Strategy for School Workforce ReformDocument Transcript
those responsible for providing it and to bring
together all areas of activity into one coherent
The role of the Local Authority (LA)
The Bedfordshire Strategy for The LA has a responsibility for securing the
supply of the schools workforce. The
Schools Workforce Development Recruitment and Retention Officer is responsible
for developing a strategy to coordinate the
Bedfordshire Local Authority seeks to create a various initiatives of recruitment and retention of
highly trained, effective workforce for its schools the schools workforce in the Local Authority.
that reflects the emerging transformation in
learning and teaching for young people. To this To support the modernisation of the schools
end the Bedfordshire Strategy for Schools workforce. The Workforce Agreement Monitoring
Workforce Development supports Group (WAMG) meets to review the strategies in
• Securing the supply of the schools workforce place and to set future priorities. The group
• Supporting the ongoing modernisation of the includes members of HR and professional
schools workforce. associations.
• Supporting the development of the schools
workforce The Local Authority has a statutory responsibility
to ensure that both special and mainstream
Schools Workforce development (often known schools of all phases have access to training
as CPD) is the entitlement of all those charged and development activities that are high in
with the responsibility for the education and quality, fit for purpose and readily available. It
welfare of children and young people in does not have to be a provider of services
Bedfordshire schools1. More than that, it is the although, as with many Local Authorities,
single most important means by which teaching Bedfordshire does make provision, for example,
and support staff can maintain the high levels of through the national strategies.
professional expertise necessary to ensure that
all children and young people reach their true The role of the local authority is changing,
potential and get the best possible start in their however, and in Bedfordshire as elsewhere, the
adult lives. LA is evolving from being a provider of support
into an organisation that can: procure and
Over the years, training and development have commission services for schools;
become more diverse and increasingly coordinate activity and facilitate links
sophisticated and the volume of training between practitioners to enable them to
opportunities has grown substantially. Equally, access the best practice available locally and
the profile and size of the schools workforce has nationally.
changed dramatically. It is therefore all the more
essential for training and development to be In pursuing its responsibilities, the LA has two
strategically driven through individual and principal aims:
institutional Performance Management and
appraisal. • to support schools in raising pupil and
student achievement and securing well-
The purpose of this strategy is to define Schools being;
Workforce Development in Bedfordshire in the
light of these changes, to clarify the roles of • and to ensure that the workforce in
schools is appropriately prepared to
‘Schools’ includes pupil referral units, early years settings and
other non-school based provision.
promote outstanding learning.
administration and more staff to maintain it.
The Local Authority supports schools in the Nevertheless, the authority will set about the
delivery of their school improvement and CPD process of moving more readily into
plans in a number of ways but principally by: procurement and commissioning and will explore
the viability, benefits and pitfalls with schools.
• working with schools and particularly
Training Schools and with local and The Authority will continue its partnership with
national agencies to identify training and parents, schools, Training Schools, the
development needs for teachers and the community and other agencies to provide
wider school workforce; opportunities for individual learners to
demonstrate their full potential and develop
• providing central support through the individual aptitudes, abilities and talents. In
deployment of LA advisers, consultants, doing so, it acknowledges that learning is
advanced skills teachers (ASTs) and ongoing and takes place both within and beyond
other staff; schools.
• collating, communicating and quality In addition to procuring and commissioning of
assuring Schools Workforce Development services the Authority will continue to:
through a range of different media to
maximise awareness of support available; • facilitate courses, conferences and
professional development activities;
• supporting schools to evaluate the impact • manage and promote initiatives for
of Schools Workforce Development.. schools;
• provide opportunities for sharing
Through an evolving strategy the Authority will successful practice across the LA and
build on these functions to develop its role as a more widely;
procurer and commissioner of services and • support CPD coordinators in schools;
will take steps to strengthen the coordination • monitor the quality of provision of training
and dissemination of best practice. and development.
• support and liaise with Training Schools.
Procuring services for schools is a two-fold
process. First it involves the identification of the
various forms of provision, what it offers and The Role of the Governors
how it may be obtained; and secondly it requires
a workable and up-to-date system for providing The Governing Body’s role is to support and
the information to schools. In practice it will challenge the school in order to ensure that
mean that schools can save valuable time and appropriate provision for development is being
staff resources by linking electronically to a made for all of its workforce. It is responsible
Bedfordshire database of providers. for agreeing the school’s Workforce
Development Strategy with the senior leadership
Commissioning of services goes further than team, taking the budgetary decisions necessary
procurement. With commissioning, schools will to ensure high quality training and development
be able to make a request for ‘bespoke’ support for all staff and monitoring the impact of
and the LA will do the rest including making resources against the school’s performance.
bookings and payment arrangements. Such a Governors need also to ensure that they have
system has obvious attractions not least access to training themselves so that they
because it takes pressure off schools. But it has develop the expertise they need to fulfil their
drawbacks too, most obviously that of cost. To functions and can take informed decisions.
operate a bookings system in addition to one of
procurement will require a greater degree of Development activities for governors include:
Enacting – the process of making sure that
• briefings from the headteacher and other effective Workforce Development takes place.
Reviewing – the process of evaluating the
• inputs from the LA Governor Training quality and impact of Schools Workforce
Programme Development and assessing its value in
achieving the school’s aims and priorities.
• visits to lessons
Senior leaders are also responsible for ensuring
• attendance at team meetings that the strategy is:
• seminars from advisers and consultants • driven by school and individual
• co-working with governors from other • linked at all times to individual and whole
schools school performance management and
The Role of the Headteacher, Principal and • integrated into the school’s self evaluation
Senior Leaders process;
• seen as an entitlement by all members of
The role of senior leaders is to ensure that the its workforce;
school workforce has access to training and • supported with the necessary funding
development activities that will enable them to through effective budget management
support the achievement of the school’s aims and identification of grants made
and priorities. To do so requires a six -fold available for specific training and
process based upon analysing, prioritising, development purposes.
planning, publicising, enacting and reviewing.
Analysing - the process of determining the The role of the Area CPD Coordinator
school’s strengths and areas of improvement
through self evaluation and performance In order to ensure that training and development
management. needs across different schools are identified and
met, an area CPD Coordinator will be
Prioritising – the process of deciding the encouraged to be appointed to coordinate the
importance and order of development needs needs of all local schools. Training Schools will
based upon the analysis of strengths and be used where possible to support this work, but
weaknesses, the school’s aims and priorities, its other methods will be sought to ensure good
capacity and its resources. support across the Local Authority. Area CPD
coordinators will cover groups of schools as
Planning – the process of establishing how and identified locally, but no fewer than seven will be
when development activities will take place, for required as a minimum to carry out the role.
whom and by whom and the formulation of a
Schools Workforce Plan as part of the school’s
overall improvement plan.
Publicising – the process of ensuring that the
school’s priorities are known to staff, governors The role of this person is as follows:
and pupils and that the basis for determining the • Identifying training and development
Workforce Development priorities are clear to needs effectively across a group of
• Prioritising these needs. • Schools Workforce Development
• Planning for action, particularly plugging resources are used strategically to bring
gaps and avoiding duplication of about school improvement;
provision. • all staff contribute to effective school
• Identifying good practice. evaluation and school improvement
• Effective publicity that ensures the right processes.
staff know about the right opportunities.
• Regularly meeting with the Local The LA is committed to supporting those with the
Authority (five times a year) to share responsibility for leading Schools Workforce
practice. Development in schools and will ensure that
coordinators have a network of county-wide
The role of the CPD Coordinator contacts to augment the support they may
access locally through pyramids and local
The CPD Coordinator performs a crucial role networks.
and should be involved actively in all aspects of
the six-fold process. In particular, he/she should Role of the Performance Management
take the lead on the planning, publicising and Reviewer
enacting aspects of the school’s programme.
