Coaching for the Pastoral Team- an essential skill for all those with a pastoral role

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Coaching and the pastoral process has a symbiosis that should not be ignored. Coaching is about allowing individuals to find solutions, reflect on their own behaviours and have resilience when faced with difficulties. Delivering the pastoral system requires a range of skills that will nurture learners and allow them to grow and progress throughout their education.

Learning how to coach is a gift that creates a culture where individuals know their limits and are challenged to take responsibility. It is the opposite to telling individuals what is best for them, instead it is a collaborative process that leads to independence of spirit and fosters high levels or self-belief.

Stepping into the harsh reality of returning to education in the classroom will be a difficult process for many. The routines, the spaces and the management of learning is different in the home environment. Even for those who have remained in school things will change as class sizes grow.  There will be a wide range of different experiences that learners have faced and their ability to cope will vary as a result of many different factors. It will be for the pastoral team to work together in synergy to ensure all learners thrive, return to learning in the classroom as easily as possible and begin to find their equilibrium.

Learning how to coach will enhance the skills of pastoral leaders and tutors. They will become more intuitive, challenge limiting beliefs, use deep questioning to raise self-esteem and probe for clarity and understanding. Coaching is non-judgemental; a coach is a critical friend who will not disapprove, disagree or impose. A coach is there to listen deeply, to offer clarity and to give reassurance for anyone struggling with their own confusing reality.

In this course we look at how pastoral leaders can create highly effective teams that will support both their learners and their colleagues. We show how the development of a coaching culture will bring strength to the team and provide the model for ensuring there is a professional dialogue that fosters the celebration of good practice and where all those involved can learn from each other and collaborate successfully.  We create the opportunity for those attending to learn and practice some coaching skills including deep and rich questioning, active listening and influencing skills. We want the picture to unfold to reveal just how powerful coaching can be in the desire to develop within all learners, resilience, strength of character, a belief in fairness and a range of independent learning skills that will prepare them for a positive future.

This course is part of our suite of coaching courses. It can stand alone, or it can be part of a planned CPD strategy where all staff have the opportunity to learn how coaching can support them in their role. Making sure pastoral staff learn and practice a range of coaching skills and can see how coaching will enhance their role is a profound step in supporting all learners. The next few months will be an important journey where the pastoral team and the learners in their charge can cope with the realities of returning to the classroom, recognising there has been a cohesive learning journey over the past year and making strides towards discovering they have the confidence to move forward positively.

As with all the courses designed by the Learning Cultures coaching team the materials, resources, activities and presentations are all created so that those who participate in the training can take their learning back to their colleagues and cascade it. It is our sincere belief that any form of training must be sustainable and cost effective and by providing opportunities for others to share in the content of the training is essential. The delegate has the opportunity to pass on their knowledge to others but will also consolidate their learning through the process of discussing their learning with others.

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Creating Seamless Learning across the Transition Bridge from KS2 to KS3

Creating Seamless Learning across the Transition Bridge from KS2 to KS3

Transition from primary to secondary school is in the spotlight as never before.  How can you make sure that you can create the right conditions for pupils to make the leap from their primary school to a very different secondary world?

Curriculum leaders, year heads and pastoral leaders should join us online to learn from experts in the field of transition how to ensure that pupils can build on their prior learning, have the confidence to continue their learning journey and feel safe and comfortable with the many changes they will encounter.

We have included a new section looking specifically at some of the issues that will inevitably emerge as a result of the current pandemic and its effect on pupils’ academic achievements as well as their well-being and self-esteem.

The online version of  ‘Crossing the Transition Bridge from KS2 to KS3 – How to build on prior learning and ensure seamless progression as pupils move from primary to secondary school  will provide you with the same resources, activities and extra research and other articles to support the development of a transition strategy that will ensure all pupils thrive and progress during their vital first year in secondary school.

The cost for this online course is £195.00 + VAT which is discounted by 50% of the cost of the offsite course.  We are hosting our online courses as two half days instead of one full day with time to reflect in between. The dates are 23rd June and 3rd July. The only thing missing is the superb lunch we always provide and pastries and biscuits.  That will be up to you!

Other similar courses being hosted this term are listed below.

We also have a suite of courses available on our MOODLE site that can be delivered at any time to all staff. Have a look at these on our website here.

Have the answers to OFSTED’s ‘deep dive’ questions

Have the answers to OFSTED’s deep dive questions

Our expert curriculum team have developed a suite of highly interactive training linked to  the ‘deep dive’ questions OFSTED are asking of school leaders and managers. We have drawn on several commentaries to compile this list both from Headteachers who are currently mopping up after an inspection to eminent researchers and commentators who have surveyed the depths to offer advice on how to reach the surface successfully.

Creating the culture that will ensure there is a synchronised approach to curriculum design, high quality pedagogy, subject expertise, assessment and evaluation requires senior leaders to create a clearly defined plan that all staff can navigate by. In order to achieve this everyone needs to work together within their subject and as part of cross-curricular and cross-phase teams to confidently have the answers to  some of these questions.  

All staff need to have a definite and clear understanding as to the answers that mirror the school’s intent and ambition for the curriculum and for the pupils it serves. The right management processes need to be in place.  Subject and curriculum teams need to have the answers at their fingertips about how they deliver  a well-sequenced, conceptual and progressive curriculum. The focus must be on leaders and managers creating a longitudinal and latitudinal chart that all staff can interpret, plan with and deliver.

One theme that resonates across all the examples of questions we have seen is the need to ensure there is professional development support including high quality training  so staff can confidently deliver the curriculum.

Here at Learning Cultures we have focused on the answers to the many questions being asked of leaders, managers and subject specialists.  We have created a CPD offer that covers all the elements that need to be in place to ensure the curriculum is safely delivered. Our training offer is highly interactive, provides a range of useful re-usable resources and activities and is built on highly respected sector led research.

The questions provide a revealing spotlight into what school leaders in both primary and secondary schools need to look for themselves when assessing the successful implementation of their stated aims and goals for the curriculum. However, subject leaders and their teams need to have the  answers that reveal a kaleidoscope of creative and innovative learning that is consistent and leads to parity and progression for all learners. Essentially, this requires schools to embark on an immersive CPD journey towards dry land.

 

Effective transition from Year 6 to Year 7

Effective transition from Year 6 to Year 7 – It’s all about continuity, sharing and challenging.

Creating a continuum of learning that builds on prior knowledge and skills, creates independent and enthusiastic learners and ensures every child can progress and achieve their full potential is what anyone who is in the education profession would agree with. So why is it that we still have a well-researched and continuing dip in performance of anything up to 39% for pupils at the end of year 7. Read more