Staff at Trinity School has an entitlement to be developed and to learn.
Effective succession means having a plan and making plans to create positive and coordinated flows of leadership, across many years and numerous people.
CPD at Trinity School:
- Retains and builds upon the school’s outstanding status.
- Plans for the short and long term future of the school.
- Ensures excellent staff recruitment.
- Expands the learning contexts of all staff.
- Provides a climate in which staff can develop the ability to learn and share.
- Is a key strategy in the development of the school as it moves forward to meet new challenges and changes.
- A successful recruitment of high-quality staff due to the school’s reputation for developing leaders.
- Increased leader responsibility and accountability resulting in improved quality of teaching and learning.
- Increased staff enthusiasm, motivation and commitment to the school leading to improved retention of staff.
- Enhanced succession planning as high-quality leaders can be promoted from within.
- Improved internal capacity as leadership opportunities enable staff to gain better knowledge and insight and share their professional learning with others.
- Encouragement of innovative practices keeping Trinity School at ‘the cutting edge’.
- The commitment to sharing knowledge and best practice and enable the engagement of school leaders in system leadership roles locally.
- The professional development of staff is addressed via a number of routes, one of which is In Service Training Days. These allow for the implementation of a rolling programme of training that reflects core initiatives, procedures and developments central to the work of all colleagues. These are:
- Induction for new staff, including Safeguarding, Health and Safety, Code of Conduct and an understanding of the general ethos of the school.
- Paediatric Manual Handling, developing training in the safe movement of pupils who require it, including; floor manoeuvres, transfers, toilet transfers, hoisting, wheelchair moves, posture and back care and rules of lifting.
- Strategies for Crisis Intervention and Prevention (SCIP)
- Better Reading Partnerships
- Preparation of resources and classrooms for the return of pupils at the beginning of the year and the tidying and packing up of learning environments at the end of the year.
- Autism Structured Teaching and Training
- An extensive CPD programme in Structured Teaching has been in place since 2002. This is supported by the work of a consultant who visits the school in order to provide training, focused lesson observations and develop new initiatives.
- A planned programme of staff training is implemented to ensure that all educational staff coming into contact with children identified with autism has an appropriate level of training.
- Every year Trinity offers training in the use and implementation of Structured Teaching to a range of identified practitioners working with children with autism in schools and other agencies in the borough. A well established training package and home intervention initiative for parents of pupils with autism is in operation.
School Improvement Plan and Performance Management.
- CPD opportunities for staff as a consequence of the Performance management and School improvement planning cycles are fostered both for individuals as part of their personal commitment to training and groups where whole school or phase development issues demand.