The role is most effectively carried out if the Some smaller schools may have a single person
coordinator is a member of the senior leadership who acts as Head, CPD coordinator and
team. Reviewer for all staff, but most institutions will
need to appoint a number of Reviewers, to
As the school’s leader for training and ensure all employees are properly supported.
development, the coordinator must be able to
empower individual staff to be responsible for Performance Management Reviewers are
their own professional development and enable responsible for making sure that staff who fall
PM Reviewers to be responsible for their team's within their remit experience the training and
learning programmes. To be effective, the development opportunities they need to achieve
coordinator will need to have an overview of the the priorities of the team, group or subject area.
learning of all staff and be able to gauge its Reviewers are uniquely placed to act as a link
impact on standards and school improvement. between classroom teachers, support staff and
He or she will also need to ensure that: the senior leadership team. They must be active
agents within and beyond the school, ensuring
• Training and development and amongst other things that local and national
performance management are integral to developments are known and considered when
the improvement cycle of the school; Schools Workforce activities are commissioned
• the characteristics of high quality and planned.
professional learning are applied to all They are responsible for ensuring that the best
development opportunities available to all practice is identified and shared within their
staff; teams and, where appropriate, across the school
• the link between effective professional as a whole.
learning and the standards of teaching
and learning are promoted effectively;
• local, regional and national opportunities
are integrated into staff learning plans
and that these are consistent with school
Reviewers need to have a clear picture of pupil, new approaches to learning through
student, team, subject and school performance experimentation and risk taking.
and the strengths and weaknesses within their
team. They are responsible too for liaising with The County employs a number of student
the school’s CPD coordinator, with colleagues in consultants (typically ‘gap year’ students
the local pyramid or learning community of recently recruited from local schools). These
schools and with LA staff who have young people provide a service to schools for
responsibility within their area of practice. the development of student voice and schools
can make use of the consultants to help train
Role of the class/subject teacher or other their students.
Every member of the children’s workforce has Defining Continuing Professional
an entitlement to access high quality training and Development
development, which supports the targets they
have set to improve their own performance. CPD has been defined as “any activity that
Through the process of performance increases the skills, knowledge or understanding
management staff are able to negotiate targets of teachers, and their effectiveness in schools.” 2
with their Reviewers that will assist them to As a definition it may be extended to all staff in
develop professionally and to contribute to the schools and not just teachers. It is particularly
achievement of the school’s overall priorities and useful because it is open ended and, with its
aims. reference to knowledge, skills and
understanding, it implies that those responsible
Individual staff need to make sure that they have for learning are also learners themselves. With
a clear picture of the learning needs of pupils an amendment to embrace all staff, the
and how, through participation in professional statement provides a workable definition for
development activities, they may assist the training and development of the Schools
pupils in meeting their learning needs. They Workforce in Bedfordshire.
should also maintain a clear picture of how well
their team and the school are performing and
what the priorities are of each. Making training and development effective
Having agreed their training and development Effective learning across the Schools Workforce
activities, individual staff should ensure that they is essential for effective pupil and student
carry out the activities with a positive attitude to learning. All learning has to focus on the work of
their own learning, and undertake to evaluate the individual and take account of their capacity
the impact the activities have had on their own to grow and develop in their role. It should be
performance. concerned with the whole person as well as the
individual as an employee and it should always
Role of the Pupil/ student be focused on improving learning outcomes and
the well-being of students and pupils.
Many Bedfordshire schools have active student
voice groups and students’ views make an The most effective professional development
important contribution to schools’ self-evaluation has teaching and learning at its heart and takes
processes. As such, they afford a valuable account of the needs of the individual, the needs
opportunity to monitor the impact of Workforce of the school3 and local and national priorities
Development in their schools on teaching and
learning. Students also have a responsibility to Learning and Teaching: A Strategy for Professional
contribute to a healthy learning environment that Development - DfES, 2001
will allow adults and fellow students to develop 3
(Or group of schools)
through effective performance management 7. The activity results in action.
procedures. Outcomes are communicated and
effective outcomes become standard
Ten Characteristics of effective training and practice for all through effective
8. Tools for measuring the impact of the
Training and Development is most initiative are planned into the process
effective when: from the outset.
1. The experience is viewed as a 9. The initiative is based on current
process and not an event. research and involves checking out
practices and policies against external
10. The activity leads to 'next steps' and a
Personal review of the initiative.
The Multifarious Nature of training and
(classroom) practice Identifying personal development
and professional needs
The Bedfordshire Strategy for the Professional
Learning Development of the School Workforce
recognises that the learning process is a
sophisticated, complex and diverse one and that
the provision needs to reflect that diversity.
A process model for training What follows is a consideration of several of the
and development principal models of training and development, a
2. initiatives are owned by the individual list which is comprehensive but by no means
and involve collaborative working. exclusive
3. it is planned with the involvement of all Courses and conferences
participants or, at the very least, there
is communication about the rationale These may be training courses or conferences
for the activity, the learning objectives organised by privately or publicly funded groups
and the expected outcomes. and making use of consultants, advisers and
4. initiatives reflect national initiatives, practising teachers or other school staff for
whole-school development plans, delivery. They can be stand-alone events or
department development plans and programmes of study leading to awards. They
Performance Management objectives. will often include individual tasks to be set prior
to, in between or after the training events. The
5. The process begins with a needs
most effective courses involve experiential
analysis; an evaluation of where the learning and innovative models of delivery where
individual or the school is set against best pedagogical practice may be modeled to
criteria or standards such as the course participants. Where delivery is taken out
Teachers' Standards Framework or of the hands of schools, it is an essential
Ofsted Framework for Inspection. responsibility of the school to ensure that the
6. Skills and knowledge acquisition is planning and reviewing is carried out effectively.
integral to the activity and there is time
built in for learning, practice, reflection Bedfordshire examples include: SWD portfolio
and implementation. courses, National Strategy central training,
Headteachers’ Conference, HLTA Programme, Bedfordshire examples; Professional Study
Returning To Teaching. Groups (PSGs), Liaison groups, Modern Foreign
Languages Strategic Learning Networks.
Groups of teachers, either from one or a number Whole school / cluster of schools
of linked schools, get together to explore and consultancy
develop models of teaching and learning that are
new to the teachers involved. Between two and A consultant works with a school or cluster
four teachers plan, observe and review each helping to diagnose need, plan, deliver training,
other’s lessons. The ‘doing’ is carried out by the work with teachers in the classroom and assist
teachers themselves, but the process is given in evaluating the impact of the intervention.
additional sharpness and rigour if planning and
reviewing are supported from outside. Bedfordshire examples: National Strategy WISE
(Working In Schools Extensively) and ISP
Bedfordshire examples: Coaching for teachers, (Intensive Support Programme) consultancy,
Secondary National Strategy coaching materials CPD Team ‘Denbigh Model’, SIT (School
supported by LA consultants, Redborne/ Samuel Improvement Team) schools causing concern,
Whitbread Training School Co-coaching triads.
Stratton Training School NQT Peer Learning Individual study including award-bearing
Specialist Coaching Individual teachers pursue professional
development through private reading, research
A specialist teacher is identified to work with a and study leading to accreditation. Evaluation is
less well experienced teacher on a mutually carried out externally in the case of accreditation
agreed focus. The two teachers plan, observe and the process can be supported through
and review each other’s lessons. The ‘doing’ is Internet-accessed support and research groups.
carried out by the teachers themselves, but the
process is given additional sharpness and rigour Bedfordshire examples: Masters degree (in
if planning and reviewing are supported from collaboration with Bedfordshire and Oxford
outside. Brookes Universities), Teacher Learning
Bedfordshire examples: Coaching for teachers,
Secondary National Strategy coaching materials Action Research or Collaborative Enquiry
supported by LA consultants, Advanced Skills
Teachers outreach work. Individual teachers or groups seek to improve an
aspect of practice through collaborative action.
