school staff and governing bodies October 2014 Contents 1. Summary 3 About

More information

Frequently Asked Questions

Frequently Asked Questions Frequently Asked Questions Eligibility What qualifications do I need? You need to have achieved, or be predicted to achieve, at least a 2(i) honours degree. If your degree classification is lower but you

More information

The Prevent duty. Departmental advice for schools and childcare providers

The Prevent duty. Departmental advice for schools and childcare providers The Prevent duty Departmental advice for schools and childcare providers June 2015 Contents Summary 3 About this departmental advice 3 Expiry or review date 3 Who is this advice for? 3 Main points 3 Introduction

More information

Teacher appraisal and capability. A model policy for schools

Teacher appraisal and capability. A model policy for schools Teacher appraisal and capability A model policy for schools May 2012 Contents Introduction 3 Model policy for appraising teacher performance and dealing with capability issues 5 Purpose 5 Application of

More information

Statutory guidance for appropriate bodies, local authorities, head teachers, school staff and governing bodies

Statutory guidance for appropriate bodies, local authorities, head teachers, school staff and governing bodies Statutory guidance for appropriate bodies, local authorities, head teachers, school staff and governing bodies Contents GUIDANCE FOR APPROPRIATE BODIES, LOCAL AUTHORITIES, HEAD TEACHERS, SCHOOL STAFF AND

More information

The framework for inspecting residential provision in further education colleges

The framework for inspecting residential provision in further education colleges The framework for inspecting residential provision in further education colleges For use from September 2012 This document sets out the framework for the inspection of residential provision in further

More information

2014 School and College Performance Tables. Statement of Intent

2014 School and College Performance Tables. Statement of Intent 2014 School and College Performance Tables Statement of Intent July 2014 Table of Contents Introduction... 3 Primary performance tables... 4 Future developments... 4 Secondary performance tables... 5 Future

More information

College and Training Organisation Survey 2015

College and Training Organisation Survey 2015 College and Training Organisation Survey 2015 A summary of the results December 2015 Of interest to colleges, other training organisations, employers and other stakeholders. Background The SFA s fifth

More information

Regulated activity in relation to children: scope. Factual note by HM Government

Regulated activity in relation to children: scope. Factual note by HM Government Regulated activity in relation to children: scope Factual note by HM Government Contents Introduction 3 Summary 3 Full description of scope 4 Part 1: Regulated Activity for children Activities 4 Part 2:

More information

SPECIFICATION OF APPRENTICESHIP STANDARDS FOR ENGLAND (SASE) GUIDANCE FEBRUARY 2015

SPECIFICATION OF APPRENTICESHIP STANDARDS FOR ENGLAND (SASE) GUIDANCE FEBRUARY 2015 SPECIFICATION OF APPRENTICESHIP STANDARDS FOR ENGLAND (SASE) GUIDANCE FEBRUARY 2015 Contents Contents... 2 Introduction... 3 Intermediate and Advanced Level Apprenticeship Frameworks... 3 Higher Apprenticeship

More information

Wraparound and holiday childcare parent and childcare provider rights to request

Wraparound and holiday childcare parent and childcare provider rights to request Wraparound and holiday childcare parent and childcare provider rights to request DRAFT departmental advice for maintained schools, academies and free schools December 2015 Contents DRAFT Summary 3 About

More information

Small Business Charter Growth Vouchers Programme. Terms and conditions - 1 - OCTOBER 2014

Small Business Charter Growth Vouchers Programme. Terms and conditions - 1 - OCTOBER 2014 Small Business Charter Growth Vouchers Programme Terms and conditions OCTOBER 2014-1 - Contents Contents 2 Terms and Conditions of Participation 3 Rules and Responsibilities 4 De Minimis Rules 6 Data Protection

More information

Memorandum of understanding: secure children s homes

Memorandum of understanding: secure children s homes Memorandum of understanding: secure children s homes The Chief Inspector s support for the Secretary of State s functions with regard to secure children s homes Published: April 2012 Reference no: 120071

