Events and training

Aimed at: Headteachers and Deputy headteachers in Primary Schools

The course will look at the role of the Headteacher as leader in partnership with the school business manager. It will look at how the partnership can maximise time for more effective school leadership whilst improving cost efficiency; leaving the headteacher free to reinvest time in what really matters; the education of pupils.

The course will outline the benefits of a School Business Manager (SBM) within a primary school. An explanation will be given of what a School Business Manager does and the areas within which the School Business Manger can lead. Details of how the partnership saves time and money, and generates funds for your school will be discussed and illustrated. This is a crucial working partnership which should help to drive the modern primary school forward effectively.

The National College has run 35 demonstrational projects…

 “The projects have found that headteachers with access to school business managers report reduced workloads, with higher-level school business manager role having a potential to free up 33% of their time. There is also evidence that the new roles are allowing schools to release funds by maximising existing resources and engaging clusters of schools to work together strategically”.

School Financial Management Issue 113 April 2010.

It has also been found that School business managers not only create improvements by freeing up the headteacher, but they are also having a positive impact on the learning environment for pupils.

“More than half of the 750 heads questioned by ICM for the college said their SBM has developed better quality premises (52 percent) over a quarter have seen improved teaching and learning resources (26 per cent) and over one in six have seen more, or better quality, extra curricular activities (15 per cent)”.

 Leadership news Page 4 LDR leadership development review March 2010.

Course Objectives: Heads and Deputies will be able to go back to their own schools and consider their roles and responsibilities and how they can make effective changes so that they can focus on directing learning and not spreading themselves too thinly.

The course will look at:

·         What is a School Business Manager.

·         What are the roles and responsibilities of the SBM.

·         The areas of the school business within which the School Business Manager can lead.

·         The benefits of the School Business Manager; (SBM) within primary schools.

·         How the partnership of the headteacher and the SBM can maximise time efficiency, save money and generate funds for the school. Illustrations will be given.

Method of Tuition: Discussion, case studies, practical current examples, workshops, thinking time.

Tutors:

Mick Hayes Cert. Ed. MSc.

Mick is an experienced Headteacher with a track record of successful effective school leadership. He has had twenty years experience in middle schools and has spent the last ten years within the Primary sector. He is a hands – on Headteacher who is clearly focussed about roles and responsibilities and the effective utilisation of other people and their skills. He believes deeply in invitational distributed leadership rather than delegation. He is insistent that if there is someone else who has the knowledge and skill to do a better job than himself . . . then they should be given space to lead, shine and do it.Mick has been involved with REACH Curriculum Development through his local authority. He has gained recognition from his authority for his work alongside his own school business manger.

Suzanne Spencer Ainst. AM (Dip)

Suzanne is an experienced School Business Manager and an integral member of the Senior Leadership Team. Having spent eleven years in banking in her previous career, she has now gained eight years experience working in a primary school, the last six as a Business Manager.

Suzanne was one of the first cohorts to train specifically for this role and for this qualification. She believes strongly in the role and the benefits it brings to the school through effective business management, whole school awareness and the ‘outside’ view that can be brought to the Senior Leadership Team. The role also allows the headteacher to focus on school leadership, school development, children, the curriculum and raising standards.

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Topic: This module has been developed by Adoption UK to help meet the needs of educational practitioners who come into contact with adopted and looked after children.

Although the course was initially developed to assist practitioners working with adopted and looked after children, the areas covered are also highly relevant to educational practitioners supporting pupils through divorce, separation or loss. 

Aimed at: The course is aimed at any member of staff within an educational setting who has responsibility for, or contact with, adopted or looked-after children. The course is appropriate for Headteachers, Senior Leaders, SENCO’s, teachers, support staff and governors in educational establishments, including those from Virtual Schools. The course content can also be beneficial for members of staff who support children through separation, divorce or loss.

This one day workshop is designed to help participants to examine and understand the issues that arise in schools as a result of the separation, loss and trauma experienced by pupils who have been adopted, are ‘looked after’, those pupils whose parents have separated or are divorced, and those pupils who have experienced the loss of a parent. 

Participants will look at ways in which social and emotional difficulties may be the underlying cause of behavioural problems, which in turn can lead to learning difficulties. Participants will gain an understanding of the specific educational and emotional needs of vulnerable pupils in relation to attachment, trauma, separation and loss. Participants will identify ways in which these issues may be addressed.

The course identifies ways in which the school can work in partnership with parents to maximise support for vulnerable pupils by addressing their learning and emotional needs.

During the course, participants will develop effective strategies for supporting vulnerable pupils within the school.

Participants will:

·         Gain an understanding of the specific educational needs related to attachment, trauma, separation and loss as experienced by adopted and looked after pupils, and those pupils whose parents have separated, are divorcing, or who have experienced the loss of a parent.

·         Examine and address possible areas of learning difficulty for adopted and looked after children, and those facing the trauma of divorce or loss

·         Examine ways to empower educational professionals and adoptive parents to work together to address the learning and emotional needs of pupils

·         Gain a greater appreciation of how our own experiences might affect the way we support children in school.

·         Examine some of the possible causes of behavioural problems and school-related difficulties.

·         Consider how behavioural difficulties impact on relationships, within the classroom.

·         Gain effective strategies and tools for supporting pupils, and meeting their needs in school.

Tutor: A number of tutors deliver this course. In addition to their professional expertise, all trainers are adoptive parents, who are able to provide a unique perspective into living with hurt children.

The training team for this course is managed by Garry Lucas Training Manager with Adoption UK, a national charity run by and for adopters, providing self-help information, advice, and support on all aspects of adoption and adoptive parenting. 

Principle Tutor: Garry Lucas

Prior to this appointment Garry ran his own training and consultancy business working both as an associate consultant and also with his own clients with a range of organisations. His clients included the NHS, automotive, leisure, retail, education, central and local government, utilities, pharmaceuticals, distribution and finance sectors. Gary has worked with PBM for some 5 years delivering a range of workshops.

For 15 years, Garry worked in management and leadership development where he delivered interventions for a range of individuals and organisations, helping them achieve personal, professional and business goals. His specialist areas are leadership and management development, team development and 1:1 coaching. His industry experience includes telecommunications, defence, power, transport, construction, leisure, central and local government, education, charitable and finance sectors.

He completed his MBA in 1992 and is a Chartered Member of the Chartered Institute of Personnel & Development and a member of the Association for Coaching.

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

A course that provides a detailed step by step approach to self-evaluation.  You will work through the essential stages of self-evaluation, building on practice outlined in ‘A Guide to Self-review in Physical Education’

1. Understand the purpose of self evaluation and its underlying principles
2. Recognise the links between high quality PE and school sport, the Ofsted criteria for effective schools
3. Understand, evaluate, record and apply judgements  to identify areas for improvement and plan relevant monitoring and evaluation activities
4. Recognise effective leadership and management and the key sources for information