Special interest groups The process focuses on a specific issue and has
a shared commitment to improvement as its
Groups of teachers with a particular interest outcome. It is a democratic process, being
meet together on a regular basis to share ideas practitioner-driven and managed; and
and report back on how they are impacting on corroborated and validated by peers. It makes
practice. The activity is carried out mainly by eclectic use of research methodologies and
teachers, but the work is given considerably theoretical perspectives and is supported and
more structure and staying power if it is sustained through a process of reflection in
facilitated from outside. action. At its heart it seeks to achieve an
integration of values with practice.
Bedfordshire examples: Best Practice Research Bedfordshire examples: Headteacher/
Scholarships, work emerging from some PSGs, NQT/HLTA Mentoring, Advanced Skills Teacher
Teacher Learning Academy (TLA). leads a Professional Study Group; Class
teacher takes on role of School Improvement
Co-leader; Deputy Head joins Local Authority
Reflective Practice including
Autobiography / Journal Professional Review
Time given to practitioners to reflect on their To augment the Ofsted inspection process,
practice objectively and with a view to sharing schools commission external audits of subjects,
their experience. aspects, and teams as part of their school
improvement planning and review cycle.
Bedfordshire examples: Primary Learning Sometimes the commission is from the
Networks, Coaching for teachers, Reflective Bedfordshire School Improvement Teams,
Blogs particularly where a school has run into
difficulties and precision is needed in identifying
Blended Learning key issues and planning actions to bring about
High quality learning resources which are
accessed remotely and are blended with other In a model used in some local schools, the
face to face support and coaching. They are consultant works with the school through an
often part of an award-bearing course. agreed process, helping to diagnose CPD needs
and to plan work with teachers in the classroom.
Bedfordshire examples: Access to NCSL Reports written to an agreed format enable the
Programmes,, Gifted and Talented National school to evaluate the impact of the intervention
Strategy materials. as well as the progress made by a specific
Job Enrichment / Shadowing / Observing/ Bedfordshire examples: An audit of teaching
Mentoring and learning commissioned by a special school
that will inform a teaching and learning action
The redesigning of a job to afford opportunities plan; inter-inspection audits and reports
to develop new skills and knowledge by taking commissioned by schools to evaluate,
on new responsibilities or tasks or by witnessing externally, progress against the key issues
experienced practitioners in action. A identified in the last inspection report.
fundamental prerequisite of job enrichment is the
identification of a coach or mentor whose
primary duty is to ensure that learning is taking Identifying needs for the Local Authority
place and that the process is not merely a form Needs are identified through consultation with
of expedient delegation. various plans devised by the Children’s Service.
Themes emerging from these plans either
Shadowing and observing involves planned implicitly or explicitly require Schools Workforce
opportunities to watch another colleague in Development activity necessary to ensure that
action. A clear focus for the observation is implementation is completed effectively.
required and the activity may be centred on
lesson activities or the execution of leadership In addition, the Authority consults widely on
and management responsibilities. Schools Workforce Development needed to
meet school, local and national needs. This is
achieved in a variety of ways including:
• Meetings with a Schools Workforce
Development Board, comprising teachers,
Headteachers, Local Authority Officers,
representatives of Higher and Further
Education institutions, and other key stake-
holders, to evaluate the Schools Workforce Tier 1
Development Action Plan and inform future
planning. ⇒ the universal offer of materials, training,
• Regular meetings with a Schools Workforce conferences and support in areas such as
Development Strategy Group, comprising curricular and pedagogic development
Local Authority officers and invited and school leadership.
representatives to ensure the development,
implementation and monitoring of the Tier 2
Schools Workforce Development Action
⇒ a range of targeted programmes
• Regular meetings with CPD co-ordinators amounting to additional, time-limited,
representing different geographical areas tailored intervention support. These
and phases. activities are designed to increase rates
• Regular meetings with Headteachers and of progress and development for groups
other focus groups, particularly of students or staff and to enable students
representatives of local Training Schools. to meet or exceed national expectations.
• Close liaison with Local Authority agencies, They take the form of tight, structured
particularly regarding schools causing intervention programmes of small-group
concern. support, carefully targeted and delivered
• Collation of reports prepared by School by experts.
Improvement Partners (SIPs)
• Analysis of evaluations made on previously Tier 3
run training and development provision.
• Close contact with key messages and aims ⇒ acute intensive support, where a
emerging from the Primary and Secondary programme or project focuses on
National Strategies. individual schools, departments, staff or
• Networking with national agencies such as students. Programmes are increasingly
the TDA, DCSF, QCA, OfSTED. individualised and offer support,
• Researching international developments in challenge and solutions to particular sets
Schools Workforce. of difficult issues. As well as using this
model to identify need at Local Authority
As needs are identified, they are layered into level, schools are encouraged to identify
tiered categories following the model advocated their needs in a similar way.
by the National Strategies:
Maximising and sharing expertise
The primary role of the Local Authority is to
broker support for schools. The prime aim is to
mobilise the considerable expertise that exists
within the workforce as a whole and, where
possible, to support and encourage visits to cases, schools will have received additional
other practitioners. funding through the National Strategies to help
provide cover for staff to attend. These will
The Local Authority funds a support team change from year to year and will depend on
centrally, and a principal function of the Schools particular grants received and priorities made.
Workforce Development Strategy is to deploy Information about funded support will be clearly
this resource to maximum advantage at communicated to schools through a variety of
minimum cost to schools. This resource includes media.
A team of Advanced Skills Teachers, who are
managed centrally. Some support is partially funded if it falls within
• A consultancy and advisory team, many of certain Local Authority key priorities. In these
whom are fully trained National Strategy cases any subsidy is made clear in the detailed
Consultants, and all of whom have a wide course description.
range of specific skills, subject expertise,
OfSTED and SIP accreditation, national Schools causing concern receive bespoke
strategy and Performance Management support from National Strategy and other
expertise and a range of leadership skills. sources which is funded centrally from
• Access to staff expertise across Children’s earmarked funding allocated by the Schools
Services support teams such as Behaviour Intervention Strategy Group (SISG). Schools
Support Service, Education Welfare Officers not qualifying for SISG funded support may
(EWO) and Minorities Achievement Support commission similar consultation and intervention
Service (MASS). programmes.
• An extensive directory of associate
consultants with local, national and All these learning opportunities are published on
international reputation. the schools’ website and in paper portfolios,
which are distributed to all schools to ensure that
Pricing and publicity they are fully aware of the provision available to
A wide range of learning opportunities is
provided through charged activities. These are Quality assurance and measuring impact
published to schools through the Bedfordshire
Schools Workforce Development portfolio which All support provided or brokered by the Local
is distributed in the Spring Term for enactment in Authority is quality assured through rigorous
the following academic year. Information can be Performance Management systems. Schools are
further accessed through the Bedfordshire Local expected to develop their own monitoring and
Authority Website and there is a regular Schools evaluation systems for gauging the quality of
Workforce Development Update Bulletin that support and the extent of its impact on pupil
goes to all schools. attainment and well being, for example, adopting
the Kirkpatrick 4 point model of evaluation
Access to Professional Study Groups represents (reaction, learning, behaviour and results). As
particularly good value for money as there is a the academic cycle comes to an end the
one-off payment for access to any number of authority conducts a central analysis of data to
these groups. This is possible because the identify impact of the previous year’s support on
groups are largely self-supportive, although they student outcomes. The analyses are also used
are all facilitated by a lead professional. to determine needs for the following year.
