Workforce Development : Needs Analysis s1

Workforce Development : Needs Analysis

1.  Staff Training and Development Plan

Between xx and xxx, the following evidence has been analysed:

ü  priorities in the school improvement plan;

ü  Performance Management training needs;

ü  performance data;

ü  subject development plans;

ü  SEF evidence;

ü  discussion at staff meetings;

ü  feedback from the SIP;

ü  informal feedback from the wider school community;

ü  areas identified by Ofsted and local authority reviews.

Rationale for selection of priorities:

The identified priorities have been linked to the following principles:

1.  help develop skills, knowledge and understanding;

2.  has been subjected to value-for-money considerations;

3.  selected according to a personal, area or whole school rationale and not an adhoc response to some publicity;

4.  will lead to sustainable changes in performance;

5.  is capable of propagation and dissemination across the school;

6.  supports longer-term activity;

7.  provides stimulus for further development;

8.  is capable of being evaluated including longer-term.

The main 10 priorities that have been identified are:

1.  training in the skills for reviewers/reviewees needed for effective Performance Management;

2.  middle leadership training;

3.  developing the skills of the support staff including teaching assistants, cover supervisors and administrative staff;

4.  improving knowledge of the CAF;

5.  strategies for improving performance in mathematics, geography and citizenship;

6.  greater awareness of personalised learning;

7.  governor awareness of Ofsted procedures;

8.  improving the motivation levels of white, working class boys;

9.  supporting established senior leaders;

10.  remodelling updates.

Other areas which will be addressed either as a statutory requirement or as a minority but essential dimension:

1.  NQT induction;

2.  support for a returner;

3.  training a visits co-ordinator;

4.  accrediting a mentor through the TLA programme to support trainee teachers;

5.  3-week secondment for workforce development leader to join an external task group devising school workforce strategies.

Taking into account learning preferences and cost effectiveness the following methods are suggested for the 10 identified priorities:

1.  attending follow up local authority training with school leadership;

2.  3 applications for the NCSL Leading from the Middle training, 2 subject leaders to attend local authority course;

3.  network support groups for teaching assistants, in-school consultancy training for cover supervisors, one application for the CSBM;

4.  whole school training day;

5.  school focus on these subjects, team teaching, use of ASTs and visits to other schools, encouraging teachers in these areas to become external markers;

6.  whole school training day;

7.  consultancy visit to governing body;

8.  setting up whole-school task group, action research project;

9.  two applications for NCSL Established Leader programme;

10.  staff expertise within school to work with new colleagues.

Individual or subject/area action plans:

All individuals or area-based training activity should be linked to an action plan indicating:

§  expected outcomes/impact;

§  key activities and milestones;

§  evaluation approaches;

§  method of dissemination.

Resources:

80% of the staff development budget is being allocated to the identified priorities;

10% is being allocated to support individual personal development;

10% is being allocated to support accredited programmes.

Risk Assessment:

The main risks are:

§  new centrally-imposed priorities;

§  staff absence;

§  staff departures;

§  budget shortfall;

§  unable to obtain training places;

§  staff uncertainty of benefits;

§  new data indicates need to change priorities.

This document is being attached to the school improvement plan.