SCHOOLS WORKING COLLABORATIVELY TO RAISE STANDARDS...

Overview of School Direct Training Year

 

 Collaborative Teaching Phase - Terms 1 and 2

  • Plan and teach collaboratively, work with groups.
  • Whole class teaching on a much-reduced timetable (see CCCU guidance).
  • Plan and evaluate all taught lessons.
  • Be observed teaching weekly (does not need to be full lessons or whole classes) and receive written and verbal feedback.
  • Use the Weekly Meeting Records to monitor progress, demonstrate ability to reflect and evaluate, plan subject knowledge development opportunities, and build on outcomes from initial audits.
Trainee activities Mentor activities
  • Attend EKLA Professional Studies virtual induction and full training  day sessions
  • Plan for teaching in a collaborative approach, and start to observe and consider how to assess pupils in line with guidance on the timetable
  • Meet with Class (primary) or Curriculum (secondary) Mentor weekly to plan learning tasks, analyse training needs, and discuss key questions about the training course
  • Prepare and start using the e-Portfolio ready for collation of materials that demonstrate how you are addressing the Key Spotlight Questions and the Core Curriculum Framework (refer to CCCU guidance)
  • Observe a range of teachers in different contexts and engage in professional dialogue about these
  • Attend all school based and CCCU training days. Follow up outcomes in school
  • Read recommended texts and key documentation (e.g. policies. Schemes of work, audit of resources, websites, and software), making notes and reflecting as relevant                                                                                                                                     
  • Arrange and agree school training schedule that relates and is synchronised to the CCF and Key Spotlight questions. (Secondary) Ensure Curriculum Mentors are familiar with and engaging with the subject specific CCCU Curriculum on a weekly basis
  • Arrange and agree details and timings for Second School Experience. We encourage schools and trainees to liaise with other EKLA schools for the contrasting placement as these have been quality assured by EKLA whereas we cannot guarantee placements outside of the Alliance
  • (Primary) Arrange and agree details and timings for Adjacent Age Phase or Second Key Stage Placement
  • (Secondary) Arrange and agree details and timings for pre and post Key Stage experiences
  • (Secondary) Arrange and agree details and timings for timetable over the year to ensure Age Phase or Key Stage requirements are met
  • Undertake regular, short observations of trainee every week
  • Complete weekly meeting with the trainee
  • Complete CCCU mentor training
  • Meet with University Tutor for First/ Second school visit and engage with mentor resources to support the course

Developing Teaching Phase - Terms 3 into 4 

  • Plan and evaluate all lessons taught.
  • Continue some collaborative teaching and working with groups.
  • Whole class teaching.
  • Be observed teaching weekly (not whole lessons) and receive verbal and written feedback.
  • Use the Weekly Meeting Records to monitor progress including subject knowledge development 
  • Prior and post age phase school experience placements to take place in Term 2 (as advised by EKLA).
  • Second School Experience placement to take place in Term 3 (ideally for the whole of Term 3 as advised by EKLA).
Trainee   Mentor
  • Attend all school based and CCCU training days. Follow up outcomes in school
  • Attend EKLA Professional Studies full day session
  • Plan, teach and assess pupils
  • Plan subject knowledge development to meet teaching needs, revisiting audits as necessary, and record progress in the Weekly Meeting Records
  • Complete progress review tasks in preparation for Student Progress Review (SPR)
  • Plan and undertake activities to ensure understanding of pre and post age phase requirements
  • Undertake Second School Experience, planning every lesson to be taught and being observed weekly. Weekly Meeting Records to be maintained throughout                                    
  • Develop work on Pupil Progress Reviews (Primary) and Pupil Progress Evidence Bundles (Secondary)
  • If on PGCE pathway, research and write PGCE assignments
  • Read recommended texts, make notes as relevant to inform reflective practice
  • Observe other teachers, focusing on specific aspects of professional practice in the Key Spotlight Questions
  • Engage with and attend reviews and set targets in relation to the Key Spotlight Questions and ITT Core Curriculum Framework                                                                                                                                                                                                                                                                                                          
  • Undertake weekly meetings with trainee to plan and review professional and subject knowledge development; review of teaching and weekly observation; review progress considering the Key Spotlight Questions and Core Curriculum Framework
  • Undertake weekly observations of trainee
  • Undertake termly reviews with the trainee, including:
    - A check of trainee’s Weekly Meeting Records
    - Discussion and engagement with the Student Progress Review process and report
  • A check of progress with the e-Portfolio
  • Complete assessment report forms and return to CCCU
  • Meet with the Second School Mentor and discuss training opportunities for the second school placement. Share the targets which the trainee is currently undertaking. Undertake a lesson observation and mentor meeting at the second school placement jointly. Discuss and review the progress at the second school placement and participate in the assessment process
  • Engage in CCCU mentor updates and training as well a meeting with your academic University Tutor