Audits of user satisfaction also provide an
In addition to charged support, the Authority additional and useful measure of success.
provides a core programme of training that is
funded by local and National initiatives. In some
The LA is working increasingly with Higher
Education Partners to link accreditation to
research and other SWD.
A costed plan for the recruitment, modernisation
and development of the school workforce has
been put in place and its delivery monitored by
WAMG and the Schools Workforce
Further support and guidance
Ofsted published a very useful report in 2006 on
the state of CPD in schools called ‘The logical
chain: continuing professional development in
effective schools’. A copy can be downloaded
Substantial additional information and resources
can be found on the following sites:
Teaching and development Agency:
Standards site (particularly for research on
London's Learning (a resource to support and
develop the leadership of continuing
professional development (CPD) in London's
COMMITMENT TO SCHOOLS
In Bedfordshire Local Authority we have a layered approach to CPD provision.
Layer 1 is the universal offer of materials, events and support in areas such as the
core subjects. Examples include: School Improvement and Leadership; Strategy
Managers’ Meetings; Coaching and Mentoring; SEALs training; etc.
Layer 2 is a range of targeted programmes. These programmes are additional, time-
limited, tailored intervention support programmes. They are designed to increase
rates of progress and secure progress and learning for groups of students/staff,
putting them back on course to meet or exceed national expectations. They take the
form of tight, structured programmes of small-group support, carefully targeted and
delivered by experts. Examples include Subject Leader Network Meetings; Making
Maths Count; NQT central training; Study Plus; training for Gifted and Talented Lead
teachers; Whole School Initiative Network Meetings; etc.
Layer 3 is described as acute - ‘intensive support’, where a programme or project
focuses on individual schools, departments, staff and/or students. Programmes are
increasingly individualised and offer support, challenge and solutions to particular
sets of difficult issues. Examples include ‘Working in Schools Extensively’ (WISE)
Projects; Additional support of underperforming departments; Additional support for
DfES identified ‘Unsatisfactory Behaviour (UB) Schools; etc.
We are committed to doing everything we can to ensure all the offers that appear in
this portfolio are made available to schools. Some schools (‘Causing Concern’) will
have access to support through National Strategy funding, but other schools are able
to purchase similar support. Those offers that are held centrally will only be cancelled
in exceptional circumstances. Many of the offers described in the portfolio are best
tailored according to particular need, for example, in-school training for the whole
staff, headteacher mentoring or in-class consultancy support. In these cases our
Consultancy Service model will apply.
Consultancy Service description
Our team of consultants and advisers provide advice and support to schools, the LA
and to regional and national organisations. The service includes consultancy on
leadership and management and curriculum support. Consultancy Services as part
of the LA delivers Bedfordshire’s National Strategy training and consultancy, covering
the Primary and Secondary Strategies. We also support the Healthy Schools
Initiative and Drug and Alcohol Education for Bedfordshire. In addition, we are
responsible for a wide range of training for Teaching Assistants.
Schools can buy consultancy according to their needs. Included with any package is
access to a help-line (01234 836169) which operates from 9.00am – 12.00 mid day
during term time. If you wish to discuss the most beneficial financial arrangement for
your school please contact the helpline number to access this high quality service.
Package Description Cost £
1 10 days support @ 378/day = Total £3,780
2 5 days support @ 399/day = Total £1,995
3 3 days support @ 420/day = Total £1,260
4 2 days support @ 441/day = Total £ 882
5 1.5 days support @ 462/day = Total £ 693
6 1 day support @ 483/day = Total £ 483
7 Ad hoc/pay as you @ 511/day
If you decide to make an ad hoc support purchase of less than one day, please note
that the hourly rate is £85.00 per hour and the minimum charge is £170.00 (ie two
Please also note that should you purchase ad hoc/pay as you go support a further
one hour’s travel time (£85.00) will be added to your invoice.
In addition to the visit any preparation, report writing time or further work will be
School Improvement Services
Priory Business Park
Helpline: 01234 836169
PRICES AND BOOKING
In addition to charged support, we provide a core programme that is funded by local
and national initiatives. In some cases, schools will have received additional funding
through the National Strategies to help provide cover for teachers to attend. These
• NQT Induction programme
• Teaching Assistant support programme
• Returning Teachers
For details on this phase, please see the ‘Bedfordshire Early Years Extended
Services Training Directory’.
• Renewal of literacy and numeracy frameworks
• Primary MFL
• Behaviour and attendance
• Personalising Learning
• Raising the attainment of gifted and talented children
• Strengthening transfers and transitions
• PE Strategy
Secondary (including 14-19)
• Termly Secondary National Strategy Managers meetings.
• Termly Subject Leader Network meetings (English, maths, science, ICT)
• Termly Lead Behaviour Professional Network Meetings.
• Termly Subject Leader Network Meetings, Upper Schools only (MFL, D and T)
• Training and support for teaching 14-19 diplomas as they become available.
• Raising the attainment of gifted and talented students.
Some learning opportunities are partially funded if they fall within certain Local
Authority key priorities. Any subsidy in these cases is made clear in the detailed
• The price of an event covers venue and refreshment costs, trainers’ fees,
materials and administration.
• The Learning Experience price includes lunch on all full-day events and on half
day events where indicated.
• Some events are subsidised by central funding such as National Strategy or
other Standards Fund money. In some cases this subsidy extends to
contributions to supply cover for teachers attending.
• Additional free places are made available to schools making bulk bookings (see
Access to Professional Study Groups represents particularly good value for money
as there is a one-off payment for access to any number of these groups. This is
possible because the groups are largely self-supportive, although they are all
facilitated by a lead professional. Details on payment are provided below.
The administration team allocate places as soon as a booking is made, and hold a
place in reserve for the school making the booking. Unfortunately, this means that
once a place has been booked, we cannot offer a full refund unless there is an
alternative candidate on a waiting list to take up the place. In the event of teacher
absence a school may substitute another member of staff by notifying the booking
office as detailed below.
Our cancellation policy is as follows:
• Charges waived if more than four weeks’ notice given
• 50% charge if more than two weeks’ notice is given
• 100% charge if less than two weeks’ notice is given
• £30 charge for non attendance at a fully subsidised learning experience if prior
notice has not been received.
Schools can book places by phone, fax or email. There is a subscription form for
PSGs provided overleaf for individual schools to use. Please note that this is the
same form which was provided in the Services to Schools booklet.
Please use the following contacts to place your booking:
Phone 01234 836191
Fax 01234 831577
DIRECTIONS TO THE CONFERENCE AND DEVELOPMENT CENTRE, PRIORY
FROM THE A1 SOUTH
Come off the A1 at Sandy roundabout and follow the A603 through Moggerhanger
and Willington. At the A421 junction take the 4th exit off the roundabout, signposted
Priory Business Park. At the 1st roundabout turn right into Fraser Road. Stephenson
Court is located on the left hand side and the Conference and Development Centre is
the first building on the left.
FROM THE A1 NORTH
Come off the A1 at the Black Cat roundabout Tempsford and follow the A428
towards Bedford. Join the A421 towards Milton Keynes. Leave at the exit marked
A603, taking the 5th exit at the roundabout, signposted Priory Business Park. At the
1st roundabout turn right into Fraser Road. Stephenson Court is located on the left
hand side and the Conference and Development Centre is the first building on the
FROM THE M1
Come off the M1 at Junction 13 onto the A421, continue on the A421 Bedford bypass
and leave at the exit marked A603, taking the 2nd exit at the roundabout, signposted
Priory Business Park. At the 1st roundabout turn right into Fraser Road. Stephenson
Court is located on the left hand side and the Conference and Development Centre is
the first building on the left.
