© Rik Ludlow 2010, licensed to Access Training. Slide no: 1 Effective Induction for the Mid-Day Team: Course Introduction: This course is particularly suitable for: – the full mid-day supervisory team –line manager –Individual team members –Team leaders –Teaching Assistants participating in mid-day team –Schools in rapid change or stagnation, and schools working for improvement and/or “Investors in People” may find the course particularly helpful The course explores the purpose, scope, benefits and costs, possible policy, programme and timeline for the development and implementation of effective induction for the mid-day supervisory team The course provides an opportunity to share good practice and reflect on possible practical improvements in the delegates’ own schools.

© Rik Ludlow 2010, licensed to Access Training. Slide no: 2 Effective Induction for Mid-Day Supervisory Teams Introductions.... Your trainer Do you know each other?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 3 Skills Active Overview: Access Training is accredited by SkillsActive and has signed up to its national Code of Practice SkillsActive “quality assure” the training. This training may be useful, or even count towards, other qualifications, such as NVQs.

© Rik Ludlow 2010, licensed to Access Training. Slide no: 4 Effective Induction for Mid-Day Supervisory Teams : Course Objectives We will: –Understand the purpose of an “induction policy” –Reflect on the value, and possible scope, of induction training both for individual mid-day supervisors and for the whole team –Develop an overall understanding of the issues –Have considered topics for possible inclusion –Have a working framework for future action to complete the induction package

© Rik Ludlow 2010, licensed to Access Training. Slide no: 5 The Five Outcomes: –be healthy –stay safe –enjoy and achieve –make a positive contribution –achieve economic well-being. Safeguarding Children The National Anti-Bullying Charter & National Guidance How does this course support The National Picture

© Rik Ludlow 2010, licensed to Access Training. Slide no: 6 Induction, Training and “Continued Professional Development” Induction: Initial briefing, supervision and training –The essentials –Before you start –When you start –During the probationary period / first year Training: –Filling in the “need to know” gaps CPD: –Qualifications –“Nice to know” –Growing in the role, leadership, being ready for change before or as it happens Do we want to plan for all of this now?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 7 Is our role important enough to need induction? What is the role of the mid-day supervisor? Is what we do important? What might happen if we do our jobs poorly? What is the result when we do our jobs really well?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 8 Why not a “standard induction course”? It might seem easier to just be given a template to follow! Every school is DIFFERENT –Different size –Different age ranges –Different levels of special needs or disabilities –Different levels of wealth –Different community –Different culture / race / society balance –Different layout and environment –Different team structure and make-up –Different “school ethos” –Different sizes of mid-day team, with different levels of expertise

© Rik Ludlow 2010, licensed to Access Training. Slide no: 9 What are the benefits of good induction? What are the effects on: Confidence Team spirit Job satisfaction Relationships with children Relationships with parents Relationships with other school staff, Head, Governors Safety Children’s development Own career & pay prospects School’s public image What are the “down sides”?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 10 What do we need to know? What skills do we need? What experiences, skills, knowledge do we already have? What would other people expect of us? –Children? –Parents? –Other staff? –Head and Governors? –Public, Press and Politicians? What do new members of our team need to know? a) If we asked children, parents, staff etc “what would you want us to know, and what skills do you want us to have?” what might they say? b) Would they all want the same things? C) Would it be a good idea for the team to ask samples of these groups and find out? D) What do we feel that new team member NEEDS to know Before starting, very soon after starting, over the next year?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 11 Who might be involved? Do we want to work with another team? What can we do ourselves? In our school, who might help? External trainers Colleges and other providers Distance learning Governor involvement How can the children be involved? Could parents be included – what are the benefits and draw-backs?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 12 How, When and Where? INFORMAL and FORMAL training: Both need planning! “On the job” In-house short meetings In-house training College courses Reading Distance learning Balance training for the INDIVIDUAL & training for the TEAM

© Rik Ludlow 2010, licensed to Access Training. Slide no: 13 Budgeting for Success Costs of time to plan Costs of materials and books Costs of meeting time Costs of supervision External trainers External courses and qualifications Costs of on-going training and CPD Any implications for pay? Senior management time

© Rik Ludlow 2010, licensed to Access Training. Slide no: 14 Some major areas Awareness of our role & expected conduct The 5 Outcomes Routines & rules, rewards and sanctions Effective communication Health and Safety, including fire drills, lockdown, medical needs, hygiene, crisis management, handling of medicines & incidents, Care of Voice Bullying awareness Children’s development & self-esteem. Learning through Play Behaviour management & use of language Planning for dry / wet breaks Healthy eating & Healthy Schools initiative School layout/locations of things, names and functions of staff Child Protection Special Educational Needs, disabilities and inclusion Knowledge of specific children, and correct management of them Crisis management, intervention, restraint Cultural awareness & the school’s ethos Emergency aid, knowledge of medical conditions Staff supervision What other areas can you think of? Consult others!

© Rik Ludlow 2010, licensed to Access Training. Slide no: 15 Getting Started – Sample Plans Timeline – What needs to happen? Policy – Setting out our purpose Possible Programme Checklist for the individual Checklist for the team Who will take the lead?

