PROFESSIONAL
DEVELOPMENT PORTFOLIO
BASED ON
NATIONAL OCCUPATIONAL STANDARDS
FOR SUPPORTING
TEACHING AND LEARNING IN SCHOOLS
FOR STAFF SUPPORTING
SPECIAL EDUCATIONAL NEEDS
Please consult Training School website for CPD support materials and other useful booklets
Sections of PDP for Staff Supporting
Special Educational Needs
Section 1 / C.V. and Documentation Relating to PostSection 2 / Previous Performance Management Documentation
Section 3 / Preparations for Performance Management – Needs / Progress Analysis Against the Standards
Section 4 / Performance Management Review
Section 5a / Evidence for Level 2,
Core / Mandatory (working towards NVQ)
Section 5b / Evidence for Level 2, Optional
Section 6 / Evidence for Level 3
Core / Mandatory (working towards NVQ)
Section 7 / Evidence for Level 3
Option A, STL 23, 24, 28, 29, 30, 31
Option D, STL 55, 56
Section 8 / Record of Inset Activity
Section 9 / WholeSchool Contribution
Section 10 / Other
Forward from Carol Rushton
Workforce reform and other developments in schools have led to support staff carrying out increasingly diverse and responsible roles. This has an impact on their training and development needs together with the type of Professional Development Portfolio (PDP) they may wish to keep.
The National Occupational Standards form a baseline for the PDP I have produced. They describe what those supporting special educational needs need to do, know and understand in their roles. This will develop capacity and capability and support the organisation in achieving the vision of the 21st Century school set out in the recent Children’s Plan.
On-line guidance assists development and progression ( It also inks to a range of relevant training programmes and resources.
The Standards are set out in this way for staff supporting special educational needs:
Level 2-Core / Mandatory, STL 1, 2, 3, 4, 6
Level 2-Optional, STL 12, 13, 14
Level 3-Core / Mandatory, STL 18, 19, 20, 21, 22
Level 3-Option Group B, STL 38, 39, 40, 41, 42, 44
I have produced grids for each of the above, which can be used as a needs analysis and then to track progress / development.
I think that this is a positive development which raises the profile of staff supporting special educational needs and the important, much valued work that they do.
Carol Rushton
Useful websites
Section One
C.V. and Other Relevant Documentation
Relating to Post
Section Two
Previous
Performance Management Documentation
Section Three
Preparations for Performance Management-Needs / Progress Analysis Against the Standards
The following pages provide descriptions of each unit relating to the work of the those supporting special educational needs. Some units relate to other suites of National Occupational Standards across the Children’s Workforce. The suite of Standards that the unit originates from is referenced in brackets in the title. The full name of the suite is listed below.
Abbreviation / Suite of national occupational standards / Organisation responsible for the standardsCCLD / Children’s Care, Learning and Development / Skills for Care and Development
HSC / Health and Social Care / Skills for Care and Development
PW / Playwork / Skills Active
IL / Information and Library Services / Lifelong Learning UK
OP / Outdoor Programmes / Skills Active
CHS / Clinical Health Skills / Skills for Health
YW / Youth Work / Lifelong Learning UK
LDSS / Learning, Development and Support Services for children, young People and those who care for them / Skills for Care and Development
M&L / Management and Leadership / Management Standards Centre
MV / Management of Volunteers / UK Workforce Hub
L&D / Learning and Development / Lifelong Learning UK
Grid for Level 2
Core / Mandatory Units STL1 – STL5
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL1
Provide support for learning activity
STL2
Support children’s development
(CCLD 203)
STL3
Help to keep children safe
(CCLD 202)
STL4
Contribute to positive relationships
(CCLD 201)
SLT5
Provide effective support for your colleagues
S = Secure
D = Developing
N = Needs developing
Grid for Level 2
Optional Units
STL12, STL13, STL14
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL12
Support a child with disabilities or special educational needs
(CCLD 209)
STL13
Contribute to moving and handling individuals
(HSC 223)
STL14
Support individuals during therapy sessions
(HSC 223)
S = Secure
D = Developing
N = Needs developing
Grid for Level 3
Core / Mandatory Units
STL3, STL18 – STL22
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL3*
Help to keep children safe
(CCLD 202)
STL18
Support pupils’ learning activities
STL19
Promote positive behaviour
STL20
Contribute to positive relationships
(CCLD 201)
SLT21
Support the development and effectiveness of work teams
SLT22
Reflect on and develop practice
(CCLD 304)
S = Secure
D = Developing
N = Needs developing
Grid for Level 3, Option B
Meeting Additional Support Needs
STL38, STL39, STL40, STL41, STL42, STL44
Start of Employment / 20 _ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _ / 20_ _STL38
Support children with disabilities or special educational needs and their families (CCLD 321)
STL39
Support pupils with communication and interaction needs
STL40
Support pupils with cognition and learning needs
STL41
Support pupils with behaviour, emotional and social development needs
STL42
Support pupils with sensory and / physical needs
STL44
Work with children and young people with additional requirements to meet their personal support needs (HSC 315)
S = Secure
D = Developing
N = Needs developing
Section Four
Staff Supporting
Special Educational Needs PDP /
Performance Management
Review Booklet
The Bishop of Hereford’s BluecoatSchool
Training School
STAFF SUPPORTING SPECIAL EDUCATIONAL NEEDS PDP /
PERFORMANCE MANAGEMETNT BOOKLET
The Bishop of Hereford’s BluecoatSchool
Training School
Tupsley
Hereford, HR1 1UU
Tel: 01432 347529
Fax: 01432 347566
e-mail:
List of Standards Relating to
Those Supporting Special Educational Needs
Level 2-Core / Mandatory Units
STL1 Provide support for learning activity
This unit is about support provided to the teacher and pupils to ensure effective teaching and learning. It involves agreeing with the teacher the individual’s role in supporting planned learning activities, providing the agreed support and giving feedback to the teacher about how well the activity went. The learning activities may be for individual pupils, groups of pupils or the whole class. However the contribution to supporting the learning activities is likely to involve working only with individuals or mall groups. The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements.