For more information, call 01234 836000
Conference and Development Centre, Stephenson Court, Priory Business Park,
Fraser Road, Bedford, MK44 3WH
School Improvement Services: Schools Workforce Development
Order Form 2008/09
Package Description Cost £
1 Access to all PSGs (upper) @ 500 Total £500
2 Access to all PSGs (middle) @ 300 Total £300
3 Access to all PSGs (Lower/ @ 100 Total £100
Notes:Please tick one of the numbered boxes above in the column if you wish to make use
of these discount opportunities.
Please insert the sum of money that you intend to spend, in the cost column, so that your
intentions are clear.
Package Description Cost £
1 10 days support @ 378/day = Total £3,780
2 5 days support @ 399/day = Total £1,995
3 3 days support @ 420/day = Total £1,260
4 2 days support @ 441/day = Total £ 882
5 1.5 days support @ 462/day = Total £ 693
6 1 day support @ 483/day = Total £ 483
7 Ad hoc/pay as you go @ 511/day
If you decide to make an ad hoc support purchase of less than one day, please note that the
hourly rate is £85.00 per hour and the minimum charge is £170.00 (ie two hours).
Please also note that should you purchase ad hoc/pay as you go support a further one hour’s
travel time (£85.00) will be added to your invoice.
In addition to the visit any preparation, report writing time or further work will be charged for.
Notes: Please tick one of the boxes above in the column if you wish to discuss how
your support days will be used. You will be contacted by a consultant to agree dates
Please insert the sum of money that you intend to spend, in the cost column, so that
your intentions are clear.
Please return the completed form by Friday 23 May 2008:
Please invoice my school for: £…… … … … … … … … … … … … …
Please arrange a journal transfer for £… … … … … … … … … … …
using cost centre ….……………
Name of School..........................................................................................................
Signature of Head Teacher ..................................................... Date: ..........................
Signature of Chair of Governors ............................................... Date: ........................
Please return the completed form to:- Cathie Gibbons , School Improvement
Services, Stephenson Court, Fraser Road, Bedford, MK44 3WH.
As a Local Authority we are actively encouraging links with our Higher Education
Partners and are working with them to provide accreditation for an increasing number
of our CPD offers. Our two main links are with Bedfordshire University and Oxford
Brookes University, and a number of our Learning Opportunities allow participants to
receive post graduate accreditation from one or other of these institutions.
While it is never a compulsory part of the training and it is always possible to attend
events without taking the accreditation route, we are lucky to be able to provide this
option at no extra cost to participants.
Bedfordshire University has already piloted accreditation for one of our courses this
year. Teachers enrolled on a Middle Leadership development course were given the
opportunity to write up the gap task and make a presentation on the final day. A
representative of Bedfordshire University has agreed the projects decided on by each
teacher and will attend the final presentations. In this way, some teachers will
complete the course with 15 points accreditation towards a masters degree.
We intend to expand this model into a wider range of learning opportunities this year.
Teachers enrolling on identified courses will be given further detail about
accreditation with Bedfordshire University.
(For further details, please contact your tutor or Juliet.Fern@beds.ac.uk)
Oxford Brookes University
Oxford Brookes University is able to offer Masters’ level accreditation for a number of
enhanced training courses offered in the Bedfordshire Portfolio. The Postgraduate
Certificate in Advanced Educational Practice courses are designed to extend learning
and teaching practice, as well as to support teachers in their pursuit of performance
management goals and other aspirational opportunities.
Each certificate comprises two or three modules (built around your Bedfordshire
course) which are worth 60 Masters’ level credits: the first third of a full Masters’ level
award. Teachers signing up for the designated Bedfordshire courses can enrol for
this advanced certificate by completing an additional pro forma (available from your
course leader). This form entitles you to opt for Masters’ level accreditation of your
work at the point at which you are ready to do so. It is not a binding agreement!
(For further details, please contact your tutor or firstname.lastname@example.org)
Bedfordshire TLA Network
The GTC Teacher Learning Academy offers public and professional recognition of
teachers’ learning, development and improvement work. It aims to stimulate learning
experiences for teachers which are effective for them, their pupils, their schools and
for the education service. It seeks to support learning communities within and beyond
schools that enrich teaching practice and support innovation.
Bedfordshire is developing a TLA network comprising representatives from each
training school, Local Authority ASTs and National Strategy Consultants, whose aim
is to promote and expand the use of TLA’s as a means of both CPD and
accreditation. It intends to share good practice through verifying experiences,
encouraging research projects and developing training materials. The network meets
regularly through the year.
For further information contact:
Andy Manley, SNS Consultant Email: email@example.com
Jennie Richards, Teacher Research Co-ordinator, Sharnbrook Upper School
The framework of this portfolio has been divided into two key areas.
Whole School Provision
• Standards and Achievement
• Personal Development and Well-being
• Teaching and Learning
• Statutory Provision
• New Initiatives
• Wider Workforce
• Teaching Assistants
• Newly Qualified Teachers
• Early Qualified Teachers
• Middle Leadership
Each of these areas is underpinned by an aspiration to raise standards across the
County. They are cross referenced to National Strategies (Five Year Strategy for
Children and Learners, Every Child Matters, Primary National Strategy, Secondary
National Strategy for School Improvement) and are informed by the DCSF Core
Principles for School Improvement and by the Local Authority Plan for the Support
and Promotion of School Improvement.
COURSE TUTORS 2008/2009 Page xxi
Rebecca Armstrong Rebecca has been a member of the Primary Strategy Team since April
2007. She has taught French and German in secondary schools for
the past 25 years. She trained and began her career in
Cambridgeshire, teaching students from 11-18 at Impington Village
College. Over the past 20 years she has been based in Luton and she
was Head of Languages at Icknield High School for 14 years.
In September 2006 she introduced, ran and resourced a successful
programme of foreign languages training for Year 3 teachers in her
local network. Over the past year she has been introducing and
resourcing a similar programme of training for all Year 3 teachers in
Bedfordshire. This programme will be extended to Year 4 teachers in
Geoff Bent Geoff Bent has been an educator for 30 years, mainly in the middle
school sector, where he was a headteacher in three middle schools.
Currently he is working for the Local Authority as a School
Improvement Advisor with responsibility for Primary Strategy Manager.
Lat Blaylock Lat Blaylock is an RE Adviser with RE Today, and edits the magazine
of the same title. He began his career as a teacher of RE in a large
multi-ethnic comprehensive school in Leicester. He joined RE Today
in 1994. He writes, leads INSET and acts as a consultant on RE to
bodies including the BBC, the Inter- Faith Network, QCA, Christian Aid,
the Bible Society and numerous Las and schools. He meets over
2000 teachers a year through his INSET work, and has a reputation for
inspiring practical ideas.
Barbara Bunting Barbara is a Secondary Strategy Consultant working with Bedfordshire
schools, mainly upper schools. Until very recently she worked as an
upper school head of department for many years with particular
experience in Key Stage 4 and 5. Her recent experience within school
means that she relates any training and support to the classroom.
John Carter John Carter has extensive experience of working with schools and
their governing bodies. From the headship of a primary school, he
joined Bedfordshire LEA as a County Adviser before becoming Senior
Primary Adviser/Inspector and subsequently Senior School
Improvement Adviser. His experience in these posts and as an Ofsted
inspector, remodelling consultant and external adviser has included
training and support for teachers, headteachers and governors on
school self-evaluation, leadership at all levels, focused audits and
other aspects of school effectiveness. He currently works as an
independent education consultant and SIP, specialising in leadership,
school improvement and gifted and talented.