More information

Specialist leaders of education (SLE) Application and reference form

Specialist leaders of education (SLE) Application and reference form Specialist leaders of education (SLE) Application and reference form Page 1 of 8 Crown copyright General guidance This form is set out in two sections. Section 1 is to be completed by you, the applicant,

More information

Change Makers Fund Guidance for applicants

Change Makers Fund Guidance for applicants Change Makers Fund Guidance for applicants Below is an outline summary of key information. Please see Section three for full eligibility criteria. Summary of key information What is the focus of the fund?

More information

Guidance. Injection: Crafts Council s business development scheme Guidelines for Applicants. Crafts Council Registered Charity Number 280956

Guidance. Injection: Crafts Council s business development scheme Guidelines for Applicants. Crafts Council Registered Charity Number 280956 Guidance Injection: Crafts Council s business development scheme Guidelines for Applicants Crafts Council Registered Charity Number 280956 01 Injection: Crafts Council s business development scheme Guidelines

More information

Publishing performance measures on school and college websites. Government consultation response

Publishing performance measures on school and college websites. Government consultation response Publishing performance measures on school and college websites Government consultation response December 2014 Contents 1. Introduction 3 2. Summary of responses received and the government s response 4

More information

Small Business, Enterprise and Employment Act: Childcare and Schools fact sheets

Small Business, Enterprise and Employment Act: Childcare and Schools fact sheets 1 Small Business, Enterprise and Employment Act: Childcare and Schools fact sheets Contents Small Business, Enterprise and Employment Act: Childcare and Schools fact sheets... 1 Contents... 1 Early Years

More information

BIS SCIENCE AND SOCIETY COMMUNITY CHALLENGE GRANT SCHEME GUIDANCE FOR APPLICANTS

BIS SCIENCE AND SOCIETY COMMUNITY CHALLENGE GRANT SCHEME GUIDANCE FOR APPLICANTS BIS SCIENCE AND SOCIETY COMMUNITY CHALLENGE GRANT SCHEME GUIDANCE FOR APPLICANTS Introduction Following review of the BIS Science and Society programme (http://scienceandsociety.bis.gov.uk/), two key messages

More information

Getting the system right for Quality Assurance in School Direct

Getting the system right for Quality Assurance in School Direct Getting the system right for Quality Assurance in School Direct Online seminar May Welcome to our School Direct online seminar. While we re waiting to start, why not let us know who you are and where you

More information

Annex: Proposed Criteria for Accredited School Providers and Accredited Schools Groups

Annex: Proposed Criteria for Accredited School Providers and Accredited Schools Groups Annex: Proposed Criteria for Accredited School Providers and Accredited Schools Groups 1 Introduction The criteria set out in this document require educational institutions, and consortia of non educational

More information

A world-class teaching profession. Government consultation

A world-class teaching profession. Government consultation A world-class teaching profession Government consultation Launch date 9 December 2014 Respond by 3 February 2015 Content Foreword by the Secretary of State for Education and the Minister of State for Schools

More information

Statistical First Release

Statistical First Release Statistical First Release Initial teacher training census for the academic year 2014 to 2015 Reference SFR 48/2014 Date 27 November 2014 Coverage England Theme Children, Education and Skills Issued by

More information

Monitoring visits and support for schools that require improvement in order to become good or outstanding

Monitoring visits and support for schools that require improvement in order to become good or outstanding Monitoring visits and support for schools that require improvement in order to become good or outstanding This document was archived on 28 August 2015. This guidance sets out Ofsted s approach to supporting

More information

This document has been archived. DfE Capital Funding

This document has been archived. DfE Capital Funding DfE Capital Funding Technical note for universal infant free school meals (financial year 2014 to 2015) and basic need (financial years 2014 to 2017) December 2013 Contents Introduction 3 Universal infant

