A Powerpoint that can be used to support development of whole school practice in the use of of student Self-Assessment and Peer-Assessment.

A resource that questions the functionality of the attendance protocols you have in place in your schools and therefore aids reflection upon all aspects of attendance monitoring.

Two Surveys attached that can be adapted and used by any provision: a. A General purpose survey that asks parents questions about the quality of education their child is receiving. b. A Survey that specifically asks questions about the quality of communication between the School and its Parents/Carers ( I designed this one for use in my PRU where a weekly snapshot report was sent home to parents)

When students are in isolation or have been excluded they need time to reflect upon their actions/behaviour. When a student returns from FTE they should have time after the Return from Exclusion Meeting, to discuss their behaviour with a key adult - this form provides the student with a number of questions to help their reflection. If a student is sent to isolation, there could be an expectation that they complete this reflection form before returning to mainstream lessons - its a resource that can be used in many ways.

I wrote this paper to present to my staff, after focusing on its content during a series of staff training sessions. The paper outlines some key points that focus on developing high quality teaching that promotes high levels of learning for students of all abilities. The resource focuses on: Key Principles to consider for developing High Quality Learning and Achievement An introduction to the PAR Model - Present/Apply/Review Discussion points on Effective Feedback Developing a Blame Free Environment for Learning Developing Peer and Self-Assessment The staff training that aligned to this paper was delivered over the course of two terms and was a key objective on our School Development Plan.

A resource that will stimulate thinking on how to reduce FTE in your provision as well as providing a proven list of interventions and ideas that have worked in a PRU

Using positive language is a feature of good classroom/behaviour management. This resource identifies both unhelpful phrases and statements and then a preferred way that uses positive language, that may initiate a better response from the student.

This resource guides staff into using appropriate questioning to help re-focus student attention - this was used as part of staff training to help my teams take more responsibility in the classroom for low level disruption, instead of referring the behaviour on to pastoral staff - this resource links to ‘Using the Levels of Behaviour’ and ‘Classroom Procedures’.

This reflection tool can be used in Behaviour Management training sessions as a starter or indeed as a discussion tool to help generate appropriate discussion of ‘Managing Behaviour’ in the classroom.

Key Concepts that underline this resource include tips on… Transition between Learning Activities - this can be problematic and often poor transition can result in a loss of teaching and learning time. ‘Lesson Sequencing - this is the process of organizing several lesson plans that will be taught consecutively. The purpose of lesson sequencing is to create smooth transitions between lessons in order to meet the objectives of the unit plans and to achieve optimal learning outcomes.

Are you looking to give guidance on how behaviour incidents should be managed in the classroom and how this aligns to whole school procedures? In this resource that can easily be adapted to suit your school, the template and procedures identified are those I introduced as a Head that guided staff into making appropriate decisions on poor behaviour they may come across. It links to using the Levels of Behaviour that I have also added to this package. The procedures also ensure that your team feel well supported.

When a FTE is being considered the Head requires all available evidence in order to make an appropriate decision. This Template identifies all key areas of evidence required and helps collation of paper work before a decision is made. I designed this template to support my decision making as a Head of Alternative Provision; the form would be accompanied by all appropriate written statements from staff and, or students.

The procedures identified on this flow chart were the ones I put in place in my school to track student absence. The effective monitoring of such protocols will depend on the effectiveness of your tutor team, alongside good communication with the Attendance Manager. Such tracking is vital due to increased levels of absence because of Covid 19 and the increased vulnerability of young people, especially those in Special Education.

This letter template is based on my previously well used Headteacher letter template that I used for applying for HT jobs; this one is specifically focused on roles for Headteacher/SLT positions in Special Education and Alternative Provision and gives examples of the kind of evidence you may need to provide that helps to catch the eye of prospective employers. I did indeed get an interview using this letter and ultimately got the job, which was my last substantive post before retirement.

Are you a new Head looking to identify key priorities for improvement? If so, you may find this real life exemplar of an Action Planning Document very useful; designed in a manner that has both clarity and coherence. After securing a Headship in a school requiring improvement and having made numerous visits to my new school (and after reading appropriate documentation and data) I decided to write the template identified in this resource. The layout helped me to formulate key action points in a clear and coherent manner; it also proved to be a useful document for my colleagues in SLT, from which we were able to identify key points for moving forward; the document fed into the School Development Plan and SEF and helped us to focus on key priorities.

How do we develop/enrich learning in our establishments to enhance student outcomes? I delivered this powerpoint as part of a refresher for my staff, to help enrich and develop wider thought on how they can deliver effective lessons that enhance the learning experience for students. This powerpoint is stand alone and can be delivered as part of whole school staff training - no further resources are required.

A Template that will help Senior Teams and Middle Leaders collate evidence on student work in a coherent and straight forward manner. It already contains a number of key areas of focus that will be required by your teams, however it can easily be adapted to suit your establishment.

Having introduced a Coaching Programme for teachers and support staff in my schools, I have seen the benefit of such a system at first hand. This resource identifies a method for introducing a Coaching Programme for support staff in your schools; the same resource can be adapted for introducing the same programme for your teachers, but it would require some careful additions regarding a focus on teaching and learning and, or other key foci for your team.

Having introduced a Coaching Programme for my team of teachers and support staff, I was able to witness at first hand the benefits of such a system. This resource includes both the teacher reflection sheet and observers recording sheet that can be used by staff involved in the Coaching Programme. The sheets can be adapted for use by teachers or indeed support staff.

This is an extensive list of statements that were developed to support staff and students (Student Voice) in formulating a new whole school Code of Conduct. After the brainstorm of statements comes well written examples that may be an ideal fit for your schools. The statements are split into sections that include: Classroom Code of Conduct Corridor Behaviour Developing Positive Relationships Conduct during Break and Lunch Time Conduct in the Community