Barbara Conridge Barbara has spent the last 13 years supporting schools in the County
as a member of the Consultancy team. She manages of Foundation
Stage Profile, KS1 Assessment and Year 4 Moderation and audit
teams for the County. She also the Bedfordshire Primary Strategy
Lead Consultant for Gifted and Talented. Barbara has a particular
interest in developing imaginative and creative approaches to teaching
and learning, including the integration of ICT within her own subject,
English, and in the Foundation Stage. She has delivered courses
across the country and has been a Consultant on two European
projects. Barbara is also currently the Chair of the Primary Committee
of the National Association for the Teaching of English (NATE).
COURSE TUTORS 2008/2009 Page xxii
Chris Crispus Chris is Lead Numeracy Consultant in Bedfordshire. As well as
Jones working locally she has planned and delivered regional training for
consultants, national training for new consultants, and written and
edited national resources. Some of the key skills she brings to the
Primary team are her expertise in course delivery, resource
development and ICT, and her creativity.
Anne Cunningham Anne is the most recent member of the Secondary English team. Prior
to this she taught English and Drama in a variety of Hertfordshire
schools, most recently as Assistant Headteacher with responsibility for
teaching and learning and before that as Head of English. She has a
particular interest in developing teachers as researchers, the subject of
her recent Cambridge M Ed. At Cambridge University exploring this
issue last year.
Sandra Evans Sandra Evans is a highly regarded Change and Career consultant with
more than 15 years experience of working in the people development
arena. An effective facilitator, she enjoys working with both groups
and individuals to realise their potential. Having spent over 20 years
in senior roles with Barclays Bank both Corporate and Retail, she
moved into consultancy in 2001 and has since worked in both the
public and private sectors. As an active and forward looking Chair of
Governors she is a member of Bedfordshire Governors Support Group
and on the Learning Communities Forum. She has also been
involved in the training and development of governors within
Bedfordshire for the past 2 years.
Chris Gill Chris Gill is acting Head of School Workforce Development for schools
in Bedfordshire. His background is in modern foreign languages and
he leads on supporting schools in this curriculum area both in
Bedfordshire and nationally, advising QCA and DfES. He is an
experienced OfSTED Inspector, National Strategy Consultant and
Performance Management Consultant, and has developed support for
school leaders, including Governors, Newly Qualified and Overseas
Trained Teachers and for identifying and providing for gifted and
talented students. He supports the LA on the identification and
dissemination of good practice in teaching and learning and in school
leadership and manages the County Advanced Skills Teacher
Steve Hammond- Steve currently works for a number of midlands Local authorities as a
Evans consultant and as an advisory teacher.
Coventry, Buckinghamshire, Oxfordshire, Bedfordshire and Rutland
use him for subject reviews, support for heads of subject and NQT’s.
Also the development of the Key stage 3 strategy and curriculum
support materials tailored to the needs of individual schools.
Steve has extensive experience as an Ofsted inspector of Design and
Technology and Art and design and has travelled throughout the
country inspecting schools of different sizes and types.
Steve has also trained teachers with DeMontfort University and
Cambridge Overseas in Namibia.
Steve is well known for his stories his photographs and his pragmatic
approach to students and learning in this unique area of the
Jenny Harris Jenny Harris is an education adviser with Bedfordshire County
Council. She has worked closely with primary schools supporting ICT
and has played a key role in developing training for teaching assistants
and for returning teachers. She is also an assessor for the ICT mark
and an accredited SLICT facilitator. She has been an NQT supervisor
and is involved with monitoring FS Profile, KS1 and Year 4
COURSE TUTORS 2008/2009 Page xxiii
Karin Horowitz Karin Horowitz is an Organisation Development Consultant, Executive
Coach and Supervisor of Coaches with wide experience of working in
the private and public sectors. She offers individual coaching
sessions, facilitates team development, and designs and delivers
leadership development programmes for organisations such as BT,
Northamptonshire County Council and Cambridgeshire County
Council. She is a Principal Associate of the National School of
Government where she works with a variety of central government
departments and agencies. Karin is working with a number of
Bedfordshire schools and is contributing to Bedfordshire’s succession
planning programme for aspiring head teachers and deputy head
John Huckle John Huckle is a geographical and environmental educator who
formerly taught at De Montfort and London South Bank universities.
He has written extensively on geographical education and education
for sustainable development and has run workshops for teacher
educators in several parts of the world, most extensively in China.
John has worked with Bedfordshire teachers for many years and is
currently employed by the Pilgrim Partnership.
Mui Li Licensed Equality Standard Consultant and former School
Development Adviser. Mui, has worked with Tower Hamlets Children’s
Service for 8 years, providing consultancy, research, advice and
training on diversity and equality – putting policy into practice. Over 70
schools have participated in workshops for staff, pupils and parents
Ian Lindsay Ian is a Secondary Strategy Consultant working with Bedfordshire
schools and leading central training. Until recently he had taught in an
upper school in Bedford for over 27 years, working as a Head of
Department, Head of Year and an Assistant Headteacher. He has a
wealth of experience in pastoral care and has undertaken additional
research work, gaining an M.A. in Educational Management.
Judith Lovely Judith is the strand leader for Behaviour and Attendance, Secondary
National Strategy and has been an educational consultant for the last 4
years. Prior to joining Bedfordshire she worked predominantly in
Milton Keynes in a variety of middle and senior management roles
within a Secondary school context. Areas of specific responsibility
included both curriculum and pastoral leadership, responsibility for
GTP and NQT training and the introduction and monitoring of
performance management. Other experiences include (a) Drama
GCSE national examiner, moderator and team leader (b) ITT Lecturer
St Martin's College Lancaster. Judith is also an accredited SLICT
facilitator and Protective Behaviours trainer.
Andrew Manley Andy is a Secondary Mathematics consultant. He has taught maths
enthusiastically and passionately at KS3, 4 and 5 for over 22 years. A
committed family man, he understands the realities of maintaining a
work life balance. Consequently he tries to provide training and
support, which is both practicable and manageable.
Angela McGill Angela McGill is the Secondary Science Consultant for Bedfordshire
having previously been a Head of Science in a Bedfordshire Upper
School. She has delivered CPD within her own school and in the LA
on Assessment for Learning, Managing Science Departments and
Peer Coaching. The Peer Coaching project was run successfully over
several years as part of her role as Assistant Director of Training
School. This role has also involved the mentoring of trainees and NQT
staff. She has also acted as a Coursework Consultant for AQA and is
COURSE TUTORS 2008/2009 Page xxiv
continues in her role as a Senior examiner for GCSE Science.
Therese Mostowfi Therese Mostowfi is a successful and experienced primary and middle
school Headteacher. She has complemented this with successful
training, consultancy and inspection experience, for example, co-
leading the OfSTED self-evaluation course for Bedfordshire County
Council and working as an NPQH trainer. Therese also works for the
CEA as an External Advisor and Threshold Assessor
Sheila Montila Sheila works as an Advanced Skills Teacher and as a freelance
mentor, trainer and music consultant, specialising in music for Key
Stages 1, 2 and 3. She has a variety of experience as a music
teacher, manager and adviser.
Julie Moxon Julie Moxon is Strand Leader for the Secondary English Team and has
worked as a consultant for 7 years. Prior to this she was Head of Year
in a Bedfordshire middle school. Julie has also held positions of
responsibility in upper schools, including that of professional
development officer. She was a team leader for a GCSE English
Literature Examination Board for many years. For several years she
has been on the NAA/QCA review panel for the Year 7 Progress Test.