More information

Headteacher Performance Review: Practical guidance and activities for governors and headteachers

Headteacher Performance Review: Practical guidance and activities for governors and headteachers Headteacher Performance Review: Practical guidance and activities for governors and headteachers 4. Reviewing the head's performance against last year's objectives The pre-review meetings with the external

More information

Kings College London

Kings College London Kings College London Department of Education and Professional Studies School of Social Science and Public Policy Franklin Wilkins Building Stamford Street London SE1 9NH A secondary initial teacher training

More information

A guide to level 3 value added in 2015 school and college performance tables

A guide to level 3 value added in 2015 school and college performance tables A guide to level 3 value added in 2015 school and college performance tables January 2015 Contents Summary interpreting level 3 value added 3 What is level 3 value added? 4 Which students are included

More information

BUILDING THE BRITISH BUSINESS BANK: INVESTMENT PROGRAMME. Question & Answers FEBRUARY 2014

BUILDING THE BRITISH BUSINESS BANK: INVESTMENT PROGRAMME. Question & Answers FEBRUARY 2014 BUILDING THE BRITISH BUSINESS BANK: INVESTMENT PROGRAMME Question & Answers FEBRUARY 2014 Contents Contents... 2 Submission... 3 Target Market... 4 Match Funding... 4 Pari Passu Terms... 5 Legal, Structure

More information

Heat Networks Delivery Unit

Heat Networks Delivery Unit Heat Networks Delivery Unit HNDU Round 6: Overview April 2016 Crown copyright 2016 URN 16D/056 You may re-use this information (not including logos) free of charge in any format or medium, under the terms

More information

Improving schools. A guide to recent Ofsted reports to support school improvement

Improving schools. A guide to recent Ofsted reports to support school improvement A guide to recent Ofsted reports to support school improvement Foreword by Her Majesty s Chief Inspector Contents Foreword 3 Introduction 5 Getting to good 6 Moving English forward 8 Mathematics: made

More information

School Data Dashboard guidance

School Data Dashboard guidance This document provides guidance on the measures used to populate the School Data Dashboard. Specifically, it provides information on the definitions used, the limitations of the data and any changes in

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

Microsoft memorandum of understanding. Education Cloud Transition Agreement

Microsoft memorandum of understanding. Education Cloud Transition Agreement Microsoft memorandum of understanding Education Cloud Transition Agreement January 2016 Contents Key features and benefits overview 3 1. Summary 3 2. Introduction 3 3. Planning for change 3 Factory-gate

More information

EU Directive on Network and Information Security SWD(2013) 31 & SWD(2013) 32. A call for views and evidence

EU Directive on Network and Information Security SWD(2013) 31 & SWD(2013) 32. A call for views and evidence EU Directive on Network and Information Security SWD(2013) 31 & SWD(2013) 32 A call for views and evidence 22 nd May 2013 Contents Contents... 2 Overview: The EU Directive on Network and Information Security...

More information

Child performance and activities licensing legislation in England

Child performance and activities licensing legislation in England Child performance and activities licensing legislation in England Departmental advice for local authorities and individuals working with children in all types of professional or amateur performances, paid

More information

AMiE News December Update

AMiE News December Update AMiE News December Update I hope you have had a good term. The following are summaries of some of the more important news items which impact upon leaders and managers that have emerged recently. Where

More information

Implementing a new 0 to 25 special needs system: further education

Implementing a new 0 to 25 special needs system: further education Implementing a new 0 to 25 special needs system: further education Advice for further education colleges, sixth form colleges, 16-19 academies and special post-16 institutions March 2015 Contents Summary

More information

Southover Partnership School

Southover Partnership School School report Southover Partnership School Kingsbury Manor, 288 Kingbury Road, Roe Green Park, London, NW9 9HA Inspection dates 28 30 January 2015 Overall effectiveness Good 2 Leadership and management

