"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

All Governors

• Explore the particular mental health needs most commonly linked to children with an ASD
• Explore current research in this area, including more vulnerable groups of children
• Provide participants with resources and strategies to use with this group of students
• Inform staff how to signpost students/families to external support

• have staff supporting them who can understand and support their mental health needs

• be confident to manage Mental Health needs in students with an ASD, and have the necessary skills, knowledge and experience and a range of strategies and resources to draw upon

• have skilled staff to support this group of students, and signpost to other agencies as appropriate

This course provides an introduction to intensive interaction techniques and the rationale for using these with pupils with an ASD. Practical application in a school setting is provided.

Pupils will:

• be supported to develop communication skills using Intensive Interaction

Practitioners will:

• gain an in-depth knowledge of how Intensive Interaction can help children with an ASD to develop communication skills

Settings will:

• be supported by staff who are confident about the rationale and theory behind Intensive Interaction

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

• have an understanding of autism and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with autism in mainstream primary schools

• be able to set up ASD friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff who have a greater understanding of best practice in relation to pupils with autism, as well as the sensory difficulties they experience which can affect their ability to be included