 

Independent Teaching Phase  – Terms 4, 5 and 6

  • Undertake weekly meetings with trainee to plan and review professional and subject knowledge development; review of teaching and weekly observation; review progress considering the Key Spotlight Questions and Core Curriculum Framework
  • Undertake weekly observations of trainee
  • Undertake termly reviews with the trainee, including:
  • A check of trainee’s Weekly Meeting Records
  • Discussion and engagement with the Student Progress Review process and report
  • A check of progress with the e-Portfolio
  • Complete assessment report forms and return to CCCU
  • Meet with the Second School Mentor and discuss training opportunities for the second school placement. Share the targets which the trainee is currently undertaking. Undertake a lesson observation and mentor meeting at the second school placement jointly. Discuss and review the progress at the second school placement and participate in the assessment process
  • Engage in CCCU mentor updates and training as well a meeting with your academic University Tutor
Trainee  Mentor
  • Attend all EKLA Professional Studies day sessions and minimum of three twilight sessions
  • Plan, teach and assess the whole class 70% of the time (potentially building up to 80%)
  • Complete the three Pupil Progress Reviews/ Evidence Bundles
  • Complete the e-Portfolio
  • Complete Early Career Transition documentation
  • Undergo final assessment with Professional Mentor and University Link Tutor / PAT
  • Celebrate completion of the programme
  • Retain all evidence throughout the ECT years                                                                                                                        
  • Undertake weekly meetings with trainee to plan and review training, and to plan for completion of the e-portfolio, and Weekly Meeting Records
  • Continue to arrange and carry out regular observations of trainee
  • Monitor progress towards QTS, including discussion of the Key Spotlight Questions and the ITT Core Curriculum Framework
  • Monitor progress against targets identified in the Term 5 review meeting (Primary) to ensure progress towards final assessment
  • Agree date and schedule for Final Assessment Day with University Tutor and support the process
  • Undertake final review with the trainee (see CCCU guidance)
  • Compete the Final report form and submit to CCCU

 

NPQEYL

National Professional Qualification for Early Years Leadership

 

For leaders qualified to at least Level 3 with a full and relevant qualification 1 who are, or are aspiring to be, managers of Private, Voluntary and Independent nurseries, headteachers of school-based or maintained nurseries, or childminders with leadership responsibilities.

 

COURSE DURATION

12 months

TIME

1.5 - 2.5 hours per week 

WHO IS IT FOR?

This course is designed for leaders qualified to at least Level 3 with a full and relevant qualification 1 who are, or are aspiring to be, managers of Private, Voluntary and Independent nurseries, headteachers of school-based or maintained nurseries, or childminders with leadership responsibilities. 

How to apply for your NPQEYL

To register for a programme:

1. Follow this link which will take you to the DfE registration portal
2. Select Early Years Leadership as your programme
3. Select Education Development Trust (EDT) as your lead provider
4. Have your Teacher Reference Number (TRN) ready for registration

Once your details have been validated by the Department of Education, you will receive an email from EDT asking you to select your preferred delivery partner at which point you need to:

5. Select LLSE as your delivery partner
6. Select your local delivery partner if you know it, or leave blank and LLSE will allocate you to the nearest provider

Once that step is complete, you will receive a further email from EDT with a link to an application form which you will need to complete to proceed. 

FUNDING & COST OF COURSE

£1148.00

NPQs are currently fully funded by the DfE for teachers and leaders working in:

  • Teachers and leaders employed in state-funded schools in England. This may include nurseries within schools, or local authority nursery schools.
  • Early Years practitioners and leaders, employed at childcare providers registered on the Ofsted Early Years Register:

- providing childcare on non-domestic premises (people or organisations - providing care for individual children in premises that are not someone’s home. e.g., nurseries
pre-schools, holiday clubs and other group-based settings)
- providing childcare on domestic premises (providers where four or more people look after children together in a home that is not the child’s own). 

