school workforce development booklet jan 06.doc

Newcastle Local AuthoritySchool Workforce Development Strategy

Building School Workforce CapacityFor Children and Young People

Helen Walker, School Improvement Adviser (School Workforce /CPD) Civic Centre, Newcastle upon Tyne, NE1 8PU

Tel: 0191 2115391. Fax: 0191 211 4904 Email: [email protected]

Introduction

Schools have an essential role to play in achieving the five Every Child Matters outcomes set out in the Government's wider agenda for children. That role will place schools at the heart of their wider communities - providing extended services such as childcare, out of hours activities, adult learning and health and community services. These services will need to be delivered with the help of a well-trained, highly motivated workforce with the up to date skills and knowledge to carry out their jobs effectively.

Staff working in support roles are becoming an increasingly important part of the school workforce. The number and type of support staff roles in schools have grown at a tremendous rate over the past five years: we estimate that around half a million people are now working alongside teaching staff across the country and that there are around 30 different types of support staff job roles.

This huge expansion in the wider school workforce is an outcome of schools using the flexibility available to them to organise their staff in a way that best supports pupils’ achievement and well-being. The need for even more well-trained and well-qualified support staff comes into sharper focus as workforce remodelling continues to roll out and as initiatives such as Every Child Matters: Change for children and extended schools have an increasing impact on the services that schools provide.

The Training and Development Agency for Schools (TDA) has been established to help schools meet the challenge that these new opportunities present. Working closely with members of the school workforce development board (SWDB) and the beacon councils for transforming the school workforce, who have created a local Career Development Framework for School Support Staff (available on www.newcastle.gov.uk/education). This is to give schools information about training and qualifications available to support the effective development of the workforce and identify career and development pathways.

The Newcastle School Workforce Team is developing this work in a local context in direct strategic partnership with the Newcastle Children’s Workforce Strategy and Children and Young People’s Plan, following guidance from the Children’s Workforce Development Council (CWDC).

Framework maps have been created for support staff job roles against current national training and qualifications. They can be used to support the deployment and development of support staff in schools for both current and future roles. The workforce team will continue to identify career and development pathways and use these to inform the planning of local access to training and qualifications.

The impact of skilled and committed support staff on children’s attainment and well-being is only just beginning to be identified and understood. Our aim is to help all those working with the wider workforce to develop staff to their full potential and support them in meeting their career aspirations.

Sections

http://www.newcastle.gov.uk/

1. Introduction

2. National Context for the Children’s Workforce Development Council (CWDC) - Becky Dunn, Children’s Services Workforce Strategy Manager

3. Children’s Services Workforce Strategy- Becky Dunn, Children’s Services Workforce Strategy Manager

4. Newcastle School Development Workforce Team- Helen Walker, School Workforce Development Adviser

5. Appendix 1: School Workforce Team

6. Appendix 2: School Improvement Service & CPD School Strategy Group

7. Appendix 3: Qualification Framework Charts (please see www.newcastle.gov.uk/education) for full charts with local provider information.

National Context for the Children’s Workforce Development Council (CWDC)

UK SSC for Social Care, Children and Young People

Skills for Care and Development

Care Council forWales

Northern IrelandSocial Care Council

Skills for Care(Adults - England)

Children’s WorkforceDevelopment

Council (England)

Scottish SocialServices Council

Children’s Workforce Network (England)

Skills for JusticeSSC

General TeachingCouncil for England

LifelongLearning UK SSC

Skills forHealth SSC

General SocialCare Council Teacher Training

Agency

SkillsActiveSSC

WorkforceNetwork

Secretariat

Creative & CulturalSkills SSC

Employers’Organisation forlocal government

BD 6/2006

Children’s Services Workforce Strategy

Training & Development Agency for Schools

Promoting learning and development opportunities for everyone working in schools Aim is for all support staff to have access to high quality training and development that meets their

needs and allows them to contribute fully to raising standards in schools and ensuring children’s well-being

Children’s Workforce Development Council (CWDC) Strengthening workforce excellence through the creation of new training opportunities, career

development and flexible career pathways between sectors, as defined by the Children’s Workforce Strategy

Aims to ensure that all workers have appropriate skills and qualifications, and is working to increase recruitment into the Children’s Workforce and improve the retention of high quality employees

Helping the workforce to deliver joined up services and improve communication across the sectors, while continuing to recognise the unique qualities and contributions of individual professions

Works in the interests of a range of sectors covering about 500,000 workers, including early years and childcare, education welfare and social care for children and young people

Is one of 5 bodies forming the UK Skills for Care and Development Sector Skills Council and coordinates the Children’s Workforce Network

Is led by employers through a board of 25 representatives from organisations across its range of sectors. It acts as a partner and critical friend of the government carrying forward the results from the paper ECM. It works closely with the DfES to determine the direction of workforce reforms and to identify skill shortages

Coordinates the Children’s Workforce Network (CWN) Funding comes from the government and Sector Skills Development Agency

Summary Information March 06

Local Authorities are required to publish a children’s workforce strategy as part of the Children and Young People’s Plan (CYPP) as the government believes that ability to improve outcomes and reduce inequalities for children, young people and families “depends on the hard work, commitment and competence of the people who work with them.” This is about “everyone working with children, whatever sector they are in, whatever age range they are working with, whether employed by a public, private or voluntary organisation. Everyone must share in the duty to safeguard and promote the welfare of children. Everyone must share in the duty to improve the well-being of children.” (Children’s Workforce Strategy: The Government’s response to the consultation, DfES, 2006). The government’s vision is of a world-class children’s workforce that:

strives to achieve the best possible outcome for all children and young people, and reduce inequalities between the most disadvantaged and the rest;

is competent, confident and safe to work with children and young people; people aspire to be part of and want to remain in – where they can develop their skills

and build satisfying and rewarding careers; and parents, children and young people trust and respect

Successful implementation of this vision and outcomes set out in Every Child Matters will depend on a wide range of partners across different agencies, organisations and sectors developing more integrated and responsive services for children, young people and families:

working better together to meet the needs of children and young people, and sharing information (and having an increasingly common language and understanding);

having career paths that allow them to progress within and across different sectors; and

focussing on identifying and preventing problems as early as possible while strengthening protection for vulnerable children

The government believes that the key strategic challenges across children’s services are to: recruit more people into the children’s workforce, ensuring the work is attractive

and promoting more flexible entry routes; develop and retain more people within the children’s workforce, improving their

skills building on the Common Core of Skills and Knowledge and creating a single qualifications framework;

strengthen inter-agency and multi-disciplinary working; and promote stronger leadership, management and supervision.

Context: reforming children’s servicesThere are a range of factors and policy changes that will affect the children’s workforce, and many of the wider ECM reforms will help those working with children and young people carry out their roles more effectively. For example: measures to increase earlier identification of need; improved planning; clearer responsibilities to safeguard and promote children’s welfare; more involvement of children and young people; implementation of the National Service Framework for Children, Young People and Maternity Services; integrated processes such as the Common Assessment Framework, improved information sharing and the Lead professional role; and Championing Children (guidance being developed for leaders and managers of multi-agency teams).

The Children’s Workforce Development Council (CWDC) will be working with local authorities to support the development of local workforce strategies, and the government response to the Children’s Workforce Strategy consultation contains milestones, key actions and outcomes for the strategy to 2015. The document Children’s Workforce Strategy: The Government’s response to the consultation (published Feb 06) can be downloaded from the CWDC website: www.cwdcouncil.org.uk

Newcastle Children’s Services Workforce StrategyBetween July and December 2005 Newcastle’s first Children’s Services Workforce Strategy was developed, and this involved a range of people from sectors/agencies such as social services, HR, education, health, voluntary sector and Local Safeguarding Children Board. The Newcastle strategy covers 4 theme areas:

Theme 1: Common Assessment Framework and Lead Professional roleTheme 2: Training and Development and Strengthening Multi Agency WorkingTheme 3: Leadership and ManagementTheme 4: Recruitment and Retention

Implementation of the strategy begins in April, and structures will involve a strategic Core Group and 4 subgroups covering each of the theme areas.