STL2 Support children’s development (CCLD 203)
This unit is about routine observation of children and young people’s development in everyday work. It is a competence that required knowledge and understanding of children and young people’s development from 0 to 16 years and the ability to demonstrate competence with the children/young people the individual is working with. It covers observing children / young people, sharing observational findings, contributing to the implementation of activities to support development and contributing to planning to meet children and young people’s needs.
STL3 Help to keep children safe (CCLD 202)
This unit is about keeping children and young people safe during day-to-day work activities. It covers responding to accidents, emergencies and illness, and requires familiarity with and the ability to set in motion safety, safeguarding and welfare procedures, according to the policies and procedures of the setting.
STL4 Contribute to positive relationships (CCLD 201)
This unit is about interacting with and responding positively to children, young people and adults. It includes verbal and non-verbal communication skills involved when working with children and young people, and when dealing with adults, together with the importance of valuing people equally.
SLT5 Provide effective support for your colleagues
This unit is about being an effective member of the school staff. It involves working effectively with colleagues and taking an active role in developing skills and expertise.
Level 2-Optional Units
STL12Support a child with disabilities or special educational needs (CCLD 209)
This unit is about providing care and encouragement to the child or young person, supporting them to participate in activities, and supporting the family according to the role and the procedures of the setting.
STL13Contribute to moving and handling individuals (HSC 223)
This unit is about the need to be able to move, handle and reposition individuals.
STL14Support individuals during therapy sessions (HSC 223)
This unit is about supporting therapists and individuals before, during and following therapy sessions. It covers preparations for the therapy session, supporting therapy sessions and contributing to the review of therapy sessions.
Level 3-Core / Mandatory Units
STL3 Help to keep children safe(CCLD 202)
This unit is about keeping children and young people safe during day-to-day work activities. It covers responding to accidents, emergencies and illness, and requires familiarity with and the ability to set in motion safety, safeguarding and welfare procedures, according to the policies and procedures of the setting.
*This unit appears in both level 2 and level 3.
STL18 Support pupils’ learning activities
This unit is about support provided to the teacher and pupils to ensure effective teaching and learning. It involves identifying what needs to be done to support planned learning activities and promote independent learning, providing the agreed support and giving feedback to the teacher about progress made by the pupils. The learning activities may be delivered in the classroom or any setting where teaching and learning takes place such as field studies, educational visits, extended hours provision and study support arrangements. The learning activities may be for individual pupils, groups of pupils, or the whole class and may be delivered in the absence of the teacher, e.g. when providing cover supervision or working with pupils outside of the classroom.
STL19 Promote positive behaviour
This unit is about implementing agreed behaviour management strategies to promote positive behaviour and supporting pupils to manage their own behaviour.
STL20 Contribute to positive relationships (CCLD 201)
This unit is about developing and promoting positive relationships with children and young people, communicating with children / young people and adults, and fostering positive relationships between children / young people and with other adults. It is appropriate for all settings and services where children and young people are present.
SLT21 Support the development and effectiveness of work teams
This unit is about being an effective member of a work team. It involves taking an active role in supporting and developing team effectiveness.
SLT22 Reflect on and develop practice (CCLD 304)
This unit is about needing to reflect on practice. Self-evaluation and reflection will enable the individual to learn and develop their practice. It also includes taking part in continuing professional development and how this has been used to develop their practice.
Level 3-Option Group B
STL38Support children with disabilities or special educational needs and
their families (CCLD 321)
This unit is about supporting disabled children or young people and / or children or young people with special educational needs or additional support needs. It involves working under the direction of a teacher to establish the strengths and needs of children / young people in partnership with their families and in collaboration with other agencies if appropriate. It also includes the identification and use of resources to enable inclusion and participation.
