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Coast Academies CPD

Your Professional Development

There are two elements to continuing professional development at Coast Academies and these apply equally to all staff.

1. A core offer which includes joint practice development with other staff and the compulsory parts of training such as safeguarding

2.  An enhanced "opt in" element which encourages you to take control of your own CPD across a broad range of opportunities and can link perfectly with your personal appraisal targets.  These pages set out the full range of optional opportunities.

Our optional CPD is delivered by staff within the trust, through links with professional associations and by our own Specialist Leaders of Education (SLEs)  

This enhanced CPD offered across Coast Academies is a reflection of our commitment to ‘lifelong learning for all’:

  • We are committed to a culture of lifelong learning
  • We will encourage reflection and self-review through the use of coaching approaches
  • We will support and encourage young people and adults to understand how they learn and to believe that they can achieve
  • We will encourage national accreditation where appropriate

Enhanced CPD runs across the year, and is designed to reflect need, ensuring we target the skills and expertise of our staff.     To partake in the training sessions, please contact the colleague running the training directly.

 Further information regarding bespoke training opportunities can be found below.  Please click on the training title.

Impact and Innovation - Accredited to the Chartered College of Teaching 

  • When - Termly meetings commencing in the Autumn Term
  • Training with - Emma King
  • Timeframe - 1-2 Hours Per Session

An opportunity to join the growing Chartered College of Teaching:  A national, independent and chartered organisation for the teaching profession.  It is hoped that this national college will raise the profile and status of the teaching profession in the UK, and give our profession a voice, enabling us to be removed from the frequent changes in political agendas.  Joining this CPD pathway will include:

  • Your personal membership to the CCT, which will be paid by Coast for the year.
  • A termly journal called ‘Impact’.  This will consist of articles and evidence-based research based around a theme.  The autumn term’s theme is ‘Assessment’ and spring term is ‘Memory’.  Additional resources will be available to you on their website.
  • You will meet once a term for a facilitated discussion with Emma King and others on the pathway to discuss responses to the journal and how the evidence presented relates to our experience in the classroom.

You may choose to take some of the innovations within the publication and try them out in your classroom

Comparative Judgement Research 

  • When - Termly meetings commencing in the Autumn Term
  • Training with - Emma King
  • Timeframe - 2-3 Hours Per Session
Would you like to research the latest national innovation to reduce marking of children’s writing?  Join our research team and try out comparative judgement using the ‘no more marking’ website.  You’ll rank writers in your class through your autumn term assessments, then work with colleagues across the MAT to comparatively judge the same tasks online.  You’ll use the findings to discuss implications for writing moderation and the future of writing assessment

A Coaching Programme 

  • When - Termly meetings commencing in the Autumn Term
  • Training with - Melissa Oliver and Russell Pearson
  • Timeframe - 2 Hours Per Session

A sequence of group-based, discussion-based sessions exploring the principles of coaching and how these principles can help to a have a positive impact on ourselves and those we work with.  Drawing upon our own training, there will be a particular focus on the idea of ‘self-awareness’ looking at how a knowledge of our own thoughts and feelings can help to have a positive impact on our interactions with others.

These sessions would benefit teachers at all levels of experience, including those wanting to develop further as leaders.

Sessions will include a focus on the following themes:    

  • What is coaching and how is it different from mentoring?
  • What is self-awareness? (An introduction to the ‘mood-elevator’ and the ‘thought-feeling connection’
  •  What are the core skills of coaching? (Will include a focus on deep listening, summarising and intuitive questions.)
Those who participate will be encouraged to try out what they have learnt in between sessions.

Shadowing Colleagues in Various Roles 

  • When - Autumn Term
  • Training with - Abby Maggs and Tom Matthews
  • Timeframe - On Request
Shadowed by teachers, have chats/support with planning/differentiation/best practice

SEN-specific training 

  • When -  Autumn Term
  • Training with - Jane Stead
  • Timeframe - Sessions on requst

 

  • Early Bird - The aims of the Early Bird programme are to provide support for the parents between the diagnosis of autism and admission to a school setting; to help parents to foster their child’s social communication and appropriate behaviour in the day to day environment; and to support parents in establishing good practice in the handling of their child in order to avert the development of maladaptive behaviours.
  • Autism Friendly - Every child with autism is different so we work individually and with those working with them, to help them thrive and enjoy learning, and to make the best possible progress.
  • SALT - Speech and Language Therapy
  • Mindfulness and Various Sensory Aids - Interventions shown to aid a childs' functionality in the school environment

Behaviour Management Training 

  • When - Half Termly Commencing in the Spring Term
  • Training with - JP Sharman
  • Timeframe - TBA

Instilling knowledge, skills and techniques, with colleagues to develop their practice.