  • Early Years practitioners and leaders, working as:

- Childminders, registered on the Ofsted Early Years Register (where the care takes place in a home that is not the child’s own) 
- Childminders, registered with an Ofsted-registered Childminder Agency, caring for early years children.

In addition to the scholarship funding, this year there will be Targeted Support Funding available for small schools to enable them to support their teachers and leaders to undertake NPQs. State-funded schools and 16 to 19 education settings in England, that have between 1 and 600 pupils on roll, will be paid £200.00 for each teacher or leader they employ who undertakes an NPQ. Eligibility will be based on the roll numbers that were submitted in the January 2022 pupil census and will be updated on GIAS in July 2022. Further information can be found here. 

WHAT WILL YOU BE STUDYING?

The course is comprised of four modules. As part of each module, you will undertake some face-to-face training and tutoring (approximately 4 hours), some online training (approximately 5 hours) and carry out some self-study (approximately 11 hours). 

You will be expertly guided through your modules by your facilitators.

The key topics covered in the course are: 

  • Culture
  • Child development, curriculum and assessment 
  • Additional and special educational needs and disabilities
  • Professional development
  • Organisational management
  • Implementation
  • Working in partnership

Throughout the course, there are opportunities for you to complete formative assessment activities which will enable you and your facilitator to reflect on and evaluate the progress you make whilst completing the qualification.  

Assessment

Formative assessment takes place throughout the programme, helping you to understand the progress you are making, and facilitators to adapt your learning experiences. 
There are two overall criteria to achieving the qualification:

  • Engagement with a minimum of 90% of the course 
  • Successful completion of the summative assessment

Summative assessment takes the form of a 1500-word response to a case study, completed in a single 8-day window at the end of your programme. The assessment will give you the opportunity to demonstrate how you would deploy the knowledge, skills and understanding gained through the NPQ to lead and implement a specific aspect of change. 

WHAT ELSE DO YOU NEED TO KNOW? & PARTICIPANT EXPECTATIONS

LLSE is delivering the NPQEYL in partnership with Education Development Trust.

As with any professional development the more you put into the process of learning the more you will be able to take from it. This qualification requires commitment and time as well as a willingness to try new things, make mistakes and extend your knowledge, skill and understanding. We have designed the course with flexibility in mind and whilst you might complete the online elements of the course on your own and at a time which best suits you and your wellbeing, you will be part of both a local and national cohort of other teachers and leaders studying exactly as you are, we refer to this as your community of practice. You will gain most from the course by seizing each opportunity to engage with your community of practice – an enquiring mind is a must.

We recognise that each school and college, whilst similar to others will operate with its own unique culture, set of strengths and challenges, it is for this reason that we have engaged with practitioners across the country to provide contextualised case study input and allow you to see how the ideas covered in the course work in the real world. This means we welcome collaboration with you as the course participant to create new content for others to learn from, so, as you complete the course, if you think you have a case study within your own school or college, get in touch and let us celebrate what you and your colleagues are achieving.

In short we expect that participants are teachers and leaders who will be able to meet all of the following criteria:

  • Active engagement in every aspect of the programme - face-to-face and online elements 
  • A commitment to accurate, evidence-informed self-evaluation and reflection                       
  • The ability to proactively arrange and participate in coaching sessions                                 
  • A commitment to submit a 1,500-word assessment within 8 calendar days of it being set at the end of the programme   
  • A commitment to thoughtfully engage with evaluations about their entire programme learning experience that will support our continued quality improvement 

The taught elements of your course will take place over a 12-month period. This will be followed by the completion of your summative assessment which must be submitted within an 8-day period following completion of your course. The whole of the assessment process including submission of your summative assessment, marking and moderation will take a total of 3 months. 

 

School Direct Placements

As part of the training year, School Direct trainees complete 3 school based experiences.

Second school experience

A minimum 20-day block placement undertaken in term 3.  Trainees and their base school begin to arrange the placement during term 2.  EKLA recommends the second school experience extends across the whole of term 3.