The Core Group (chaired by the Transformational Change Lead for Children’s Services), with representatives from across services, sectors and subgroups, will:

be a decision making group and have links to other structures and partnerships review progress relating to identified priorities and this strategy review membership of the core group and subgroup to make sure there is appropriate

representation across sectors and agencies, taking account of developing policy, priorities and roles

monitor performance in line with agreed standards decide how any available money is spent

The subgroups will be lead by an identified lead on behalf of the Core Group, and group members will come from a range of agencies and sectors including representatives who are responsible for workforce development. The subgroups will:

put the strategy action plans into practice help develop systems for monitoring performance and reporting problems improve understanding between services, sectors and agencies by developing joint

approaches and sharing information identify opportunities for working together and identify areas of expertise and specialism

in children’s services share expertise and use resources more effectively develop practice that leads to improved outcomes for children and young people through

joint workingBD 6/2006

Newcastle School Development Workforce Team

The school workforce team is directed at meeting the following key aims set out by the

http://www.cwdcouncil.org.uk/

Training and Development Agency (TDA) in conjunction with the key priorities outlined above

in the Newcastle Children’s Workforce Strategy :

1. To remove barriers to training and development To provide better access to training and development Help access to and unlock resources Promote integration of support staff development into workplace planning

2. To improve the supply of training and development Ensure training is available to meet the development needs of workplace and support

staff Ensure training and development is delivered in a way that meets the needs of

schools and support staff

3. To strengthen the quality of training and development Develop a framework of skills and competencies required to meet current and future

workforce needs Support improvements that assure high quality training and development Increase the impact of training and development on day to day practice

These are combined with priorities outlined in Newcastle Local Authority Children and Young People’s Plan and Newcastle Children’s Services Workforce priorities, above:-

Staff recruitment & retention Effective induction Opportunities for progression Comprehensive training and development programme Developing leadership at all levels Collaboration & partnership working Unified procedures & shared language Achieving ECM Outcomes

Membership of the School Workforce Development TeamStrategic planning and delivery links exist through the School Workforce Adviser to Children’s Services Workforce Development, Development of Extended Schools, Newcastle schools, CPD Steering Group, local unions, NCSL and National Remodelling Team. Regional links also exist with TDA & regional Local Authority School Workforce Advisers and Workforce Teams.Links also exist regionally and nationally with the Sector Skills Council, Children’s Workforce Development Council, Children’s Workforce Network and GONE.Through Children’s Services Workforce Development activities, multi-agency partnership and delivery is being developed with Children's Information Services, Early Years Team, Children's Trust, Health, Play and Youth, Voluntary Sector, Leisure and Social Services.

A list of contact details of the LA school improvement and school workforce team is enclosed in Appendices 1 & 2. HW 6/06

Maslow’s Hierarchy of Needs

Many of our young people in Newcastle still don’t have basic physiological, safety and social needs met. The potential contribution of the wider school workforce to the learning and care agenda is enormous.

HW 6/06

Strengthen Organisational Management- Bursars, Finance Administrators, Premises Managers, Community Managers

Support for Pupils- Learning Mentors, Pupil Support Workers, Lead Professional & liaison with external multi-agency support

Development of Workforce Capacity in Extended Schools/ Children’s Centres

Self-actualisation

Realizing individual potential

Esteem needsBeing well regarded by other people; appreciation

Social needsInteraction with other people; having friends

Safety needsA sense of security; absence of fear

Physiological needsWarmth; food; a human being’s ‘animal needs’

Stay Safe

Achieve economic well-being

Enjoy & Achieve

Be healthy

Make a positive contribution

HW 6/06

What do we mean by effective training and development?

Newcastle upon Tyne School Workforce Team believes that the following activities should be integral in high quality professional development:-

Apprenticeships to be developed for all school support staff roles.

Support for Childcare-Early Years & Childcare, Out of Hours Workers, Creche Workers etc

School Workforce now

Future

Increased contribution of Support Staff to learning and care, eg. midday supervisors, site staff, kitchen staff

L&M

Leadership and opportunities for career progression at all levels

In order to build capacity for greater pupil support, learning and organisational management, schools are developing the roles and contribution of the whole school and wider workforce.

uses external expertise involves observation and feedback includes peer support and supervision invites participants to identify the focus of their development embeds learning in classroom practice relates to classroom practice enables reflection provides opportunity to share practice (EPPI Review 2005)and:- Engages with an appropriate knowledge base

(e.g. research evidence, school data, the experiences of teachers in your own and other institutions)

Accesses peer support, supervision, coaching and / or mentoring Involves planning of professional learning and change activity (i.e. a teacher learning

project) Carries out a change activity (i.e. implementing the teacher learning project) Evaluates the impact of the change activity on practice and on own learning Disseminates what has been learned (e.g. through written report, web-based dissemination, hosting a meeting) (Six Core Dimensions of Effective Professional Learning, Teacher Learning Academy)

Additionally, professional training and development should include opportunities for identifying:-

My ideal self (who do I want to be?) My real self (Who am I?) My strengths (Where my ideal and real self overlap) My gaps (Where my ideal and real self differ) My learning agenda (Building on my strengths while reducing gaps) Experimenting (with new behaviour, thoughts and feelings) Practising (The new behaviour, building the new neural pathway through to mastery Developing trusting relationships (that help, support and encourage each step above)

(from Richard Boyatsis (2004) Leaders ‘Intentional Change Model’) based on his Theory of Self-Directed Learning, in Goleman, D., Boyatzis, R., McKee, A., (2002) The New Leaders

We believe that responsibility for learning lies with each individual and school through a range of contexts and opportunities, also including the effective use of ICT.

Courses/ conferences / staff meetings/ training days Opportunities to observe practice in action, eg. Interactive Training Days Shadowing & Peer Coaching Adviser/ Consultant/ Leading Teacher/ Advanced Skills Teacher/ service support Learning Networks Research –individual or collaborative reflection Accreditation opportunities Performance Management, supervision and action learning setsActivities to support school workforce development in Newcastle Local Authority:-

1. Removing the barriers to training and developmenta) To provide better access to training and development information through:

Consultation- Advisory Teaching Assistants, Advisory Technician and

Administrative Staff and Unison Union Learning Reps to consult with all workforce groups and signpost opportunities.

Audit training needs of the workforce through a variety of means; eg. NAPTA profiling, on-line consultation, networks, conferences and questionnaires.

Mapping of local provision of training providers and accreditation opportunities onto qualification framework for whole school workforce, available on (www.newcastle.gov.uk/education/cpd)

Liaison with local providers to provide flexible learning packages, eg. e learning, part-time modular courses, work based learning, flexible and transferable credit system between institutions and departments.

Web based 'Career Pathway' as an on-line information source for Heads, teachers and support staff, with mapped out coherent training and development opportunities (www.newcastle.gov.uk/education/cpd), as well as supporting leaflets and posters.

Web based on-line search & booking facility for local authority training and development opportunities for schools (www.newcastle.gov.uk/education/cpd)

Promote an entitlement for Performance Management for all Support Staff - exemplar documents available on www.newcastle.gov.uk/education/cpd)

Provision of workforce development advice by the School Workforce Team, and promoting, developing and supporting new roles such as HLTA’s and Bursars.

b) To help schools to unlock resources and access funding through:

Work with the LSC to help schools access funding for school support staff in order to acquire Basic Skills in Literacy, Numeracy, & ICT to progress towards level 2 qualifications or above.

Work with LSC to make financial provision more responsive to schools and help them gain from support, eg. apprenticeships, Level 3 funding

Identify barriers that prevent schools from unlocking existing resources or accessing additional funding streams from a variety of sources.

c) To promote the integration of support staff development into whole school strategic planning:

Work with schools, Children’s Strategy Workforce Team, Advisory Support Team and Unison Union Learning Reps to seek out best practice in whole school development planning and effective teamwork and explore how these can be incorporated into management development programmes.

Help schools identify development needs and audit current skills and knowledge through NAPTA Profiling and support the use of the data and identification of training needs in Performance Management systems.

Use outcomes of Performance Management and LEA NAPTA data, school workforce and CPD consultations to inform identify future training needs.

