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Head teacher Brian Ball talks to Connect about effective personalised CPD in Summerlea Community Primary School in West Sussex.
Connect: How would you describe your approach to CPD?
Brian Ball: There are three main strands:
We believe that the best CPD is about seeing and doing. We send teachers and support staff to other schools in our network to observe and ask questions of teachers and pupils, and to see the effects different strategies have on pupil enjoyment and progress.
We believe that teacher-to-teacher learning is very effective, and teacher enquiry is the key to success. Teachers are encouraged to investigate new ideas and the effects of their practice, but pupil enquiry is also vital. We want to develop teachers and support staff as learners and all of this is linked by having a reflective approach to learning.
I also believe that any professional development has to meet the precise needs of the staff, and so I aim to tailor the CPD offer to match these while stimulating ideas and creativity.
C: What kind of strategies have you used?
B: One successful project was made possible by National College for School Leadership (NCSL) funding. Through the Networked Learning Communities programme we funded three people as ‘knowledge managers’. This allowed 10 days of non-contact time to visit other schools, plus an additional salary point for a year. These posts were designed for the member of staff to become a ‘knowledge manager and researcher’.
C: How did this work?
B: One member of staff, Phillip, investigated assessment for learning (AfL). He was an NQT at the time and this gave him a great opportunity to develop his knowledge and skills, and share his expertise with others. It’s great CPD. He:
This work has led to a better system of tracking and assessment. It changed teachers’ perceptions of children and their views of the children as learners and thinkers. The ‘three stars and a wish’ approach to peer assessment was also introduced through this project. This is where the children identify three positive comments about a partner’s work, and one suggestion for improvement.
B: The second person, Richard, investigated ‘creativity’ and used a pupil survey to begin the work. He asked the children:
The message came back very clearly that they like hands-on work, so each half term teachers start the work with a ‘kickstart’: something to whet the children’s appetite. This came out of Richard’s belief that the children’s learning journey should be one of questioning and excitement.
C: Did you find it difficult to get the children to discuss their work?
B: Not at all, because it is part of our school culture from the time they join. They learn that it’s okay to ask questions; to reflect on things; to challenge others’ opinions; to hold different ideas.
We believe very much in pupil voice and acting on what we learn from the pupils. Each class has a council (a chair, secretary, sometimes a treasurer) and one pupil is elected to the pupil governing body where such things as new benches and learning are discussed. Their feedback directly influences teachers, learning and policies.
C: So the children see this and know that their opinions are valued. This must be a strong message for them.
B: Indeed. It ties in with our third knowledge manager, Diane, who investigated emotional intelligence (EI) and its place in the classroom. This helped Diana believe that EI cannot be a bolt-on part of the curriculum – there has to be cultural change. The school developed a values project and a healthy schools project in response to this.
Parents and children were involved in looking at what a healthy school/classroom/person is. This included healthy eating and nutrition, but also being healthy by being happy, fulfilled and a healthy competitor. We wanted to develop an archetype of a great competitor who is dignified and gracious in defeat, who plays fairly, but plays to win. And the result? The girls’ cricket team are West Sussex champions!
On the values project, we highlight a different value each month – so far we have explored the values of hope, understanding, unity, co-operation, responsibility, peace and honesty. This is discussed in assemblies, circle time and throughout the work. Diane’s work had an impact on the teachers too and it has changed the quality of experience for the children across the school.
C: Certainly the two school representatives, Nicole and Thomas, who showed me around were very proud of the work they did in school, and of the school itself. I was struck by how much they knew about what learning took place across the school, and how involved they were in the younger children’s learning.
B: I think that’s true. But it isn’t only qualitative evidence that shows our approaches work: there has been a measurable impact. We have high scores in KS2 SATs reading – 79% Level 5. We attribute this to time spent thinking and analysing. Their thought processes are highly developed.
C: That’s interesting, as it links to our case study in the last newsletter, with children’s thinking skills being developed and the impact that had on reading skills.
C: How do you go about tailoring the courses and development opportunities to your staff’s needs?
B: Firstly I ask them what they need! In discussion with teachers the issue they said was most daunting when thinking of moving into any leadership position was dealing with difficult people, and dealing with different people differently. I researched possible providers, and decided to pay for an outside person to come in. I agreed four days of face-to-face training throughout the year, with a fifth day to present what had been learnt: the formula ‘4+1’ works.
Of course, sometimes there’s a difference between what people say they need and what I may think they need through lesson observations. Self-evaluation helps and once a month we have an open-forum staff meeting in which any issue can be raised. There is also performance management. We keep a database of the development needs of all staff. I review it with the assistant head teachers and aim to get the best fit. I match requests to the evidence base and put in place whatever is needed.
C: What about other staff? Do you use the same approach?
B: Definitely. We aim to develop all our staff, to create opportunities for people to use their skills and qualities in a variety of ways. Jane, one of our assistant head teachers (we have two assistant head teachers but no deputy), created a training programme to develop our lunchtime supervisors into play leaders. They were tutored into this new role, which was then accredited as an NVQ.
We have also created a display team. We advertised four posts on a limited number of hours, but with training. We took on a part-time teacher and three teaching assistants (TAs). They are an ‘action squad’ who create displays in classrooms and corridors. The quality of display is awesome.
C: I can certainly vouch for that! And again it was something that Nicole and Thomas were very proud of, not only for the end results but they also recognised the skill and creativity of the staff who had created them.
B: It is all part of our belief in adult learning in school. I have used the approach of ‘4+1’ days for other groups, including one for the assistant head teachers and the bursar, and another for five leading TAs. I always look for the best person to deliver the training, relying on personal recommendation rather than going to a company offering ready-made courses.
We also run 24-hour courses, going to a hotel and staying overnight. The governors were a little alarmed at the cost of this initially and questioned the tactic, but looking at the figures showed it was again cost-effective. It works out more economical to do this than send everyone on individual courses with their associated cover costs. One time we invited an evening keynote speaker – Charles Desforges – and then opened this part of the day to other people but charged them. This again helped the cost of the overall event.
We are always looking for best fit and value for money. Having the fifth day of presentations offers a chance to celebrate what has been learnt, but also to reflect on the experience, evaluate the training and assess the impact on professional development.
C: How do the staff view these opportunities?
B: I believe they welcome them! The ‘personal approach’ can also help communication in the school. I’ll give you an example. The admin staff were puzzled about the number of glue sticks being used in class, and the bursar questioned the costs. The teachers resented this, as if they were being checked up on. Thinking about the root causes of this, I realised it was more about communication and understanding about what was going on in classrooms.
So I have spent some time with the admin staff on observation skills and they are now going into lessons to see what the glue sticks are being used for! Not in an inspectorial way but to see the ‘end product’ of the ordering process. I thought it was important for them to understand what goes into a lesson so the observation skills input was important. This is a way of helping the school cohere as it allows everyone to see what we’re all working towards: children’s learning and enjoying. And we do it through adult learning.
C: How do these opportunities fit in with the five compulsory professional development days?
B: They are used for professional development not for anything else, always based on whole school priorities. This year we have devoted two to the school values, vision and mission; one had a curriculum focus (able writers); one was organised by West Sussex with schools working together. The final day we all went to London to the Tate Gallery and had an organised tour to see how to utilise the resource. These days are seen flexibly, maybe 9–6 one day; 9–12 the next so staff have the afternoon free – best done on a Friday!
C: Brian, thank you for sharing your school’s work with Connect.
Interested in knowing more? Contact Brian at head@summerlea.w-sussex.sch.uk.