This placement will take place in a different school setting and provide a contrasting experience to the base school.  Trainees will be given a timetable for the placement and are required to plan, teach and assess during the placement.

Adjacent age range experience

Every trainee should have a teaching experience across their training age ranges/key stages.  The adjacent age range experience is the arrangement to make sure this requirement is met.

Primary Trainees

This experience can take place in the base school or during the second school experience. It is important that this is the equivalent of 15 days with at least 10 in a block, if undertaken in the base school. Trainees need to evidence that they meet the standards in first and second age phase/key stage.

Secondary Trainees

Trainees must evidence that they have taught and are evidencing CCCU Key Spotlight Questions across the age phase they are training. By the end of the training year timetables should include teaching a range of lessons across at least two key stages i.e. Key Stages 3 and 4. For those completing the PGCE top up, it is recommended that timetables include a range of lessons across all three key stages by the end of the training.

Trainees in both Primary and Secondary must be observed in both age phases / key stages.

Prior and post age phase experience

A minimum of 5 days which does not need to be taken in a block.

The purpose of the visit is for trainees to gain experience in the key stages both before and after the age range in which they are training in.  For example, primary trainees may spend time in a secondary school and in early years; secondary trainees might spend time in a primary school and an FE college. This experience can be driven by the trainee and mentor following discussion on development needs. It could be undertaken over a number of days, and involve a range of settings.  Trainees are not expected to teach but may have the opportunity to do so.  EKLA recommends that the five days are completed before the end of term 2.

Additional experience

The Second School Experience, adjacent age range experience and prior and post age phase experience are all mandatory parts of the School Direct course. Trainees can however, also spend further time in other relevant settings such as a day in a SEND school or time in a residential setting as part of a school trip. Whilst such additional experiences are not compulsory, they can and do enhance the training experience.

Placements

Trainees and their mentors often have ideas of potential schools for the various placements that are completed over the training year and can contact them directly to arrange a placement.

The base school Professional Mentor should organise the placement for Second School Experience (SSE) in conjunction with the trainee and the placement school Professional Mentor. Ideally it will be arranged by schools amongst themselves, and this might be through clusters that schools already belong to. Indeed, EKLA schools often accommodate each other’s trainees. This placement must be arranged well in advance and certainly before the end of Term 2 as trainees will carry out a preliminary visit to the placement school in December.

CCCU tutors may be able to support the facilitation of the Second School Experience, but only once other avenues have been explored. 

NPQLT

National Professional Qualification for Leading Teaching

 

APPLICATIONS for NPQ cohorts starting in February 2023 are now open. Click here to apply.

 

EKLA is both delighted and excited to be delivering NPQs in partnership with LLSE and Thames Gateway Teaching School Hub.

The National Professional Qualifications (NPQS) provide and support for teachers and school leaders at all levels, from those who want to develop expertise in high quality teaching practice, such as behaviour management, to those leading multiple schools across trusts.

 

COURSE DURATION

12 months

TIME

1.5 - 2.5 hours per week 

Who is it for?

This course is designed for teachers who have, or are aspiring to have, responsibilities for leading teaching in a subject, year group, key stage or phase. 

FUnding & COURSE COst

£890.00

NPQs are currently fully funded by the DfE for teachers and leaders working in:

  • State-funded schools,
  • State-funded 16 to 19 organisations
  • Independent special schools
  • Virtual Schools (LA run organisations that support the education of children in care)
  • Hospital schools (not already included in other categories of eligible organisations)
  • Young Offender institutions

If you are an international applicant, please contact This email address is being protected from spambots. You need JavaScript enabled to view it. for information on prices. 

In addition to the scholarship funding, this year there will be Targeted Support Funding available for small schools to enable them to support their teachers and leaders to undertake NPQs. State-funded schools and 16 to 19 education settings in England, that have between 1 and 600 pupils on roll, will be paid £200.00 for each teacher or leader they employ who undertakes an NPQ. Eligibility will be based on the roll numbers that were submitted in the January 2022 pupil census and will be updated on GIAS in July 2022. Further information can be found here. 

WHAT WILL YOU BE STUDYING?