  • Tailored to an individual or group of teachers/LSAs/MTAs, who wish to broaden their behaviour management techniques.
  • Through sessions based on theory outside of the classroom or a more ‘hands on’ approach, via observation, modelling, planning and coaching colleagues, who wish to develop this aspect of teaching.
  • Restorative approaches is an area where colleagues are trained in the principles, which underpin this method of behaviour management.
  • Passive Intervention Procedures so would able to share with the staff within our MAT.

JP Sharman has a passion and belief that all children have the potential to make the right choices when in school – we just need to find the right strategies to enable this to happen.

The Practicalities of Being a Phase Leader 

  • When - 3 Sessions Commencing in the Autumn Term
  • Training with - Hannah Yeo
  • Timeframe - 1.5 Hours Per Session

 

  • Being able to prioritise and manage time effectively when faced with a number of tasks and a demanding timetable, ensuring all tasks are completed efficiently
  • Effective communication with team members to ensure the smooth-running of the phase/team
  • Motivating team members and pupils when the pressure is on and expectations are high, in order to maintain a positive and enjoyable working environment
  • Being able to deliver constructive criticism in a way that ensures team members feel supported, but also ensures progress is made
  • Managing data priorities while still supporting the children as individuals

Phonics 

  • When - Second half of the Autumn term
  • Training with - Sarah Pascoe
  • Timeframe - 3, 1 Hour Sessions

No matter which programme your school uses for the teaching of phonics, this course will guide you through the essential steps that underpin the teaching of reading.  (Suitable for teachers or support staff who are new to the teaching of phonics).

Sessions will include:

  • A complex language – Learning the sound code inc. correct pronunciation
  • Blending to read and early readers
  • Phonics for spelling
  • Reading with fluency, expression and comprehension
  • The importance of regular and systematic assessment
  • The love of reading

 NQT Mentoring

  • When - First half of the Autumn Term
  • Training with - Janet Blatchford
  • Timeframe - Dependent on need

How to successfully complete your NQT year

  • Mentor support,  guidance and a listenting ear
  • How to best utilise your NQT time
  • Form Completion 

EYFS Training 

  • When - Second half of the Autumn Term
  • Training with - Tori Howard, Janet Blatchford and Georgina Bastin
  • Timeframe - 1-2 Hours Per Session

 

  • EYFS development
  • Maximising Progress in EYFS
  • The environment that promotes learning
  • Use of adults and their questioning children with continuous provision
  • What are the characteristics of effective learning.
  • Supporting new TA's
  • Development Matters EYFS curriculum what it/s all about. How to observe and record this.

English 

  • When - Half termly sessions starting the second half of the Autumn Term
  • Training with - Leah Fraser
  • Timeframe - 1.5 Hours Per Session

MAT wide English systems throughout each school:

  • Reading systems in each school. What do we all do in our schools to teach reading? How is guided reading and whole class reading arranged? How is it assessed and what evidence is collected? Could we share ideas and link up in some way?
  • Spellings. How is spelling taught throughout the MAT? How are we encouraging our children to spell at the point of writing? How are they learning their spellings?
  • SPAG: Strategies across the schools.

Classroom Organisation and Management 

  • When - Commencing in the Autumn Term and at Key Points throughout the year.
  • Training with - Abby Maggs
  • Timeframe - 1.5 Hours Per Session

Classroom organisation skills would come under:

  • Time management in and out of class hours
  • Effective use of TA’s during school hours for jobs helping the teacher out, as well as working with children
  • Prioritising Job List
  • Always being ready for the next day
  • Thinking ahead for the next couple of weeks
  • Making sure everyone in your team feels informed and up to date specifically with trips and events

How- Observations of class teaching, discussions with teachers, team teaching, observing others lessons in order to look for next steps.