Identify and disseminate information on the benefits and costs to schools of a well-trained and remodelled workforce.

2. Improving the supply of training and development

a) Ensure that training is available to meet the development needs of the wide range of support staff by:

Drawing on local knowledge and consultation data to identify skills gaps and the development needs of support staff

http://www.newcastle.gov.uk/education/cpd




supporting schools to identify and improve Basic Skills in literacy, numeracy and ICT skills across the workforce, and develop qualification units for staff working with data and IT systems.

Further develop links with a range of providers (multi-agency consortium approach) eg. Newcastle College, PPD (Universities), Corporate Training, Health, Social Services & Leisure, Youth Services & voluntary bodies.

Work with key local providers to monitor & evaluate impact and for quality assurance.

Continue with SIS/ SEU Course & Training Development Book/ web provision and broaden range of opportunities, liaising with all wider services for generic training and accreditation, eg. leadership.

Build capacity within schools, such as supporting in-house NVQ assessors and opportunity of leadership development for success planning.

Promote the principles and material produced by the Primary National Strategy including Primary Strategy Learning Networks.

Continue to work with providers of initial teacher training to ensure that newly qualified teachers are well prepared to work with an increasing range of colleagues in schools.

b) Work with school staff, workforce and remodelling team, Advisers, HR and Worklife Balance Manager to continue to address recruitment and retention issues.

building the Common Core of Skills and Knowledge for the Children's Workforce into revised support staff introductory materials and support staff induction training

supporting the implementation of a national training programme for behaviour and attendance management

targeting specific actions at particular staff groups eg. for higher level teaching assistants (HLTAs), Bursar Development Programme, Fasttrack Programme & NPQH.

Promotion of new roles, Career Pathway, leadership development, performance management and qualifications framework for all school staff, in the context of Children's Workforce Strategy.

c) Ensure that more training and development is delivered in a way that meets the needs of schools and support staff by:

evaluating models of training delivery to ascertain which are the most effective identifying the partnerships between schools, local authorities and training providers

that support high quality delivery encouraging the expansion of training providers that can deliver flexible, high

quality training and assessment tailored to meet support staff needs, eg. e learning, part-time modular courses, work based learning, flexible and transferable credit system between institutions and departments

evaluating new vocational qualifications (level 2) and developing these so that they encourage progression and more fully meet the needs of staff.

3. Strengthening the quality of training and development

a) Develop a local framework of skills and competencies required to meet current and future workforce needs by:

mapping support staff job roles against training and qualifications to produce guidance for headteachers and school staff

greater use of national occupational standards (NOS) for whole workforce in

identifying training and development needs, eg. NVQs, Performance Management identifying and prioritising other job roles that require tailored career progression

frameworks, eg. pupil support workers working with the Association for Science Education to promote and support a career

progression framework for science technicians mapping information and communication technology (ICT) qualifications for the

school workforce and building an ICT career progression framework

b) Support improvements that assure the high quality of training and development by: investigating methods of improving the quality of training and development for all

school support staff evaluating the effectiveness of the teaching assistant induction materials and

training model to inform induction provision, and develop generic induction for all workforce

promoting the school bursar development programme and developing strategies for long term development

continue to support and promote quality HLTA training and assessment, working with partners to disseminate good practice in terms of deployment

Refine systems for the evaluation of training and development opportunities and impact.

c) Seek ways to increase the impact of training and development on day to day practice by:

looking at the conditions under which effective training and deployment of support staff can take place and have maximum impact on day to day practice

disseminating case studies and examples of effective working and training practices between teachers and support staff.

more coherent information about the development pathways for support staff, including specially developed websites aimed at school staff

opportunities for local, regional and national discussions with representatives of the TTA, LSC, NRT, Local Authorities and Trade Unions (TUs).

HW 6/06

Useful Websites

The Department for Education and Skills (DfES) www.dfes.gov.uk

The Employers Organisation for local government (EO) www.lg-employers.gov.uk

http://www.lg-employers.gov.uk/

http://www.dfes.gov.uk/

The National College for School Leadership (NCSL) www.ncsl.org.uk

The National Remodelling Team (NRT) www.remodelling.org

The Office for Standards in Education (Ofsted) www.ofsted.gov.uk

The Qualifications and Curriculum Authority (QCA) www.qca.org.uk

The Teacher Training Agency (TTA) www.tda.gov.uk

Workforce Agreement Monitoring Group (WAMG) www.remodelling.org/who_wamg.php.

Every Child Matters www.everychildmatters.gov.uk

Children's Workforce Development Council (CWDC) www.cwdcouncil.org.uk

HW 6/06

FutureDo we need to do something radically different to meet the needs of all our young people? A change in emphasis?

http://www.cwdcouncil.org.uk/

http://www.everychildmatters.gov.uk/

http://www.remodelling.org/who_wamg.php

http://www.tda.gov.uk/

http://www.qca.org.uk/

http://www.ofsted.gov.uk/

http://www.remodelling.org/

http://www.ncsl.org.uk/

HW 6/06

Support for Pupils- Learning Mentors, Pupil Support Workers, Lead Professional & multi-agency support

New apprenticeships Leadership at all

levels

School Workforce now

Future

Support for Childcare-Early Years & Childcare, Out of Hours Wokers, Creche Workers etc

Strengthen Organisational Management- Bursars, Finance Administrators, Premises Managers, Community Managers

Increased contribution of Support Staff to learning and care, eg. midday supervisors, site staff, kitchen staff

Teachers’ Career Pathway (www.newcastle.gov.uk/education) or contact Helen Walker on 0191 2115391Teachers Career Stage & possible progression route

Accreditation Opportunities

leading to additional

qualifications

Options for the Individual Opportunities available in your school Opportunities available through links with other

schools & establishments

Opportunities available through

Programme for Support for School

Improvement

Other opportunities provided or brokered by

the LA

Opportunities through external bodies and through National programmes (NP)

QTS StandardsGraduate Teacher ProgrammeFast Track Teacher Programme

Newly Qualified TeacherNational Induction Standards

Join a Professional AssociationStart a Professional Portfolio(www.teachernet.gov.uk/professionaldevelopment)Develop a personal learning planDevelop a Career planLook at resources in your schoolVisit local educational venues and museums

Schools NQT induction programmeObservation of colleaguesObservation by colleaguesBeing MentoredIn-class supportArrange an out of school visit for pupilsPlan with other colleagues

Visit similar schoolsVisit different schools or a different KSObserve teachers in other schools‘Best Practice’ visits to other schoolsJoin local NQT networks

NQT PackageAttend Subject specific ourse through SSI brochure

Discussions with LA subject/Link advisers

Work with strategy consultants

Professional Association ProgrammeGraduate Teacher Programme http://northumbria.ac.uk/sd/academic/sches/education/gtp/?view=StandardFast Track Teacher Programme www.fasttrackteaching.gov.uk/

www.teachers.tv2ND & 3rd Year TeachersThreshold Standards

A partnership with the General Teaching Council

Maintain a Professional Portfolio – Record, Reflect, Analyse, Self-evaluate and Plan your CPD Attend local association meetingsJoin a Subject AssociationUse on-line and distance learningUndertake personal researchProduct, analyse andInterpret pupil dataEvaluate own teaching strategiesContinue to develop your ICT skills

Personal research / development timeShadow colleagues / middle managersMembership of a school working partyWorking with a learning / study teamArrange an out of school visit for pupilsPlan and lead an assemblyObserve demonstration lessonsPlan with other colleaguesDevelop new resources or a displayDevelop a model policyPresentation to GovernorsSeek support for Threshold(www.teachernet.gov.uk/professionaldevelopment)

Visit Beacon/Specialist schoolsPaired work with similar/dissimilar schoolsShare practice with other schoolsCross-phase working and partnershipsMembership of Cluster/EiC/EAZ groupsBest Practice visits to other schoolsWorking with learning / study teamTeam teaching & planning

Early Professional Development Package

Attend other courses through SSI brochure

Take part in LEA Project/ Working Groups

Provide case studies / teaching materials for LEA website

Access support from a Lead teacher or AST

Take part in Certificate, Diploma or Masters Degree programmes run by Higher EducationTake part in regional Specialist networksTake part in Higher Education networks or research groups