The course is comprised of three modules. Each of the modules takes 12 weeks to complete. As part of each module, you will undertake some online study (approximately 2 hours per week of the 12 weeks), participate in two live interactive webinars (90 minutes each), and attend a face-to-face session (half day).  
 
As part of the online learning, you will have the opportunity to engage with relevant research and evidence, learn how leaders in other schools carry out their role and participate in discussion forum activities with everyone else completing the same qualification as you. You will also complete a series of activities to build a personal online learning journal. This will record your progress, help you to reflect on the new knowledge, understanding and skill you are acquiring and act as a repository for all of the key information you don’t want to forget.  
 
You will be expertly guided through your modules with support from your two facilitators and your in-school coach.

The key topics covered over the course of the three modules are:

  • Effective teaching
  • School culture
  • Knowledge of how pupils learn
  • The development of subjects and curriculum design
  • Effective classroom practice
  • Adaptive teaching
  • Assessment
  • Professional development
  • Principles of implementation

Within each module there are opportunities for you to complete formative assessment activities which will enable you and your facilitator to reflect on and evaluate the progress you make whilst completing the qualification.  

Assessment

Formative assessment takes place throughout the programme, helping you to understand the progress you are making, and facilitators to adapt your learning experiences. 

There are two overall criteria to achieving the qualification:

  • Engagement with a minimum of 90% of the course 
  • Successful completion of the summative assessment

Summative assessment takes the form of a 1500-word response to a case study, completed in a single 8-day window at the end of your programme. The assessment will give you the opportunity to demonstrate how you would deploy the knowledge, skills and understanding gained through the NPQ to lead and implement a specific aspect of change. 

Find out further information about assessments

Participant Expectations

As with any professional development the more you put into the process of learning the more you will be able to take from it. This qualification requires commitment and time as well as a willingness to try new things, make mistakes and extend your knowledge, skill and understanding. We have designed the course with flexibility in mind and whilst you might complete the online elements of the course on your own and at a time which best suits you and your wellbeing, you will be part of both a local and national cohort of other teachers and leaders studying exactly as you are, we refer to this as your community of practice. You will gain most from the course by seizing each opportunity to engage with your community of practice – an enquiring mind is a must.  
 
We recognise that each school and college, whilst similar to others will operate with its own unique culture, set of strengths and challenges, it is for this reason that we have engaged with practitioners across the country to provide contextualised case study input and allow you to see how the ideas covered in the course work in the real world. This means we welcome collaboration with you as the course participant to create new content for others to learn from, so, as you complete the course, if you think you have a case study within your own school or college, get in touch and let us celebrate what you and your colleagues are achieving.  
 
In short, we expect that participants are teachers and leaders who will be able to meet all of the following criteria

  • Active engagement in every aspect of the programme - face-to-face and online elements 
  • A commitment to accurate, evidence-informed self-evaluation and reflection                       
  • The ability to proactively arrange and participate in coaching sessions                                 
  • A commitment to submit a 1,500-word assessment within 8 calendar days of it being set at the end of the programme   
  • A commitment to thoughtfully engage with evaluations about their entire programme learning experience that will support our continued quality improvement 

The taught elements of your course will take place over a 12-month period. This will be followed by the completion of your summative assessment which must be submitted within an 8-day period following completion of your course. The whole of the assessment process including submission of your summative assessment, marking and moderation will take a total of 3 months. 

HOW TO APPLY

Apply by clicking the Apply Now button.  Delivery partner is Thames Gateway.

NPQLBC

National Professional Qualification for Leading Behaviour and Culture

 

APPLICATIONS for NPQ cohorts starting in February 2023 are now open. Click here to apply.

 

EKLA is both delighted and excited to be delivering NPQs in partnership with LLSE and Thames Gateway Teaching School Hub.

The National Professional Qualifications (NPQS) provide and support for teachers and school leaders at all levels, from those who want to develop expertise in high quality teaching practice, such as behaviour management, to those leading multiple schools across trusts.

COURSE DURATION

12 months

TIME

1.5 - 2.5 hours per week 

who is it for?

This course is designed for teachers who have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school. 