She works with Oxford University Press on their KS3 Fiction group in
her own time. Julie qualified as an OfSTED inspector and supports
Head Teachers and Heads of Department in pre and post OfSTED
work. She regularly delivers county and whole school INSET as well
as working with departments and individual teachers. Julie is the
county lead consultant for Literacy and Learning as well as working in
a number of schools to develop AFL.
Stuart Naylor Stuart Naylor worked for 12 years as a secondary teacher, including 3
years teaching in the USA, along with brief spells as a lab technician
and primary advisory teacher before moving into teacher education.
In 20 years at Manchester Metropolitan University he worked at all
levels of teacher education. He now works independently as a writer,
publisher, consultant and INSET provider. Together with his
colleague/partner Brenda Keogh he has developed a reputation for
innovative ways of enhancing teaching and learning, such as the
influential concept cartoon strategy. His current projects include
developing active approaches to assessment (supported by
GlaxoSmithKline and ASE) and the use of puppets to promote
scientific talk in the primary classroom (supported by
COURSE TUTORS 2008/2009 Page xxv
Jim Oliver Jim came to Bedford in 1982 as Headteacher at Hastingsbury Upper
School. After ten years there, he became director of the National
Educational Development Centre assessing competencies in
headteachers throughout the UK. In 1994 he returned to headship as
Head of Vandyke Upper, until 2003 when he became Director of
Global Learning Communities. Over the last fifteen years he has been
involved in the training of headteachers and inspectors, directing
assessment centres, counselling headteachers, addressing Heads and
Deputies' groups, supporting regional developments with
representatives of headteachers , governments and industry. As
Director of Global Learning Communities programmes, he works with
teachers and students in the UK and overseas, replicating the global
economy in learning through established 24:7 learning links between
schools in different time zones. The work focuses on the use of e
Carrie O'Regan Carrie O’Regan has taught food technology in secondary schools for
25 years and is an accredited trainer for the Chartered Institute of
Environmental Health. She has run many courses for teachers and
other adults involved in a variety of food contexts.
David Panther David’s teaching experience has been with the full primary age range,
from Year R to Year 6. From 1989 he worked as an advisor with the
local mathematics support team, contributing to the development of
mathematics education within the LEA. In 1995 he gained
accreditation as an Ofsted inspector and contributed to a large number
of inspections in primary and middle schools. In 1997 he took up post
as Primary Advisor within the LEA. Early in 1999 he took a permanent
post with QCA in the Mathematics Test Development Team with
responsibility for the trailing, construction and calibration of the
statutory Key Stages 1 and 2 mathematics tasks and tests. Late in
2001 I returned to the LEA as a School Improvement Advisor with
specific responsibility for assessment in the LEA as well as his link
responsibilities to a number of schools from all phases of education.
He also has accreditation from the National College of School
Leadership as a facilitator for the School Leadership in ICT courses.
David is also an accredited School Improvement Partner, working with
a number of schools in the Kempston and Wootton areas
Barney Payne Barney Payne has wide teaching experience. Originally an art and
design specialist, he became a faculty head and pastoral team leader
in one of the country’s largest schools. He was County
Inspector/Adviser for Art in Bedfordshire and Governor Training Co-
ordinator before becoming Head of Education Consultancy and
Training. An experienced and active school inspector, he has worked
with headteachers, governors, class teachers, teaching assistants and
support staff, leading training and managing school improvement
projects. He is now an independent education consultant and carries
out school improvement work and training for a range of clients,
including local authorities and individual schools.
Judy Ruff An experienced lower school headteacher of 15 years in both rural and
urban settings, Judy joined the School Improvement Team in January
2004 with responsibility for the Bedford Lower and Nursery Schools.
She is an accredited School Improvement Partner and SIPCO (School
Improvement Partner Co-ordinator), again working in the Bedford area.
She is a trained NCSL Facilitator and has responsibility within the
County for Leadership Development. Currently, Judy is engaged in
working with NCSL and local headteachers on a School Leadership
Succession Planning Project. Judy serves as the Local Authority on
SACRE (Standing Advisory Council for Religious Education) and is a
section 48 Inspector of Anglican Church Schools.
COURSE TUTORS 2008/2009 Page xxvi
Dave Shiers Dave Shier is a long established consultant who has had a wide range
of experiences. An experienced teacher with an interest in using ICT
to develop mathematical thinking at all key stages and using
mathematics creatively making strong links with other curriculum areas
especially art. He has lectured on the Primary Bed courses at De
Montfort in mathematics and in using ICT. A number of primary
mathematics books have been authored by Dave and he contributed to
the National Year 7 Mathematics Framework prior to the KS3 Strategy
being developed. His consultancy work has taken him to Guernsey
where he initiated the launch of the National Strategy for the Island.
He has worked as a consultant to the national test development team
at Key Stage 3 and had extensive experience as a marker at both Key
Stages 2 and 3, being a senior marker at KS2 since its inception until
recently. He has been involved in analysing test papers for NAA, the
results of which contributed to the annual Standards report and now
the “Implications for teaching”. He has worked on developing a
number of CPD courses and workshops for teachers and Teaching
Assistants, more recently he has developed the secondary
Mathematics workshops for HLTA programme.
Lynn Shrehane Lynn has been an Art educator in the authority for 34 years,
firstly in Hastingsbury Upper school and then at Robert Bruce
Middle School. She has held positions of Head of Art in both
schools. Lyn recently joined Arnold Middle School as Art
Coordinator. She is a very enthusiastic Art teacher and is
passionate about the value and importance of Art education.
She is keen to impart her knowledge and experience to those
teachers who feel they need to build upon their skills and
confidence, in order to be better equipped to teach this
enjoyable and rewarding subject.
Deborah Slade Deborah has been a Consultant for 10 years, and leads on the Primary
Literacy Strategy in Bedfordshire. Having, taught in Primary and
Secondary schools in Inner London and S.E.Asia, she has a wide
range of experience of both phases, as well as Special schools.
Transition and its relating issues are of great interest. Deborah was
also part of the pilot for initiating the condensed KS3 Curriculum in
Kent. Deborah has written materials for the Primary and the KS3
Strategies and has been involved with the Primary Strategy since its
inception in 1997. She has also lead training in Spain in association
with the Primary Strategy. Deborah has also been a senior marker for
KS2 SATs. She delivers INSET to schools and runs courses across
Mike Simpson Mike currently co-ordinates the team of SNS Consultants in
Bedfordshire and is Lead Consultant for assessment Learning,
Thinking Skills and Coaching. He works across all foundation subjects
on several aspects of teaching and learning – including learning styles,
brain-based learning, behaviour management, drama-in-education,
challenge. Planning and ‘levelness’. Mike is also involved in
Leadership Development and CPD and has an MA in School
Improvement and CPD. Prior to his consultancy work, Mike was Head
of Lower School at The Lord Grey School in Bletchley, Head of
Modern Languages and School Improvement Co-Leader at Vandyke
Upper School in Leighton Buzzard. He was awarded a Best Practice
Research Scholarship and investigated the application of Thinking
Skills approaches to the MFL classroom. He wrote exemplification
materials for the Secondary National Strategy on thinking skills in MFL
and is also co-author of Alle einsteigen! – Hodder and Stoughton’s 3-
book German course.
COURSE TUTORS 2008/2009 Page xxvii
Sheila Simpson Sheila Simpson has 10 years experience as a literacy consultant.
