achievIng strong links between your school-based GPS programme and the subject training programmes in your school

Basis of ‘Success’ Mentors who have had access to Loughborough Mentor Training Programme Consistency of Mentors If there is change, a ‘handover’ between old mentor and new mentor. Modelled how to carry out weekly mentor meetings, shared old Phase Reports.. Brief email to Mentors to outline key dates and times Weekly email for Mentors re: observations, GPS coverage and upcoming events in School which may be of use. Asked mentors, when timetabling, to ring-fence one period a week for us to meet (same day as for UoN and NTU) When phases have been underway – have tried to catch up informally with each mentor to get apprised of progress and need. Also asked for copies of Weekly Mentor notes (There haven’t been serious underperformance to this point)

Four ‘Streams’ at Rushcliffe School UoN: Phase One: October – 25th November Phase Two: 11th January – 1st May NTU: Phase One: October – 20th December Phase Two: 25th January – 11th June Loughborough: Phase One: 7th November – 27th January Phase Two: 27th February – 22nd May Bluecoat Teach First Whole year – 13th July

Loughborough GPS – Phase Two Sex and Relationships Education and Drug Education – Jonny Dakers Use of Local and National Statistical Data to Inform Teaching and Learning – Gareth Summers Shadowing a form tutor - Done Working with support staff to contribute to personalised provision for pupils with particular needs (e.g. SEND; EAL; more able) - is there scope for you to TA for each other? Student responsibility Communicating effectively with parents and carers - Parents Evening, to shadow a phone conversation, Open Evenings coming up? - Ought to have been done as a matter of course. Observing and learning from outstanding teachers (in any subject) – Organised cross 22.3 Collaborative team working with colleagues – Student Needs evidence. Presentation to a selected group of pupils about further/higher study opportunities - Towards end of placement. Date tbc. Contributing to out-of-school-hours learning - Involvement with Clubs. Easy Citizenship and PSHE - Addressed through involvement in School Bright Days. Healthy Schools – MWN Session 14-19 Provision – JLN session

Points of Cohesion Loughborough Students emailed each week highlighting which things they’d ‘done’ Accessing Outstanding Lessons SEND Data Citizenship Communicating with parents

Differences to Other courses and Some Benefits of.. The Mock Interview The Presentation in the Second Phase Some of the language of the GPS distinct to the Loughborough Course

Phase One

Some difficulties with the Process of ‘Provision’ and ‘exposure to’ Staff commit to sessions then can’t deliver. Passivity on the part of students Perception that ring-fenced sessions are a distraction from the important business of planning and teaching. Students not always able to make the connection between provision and course requirements The timetabled opportunities to see best practice outside of Faculty not always taken full advantage of. The model is dependent on quality mentors and a degree of continuity on the part of the Co-ordinator. Communication between those parties is essential to ensure the progress of the Mentee.