 Forest School Training

  • When - Autumn Term
  • Training with - Carolen Lawton
  • Timeframe - 3, 2 Hour  Sessions

Training colleagues with  child led learning techniques up to Level 2 in Forest School.  Areas include:

  • Knowledge of trees
  • Indigenous animals to the habitat
  • Woodland safety
  • Exploring plants
  • Woodland seasonality
  • Fire craft and fire safety
  • Naturalist Skills
  • Conservation Activities

 MS Office IT Workshops

  • When - Spring Term
  • Training with - Charles Morris
  • Timeframe - 3, 1 hours sessions

Key Skills in:

  • Office 365 – Word, Excel, Powerpoint
  • SharePoint

The following training is specific to the teaching of mathematics across Coast Academies

Singapore Bar 

  • When - Twice termly meetings commencing in the Autumn Term
  • Training with - Chris Firrell and Chris Hallett
  • Timeframe - 1 hour sessions
Utilising the use of a bar image to support the teaching of number. Particularly the four operations and the links between them. The bar model helps you to represent the structure of the maths involved in a problem

Variation Theory 

  • When - Twice termly meetings commencing in the Autumn Term
  • Training with - Chris Hallett and Melissa Oliver
  • Timeframe - 1hour sessions

Variation, both conceptual and procedural, is an important element of a mastery approach. Conceptual variation means the opportunity to work on different representations of the same mathematical idea.

Procedural variation is the idea that questions are not just randomly selected, that each has been chosen for a reason; sometimes to highlight a concept, sometimes to link with the question that proceeds it.

Maths 'No Problem' Textbooks 

  • When - Termly meetings commencing in the Autumn Term
  • Training with - Chris Hallett and Melissa Oliver
  • Timeframe - 2 hours Per Session

Maths No problem is a series of textbooks that have been developed using a mastery style of teaching. They include fantastic images that can be used in lessons to help the children visualise the maths involved. Each textbook/workbook already includes variation; it is a fantastic tool to aid the mastery maths curriculum but training is required to really utilise them to their full potential.

A Mastery Classroom Approach 

  • When - Twice termly meetings commencing in the Autumn Term
  • Training with - Chris Hallett, Melissa Oliver and Tom Matthews
  • Timeframe - 2 hours Per Session

Shanghai/Singapore - Planning/Resourcing/Teaching) – Switching to the mastery curriculum is a huge change. This training is a guide regarding the reasons behind it as well as strategies that will help maths lessons become more mastery.

Problem Solving Activities 

  • When - Termly meetings commencing in the Autumn Term
  • Training with - Chris Firrell and Chris Hallett
  • Timeframe - 1.5 hours Per Session

Problem solving is one of the three main areas of the maths curriculum (along with reasoning and fluency). This will be a guide to how to set up problem solving challenges that  children can work through over the course of a lesson, as well as a sharing of great examples of low threshold, high ceiling tasks that will engage the whole class, regardless of ability. This will also include a guide to use the NCETM and Nrich websites.

 Using Manipulatives

  • When - Termly meetings commencing in the Autumn Term
  • Training with - Chris Hallett and Chris Firrell
  • Timeframe - 1.5 hours Per Session

How to use physical resources to aid the teaching of mathematical concepts. This includes using base 10/Place value counters to aid the teaching of place value and number, particularly the compact written methods. Other great examples of manipulatives include fractions walls, Cuisenaire rods, counters, numicon and various others.

New Teachers and Assistants Mathematics Support 

  • When - On request
  • Training with - Chris Firrell
  • Timeframe - 1.5 hour session
Training session for those new to Coast Academies looking at how maths is taught across the Trust instigating  questions and answers about the maths curriculum.

 Year 1 Mathematics Linked to Continuous Provision

  • When - On request
  • Training with - Trish Clague
  • Timeframe - 1.5 hour session
Look at how Year 1 maths is taught with a mastery approach in mind. Observe how a lesson allows for depth of understanding through high quality questioning and pupil talk as well as through the CPA approach.  Children are taught in small adult led groups and experience rich maths tasks through continuous provision.

Modern Foreign Languages

  •  When - On Monday Afternoons Throughout the School Year
  • Training with - Sarah Wroot
  • Timeframe - 1.5 hour session

 French or Language Support

  • If you find it difficult to deliver a language, please arrange to observe Sarah teaching French to Year 5 at Cockington.  Sarah can demonstrate a range of activities which are easy to plan and resource and cover the French objectives for KS2. 
  • Share planning, resources and teaching ideas with you.