FUNDING & COST OF COURSE

£890.00

NPQs are currently fully funded by the DfE for teachers and leaders working in:

  • State-funded schools,
  • State-funded 16 to 19 organisations
  • Independent special schools
  • Virtual Schools (LA run organisations that support the education of children in care)
  • Hospital schools (not already included in other categories of eligible organisations)
  • Young Offender institutions

If you are an international applicant, please contact This email address is being protected from spambots. You need JavaScript enabled to view it. for information on prices.

In addition to the scholarship funding, this year there will be Targeted Support Funding available for small schools to enable them to support their teachers and leaders to undertake NPQs. State-funded schools and 16 to 19 education settings in England, that have between 1 and 600 pupils on roll, will be paid £200.00 for each teacher or leader they employ who undertakes an NPQ. Eligibility will be based on the roll numbers that were submitted in the January 2022 pupil census and will be updated on GIAS in July 2022. Further information can be found here. 

WHAT WILL YOU BE STUDYING?

The course is comprised of three modules. Each of the modules takes 12 weeks to complete. As part of each module, you will undertake some online study (approximately 2 hours per week of the 12 weeks), participate in two live interactive webinars (90 minutes each), and attend a face-to-face session (half day).  
 
As part of the online learning, you will have the opportunity to engage with relevant research and evidence, learn how leaders in other schools carry out their role and participate in discussion forum activities with everyone else completing the same qualification as you. You will also complete a series of activities to build a personal online learning journal. This will record your progress, help you to reflect on the new knowledge, understanding and skill you are acquiring and act as a repository for all of the key information you don’t want to forget.  
 
You will be expertly guided through your modules with support from your two facilitators and your in-school coach. 
 
The key topics covered over the course of the three modules are:

  • Effective teaching
  • School Culture
  • Enabling conditions for good behaviour
  • Complex behavioural needs
  • Professional development
  • Effective implementation

Within each module there are opportunities for you to complete formative assessment activities which will enable you and your facilitator to reflect on and evaluate the progress you make whilst completing the qualification.  

Assessment

Formative assessment takes place throughout the programme, helping you to understand the progress you are making, and facilitators to adapt your learning experiences. 

There are two overall criteria to achieving the qualification:

  • Engagement with a minimum of 90% of the course
  • Successful completion of the summative assessment

Summative assessment takes the form of a 1500-word response to a case study, completed in a single 8-day window at the end of your programme. The assessment will give you the opportunity to demonstrate how you would deploy the knowledge, skills and understanding gained through the NPQ to lead and implement a specific aspect of change. 

Find out further information about assessments

Participant expectations

As with any professional development the more you put into the process of learning the more you will be able to take from it. This qualification requires commitment and time as well as a willingness to try new things, make mistakes and extend your knowledge, skill and understanding. We have designed the course with flexibility in mind and whilst you might complete the online elements of the course on your own and at a time which best suits you and your wellbeing, you will be part of both a local and national cohort of other teachers and leaders studying exactly as you are, we refer to this as your community of practice. You will gain most from the course by seizing each opportunity to engage with your community of practice – an enquiring mind is a must.  
 
We recognise that each school and college, whilst similar to others will operate with its own unique culture, set of strengths and challenges, it is for this reason that we have engaged with practitioners across the country to provide contextualised case study input and allow you to see how the ideas covered in the course work in the real world. This means we welcome collaboration with you as the course participant to create new content for others to learn from, so, as you complete the course, if you think you have a case study within your own school or college, get in touch and let us celebrate what you and your colleagues are achieving.  
 
In short, we expect that participants are teachers and leaders who will be able to meet all of the following criteria:

  • Active engagement in every aspect of the programme - face-to-face and online elements 
  • A commitment to accurate, evidence-informed self-evaluation and reflection                       
  • The ability to proactively arrange and participate in coaching sessions                                 
  • A commitment to submit a 1,500-word assessment within 8 calendar days of it being set at the end of the programme   
  • A commitment to thoughtfully engage with evaluations about their entire programme learning experience that will support our continued quality improvement 

The taught elements of your course will take place over a 12-month period. This will be followed by the completion of your summative assessment which must be submitted within an 8-day period following completion of your course. The whole of the assessment process including submission of your summative assessment, marking and moderation will take a total of 3 months. 

HOW TO APPLY

Apply by clicing the Apply Now button.  Delivery partner is Thames Gateway and Cluster is EKLA. 

 

NPQLBC FLYER

 

Contact

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