STL39Support pupils with communication and interaction needs
This unit is about support provided to pupils with severe and / or complex communication and interaction needs to enable them to maximise learning and develop relationships with others. The communication needs of pupils with severs and / or complex special educational or additional support needs may be both diverse and complex. Pupils may need help and support in acquiring literacy skills; using augmentative and alternative means of communication; developing language for range of purposes; and organising and coordinating spoken and written English.
STL40Support pupils with cognition and learning needs
This unit is about support provided to pupils with cognition and learning needs to enable them to participate in learning activities and to develop effective learning strategies. While individual needs will differ, most pupils with cognition and learning needs will require help with language, memory and reasoning skills; sequencing and organisational skills; understanding numbers; problem solving and concept development; and the improvement of fine and gross motor competences.
STL41Support pupils with behaviour, emotional and social development needs
This unit is about support needed by pupils with behaviour, emotional and social development needs to help them develop effective behaviour management strategies, relationships with others, and self-reliance.
STL42 Support pupils with sensory and / physical needs
This unit is about support provided to pupils with sensory and / or physical needs to enable them to maximise learning in individual, group and class activities, and provide structured programmes relevant to their additional support needs.
STL44Work with children and young people with additional requirements to
Meettheir personal support needs (HSC 315)
This unit is about contributing to assessing and developing plans to meet the personal support needs of children and young people with additional requirements, and then implementing and evaluating the plans.
The Bishop of Hereford’s Bluecoat School
Professional Development Portfolio
INTRODUCTION
Every period in education seems to be marked by one or other particular priority; a current emphasis in professional development of all staff, teaching and Associate Staff.
As an establishment having Training School Status, Investors in People and Charter Mark, we are proud to place Continuing Professional Development at the heart of school activities and to consider it an important element of the School Improvement Plan. We are also pleased to make new experiences and responsibilities open to staff, in itself an opportunity for professional development. Performance Management and discussion of training and development needs is a right of all colleagues.
More recent developments have put a new emphasis on individual staff taking more responsibility for their own development, and recording their experiences in some formal way. Newly Qualified Teachers record their achievements against Induction Standards and use their Career Entry and Development Profile as a baseline for development targets. ASTs have a record of evidence of their success. All staff, under the recommendations of the Green Paper, will need to have documented their success in reaching targets as part of their preparation for assessment, should they wish to proceed to higher salary scales.
Given these developments our Governors’ Staffing Committee requested that we develop a pilot form of Professional Development Portfolio which was used on a trial basis during the academic year 1999 – 2000. During the year, the revised arrangements for Teaching Staff Appraisal, (now referred to as Performance Management), have come into force. Accordingly all staff are now expected to keep their PDP up to date, with copies of their appraisal, INSET and other records. Much of the contents of the first PDP has been revised, along with extensive revision to the documentation used for appraisal (Performance Management). A full set of the new PDP sheets is now provided for all teaching staff.
Newly Qualified Staff will continue to have their own Career Entry and Development Profile for their first year of teaching, where they work towards Induction Standards.
All documentation will be on the Training School website, with copies of lesson observation sheets, etc. being in the Staff Quiet Room. The Training School is able to support requests for Continuing Professional Development and materials etc, that staff may need.
Learning Support Assistants working towards accreditation for Higher Level Teaching Assistant status will have a portfolio of evidence of training but will still have Performance Management Review meetings and keep a P.D.P.
The Governors are continuing to take a close interest in how we are able to use the documents for the benefit of the school, the teams we work in and most importantly for the individual concerned.
The Bishop of Hereford’s BluecoatSchool
Professional Development Portfolio
THE PDP ALLOWS EACH INDIVIDUAL:
AIMS
- To take some responsibility for their own professional development by:
-Building up a record of their own professional development during the academic year, both in and out of school.
-Having both an interim review and a summative review with their team leader during the academic year.
-Drawing up appropriate targets in consultation with team leader at the beginning of each academic year.
-Making a record of these targets.
-Collecting evidence in support of the achievement of these targets.
-Reviewing the achievement of these targets during and at the end of the academic year.
-Making a record of lesson observations (i.e. lessons in which they have been observed and lessons which they have observed).
NB
- There should be at least three and usually not more than six targets.
- One of these must refer to the development of teaching and learning styles.
- One must relate to pupil progress.
- One should relate to some aspect of professional development.
- One should relate to the role as specified in the job description.
- Targets should be challenging.
- Targets should also be measurable.
- Targets should be agreed with the appropriate team leader
- Targets will be reviewed by the appropriate member of the Senior Leadership Team to ensure that they are thorough and challenging.
- Following a review, appropriate feedback will be given to each team leader.
The Bishop of Hereford’s BluecoatSchool