.... and Raising Standards
Flakefleet Primary School (Good Practice Award)
.... Supervision within the school community
Clifton Primary School (Good Practice Award)
The project developed out of the change of Lunchtime Welfare Supervision and the needs of the children. Playtime can be a source of tension and worry for some children. If children are unhappy at playtime they are unhappy at school. There was a need to:
The result of this ongoing project is the development of positivity of behaviour throughout lunchtime, engaging and inviting all pupils and staff, leading to a reduction in playground incidents and a stronger whole school community with a vast improvement of the outside facilities and equipment for all to use.
Ribbleton Avenue Infant School (Best Practice)
Higher Walton C.E. Primary School (Good Practice Award)
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The Loyne Special School (Best Practice)
The Loyne Special School has explored effective and creative changes to existing work roles of a range of support staff. This increased flexibility of staff roles has enhanced teaching and learning opportunities for all pupils and created new and innovative work opportunities for staff.
New posts recently piloted include a Project Manager and a Family Liaison Worker. In addition some staff are employed to work with multi agency partners to create exciting award winning resources and guidance packs, (Write Together, Top Tips for Talking, Talk Together and Play Together). Alternatively some staff work in conjunction with mainstream partner schools to deliver high quality special needs teaching for pupils from both schools. All staff feel confident in sharing their SEN experience and knowledge with colleagues from other schools and see this as part of their normal work duties.
These changes to staff roles enable our school to address Every Child Matters agenda and Extended School philosophy. Generally staff are positive about these developments and feel that there are increased opportunities for career development and that their many skills are utilised by school more effectively.
St Wulstan's & St Edmund's Catholic Primary School (Good Practice)
Introduction of lunchtime 'Play leaders'.
With the retirement of two (of six) lunchtime welfare staff, we seized the opportunity to 'remodel our workforce' and make significant changes to our lunchtime provision.Staff and pupils met to discuss what it was that we wanted to improve within the lunch period. We decided on the following:
Happy and cheerful children who 'knew' how to play games with one another
Resiliant staff who would learn and then teach games to children. Staff with well developed 'listening skills'. Staff who would negotiate with one another and children.
Family Learning Mentor already employed would act as Team leader
Parents, staff & pupils quickly began to organise fund raisers and we bought a significant amount of equipment for lunchtime use. The playgrounds were re-marked with 'old fashioned' games eg. 'hopscotch'.
Success! Lots of happy children
The number of 'accidents' recorded in the accident book fell dramatically. Children quickly learned the games and demanded "more". We quickly realised that 'areas for quiet' games were needed and set up 'car carpets' & 'home areas'. During the next school holiday we built a 'stage', planted shrubs & climbing plants for shade.
School 'buddies' were trained with 'new' games
...enhancing the role of Classroom Support Assistants
Gisburn Road Community Primary School (Good Practice)
Great Harwood Primary School
The workforce reform agenda supported the existing shared values of our school. We have always had teaching and learning as our main focus and have improved our performance by raising standards of professionalism and by building core competence throughout the workforce. We involve the entire school workforce and other relevant stakeholders in making decisions, and apply remodeling approaches to all key challenges. Our change management team did not work due to the fact that it really did depend on what was being undertaken as to who had input. We make quick and effective strategic decisions and implement new initiatives, enabling staff to focus on their core responsibilities. This happens if they support our main focuses of raising standards and work/life balance within our school and we try to make sure we embed initiatives rather than take onboard everything. We pride ourselves on sharing our experiences, expertise, resources and learning with other schools, agencies and stakeholders, and understand, establish and absorb examples of effective practice from within the education sector and beyond. Our second main focus has been to ensure that all staff have a reasonable work/life balance and that tasks and activities are carried out by appropriate people within flexible working patterns creating a highly motivated and positive working environment. We embraced the agenda and made it work for us; one model does not fit all.
Shakespeare Primary School
The vastly increased number and categories of staff employed at the school was making management ever more complex and challenging. Day to day staff management issues were taking up an increasing amount of time, diverting the Senior Management Team from the core purpose of improving the quality of teaching and learning and raising standards of achievement.
The remodelling agenda allowed us to enhance the leadership roles of support staff and strengthen the Senior Management Team to include the Headteacher, Deputy Headteacher, two Assistant Headteachers, School Business Manager, Classroom Support Manager and Family Learning Mentor. Performance Management was introduced for all staff, as was continued Professional Development. This resulted in an ethos of learning embedded into the workforce which fulfils the schools vision and aim of achievement for all.
Moor Park Business and Enterprise School (Innovative Practice Award)
The introduction of the new TLR allowances provided the School with the opportunity to step back and assess its current position and practice in terms of the deployment of staff within the School.
Bacup Holy Trinity Stacksteads C.E. Primary School
Many support staff joined our school without any formal qualifications- they had a flair and enthusiasm for their jobs and many skills which we as a school wanted to build upon for the benefit of the children, other staff members in school and for the individual themselves. The prior experience and qualifications of our support staff varied considerably, therefore individual needs had to be addressed. I was appointed as support staff line manager to develop an ongoing programme to address the individual needs of the professional development of support staff in our school.