Programmes of Support

The National Forest Teaching School is involved in supporting a number of schools in the local area. Through working collaboratively we have the opportunity to share development needs and establish new partnerships to help support the improvement of schools and ultimately pupil achievement.To ensure that we have the capacity to undertake such work we have developed a team comprising of a National Leader of Education, 3 Local Leaders of Education and several Specialist Leaders of Education from all phases, who between them offer a range of specialisms and areas of expertise. To view our fees and rates of payments click here.

The role of an NLE

NLEs usually work with schools identified as being in need of significant improvement by the Department for Education, or a local authority.

The role of an LLE

The majority of the work of a Local Leader of Education is one-to-one support of another headteacher. Typical activities may include negotiating objectives for improvement, coaching or mentoring of the Headteacher, supporting with staff training

The role of an SLE

Specialist Leaders of Education focus on developing leadership capacity. Our SLEs are outstanding middle leaders who have the skills to support individuals or teams. They understand what outstanding leadership practice in their area of expertise looks like and are skilled in helping others to achieve it within their own context . This may be done through one-to-one or group support and could involve a variety of activities, such as data analysis, coaching, delivery or facilitation of training or support with action planning

The role of an NLG

NLGs focus on developing leadership capacity. They may work with a new Chair of Governors, developing working practices within the Governing Body or potentially supporting with the transition to academy status.

A bespoke package of support

All schools will have very different requirements in terms of the level of support they require and we would therefore tailor any support package to individual needs. An initial meeting would take place to identify need and formulate a costed action plan with time frames. Support may include any of the following activities:

·         data analysis

·         work scrutiny

·         joint lesson observations

·         coaching or mentoring

·         delivery of whole staff training

·         invitation to observe outstanding practice within the Teaching School

·         Priority access to CPD courses and programmes

 

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