4th & 5th Year Teachers

Threshold StandardsAdvanced Skills Teacher Standards

Maintain a Professional Portfolio – Record, Reflect, Analyse, Self-evaluate and Plan your CPD Develop your self-evaluation, observation and peer review skillsSeek feedback from pupilDevelop mentoring and coaching skillsTake part in on-line discussion groupsUndertake classroom Action Research www.gtce.org.uk/tla/Read academic and professional journals

Teaching FocusWork with a Mentor, or Mentor a junior colleagueBe coached by a more experienced colleagueTeam teach with a junior colleagueWork with an Artist in ResidenceAttending / deliver Master classesShadow a colleague or middle managerLead a school training programmeStudy/evaluate lessons with colleaguesEvaluation behaviour strategies

Membership of cluster / EiC working partiesMembership of same phase or cross-phase working groupMake inputs to cluster groups and working partiesTake part in teacher exchangesShort term secondments to other schools

Attend other courses through SSI brochure

Access the PPD Masters Module towards a MedBecome a Lead teacher or ASTAccess the Well-being programmeUndertake a ‘Teacher Placement’Attending subject moderation meetingMembership of LEA Specialist interest groupsAccess LEA web infowww.newcastle.gov.uk/schoolsextranet

Take part in ‘leading from the Middle’ www.ncsl.org.uk/programmes/lftm/

Take part in Certificate, Diploma or Masters Degree programmes run by Higher Education – Generic Leadership, or subject specific, PPD

http://www.ncsl.org.uk/programmes/lftm/

http://www.ncsl.org.uk/programmes/lftm/

http://www.newcastle.gov.uk/schoolsextranet


http://www.gtce.org.uk/tla/

http://www.teachernet.gov.uk/professionaldevelopment


http://www.teachers.tv/

http://www.fasttrackteaching.gov.uk/

http://www.fasttrackteaching.gov.uk/



http://www.newcastle.gov.uk/education

Middle Leadership

Subject Leader/Coordinator /Head of DepartmentSENCOPastoral LeaderHead of Faculty

National Subject Leader StandardsNational SENCO & Specialists StandardsThreshold Standards

NCSL – Emergent Leader

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Become an exam marker / moderatorBecome a governor representativeContribute to academic professionalJournals, web-sites or booksBecome a Union representativeResearch NCSL – National College forSchool Leadership websiteAttend local Professional AssociationMeetingsAttend local GTC meetings

Leadership & Management FocusWork with range of agenciesMeet with parentsChair meetingsTake part in, or observe a job interviewBe observed and receive feedback from SMTSupport/team teach with junior colleaguesLead a department training sessionShadow a colleague/middle manager/SMTLead a school focussed TIPD – Teacher International Professional DevelopmentManage a network, video or emailing conferenceTake on a new roleLead a school working party/project groupLead a school INSET Day

Visit Beacon / Specialist schoolsBest practice visitsSupport colleagues in other schoolsLead Cluster / EAZ INSET Days

Middle Leadership Package

CPD Leaders Development Package

Other courses through SIS brochureAttend networks for: HODs/Co-ordinatorsInput to HODs / Co-ordinators meetings

Access the PPD Masters Module towards a MedBecome a Lead teacher or ASTAttend subject conferencesAttend networks for HODs/Co-ordinatorsMake presentations at conferences and meetingsAccess web based informationContribute to an LEA conference

Lead or take part in a school focussed Teacher International Professional Development Take part in ‘Leading from the Middle’ Take part in ‘Women into Leadership & Management’ Take part in Certificate, Diploma or Masters Degree programmes run by Higher EducationAccess training / conference provided by the wide range of local and national providers, and professional associations

Advanced Skills TeacherAdvanced Skills Teacher Standards

Maintain a Professional Portfolio – Record, Reflect, Analyse, Self-evaluate and Plan your CPDProduce a Professional Profile for use with schoolsDevelop an Outreach recordDevelop an Evaluation record

Coaching a colleagueDevelop a model policySupport junior colleaguesLead a working groupRun Master classes for teachersPresentation to governors or other stakeholders

Best practice visits across the LEAWork with other teachers/departments

Plan and deliver aspects of SSIParticipate in CAP activities

Attend AST network meetingsAttend and support networks meetings for CPD Co-ordinators, SENCO, NQT Co-ordinators, KS strategies.

Leadership Team MemberDeputy / Assistant HeadNational Standards for Headteachers

NCSL – Established Leader

Maintain a Professional Portfolio – Record, Reflect, Analyse, Self-evaluate and Plan your CPD

Shadow a Headteacher and/or deputyCoach a HoD or subject Co-ordinatorAttend/make presentations to Governors meetingsActing Headteacher in heads absenceTake an assembly, rotate rolesTake responsibility for a budgetOrganise a whole school eventPerformance Management Team Leader

Receive coaching from cluster colleaguesVisit Beacon / Specialist schools

Attending courses in SIS brochure.

Attend local Deputy Heads networks & conferencesLead a quality initiative in school: IIP, EFQMBecome a member of an LEA Task / Working / Steering / Planning groupDiscussions with a Link adviser

Apply for NPQH training www.ncsl.org.uk/programmes/npqhAttending Leadership ConferencesAttend University Leadership eventsTake part in Diploma or PPD Masters Degree programmes run by Higher Education

New HeadteacherNational Standards for Headteachers

NCSL – Entry to Headship

Maintain a Professional Portfolio – Record, Reflect, Analyse, Self-evaluate and Plan your CPDJoin a Professional associationJoin a Leadership Association e.g. BELMAS

Be mentored by an experienced headHost visits for other headteachers

Visit other schools locally / regionallyAccess private sector Leadership programmes through local EAZ

Headteachers Induction Package 1 day consultancyAttend LEA’s New Heads’ Network

Attend LEA Headteacher ConferencesTake part in a Networked Learning CommunityBecome a member of an LEA Task / Working / Steering / Planning group

Access National College for School Leaders (NCSL) programmes:- Headteacher Induction

Programme – HIP (Headlamp)

- Research Associates- Leading Edge Seminars

Headteacher – ExperiencedNational Standards for Headteachers

NCSL – Advanced LeaderNCSL – Consultant Leaderwww.ncsl.org.uk/programmes

Maintain a Professional Portfolio – Record, Reflect, Analyse, Self-evaluate and Plan your CPDBecome a NCSL Consultant Leader

Learn from work with ASTs/Lead teachersHost visits for other headteachersHost leadership networksCoach your leadership team

Be a Mentor or Consultant to a new HeadteacherVisit other schools locally / regionallyExchange with a partner school

Headteachers Conference Package 2 day conference

Be a Consultant to a School in Challenging Circumstances

Join a Collaborative Leadership Learning GroupBecome a member of an LEA Task / Working / Steering / Planning groupBecome an Associate Headteacher

Headteachers into industryLeadership Programme for Serving Heads (NP)On-line communities – Talking HeadsHeadteacher International Placement / VisitOFSTED self-evaluation or inspector trainingBecome an External Consultant or Adviser or SIP

Learning Support Staff Career Pathway (www.newcastle.gov.uk/education) or contact Helen Walker on 0191 2115391, or Judith Reed/ Pat Robinson on 0191 2774483

Classroom Support Staff Career Stage

Expected qualifications/ requirements

What can I do?/accreditation opportunities

What might my role include? What opportunities are there for me to

link with other schools/colleges?

What LA programmed training opportunities are there?


http://www.ncsl.org.uk/programmes/npqh

http://www.ncsl.org.uk/programmes/npqh

Level 1

Teaching Assistant Level 1 Care Assistant Resource Assistant Nursery Assistant

Basic literacy/ numeracy skills

www.newcas tle.gov.uk/lifelonglearning

CRB clearance (enhanced disclosure)

Basic Skills L2 in Literacy, Numeracy & ICT

Enrol on an NVQ level 2 course for Teaching Assistants

Start a professional portfolio

Assisting class teachers in basic administrative tasks i.e. displays, copying, record keeping

Supporting pupils’ learning as directed by class teacher Encouraging pupils(s) to stay on task Supporting positive behaviour Assisting with supervising pupils at break time Having a basic understanding of SEN as defined in the SEN code

of practice Taking part in the school’s performance management programme Assisting in the domestic care and general welfare of pupils in

respect of toileting and changing; at meal times; and using specialist equipment where necessary (for which relevant training will be provided if required).

Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and responsibilities of others

Local Teaching Assistant networks

Training opportunities as part of local school cluster groups

Induction for Support Staff Course search on Newcastle

Schools Extranet www.newcastle.gov.uk/schoolsextranet

NAPTA profiling scheme for all Teaching Assistants and other staff to identify strengths and areas for development

Basic ICT First Aid Basics Support Staff Conference Child Protection Training

Level 2

Teaching Assistant Level 2

TA NVQ 2


ILM Level 2/3

Enrol on an NVQ level 3 course for Teaching Assistants

Open University Specialist Teacher Assistant Certificate (STAC)

NCFE Certificate for Special Needs Assistants

Maintain a professional portfolio

Entering pupil data using ICT Updating pupils records Contributing evidence to planning and production of IEP Preparing and maintaining teacher support materials Contributing to the assessment of pupils Liaise effectively with parents/carers Taking part in the school’s performance management programme Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and responsibilities of other

Memberships of TA cluster groups

NVQ training delivered at cluster schools

Other training opportunities through local networks

Observe good practice in other schools

4 day induction training Training courses SEN and

Behaviour Management ELS, ALS, FLS Springboard mathematics Support Staff Conference Child Protection Training



What can I do?/accreditation

opportunities

What might my role include? What opportunities are there for me to

link with other schools/colleges?

What LA programmed training opportunities are

there?

Level 3

Teaching Assistant Level 3 Cover Supervisor Learning Mentor Nursery Nurse

NVQ3 NNEB CACHE

Diploma BTEC

(Childcare and Education)

CRB Clearance (enhanced disclosure)

Enrol on the Families, learning & Beyond Degree

Apply for HLTA status via one of the routes available


Applying considerable knowledge and understanding of the curriculum, age range or SEN

Using specialist knowledge to support pupils Supporting the senior management team in deployment of TA

levels 1/2 Co-ord.relevant information for IEPs Taking part in the school’s performance management programme Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and responsibilities of other

Attend a Teaching Assistant Support Group network for Teaching Assistant Leaders

Participate in network training

Observe practice in local schools

Train a volunteer/ apprentice

Performance Management for new Team Leaders of Teaching Assistants

Support Staff Conference Preparation for HLTA Including SEN/ ICT/

T&L/Behaviour support (Application system and customised training for those close to the standard). Child Protection/

safeguarding training

Level 4 NVQ towards Graduate Teacher Making a significant contribution to teaching and learning in the Local HLTA/

HLTA 3 day assessment (www.newcastle.gov.uk/s

http://www.newcastle.gov.uk/schoolsextranet/



http://www.newcastle.gov.uk/lifelonglearning



Higher level Teaching Assistant (HLTA)

Senior Learning Mentor Nursery Manager

HLTA units HLTA NVQ 3+ Foundation

Degree Degree (eg.

Families, Learning and Beyond)


Programme http://

northumbria.ac.uk/sd/academic/sches/education/gtp/?view=Standard

Teaching www.tda.gov.uk Professional Associate

Programme Fast Track Teachers

Programme Maintain a professional

portfolio

classroom Under the direction and supervision of a class teacher, taking whole

classes Planning own role in lessons Participating in planning, monitoring and assessment arrangements

in partnership with the class teacher Understanding assessment procedures and evaluating pupils’

progress in a range of assessment activities Line managing the planning and direction of work of teaching

assistants. Taking part in the school’s performance management programme Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and responsibilities of other

TA/ LSU Networks

Visit and observe practice in similar schools

Attend Subject Network groups


choolsextranet/ click on school workforce then remodelling)

Local HLTA Networks Common Assessment

Framework Training- become a lead professional

Support Staff Conference

Administrative Staff Career Pathway (www.newcastle.gov.uk/education) or contact Helen Walker on 0191 2115391/ Linda Cain on 2774483

Administrative Staff Career Stage



opportunities

What might my role include? What opportunities are there for me to link with other

schools/colleges?


Level 1

Administrative Assistant


www.newcastle.go v.uk/lifelonglearning

Business Administration NVQ Level 1


RSA 1-4 Adult Basic Skills Enrol on NVQ Level 2

Business & Administration

Start a professional portfolio

Updating records, SIMS.net Taking part in the school’s

performance management programme Attending staff meetings when

appropriate Undertaking in-service training Understanding the roles and

responsibilities of others

Local Admin/ SIMS networks


NAPTA profiling scheme for all Support Staff to identify strengths and areas for development

Support Staff Induction Training Basic ICT & SIMs training First Aid Basics Child Protection/ Safeguarding/

CAF Training Corporate Training Programmes

http://194.61.175.66/stratsuppv2.nsf/a/AZTrainingCourses

Level 2


Business AdministrationNVQ Level 2

Support Staff VQ Level 2

ILM Level 2/3 CRB clearance

(enhanced disclosure)

Enrol on an Business Admin NVQ Level 3


Entering pupil data using ICT Liaise effectively with parents/carers Taking part in the school’s



responsibilities of other




Support Staff Conference Child Protection Training SIMS Training

(0191) 211 5429

Level 3


Customer Services NVQs

Business Admin Level 3


Business Qualification through NBAhttp://www.nba.org.uk/trainingabout.asp

CRB Clearance

Enrol on Buisness Administration NVQ Level 4


Applying considerable knowledge and understanding of the school and community

Managing recors, SIMS.net Taking part in the school’s




Participate in network training/ conferences



Performance Management for new Team Leaders

Support Staff Conference Child Protection/ safeguarding

training Course search on Newcastle


SIMs training



http://www.nba.org.uk/trainingabout.asp












http://northumbria.ac.uk/sd/academic/sches/education/gtp/?view=Standard



Level 4/ 5

Administrative Officer Finance Officer Bursar

IAM Qualification Through NBA

Exams manager BA (Hons) Admin

Management (Sheffield)

MBA (Bursar Degree)

NCSL Bursar Programme – Diploma in School Business Managementhttp://ncsl.org.uk/programmes/dsbm/index.cfm


Professional Associate Programme

Supporting the head and senior management team

Making a significant contribution to school and financial management

Line managing the planning and direction of work of other support staff/ colleagues

Taking part in the school’s performance management programme

Attending staff meetings when appropriate

Local Bursar/ Exam Officer Networks



Local Admin/ SIMS Networks Common Assessment


Support Staff Conference SIMs training

Technical & Specialist Staff Career Pathway (www.newcastle.gov.uk/education) or contact Helen Walker on 0191 2115391 or Allan Carson on 2774483




opportunities

What might my role include? What opportunities are there for me to link with other schools/colleges?


Level 1

Assistant/Trainee Technician

Sports Assistant Library Assistant




NVQ Level 1

Adult Basic Skills Start a professional

portfolio Enrol on a NVQ Level 2

(LATA, Science Technicians working in Education, IT, Info. & Library Services or Sports)


Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and


Local technicians, sports or librarian networks


Induction for Support Staff NAPTA profiling scheme for all

Support Staff to identify strengths and areas for development

Support Staff Induction Training Basic ICT First Aid Basics Child Protection/ Safeguarding/



Level 2

Technician Sports Coach Librarian

Level 2 IT NVQ, Info. & Library Services or Sports.

