St Michael and St John's Primary School - Best Practice
Our project has continued to establish strong links between parents as partners and school practitioners in the Foundation Stage. This has led to improvement in accurately assessing children and has accelerated their learning as a direct result of the connection and contribution from their parents. The curriculum is now designed around the children's interest. By breaking down the barriers of home and school we have introduced a variety of home school links, which include parent questionnaires, half termly newsletters, homework grids, target trains and wow moments.
We invite parents and extended family members on a regular basis to work alongside their child through 'coffee mornings', we encourage parent reading sessions where parents come into school to promote reading and we actively seek parent helpers. As a direct impact of establishing these links pupils' end of year results have improved each year, children are motivated and excited to learn and parents have enjoyed taking on a more active role. As a result, our ethos has promoted a family environment where parents feel non-threatened, and are able to approach staff. Together we at St Michael and St John's are proud to have a shared vision in each child's learning.
Rosegrove Nursery School, Basnett Street Nursery School, Rockwood Nursery School, Taywood Nursery School - Innovative Practice Award
It was evident that through the use of 'Little Me', children's personal, social and emotional development was supported and communication between home and school was enhanced.
Crawshawbooth Primary School - Good Practice Award
The outcome of our project is to disseminate outstanding practice through coaching and mentoring of all teachers, teaching assistants and staff in order to raise the teaching from 'good' to 'good with outstanding features'.
The ethos of the school is one of team work with an atmosphere of staff learning from each other with good self-evaluation skills.
We achieved the Good Practice Award in 2010 for AfL and the Creative Curriculum and we wanted to build on this by developing the Coaching project throughout the school in order to raise attainment in teaching, particularly in Literacy.
All staff received Coaching training from the adviser. This has been followed up by regular staff meetings to focus on coaching linked to the Boys' Writing Project and AfL (our school improvement priorities). Performance management targets are linked tightly to the above SIP priorities
Staff paired up with each other and teachers and teaching assistants to develop coaching with a view to raising the quality of teaching from 'good' to 'good with outstanding features'. Shared lesson observations and self evaluation discussions took place.
After only half a term there has already been a noticeable improvement of the quality of teaching observed during lesson observations.
The Rose School - Innovative Practice Award
The Rose School is totally committed to providing pupils with opportunities to learn about their community not only in a geographic/historical/social sense and in particular looking at innovative ways of skilling pupils using practical/hands on approach to learning.
positive links between White Ash School and local mainstream Primary Schools.
White Ash School, Oswaldtwistle - Good Practice Award
In September 2011 White Ash became a GLD Primary Special School for pupils aged 2-11 years as part of the re-organisation of Hyndburn Special Schools. In order to make this an inclusive experience for the pupils and ensure a smooth transition we planned:
Since September White Ash has increased the number of links with local mainstream schools, from 1-10. As a result of this we now offer:
.... 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.
Walton- Le- Dale Arts College
The project was designed to raise the quality of teaching and learning in the school, converting all lessons to a minimum adequate standard, turning adequates into good and good into outstanding. The aim was to have a majority (70%) of lessons in school standardised as good or better with no inadequate lessons.
St. Thomas The Martyr CE Primary School (Good Practice)
We value our support staff and appreciate the dedication they have shown over recent years. It was recognised that any improvements the school made with regards to the professional development of the support staff would benefit the whole school community.
Ribbleton Avenue Infant School (Best Practice)
Hillside Specilalist School for Autism Spectrum Disorder, Communication and Interaction.
In response to increasing enquiries for advice and support for pupils with ASD in mainstream schools, Hillside School set up an Outreach Team to provide a more specific source of support, training and advice for its mainstream partners and other schools throughout Lancashire.
Pear Tree School (Best Practice Award)
Raising standards of professionalism and developing core competence throughout all areas of our workforce enabled us to address the ECM Agenda and the Extended Schools Initiative. We retained long standing and highly skilled members of our support staff by creating new and innovative roles that support our shared vision and aims in school. These exciting changes to existing staff roles created a ripple effect within school, providing others with more opportunities for career progression.