More information

Exemplar academy pay policy 1

Exemplar academy pay policy 1 Exemplar academy pay policy 1 February 2014 Contents [insert school name] pay policy 4 1. Statement of intent 4 2. Equalities legislation 4 3. Equalities and performance related pay 4 4. Job descriptions

More information

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability Reforming assessment and accountability for primary schools Government response to consultation on primary school assessment and accountability March 2014 Contents Introduction 3 The case for change 4

More information

The relationship between the Arts Council and music education hubs

The relationship between the Arts Council and music education hubs The relationship between the Arts Council and music education hubs 2 The relationship between the Arts Council and music education hubs Contents Background 3 Aims of our relationship 3 Components of the

More information

Out-of-school education settings: call for evidence. Government consultation

Out-of-school education settings: call for evidence. Government consultation Out-of-school education settings: call for evidence Government consultation Launch date 26 November 2015 Respond by 11 January 2016 Contents Introduction 3 Who this is for 3 Issue date 3 Enquiries 3 Additional

More information

CONTRACTS FOR DIFFERENCE. Consultation on Changes to the Non-Delivery Disincentive for CFD Allocation

CONTRACTS FOR DIFFERENCE. Consultation on Changes to the Non-Delivery Disincentive for CFD Allocation CONTRACTS FOR DIFFERENCE Consultation on Changes to the Non-Delivery Disincentive for CFD Allocation May 2016 CONTRACTS FOR DIFFERENCE Consultation on Changes to the Non-Delivery Disincentive for CFD Allocation

More information

ICT in schools

ICT in schools Report summary An evaluation of information and communication technology education in schools in England 2008 11 This report draws on evidence from the inspection of information and communication technology

More information

Blended Learning CPD for Vocational Teachers

Blended Learning CPD for Vocational Teachers Blended Learning CPD for Vocational Teachers Commissioning brief December 2014 Blended Learning CPD for Vocational Teachers 1 Introduction UFI Charitable Trust was set up to improve access to vocational

More information

Full cost recovery and rate of return. Managing and charging for boarding provision

Full cost recovery and rate of return. Managing and charging for boarding provision Full cost recovery and rate of return Managing and charging for boarding provision January 2015 Contents Summary 4 About this departmental guide 4 Expiry or review date 4 This guide is for 4 Key points

More information

2016 national curriculum assessments EYFS. 2016 Early years foundation stage assessment and reporting arrangements (ARA) Published September 2015

2016 national curriculum assessments EYFS. 2016 Early years foundation stage assessment and reporting arrangements (ARA) Published September 2015 2016 national curriculum assessments EYFS 2016 Early years foundation stage assessment and reporting arrangements (ARA) Published September 2015 Contents 1. Introduction 3 2. Early years foundation stage

More information

Monitoring inspection visits and support for schools which require improvement

Monitoring inspection visits and support for schools which require improvement Monitoring inspection visits and support for schools which require improvement Guidance for inspecting schools which require improvement under section 8 of the Education Act 2005 This guidance sets out

More information

Phoenix Family of Schools Academy Trust

Phoenix Family of Schools Academy Trust Phoenix Family of Schools Academy Trust Investigation report August 2014 XDIAS Cross Departmental Internal Audit Service Internal Audit Investigation Team, Department for Education Contents Introduction

More information

Beginning teaching: best in class?

