"This course will provide participants with an in-depth understanding of the statutory requirements for Headteacher Performance Management and will include:
- Overview of statutory guidance
- Organisational details of the Headteacher Performance Management process, including the role of the external advisor and the requirements for target reviews
- Exploration of best practice target setting including how these should link to the school priorities, outcomes for students and mental health and well being
- Information on actions following Headteacher Performance Management reviews and the role of the Pay Committee in this process
The Pay and Pay Appeals Committees are statutory committees and are responsible for all pay decisions outside of the cost of living increases. The committees must be agreed by the governing board who will delegate the role to the named governors serving on the committees.
Attendance at this session will enable participants to:
- Understand the importance of comparing evidence provided against the expectations of the School’s Pay Policy and the School Teachers Pay and Conditions Document
- Evaluate the evidence provided by the Headteacher and how to use it to make strategic decisions on teacher’s pay
- Be clear on the type of evidence expected for a request to move through the Threshold or Upper Pay Scale
- Be confident when challenging requests for pay increases and have a clear rationale for any pay increase refusals
- This course will reflect the statutory requirements for maintained schools in relation to Headteacher Performance Management, which is recommended best practice for all schools to follow.
- Will be confident in setting challenging and aspirational targets for the Headteacher
- Will be able to ensure that the targets are reviewed regularly
- Will have the confidence to challenge the senior leadership to evidence that performance management targets have been set for all staff and that they are impacting on outcomes for pupils
- Understand their statutory role in making pay decisions for all teaching staff
- Be confident to ask challenging questions regarding evidence provided
- Be able to ensure pay decisions are managed fairly and in line with the expectations of the school’s Pay Policy and the School Teachers Pay and Conditions Document
This workshop is the Safer Recruitment Consortium accredited, updated version of the Safer Recruitment training for Headteachers, school Governors and other staff who are likely to sit on interview panels or appoint staff. It is still a requirement for every school appointments panel to include at least one member who has completed the Safer Recruitment training. Course content provides clear explanations of government guidance regarding the safer recruitment process. It also includes an update of the most recent legislation changes (i.e. the Keeping Children Safe in Education – Sept 2018, DBS, Disqualification by Association and other preemployment checks) that affect Safeguarding and Child Protection. It is recommended that you refresh your training every 5 years.
- Will be safer and have safeguarding needs met in a more appropriate and timely manner
- Will have an awareness and understanding of offender behaviour
- Will be able to identify the key features of staff recruitment that helps deter or prevent the appointment of unsuitable people
- Will be able to consider policies and practices that minimise opportunities for abuse
- Will begin to review their own and their settings policies and practices, with a view to making them safer
- Will be safer organisations
- Will comply with government guidance and legislation
All Headteachers, school Governors, Business Managers and other staff likely to sit on interview panels or administer staff appointment
Bullying is a universal issue that can affect anyone, from families, to schools and communities. Cyberbullying in particular is on the rise, and it's impact can be severely damaging and far-reaching.
This course explores the negative effects of bullying in any form, and teaches positive strategies and solutions for those working with young people who experience bullying.
Some of the topics covered in this course are:
- The extent of the problem
- Definition of bullying
- Types of bullying
- Who is bullied
- Why young people think they are bullied
- Who becomes a bully
- Where does bullying happen
- Signs of bullying
- What to do if a child is being bullied
- What to say
- Child’s Response
- Signs a child is bullying others
- Bullying Roles
- What can be done?
- Local Authority responsibility
- The effects of cyberbullying
- Definition of cyberbullying
- What constitutes cyberbullying
- Cyberbullying as a method
- Who becomes a cyberbully
- Cyberbullying and the law
- The role of social media
- Impact and reasons for impact
- How to respond to a disclosure: advice, report
- The role of schools and the police
- Anti-cyberbullying code - Stop, speak, Support
Practitioners will learn:
• The definition of bullying and cyberbullying
• The different types of bullying
• How to recognise the signs a person is being bullied, or bullying
• The technology and methods used by cyberbullies
• What to do if you suspect a child is being bullied or cyberbullied
All practitioners who work with children, young people and their families.
This course can form part of an induction programme for new starters and also for practitioners wishing to improve their knowledge and continue their professional development.
Gangs are very seriously intertwined with youth violence and criminality, and, with gang violence in the UK on the rise, it is essential we recognise the extent of the problem and understand how to safeguard our at-risk youth.
This course overs a comprehensive overview to the subject of gangs and youth violence, helping the learner to understand what gangs are and what they do, the part women and girls play in gangs, and what can be done to prevent gang recruitment.
The course contains three modules which give you a very comprehensive picture of the state of the UK today, using interactive screens, real-life cases, quotes, and scenarios, as well as thought-provoking questions designed to keep the learner engaged all the way through the course.
Some of the topics include:
- What is a gang?
- The changing face of gangs
- Social media and gangs
- Risk factors
- Domestic violence
- Warning signs
- The roles of women and girls
- Racial bias
- Behaviour in schools
- Windows of opportunity for intervention
- Villain or victim?
- Authority responsibility
- The importance of intervening early
- What to do - parents/carers
- CAF, schools, police and the community
- Third sector organisations
Practitioners will learn:
- The ways gangs are defined and how gang violence is measured
- Territorial conflicts
- The risk factors for gang membership, and the warning signs that a young person is in a gang
- The roles women and girls play in gangs and why they join
- How they’re sexually exploited by gangs and the signs
- The windows of opportunity for intervention
- Racial bias regarding gangs and how to challenge your own thinking about violent youth
- The importance of inter-agency cooperation and intervening early
- Methods for schools to handle at-risk and disruptive students
- The role of the police, hospitals, and third sector groups in preventing gang recruitment and violence
Front line workers within the community, education and targeted youth support services, who need to recognise the signs that someone is in a gang and understand what can be done to prevent gang recruitment and youth violence.