© Rik Ludlow 2010, licensed to Access Training. Slide no: 16 Effective Induction for the Mid-Day Team: Possible Policy: Gas Street Primary School Staff Development Policy for the Mid-Day Supervisory Team: At Gas Street Primary School we believe that lunchtimes are a vital part of school life, during which our children’s personal, physical and social skills may be developed in an informal, safe, supportive yet exciting environment. We commit ourselves to providing reasonable resources to developing this environment. Essential to this is an effective induction & supervision programme for the staff team, enabling them to quickly gain the necessary skills and knowledge for this demanding role, with further training and continuing professional development for all our mid-day supervisory staff to enable them to develop as a professional team and offer excellent levels of care, support and development opportunities to all our children. We commit ourselves to informing and promoting to children, parents and other staff the important role our Mid-Day Supervisory Team plays within our school, and the increasingly professional nature of their work.

© Rik Ludlow 2010, licensed to Access Training. Slide no: 17 Effective Induction for the Mid-Day Team: Possible Timeline – Induction, Training and CPD Phase:What may happen? For how long?Who needs this? Who organ- ises it? InductionFirst few months / first year: Individuals work on items chosen according to their needs from “induction check list”, and also participate in training and CPD. May have another team member as “mentor”. Regular supervision and appraisal/feedback. Training3 or 4 year cycle of formal and informal courses & meetings – e.g. emergency aid, child protection, behaviour management, Development of play, anti-bullying, knowledge of specific children, playground environment, ways to support specific SEN or disability, healthy eating initiative, safety, Continuing professional development May start at any time, or after first 2-3 years: e.g. NVQ in play, Circle Time, in-depth course on anti-bullying, First Aid at Work course, training towards becoming a teaching assistant. At all stages: Supervision & Appraisal All team members have regular opportunities for supervision, appraisal, individual support and development

© Rik Ludlow 2010, licensed to Access Training. Slide no: 18 Effective Induction for the Mid-Day Team: Starting the Checklist: No. ItemHow soon?Do I need this? Who will help me? Date Complet- ed 1Briefing on contract / conditions of service, hours, pay and bank details, confidentiality & sign confidentiality form Before starting 2Tour of school. Issue with uniform, shown locker, toilets, signing in book, medical book, briefings book. Meet team Before starting 3Shadow experienced team member for x shifts, including time in playground, wet play, dining area, First week 4Briefed about child safety, prompt sheet of children with significant medical needs/SEN or disability, what to do in event of fire, lockdown, critical incident, child or self injured or sick First week 5Training in emergency aidFirst term 6Involved in planning for next round of “Wet playtime Activities” First half term 7Meet with Head and Team Leader – First formal feedback/appraisal of progress End of first half term

© Rik Ludlow 2010, licensed to Access Training. Slide no: 19 Effective Induction for the Mid-Day Team: Getting Started : DurationItemLead Person Cost in time & £ Comp- leted Feedback course to Head – agreement to proceed, idea of budget/timescales Work with team to discuss, agree & complete policy, programme, checklists, agree scope (induction or beyond?) Report back to Head. Join staff meeting, share with rest of staff and add their ideas/comments (What else – e.g. parents and children?) Final check with team: Write up and share with governors. Governors ratify (possibly after amendments and discussion) Book trainers, schedule meetings, start programme

© Rik Ludlow 2010, licensed to Access Training. Slide no: 20 Summary Scope – Just induction, or training and “Continued professional development”? Importance and benefits of effective induction Importance of customising induction to the needs of school and team Induction can happen effectively in many ways, formal and informal We need to remember costs, but also benefits We need to consider a huge potential list of activities, then prioritise. Many new staff will already have significant skills We have looked at paper plans that will help us to build on today’s course We need to decide who takes the lead from now onwards

© Rik Ludlow 2010, licensed to Access Training. Slide no: 21 The Five Outcomes: –be healthy –stay safe –enjoy and achieve –make a positive contribution –achieve economic well-being. Safeguarding Children How can we now better support The National Picture

© Rik Ludlow 2010, licensed to Access Training. Slide no: 22 Questions & Further Help Access Training: –229 Scraptoft Lane, Leicester LE5 2HT – Tear-off slip at bottom of evaluation form Resources: Handouts- & ideas for further reading

© Rik Ludlow 2010, licensed to Access Training. Slide no: 23 Bibliography Lunch Matters: NASEN (2000), ISBN Training Lunchtime Organisers: Walker, Mayall & Gregory (1993) Manchester LEA Several website links, further reading, the draft policy and templates given out on this course are available at:

© Rik Ludlow 2010, licensed to Access Training. Slide no: 24 Conclusion KNOWLEDGE and ACTION to improve our team’s induction process Evaluation Sheets Certificates Notes, Bibliography, Web Site Action Plans

© Rik Ludlow 2010, licensed to Access Training. Slide no: 25 Effective Induction for Mid-Day Supervisory Teams : Course Objectives We will: –Reflect on the value, and possible scope, of induction training both for individual mid-day supervisors and for the whole team –Understand the purpose of an “induction policy” –Develop an overall understanding of the issues –Have considered topics we may include –Have a working framework for future action to complete the induction package

© Rik Ludlow 2010, licensed to Access Training. Slide no: 26