Support Staff VRQ Level 2


ILM Level 2/3

Enrol on an NVQ level 3 course (eg. LATA, BTEC National Certificate in Science, IT, Sports Coaching, Info. & Library Services

Open University Maintain a professional

portfolio

Liaise effectively with parents/carers Taking part in the school’s performance

management programme Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and


Memberships of association groups, networks




Support Staff Conference Child Protection Training Course search on Newcastle


Level 3

Technician Sports Coach Librarian


Level 3 NVQs (as above)


Business Qualification through NBA

http://www.nba.org.uk/trainingabout.asp CRB Clearance

Enrol on an NVQ level 4 course (as above)

Enrol on the Families, learning & Beyond Degree






Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and







training

Level 4/ 5 NVQ Level 4 Line managing the planning and direction HLTA 3 day assessment












http://ncsl.org.uk/programmes/dsbm/index.cfm



Senior Technician Technician/ Team

leader Sports Coach Senior Librarian

HLTA Foundation

Degree (eg. Science, IT, Library & Information Studies)

Degree (eg. Families, Learning and Beyond)


Graduate Teacher Programme

http:// northumbria.ac.uk/sd/academic/sches/education/gtp/?view=Standard


Programme

of work of others Taking part in the school’s performance

management programme Attending staff meetings Undertaking in-service training Making a significant contribution to

teaching & learning, assessment & planning, taking whole classes under supervision of a teacher.

Supporting the Head or Senior Management Team

Local HLTA Networks Visit and observe

practice in similar schools

Attend Subject Network groups

Become an NVQ Assessor / Train a volunteer/ apprentice

(www.newcastle.gov.uk/schoolsextranet/ click on school workforce then remodelling)

Local HLTA/ Technican/ Coaching Networks

Common Assessment Framework Training- become a lead professional


Advice, Guidance & Care Support Staff Career Pathway (www.newcastle.gov.uk/education) or contact Becky Dunn /Helen Walker on 0191 2115391



What can I do?/accreditation opportunities

What might my role include? What opportunities are there for me to link with other schools/colleges?


Level 1

Assistant Learning Mentor

Child Care Worker After school club

Assisstant Midday Lunchtime Staff Playworker Education Welfare

Assistant




Adult Basic Skills Start a professional portfolio


Attending staff meetings when appropriate Undertaking in-service training Understanding the roles and responsibilities

of others

Local networks Training opportunities

as part of local school cluster groups



Basic ICT First Aid Basics Child Protection/ Safeguarding/



Level 2

Learning Mentor Care Staff Assistant Midday Lunchtime Staff Playworker Pupil Support Worker After school club

Assisstant

NVQ Level 2 Information & Guidance



NVQ Level 2/3 Information & Guidance (Newcastle College)


Liaise effectively with parents/carers/ agencies



of other

Memberships of cluster groups




Child Protection Training Corporate Training Programmes


Course search on Newcastle Schools Extranet www.newcastle.gov.uk/schoolsextranet

Level 3

Learning Mentor Care Staff Assistant Midday Lunchtime Staff Playworker After school club

Assisstant

NVQ Level 3 Information & Guidance

ICT Level 2/3 Support Staff

VRQ Level 2 ILM Level 2/3 CRB Clearance

Enrol on the Families, Learning & Beyond Degree



DfES Behaviour & Attendance project




of other





Support Staff Conference Common Assessment

Framework /Child Protection/ safeguarding training

Level 4/ 5 NVQ towards HLTA units

Graduate Teacher Programme

Making a significant contribution to school pastoral management, supporting the head Local Networks

Local Networks Common Assessment



















Senior Learning Mentor Senior Care Staff

Worker Senior Midday

Supervisor Senior Playworker After School Club

Leader

HLTA NVQ 3+ Foundation

Degree Degree (eg.

Families, Learning and Beyond)


http://northumbria.ac.uk/sd/ academic/sches/education/gtp/?view=Standard


Programme Maintain a professional

portfolio

and senior management team Line managing the planning and direction

of work of other support staff/ colleagues Taking part in the school’s performance

management programme Attending staff meetings when appropriate





Facilities Management Support Staff Career Pathway (www.newcastle.gov.uk/education) or contact Becky Dunn /Helen Walker on 0191 2115391




opportunities

What might my role be? What opportunities are there for me to link with other schools/colleges?


Level 1

Assistant Caretker Cleaner Kitchen assistant Domestic




Adult Basic Skills Start a professional

portfolio



Undertaking in-service training Understanding the roles and


Local Admin/ SIMS networks




Support Staff Induction Training Basic ICT First Aid Basics Child Protection/ Safeguarding/



Level 2

Caretaker Cleaner Catering staff

Nutrition NVQ Level 2



ILM Level 2/3

Enrol on an NVQ level Open University Maintain a professional

portfolio

Liaise effectively with parents/carers Taking part in the school’s




Memberships of TA cluster groups




Support Staff Conference Child Protection Training Corporate Training Programmes http://194.61.175.66/

stratsuppv2.nsf/a/AZTrainingCourses

Course search on Newcastle Schools Extranet www.newcastle.gov.uk/schoolsextranet

Level 3

Caretaker Cleaner in Charge Catering staff


Level 3NVQs eg. Catering & Hospitality


CRB Clearance

Enrol on the Families, Learning & Beyond Degree

Degree eg Catering & Hopsitality






Undertaking in-service training Understanding the roles and







training Corporate Training Programmes http://194.61.175.66/

stratsuppv2.nsf/a/AZTrainingCourses

Level 4/ 5 BA (Hons) NCSL Bursar

Making a significant contribution to school facilities management Local Networks

Local networks Common Assessment




















Premises Manager Cook in Charge Facility Supervisor Midday Team leader

Hospitality Management

MBA

Programmehttp://ncsl.org.uk/programmes/dsbm/index.cfm


Professional Associate Programme

Line managing the planning and direction of work of other support staff/ colleagues










24Newcastle Local Authority School Workforce Development

Appendix 1: School Workforce Team

Contact for:-School Workforce Helen

WalkerSchool Workforce Development Adviser

2115391 [email protected]

Civic Centre

Children Services & Extended Schools Workforce

Becky Dunn Learning Mentor & Children’s Workforce Task Group Manager

2115391/ 2774483

[email protected]

Civic Centre/ Springfield

BSF/ Remodelling Deb Tyler Remodelling Adviser/ BSF


Civic Centre

Worklife Balance Anne Shackleton

Support for School Managers


Springfield

Heads, Deputies, SMT, Subject Leaders

Chris Constable

School Improvement Adviser


Civic Centre

Teachers/ CPD Leaders/ ITT/ Fasttrack

Helen Walker

School Workforce Development Adviser


Civic Centre

NQTs Ram Wallace/ Dee Teasdale

NQT Coordinator/ School Improvement Adviser

2774483

2115391

[email protected],[email protected]

Springfield

Civic Centre

ITT Kathy Thompson(tbc)

AST (ITT)St Cuthberts RC High School


St Cuthberts RC High School

Teaching Assistants, Cover Supervisors,Bilingual Assistants,Nursery Nurses, SEN Assistants

Pat Robinson

Advisory Teaching Assistant


Springfield

Teaching Assistants, Cover Supervisors,Bilingual Assistants,Nursery Nurses, SEN Assistants

Judith Reed Advisory Teaching Assistant


Springfield

Administrative Staff, Bursars, Finance Managers, Exam Invigilators

Linda Cain Advisory Administrative Officer


Springfield

Technicians Allan Carson

Advisory Technician


Springfield

IT Technicians Jim Lowden ICT Team Manager


Civic


Schools’ Workforce Strategy Group

-School Workforce Team

-Unison-School

Representatives-Children’s

Workforce StrategyRepresentative

Primary National Strategy

Karen Bower

LeadershipChris Constable/ Helen Walker

Ian LaneBehaviour & AttendanceLinda Mason

Advanced Skills

TeachersDave

MulhollandDee Teasdale

KS3 National Strategy

Dave Mulholland

TIPDDee

Teasdale

Gifted andTalented

Gair Hedley

Recruitmentand Retention

HR/ Helen WalkerAnne

Shackleton

Fast TrackHelen

Walker

SENTim Warin

Linda Wafer

InductionRam WallaceDee Teasdale

Secondary Leadership/ EICIan Lanep……

LIGIan Lane

Governor Training

Helen Richardson

Workforce Remodelling

Deb TylerHelen Walker

Appendix 2: School Improvement Service & CPD School Strategy Group


Administration Qualifications FrameworkPlease see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet

for full charts with local provider information.