Beginning teaching: best in class? Beginning teaching: best in class? High-quality initial teacher education for all teachers of mathematics in England Beginning teaching: best in class? 1 Contents Chair s foreword: Professor Philip England

More information

Amending the childcare disqualification arrangements in schools and non-domestic registered settings. Government consultation

Amending the childcare disqualification arrangements in schools and non-domestic registered settings. Government consultation Amending the childcare disqualification arrangements in schools and non-domestic registered settings Government consultation Launch date 6 May 2016 Respond by 1 July 2016 Contents Introduction 3 Who this

More information

A good education for all

A good education for all A good education for all June 2012 2 Raising standards, improving lives Foreword I am very grateful to all those who responded to our consultation on proposed changes to school inspections. We received

More information

The Education Services Grant. Statement of final arrangements for 2015 to 2016

The Education Services Grant. Statement of final arrangements for 2015 to 2016 The Education Services Grant Statement of final arrangements for 2015 to 2016 July 2014 Contents Introduction 3 Chapter 1 Education Services Grant funding for 2015-16 6 Our rationale 6 Retained duties

More information

Teacher of Mathematics with subject/course responsibilities

Teacher of Mathematics with subject/course responsibilities Teacher of Mathematics with subject/course responsibilities An experienced teacher is required from 1 st September 2015 to teach and take responsibility for A- Level and GCSE Mathematics within the successful

More information

School attendance. Guidance for maintained schools, academies, independent schools and local authorities

School attendance. Guidance for maintained schools, academies, independent schools and local authorities School attendance Guidance for maintained schools, academies, independent schools and local authorities November 2016 Contents Summary 3 About this guidance 3 Expiry or review date 3 Who is this guidance

More information

Children s social care reform. A vision for change

Children s social care reform. A vision for change Children s social care reform A vision for change January 2016 Contents Vision 3 Our reform programme 4 People and leadership 4 Practice and systems 6 Governance and accountability 7 Where do we want to

More information

JOB PROFILE For a Special Education Needs Coordinator (SENCO)

JOB PROFILE For a Special Education Needs Coordinator (SENCO) SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England

More information

POST NUMBER: MANAGEMENT SPINE MS PRP

POST NUMBER: MANAGEMENT SPINE MS PRP POST TITLE: POST NUMBER: GRADE: HEAD OF QUALITY MANAGEMENT SPINE MS 12-17 + PRP JOB PURPOSE The person appointed will be responsible for the leadership and management of quality across all Further Education

More information

Induction for newly qualified teachers (England) Statutory guidance for appropriate bodies, headteachers, school staff and governing bodies

Induction for newly qualified teachers (England) Statutory guidance for appropriate bodies, headteachers, school staff and governing bodies Induction for newly qualified teachers (England) Statutory guidance for appropriate bodies, headteachers, school staff and governing bodies Revised September 2015 Contents SECTION 1: INTRODUCTION 6 Purpose

More information

guidance for local authorities

guidance for local authorities KEY STAGE 2 National Curriculum assessments YEARS 3 6 Monitoring visits guidance for local authorities Key Stage 2 tests 2013 Please discard and recycle the previous printed versions of this guidance.

More information

Firefighter fitness standards and assessment

Firefighter fitness standards and assessment Firefighter fitness standards and assessment Consultation response December 2014 Department for Communities and Local Government Crown copyright, 2014 Copyright in the typographical arrangement rests with

More information

National teaching schools

National teaching schools Inspiring leaders to improve children s lives Schools and academies National teaching schools Prospectus September 2011 In partnership with Contents Foreword...4 Glossary...5 Background...6 The vision

More information

The Education Fellowship Trust. Review of financial management and governance

The Education Fellowship Trust. Review of financial management and governance The Education Fellowship Trust Review of financial management and governance April 2014 Contents Executive Summary 3 Background to the Trust 5 Findings 6 Governance 6 Risk and Financial Control Framework

More information

Your child, your schools, our future:

Your child, your schools, our future: A commitment from The Children s Plan Your child, your schools, our future: building a 21st century schools system SUMMARY Building a 21st century schools system Summary 1 Summary Chapter 1 Our ambition

More information

Handsworth Christian School

Handsworth Christian School Handsworth Christian School DfE registration number 373/6026 Unique Reference Number (URN) 107167 Inspection number 397597 Inspection dates 16 17 May 2012 Reporting inspector Amraz Ali HMI The Office for

More information