The Remodelling Agenda enabled us to strengthen the Senior Management Team by developing the leadership role of support staff. Our School Improvement Group now includes a Level 4 teaching assistant who is in charge of Professional Development for the support staff and a Level 4 teaching assistant who manages our Children's Centre. Performance Management and Professional Development opportunities are extended to all support staff to enable them to focus on their role in raising standards and support an ethos of lifelong learning which is embedded in our school practice.
St Philip's Primary School (Good Practice)
Pendle Networked Learning Community has existed in various forms for over two decades and was originally a relationship created for the mutual support of a group of very small schools. The group is a diverse group, some serve rural communities, others are in urban contexts. That diversity enriches our relationship and has enabled us to promote a number of school- to-school projects over recent years strongly linked to social cohesion.
Tarleton Community Primary School (Good Practice)
As a learning community we believe that to be effective, teachers must take ownership of and give high priority to their own and others professional development. Through our Performance Management we demonstrate the value we place on each individual by engaging in quality professional dialogue that allows them to share and reach their career aspirations. Each teacher has an allocation to spend on their own professional development needs and money is available for all non-teaching staff. Our CPD Officer gives a real focus to developments. Performance Management targets come directly from the SDP, are closely linked to the Professional Standards and SLT agree areas prior to planning meetings. Teachers apply for the training they want, which has to show a clear link to school improvement. Allocations are used creatively, taking advantage of expertise within our school, other schools and consultants, in addition to the normal courses available. Individual development includes delivering training to staff, including non-teaching staff. Teaching Assistants have received a range of training, including a TIPD visit. We now have a confident, enthusiastic staff who are keen to share new knowledge and skills with the rest of the team.
Brinscall St John's C.E. Methodist Primary School (Good Practice)
We have improved support staff professional development at Brinscall St. John's over recent years. We wanted to prove that this would have an impact on pupil learning and enjoyment of school life. We believe that this has happened. Behaviour in school is excellent, and the children achieve well above national expectations
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.
Morecambe and Heysham Morecambe Road School (Best Practice Award)
Teachers Performance Management Reviews evaluate performance on the Threshold Standards, prescribing developments required for progression on the Upper Pay Spine. 40-plus Teaching Assistants have completed Performance Reviews since 2000. Twenty Teaching Assistants operate in specialist teams and are guided to access specific training in their specialist areas.
PM reviews targets largely relate directly to the School Improvement Plan (SIP) priorities. The Induction/Mentoring programme relates to all new appointments including Governors. All 3 of these processes are annually evaluated and updated and have undergone significant change. All staff enjoy extensive access to CPD activities and CPD portfolios are of high quality and evidence the impact of CPD activities on teaching and learning. The Professional Development Section of the SIP is comprehensive and reflects the schools fourth IIP Accreditation.
The staff commitment to continuous improvement is reflected in the SDCs annual audit reporting on links and strands between CPD activities and SIP priorities.
Crawshawbooth Primary School (Good Practice Award)
Initially the school had no links with Teacher Training Providers. It was felt, however, that by supporting students to become teachers there would be many benefits to the school and the appointment of a new member of staff who was already a trained mentor gave momentum to this.
The benefits for teachers are that they are able to reflect and evaluate on their own practice and develop confidence from passing on their knowledge. All teachers are receptive to being observed on a regular basis and are willing to share advice and support on relevant areas.
The children have benefited by becoming more confident and comfortable with additional adults in the classroom, they are more receptive to different teaching styles and it has been possible to give extra support to children in identified areas of development.
As a school we are very supportive to all students who come in. We have strengthened our team ethos and welcomed new and fresh ideas.
... through the development of a systematic and coherent approach to Continuing Professional Development that has a lasting impact on teaching and learning (Innovative Practice Award)
Lostock Hall Primary School
The newly appointed headteacher revised the performance management process in school to ensure it was more closely linked to school improvement priorities. Professional Development Interviews and portfolios were introduced and opportunities provided for staff to observe good practice, undertake action research and liaise with other schools. Outcomes include an improved learning environment, improvements in practice, attainment and achievement and in the quality of relationships across the school.