The Teaching School role in supporting system leadership and school and setting development
Following an Ofsted inspection and grading
Individual schools and settings can request support in areas of development that have been highlighted for development or improvement following an inspection. The Local Authority may direct you to a teaching school or you can request direct involvement. CEYTS (Cambridge Early Years Teaching School) is well placed to action plan and support development in the Foundation Stage and Key Stage 1, for schools and PVI’s (Private, Voluntary and Independent).
The strength of using teaching school staff to support development in your school or setting is, that a head teacher or Early Years SLE (Specialist Leader in education) continues to be a practitioner and are dealing with similar issues and areas of development in schools and so the content of their support is always relevant and reflects current issues faced by schools/settings.
A meeting and discussion would be arranged between the teaching school and the school/setting to identify areas for work and development. Action planning together, ensures that the school/setting get tailored support which reflects the point of development. Costings are based on the NCTL (National College of Teaching and Leadership)
SLE daily rates and this is agreed at the point of action planning. Support can be extended if required.
Getting from Good to Outstanding
Schools and settings that are RAG (red/amber/green) rated can boost their Ofsted inspection outcomes by being ready and prepared in the Early Years. CEYTS can support CPD to get from Good to Outstanding and to maintain this grade when inspection schedules change.
Schools that make up CEYTS are graded outstanding, this means that staff working to support you have knowledge and experience of the journey towards outstanding and how to maintain this outcome. TS staff are experienced in offering ‘reviews’ of settings/Foundation stage in schools which: identify and prioritise to form the basis of planned development. Action plans and support are bespoke to the needs of the school/setting.
CEYTS can support leadership development at all levels. They can work alongside Phase Co-ordinators in the Foundation Stage to develop aspects of the EYFS curriculum. They can train and provide packages of support for TA’s new to EYFS or teachers returning to EYFS. They can provide specific training packages on any aspect of EYFS, and help staff in the Early Years to network and provide support for each other, developing a self-sustaining CPD culture. CEYTS can support middle and senior management staff development particularly those with Early Years responsibility, providing data analysis and responsive teaching approaches.
All of the above starts with a conversation – contact CEYTSA, firstname.lastname@example.org