Having taught in England and abroad, she has a breadth of teaching
experience in primary, secondary and special education. Sheila
worked for SCITT for several years and is an experienced teacher
mentor and assessor. During the last seven years, she ahs delivered
both county and whole school INSET in all aspects of literacy. She
has promoted the ‘Write Here Write Now’ national competition and run
workshops for able and gifted writers in Bedfordshire. In addition to
English courses, Sheila has led ‘Motivation Plus’ thinking skills
programmes and courses for supply/returning teachers/teaching
Sue Southward Sue is a Secondary Strategy Consultant working in Maths departments
in Middle and Upper schools in Bedfordshire. She has taught in
several secondary schools and been a subject leader in a secondary
and middle school. As a member of the Bedfordshire Maths Team she
has designed resources and assessment materials for schools and led
courses and network meetings. She has a particular interest in
developing interactive lessons and in ICT, and represents the Eastern
region on the ICT in Maths group.
Neil Turner Neil Turner's teaching background was in special schools (SLD/PMLD)
for 18 years having a variety of roles which included CAL, ICT, INSET
Co-ordinator, Deputy Head and Acting Head. He was appointed to the
Bedfordshire LEA ICT team with the brief of implementing ICT
(originally NGfL, then ICT in Schools now harnessing technology) into
Bedfordshire schools as well as supporting ICT & SEN in 1997. He
has been a NOF trainer and materials writer, and continues to delivers
a wide range of courses aimed at embedding ICT across the
curriculum, Neil is an accredited Smart Board trainer and runs a variety
of courses on how it works its functionality and how it can be used to
enhance learning and teaching. Neil has supported Bedfordshire
schools in a variety of ways including administration of the LfT
initiative, ICT in Schools funding, the E2BN Virtual Learning
Environment launch and more recently Harnessing Technology
funding. Additionally Neil has been leading on the Learning Platform
agenda and supports a variety of VLE/MLE/PLE initiatives. He has
been a part time KS3 strategy ICT consultant and is an NCSL SLICT
and BSF facilitator.
Susan Ward Susan Ward has been involved with teaching in both secondary and
primary schools. She was an AST in Norfolk and during that time was
involved in delivering master classes in collective worship in schools
for Headteachers. Part of her Masters Degree was to look at the
management of collective worship as well as to debate whether it
should still be compulsory in community schools.
Brenda Webster Brenda has taught in primary and secondary schools over a varied
career. After a break to raise a family, she returned to teaching in
Bedfordshire. Her responsibilities have included, Head of Mathematics,
Head of Year, Key Stage 3 Co-ordinator, and member of SMT
including responsibility for the school budget and acting Deputy Head.
In 1999 she joined the Beds Maths Team as KS3 maths consultant to
organise one of 12 national LEA projects and then became a Primary
Numeracy Consultant in 2000. She has enjoyed working on a variety
of NNS initiatives including developing and piloting the NNS Unit Plans
and promoting interactive teaching resources and Peer Coaching.
Following her retirement in December 2005, she is currently working
for the LA as a Mathematics Consultant on a part-time basis.
COURSE TUTORS 2008/2009 Page xxviii
Chris White Chris is a Primary Strategy Consultant working with Bedfordshire
schools and leading central training. She has taught across the
primary phase for many years and has experience of subject co-
ordination and senior management. She has written materials for the
National Literacy Strategy and produced programmes for the
interactive whiteboard. Chris is a qualified OfSTED inspector.
Andi Whitwham Andi Whitwham is the Bedfordshire Drug and Alcohol and Sex and
Relationships Education consultants for Upper and Special schools.
She is also a part of the National Healthy Schools team supporting
healthy schools community 4 and 7, also supporting all schools with
their PSHE programmes and in particular drug and sex education
policies and programmes. Andi is also a member of the team working
with teachers to achieve their DCSF Certification for PSHE. She is the
lead facilitator of the professional study group for PSHE and
Citizenship. From September she will be responsible for managing the
Student Consultants for Children and Young People. She is currently
piloting a project in Upper schools involving consultation with young
people about their perceptions and attitudes to drug use, bullying,
weapons and sex and relationship, with considerable interest from the
Sex Education Forum and DSCF. This project is going to be
extended/offered to more schools from September of 2008. New for
Upper schools next year will be able a train the trainers course to
enable them to deliver a three day Peer Education programme on
Drugs, Alcohol and Sex and Relationships Education in their school.
Jenny Willis Jenny Willis is a secondary education consultant specialising in ICT.
As well as being strand leader for ICT, she also leads the ICTAC
whole school initiative and is leading a PDA research project. Before
moving over to consultancy, Jenny worked as the head of ICT at two
upper schools in the authority. She has experience in delivering
training, coaching teachers and supporting heads of department in
carrying out their professional duties. Having passed her OfSTED
exams, Jenny has experience of auditing ICT departments both within
and outside of the county. She is a qualified NCSL facilitator for SLICT
and has a high level of application skill which is particularly useful in
supporting key stages four and five. Jenny was involved in writing the
SNS Leading in Learning (Thinking Skills) materials for ICT, an area in
which she has carried out action research in the past, and the ICT
support materials for teaching assistants. She is currently part of the
SNS renewed framework writing team.
Gill Woodland Gill Woodland is an English and Literacy Consultant currently involved
in delivery of the National Secondary Strategy through in-school
consultancy, coaching and formal training. She is also involved in
supporting whole school projects, such as assessment for learning and
literacy across the curriculum. Gill has presented at NATE conference
for 4 years consecutively to great acclaim; presentations have included
Gothic Horror, The Poetry Pod and Challenging Texts. These
materials have been shared across county. Prior to her consultancy
role, Gill taught for 30 years in 4 different authorities, from reception to
sixth form; responsibilities included Head of Special Needs, Head of
Year and Literacy Co-ordinator in a large 11-18 secondary school as
part of the KS3 Literacy Strategy pilot. She has completed her
OfSTED training and has qualified as an inspector. She is currently
involved in the KS4 pilot project ‘Study Plus’.
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Pat Worden Pat was a primary Headteacher for over 23 years. Since January
2005 she has been working solely as an Education Consultant and has
been in demand as a trainer / facilitator, coach and mentor. Pat
designs and delivers leadership courses and governor training. She
has considerable experience of workforce reform and has supported
schools in implementing initiatives such as extended schools and
performance management. She is a facilitator for National College of
School Leadership programmes and the Training and Development
Agency. She is a Primary School Improvement Partner.
Christine Wrigley Christine Wrigley is a classroom and instrumental music teacher with
25 years’ experience of teaching in primary and secondary schools.
She is a practising flautist with local orchestras. She has recently
completed a certificate of professional development in using Kodaly
methods in primary classrooms. She is employed by Bedfordshire
music service running vocal projects in schools, and is also a member
of the Education outreach team with the Philharmonia Orchestra.
Simon Wrigley Simon Wrigley is an English adviser with 17 years’ teaching and 13
years’ inspection and advisory experience in primary, secondary and
special schools. He is English and Literacy line manager for
Buckinghamshire LA. He is ex-chair of the National Association of
Teaching of English (NATE) and runs local and national workshops.
lectures and courses.
Glynis Yates Glynis Yates is an experienced education consultant with extensive
experience of providing advice and training for physical education.
She is a member of the Association for Physical Education, an
OfSTED Inspector and an inspector/consultant for the Independent
Schools Inspectorate. She is an accredited trainer for school self-
evaluation and the Lead Trainer in Bedfordshire for the CPD strand of
the National Physical Education and School Sport Strategy. Glynis
provides advice, support and training in all aspects of health and safety
in relation to Physical Education and Educational Visits and Journeys.
She also plays a key part in support for NQTs and Induction Tutors.
Helen Young Helen has worked in education for 12 years, primarily in lower schools.
As a Leading Maths Teacher from the start of the initiative she had a
particular interest in the use of ICT to support teaching and learning.