GENERAL ADMINISTRATION FINANCE EXAM OFFICER

Professorial Doctorate in Education

MBA in Ed Management/Ed Leadership/School Leadership

Postgraduate Diploma in Professional Studies in Education

Level 7 executive Diploma in Management

Nat. Bursars Assoc registration Scheme Level 7

Degree in school Business management/Business Admin. Management

Degree (Accountancy)Level 6

Degree (Business Administration/Studies/Management)

Advanced Dip in Admin management

Foundation Degree in Business Management

Level 5 Diploma in management Level 5

Diploma of School Business Management Diploma of School Business Management Diploma in admin. Management Level 4 Cert in Management Studies Level 4 Certificate in Accounting

Level 4 NVQ in Business and Admin. Level 4 NVQ in Accounting

Cert in School Business Management Cert in School Business Management Level 4 Professional Certificate in Planning and Administering External Examinations

Level 3 Cert in Occupational Health and Safety

Level 3 Progression Award in Counselling Skills

Level 3 Cert in Personnel Practice

Level 3 NVQ in Desktop Publishing

Level 3 NVQ in Customer Service

Level 3 National Cert in Business

Level 3 Award in Administration Level 3 Certificate in Computerised Accounts Level 3 Cert in Business Admin. Level 3 Certificate/Diploma in Accounting NAA National Training ProgrammeECDL Advanced ECDL Advanced

Level 3 Cert for IT users (CLAIT Advanced) Level 3 Certificate/Diploma for IT Users (CLAIT Advanced)

Level 3 NVQ for IT users Level 3 NVQ for IT Users

Level 3 NVQ in Business and Admin. Level 3 NVQ in Accounting

Advanced Apprenticeship in Business Administration Advanced Apprenticeship in Accounting Level 3 in Award in Support work in Schools Level 3 in Award in Support work in Schools Level 3 in Award in Support work in Schools

Level 2 NVQ in Desktop Publishing

Level 2 NVQ in Customer Service Level 2 Certificate in Book keeping

Level 2 Award in Administration Level 2 Certificate in Computerised Book keeping

Level 2 Certificate in Business Administration Level 2 Certificate/Diploma in Accounting

Level 2 NVQ in Business Administration Level 2 NVQ in Accounting

Apprenticeship in Business Administration Apprenticeship in Accounting Level 2 Award in Support Work in Schools Level 2 Award in Support Work in Schools Level 2 Award in Support Work in Schools

Level 1 Foundation Certificate in Health and Safety in the Workplace

Level 1 National Certificate in Business and ICT

Level 1 Certificate in Introducing Business Administration

Level 1 Certificate in Accounting

Level 1 NVQ in Business and Administration Level 1 Certificate in Book keeping

Support Staff introductory Training Support Staff introductory Training Support Staff introductory Training

http://www.newcastle.gov.uk/schoolextranet



Advice, Guidance & Care StaffPlease see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet


LEARNING MENTOR/CAREERS ADVISOR CARE STAFFMIDWAY SUPERVISOR/PLAYWORKER

Degree (e.g. Education Studies/Social Welfare/Psychology) Degree (Health)Level 6

Degree (Playwork)

Foundation Degree in Learner Support Foundation Degree (Health)Level 5

Foundation Degree in Playwork

Diploma for Connexions Personal Advisors

Level 4 Certificate for Specialist Leaders of Behaviour and Attendance

CertHE in Playwork

Level 4 NVQ in Careers Education and Guidance

Level 4 NVQ in Advice and Guidance

Level 4 NVQ in Learning, Development and Support Services for Children, Young People and Those who Care for Them

Level 4 NVQ in Health and Social Care (Children and Young People)

Understanding Connexions

Level 3 Certificate for Specialist Leaders of Behaviour and Attendance

Level 3 VRQ in Counselling Skills AVCE in Health and Social Care Level 3 Certificate of Professional Development in Work with Children and Young People

Level 3 Advanced Certificate in Information, Advice and Guidance

Level 3 NVQ in National Certificate/Diploma in Health Studies

Level 3 Diploma in Supporting Playwork Practice

Level 3 NVQ in Advice and Guidance Level 3 NVQ in Health and Social Care (Children and Young People)

Level 3 NVQ in Playwork

Advanced Apprenticeship in Advice and Guidance Advanced Apprenticeship in Health and Social Care

Advanced Apprenticeship in Active Leisure and Learning

Level 3 Award in Support Work in Schools Level 3 Award in Support Work in Schools

Level 3 Award in Support Work in Schools

Level 2 Award in Paediatric First Aid Level 2 Award in Paediatric First Aid

Level 2 Certificate in First Aid for those Caring for Children

Level 2 Certificate in First Aid for those Caring for Children

The Connexions APIR Framework Level 2 Certificate in Paediatric First Aid

Level 2 Certificate in Supporting Playwork Practice

Level 2 Certificate in Counselling Skills Level 2 Certificate in Health and Social Care

Level 2 Award/Certificate in Playwork

Level 2 Certificate in Introduction to Counselling Skills Level 2 First Diploma in Health and Social Care (replaces Level 2 First Diploma in Caring)

Level 2 Certificate in Midday Supervision

Level 2 NVQ in Health and Social Care (replaces Level 2 NVQ in Care)

Level 2 NVQ in Playwork

Level 2 NVQ in Advice and Guidance Apprenticeship in Health and Social Care

Apprenticeship in Active Leisure and Learning

Apprenticeship in Advice and Guidance



First Aid for Child Carers First Aid for Child Carers

Level 1 Foundation Award in Caring for Children

Introducing Connexions Level 1 Introductory Certificate/Diploma in Health and Social Care





Learning Support AssistantsPlease see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet

for full charts with local provider information.NURSERY

NURSE/EARLY YEARS

TEACHING ASSISTANTS/BILINGUAL SUPPORT

SPECIAL NEEDS COVER SUPERVISOR

MA (Early Years) MA (Education/Special Needs)

MA (Education) PGCert/PGDip/MA (Special Needs)

MA (Education)

PGDip Education Studies Level 7 PGDip Education Studies

PCGE/Graduate Teacher Programme

PCGE/Graduate Teacher Programme PCGE/Graduate Teacher Programme

PGCE/Graduate Teacher Programme

Degree (Playwork) Degree (Education/Teaching Assistants/Subject)

Degree (Special Needs)Level 6

Degree (Education/Teaching Assistants/Subject)

Level 5 Higher National Certificate/Diploma in Advanced Practice in Work with Children and Families (revised NQF Level - was Level 4)

Level 5 Higher National Certificate/Diploma in Advanced Practice in Work with Children and Families (revised NQF Level - was Level 4)

Advanced Diploma in Special Needs in Education

Level 5

Foundation Degree in Early Years

Foundation Degree (TA) Foundation Degree (Special Needs)

Foundation Degree (TA)

Level 4 Certificate in Early Years Practice

Level 4 Certificate in FE Teaching Stage 1 Level 4 NVQ in Interpreting

Level 4 NVQ in Children's Care, Learning and Development (replaces NVQ in Early Years Care and Education) (original NQF Level)

Level 4 NVQ in British Sign Language

HLTA Training and/or assessment

HLTA Training and/or assessment HLTA Training and/or assessment

Level 3 Diploma in Pre-school Practice

Level 3 Certificate in Off-site Safety Management

Level 3 Diploma in Child Care and Education

Level 3 Certificate in Working with People who have Learning Disabilities

Level 3 Progression Award in Early Years Care and Education

Level 3 Certificate in Communication and Guiding Skills with Deafblind People

Level 3 Diploma in Early Years Practice

Level 3 Certificate in ESOL Subject Support

Level 3 Certificate in Lipspeaking

Level 3 National Award/Certificate/Diploma in Early Years

A Level subject Level 3 NVQ in British Sign Language

Level 3 Certificate of Professional Development in Work with Children and Young People



Level 3 Certificate for Teaching Assistants

Level 3 Certificate for Teaching Assistants Level 3 Certificate for Teaching Assistants


Level 3 NVQ in Children's Care, Learning

Level 3 NVQ for Teaching Assistants Level 3 NVQ for Teaching Assistants

Level 3 NVQ for Teaching Assistants




and Development (replaces NVQ in Early Years Care and Education)Advanced Apprenticeship in Early Years Care and Education

Advanced Apprenticeship for Teaching Assistants







Level 2 Certificate for Teaching Assistants Level 2 Certificate for Teaching Assistants


Level 2 Certificate in Paediatric First Aid

Level 2 Certificate in Deafblind Support Work

Level 2 Certificate in Pre-school Practice

Level 2 Certificate in Electronic Notetaking for Deaf People

Level 2 Certificate in Child Care and Education

Level 2 Certificate in Note taking for Deaf People

Level 2 First Diploma in Early Years

Level 2 Certificate in Lipspeaking

Level 2 Certificate in Early Years Practice

Level 2 Certificate in ESOL Skills for Life Level 2 Certificate in British Sign Language

Level 2 Certificate in Early Years Care and Education

GCSE Subject Level 2 Certificate in Working with People who have Learning Disabilities

Level 2 NVQ in Children's Care, Learning and Development (replaces NVQ in Early Years Care and Education)

Level 2 NVQ for Teaching Assistants Level 2 NVQ for Teaching Assistants

Apprenticeship in Early Years Care and Education

Apprenticeship for Teaching Assistants Apprenticeship for Teaching Assistants

Level 2 NVQ for Teaching Assistants





Level 1 Certificate in Deaf Community and Culture

Level 1 Certificate in Deafblind Awareness

Level 1 Certificate in ESOL Skills for Life Level 1 Certificate in Deaf Awareness



Level 1 Certificate in Communication Tactics with Deaf People

National Award in Working with Children (not on NQF)

National Award in Working with Children (not on NQF)

Level 1 Certificate in British Sign Language

Helping in Schools (not on NQF)

Helping in Schools (not on NQF)

Teaching Assistant Induction

Teaching Assistant Induction Teaching Assistant Induction


Facilities Management Qualifications FrameworkPlease see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet





SITE STAFF CATERING STAFF

MSC FACILITY MANAGEMENT MA Hospitality management Level 7

DEGREE FACILITIES MANAGEMENT MA Hospitality managementLevel 6

FOUNDATION DEGREE FOUNDATION DEGREE in Hospitality and event management

Level 5 HNC/D in hospitality management

LEVEL4 NVQ PROPERTY MANAGEMENT Level 4

Level 3 National Certificate/Diploma in Hospitality Supervision

Level 3 Advanced Cert in Food Safety

Level 3 National Certificate/Diploma in Catering and Hospitality

level 3 diploma in cleaning services supervision AVCE in Hospitality and Catering

level 3 NVQ in Property and Caretaking Supervision Level 3 NVQ in Professional Cookery

Advanced Apprenticeship in Hospitality

Level 3 in Award in Support work in Schools Level 3 in Award in Support work in Schools

Level 2 intermediate Cert in Food Safety

Level 2 award in Nutrition Awareness

Level 2 NVQ in food processing and Cooking

Apprenticeship in hospitality

Level 2 Award in Support work in Schools Level 2 Award in Support work in Schools

Level 1 foundation cert in Health and Safety in the workplace

Level 1 Foundation cert in Food Hygiene

Level 1 Award in Healthy Eating

Level 1 NVQ in Hospitality

Level 1 Award in Providing a Healthier School Meals Service

Support Staff introductory Training Support Staff introductory Training

HW 3/06

Sports Coaching Qualification FrameworkPlease see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet





MA (Sports/Education)

PGDip Education StudiesPGCE/Graduate Teacher Programme Level 7Degree (Education Studies/Sport)Level 6

Foundation Degree (e.g., Coach and Athlete Development)Level 5

HLTA Training and/or assessment Level 4Level 3 Certificate in Off-site Safety Management

Level 3 NVQ in Coaching (Association Football)

Level 3 NVQ in Instructing Physical Activity and Exercise

Advanced Apprenticeship in Active Leisure and Learning

Level 3 Award in Support Work in SchoolsLevel 2 Certificate in Coaching FootballLevel 2 Certificate in Coaching HockeyLevel 2 Certificate in Coaching Rugby Union

Level 2 Certificate in Coaching

Level 2 Certificate in Sports Coaching

Level 2 NVQ in Instructing Exercise and Fitness

Level 2 NVQ in Sport, Recreation and Allied Occupations: Active Leadership

Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching, Instructing

Apprenticeship in Active Leisure and Learning

Level 2 Award in Support Work in SchoolsLevel 1 Certificate in Coaching HockeyLevel 1 Certificate in Coaching Rugby Union

Level 1 Award in Community Sports Leadership

Level 1 NVQ in Sport, Recreation and Allied Occupations


HW 3/06

Technical Qualifications FrameworkPlease see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet





ART/DESIGN/RESOURCES ICT SCIENCE

PGCert/PGDip/MSc (ICT)


PGCE/Graduate Teacher ProgrammeLevel 7


Degree (Relevant Subject) Degree (ICT)Level 6

Degree (Science)

Level 5 Higher National Certificate/Diploma in Computing (Software Development) (revised NQF Level)

Level 5 Higher National Certificate/Diploma in Computing (ICT Systems Support) (revised NQF Level)

Foundation Degree (Relevant Subject)Applied ArtElectrical/Electronic Engineering Graphic DesignMechanical Engineering Multi-skill EngineeringMultimedia Design and Practice Photographic Practice Stage Management and Technical Production

Foundation Degree (ICT) Foundation Degree (Science)

Microsoft Certified Systems Engineer Level 4 Higher Professional Diploma for IT Practitioners (revised NQF

level)Level 4 NVQ Science TechniciansWorking in Education

Level 4 NVQ in Laboratory and Associated Technical Activities

HLTA Training and/or assessment HLTA Training and/or assessment HLTA Training and/or assessment

Microsoft Certified Desktop Technician

Microsoft Certified Systems Administrator

A Level (Relevant Subject) A Level (ICT) A Level (Science Subject)

ECDL Advanced Level 3 Diploma in Communications Systems ECDL AdvancedLevel 3 City and Guilds 2303 CNC Machine Setting and Operation

Level 3 Award/Certificate/Diploma for IT Practitioners (Software Development)

Level 3 BTEC Certificate inApplied Science

Level 3 Award/Certificate/Diploma for IT Practitioners (ICT Systems Support)

Level 3 Certificate in Laboratory Technical Skills

Level 3 NVQ in Print Administration Level 3 NVQ for IT Practitioners Level 3 NVQ in Laboratory and Associated Technical ActivitiesLevel 3 HEFE Human Biology

Advanced Apprenticeship in IT Services and Development Advanced Apprenticeship for Laboratory Technicians Working in Education



Level 2 NEOCN Certificate in Digital Imaging

Level 2 Certificate for IT Practitioners (ICT Support Systems)

Level 2 City and Guilds 2303 CNC Machine Setting and Operation

Level 2 BTEC First Diploma for IT Practitioners (Software Development)

Level 2 NVQ for IT Practitioners Level 2 NVQ in Laboratory and Associated Technical ActivitiesLevel 2 NVQ Science Technicians Working in Education

Apprenticeship in IT Services and Development Apprenticeship for Laboratory Technicians



Level 1 Foundation Certificate in Health and Safety in the Workplace

Level 1 Foundation Certificate in Health and Safety in the Workplace Level 1 Foundation Certificate in Health and Safety in the Workplace

Level 1 NVQ for IT Practitioners Level 1 NVQ in Laboratory and Associated Technical Activities


Librarian Qualifications Framework

Please see www.newcastle.gov.uk/education/cpd or www.newcastle.gov.uk/schoolextranet




for full charts with local provider information.MA Information Management

Chartered Member/Fellowship CILIPCILIP Graduate Training Opportunities SchemeLevel 7Degree in Library and Information StudiesLevel 6Foundation Degree in Library and Information StudiesLevel 5HLTA Training and/or assessmentLevel 4ECDL Advanced

Level 3 Progression Award in Library and Information Services

Level 3 NVQ in Information and Library Services

Advanced Apprenticeship in Information and Library Services

Level 3 Award in Support Work in SchoolsLevel 2 Award in Library and Information Skills

Level 2 NVQ in Information and Library Services

Apprenticeship in Information and Library Services

Level 2 Award in Support Work in SchoolsBetter Reading Partners

Support Staff introductory Training