Hinde House 3-16 School Sheffield

STAFF SUPPORT AND INDUCTION – STAFF TESTIMONIALS

At Hinde House 3-16 School we understand that attracting, retaining and developing high quality professionals is the key to long term school improvement.

Our statement of intent is unequivocal when it commits to:

Recruitment and retention of the highest quality at all levels of the school.
Significant and appropriate investment in the professional development of staff as our most valuable resource.
A school synonymous with professional development, growth and support. The building of capacity is acknowledged as the essential vehicle for sustainable improvement.
A recognized centre of excellence for teaching for learning.

As a school, we have many years experience in helping new teachers to develop their skills. It is currently one of our school focus areas to develop our own training and support for new staff in order to become one of the very best in the City.

In recent years, colleagues have joined us from many different training centres – Initial Teacher Training, Graduate Training Programme, Student Associate Scheme, as well as Newly Qualified Teachers.

As a highly respected training institution, regularly congratulated by Sheffield LA and Sheffield Hallam University on our support packages for the above, we are particularly pleased to be furthering our support to the profession by employing Teach First colleagues in this launch year for the scheme, in this part of the country. We are proud to have already been seen as “a very supportive school with a high level of support from mentors and professional tutors and a clear system of monitoring and supporting trainee teachers. There is clearly much good practice that hopefully can be shared across the Teach First partnership”.

Below is a summary of New Teacher Support for 2011-2012:

Teachers new to the school have a series of preparatory training meetings, including one in the Summer term, prior to starting, and one before term starts in September. These cover the basics, including systems in school, as well as some training aimed at staff new to teaching on behaviour management and the 4-part lesson.
This will be followed up with an induction meeting every week for the first term and regularly after that, aimed at staff new to teaching, which will be a mixture of training sessions on topics such as planning, differentiation and behaviour management. Some of these sessions (approximately 3 per term) will be aimed at all staff new to the school, e.g. for induction in data input.
All staff new to teaching will have a curriculum mentor, usually their Subject Leader or Second in Department, who is responsible for their development within the subject area and following their training pathway (with support from Mary Pepper).
All staff new to the school will have a coach. These are staff trained in coaching techniques who will be available and proactive in offering informal support on a day-to-day basis and, later in the term, non-judgmental peer observation.
Mary Pepper is available for first line support for the new teachers. She takes the role of advisor/supporter/friend and will make informal pop-in observations as well as support when needed. Mary will hold some of the induction sessions and will facilitate discussion on a more informal basis.
Mary is also responsible for liaison with the various out of school mentors and organizations and ensuring all paperwork for the different pathways is kept up to date.
Mary will focus on teaching quality and support new staff for the first half term to ensure a smooth start. This will involve working to support on a day-to-day basis, e.g. looking at hot spots and organizing staff new to teaching to watch more experienced staff.
Mary will also do a baseline observation of each new member of staff. This will be followed up by more active, developmental observations throughout the year personalized for each member of staff, to back up work done with the Curriculum Mentor.
There will be a half termly coaching training meeting, where coaches will be trained in various techniques as well as keeping Mary up to date with any issues with the new staff.
Mentors will also meet with Mary once a half term or more frequently to discuss new staff.
Termly review meetings will be held with the member of staff new to teaching, the Curriculum Mentor and Mary to make sure areas of progress, further support and areas to focus on are identified.

All new members of staff receive intensive induction throughout their first year and continuing, as appropriate, during Recently Qualified Teacher years. Below are testimonials from staff who are either responsible for, or who have recently received school induction.

Ms Sarah Baxter (Professional Tutor, Sheffield Hallam University)

I visit Hinde House regularly to support participants as they progress through their PGCE and Masters courses. The school is very supportive indeed of these people, recognizing the enormous impact that supportive professional development and learning can have on pupil achievement as well as staff morale. Time is taken to ensure development activities are planned collaboratively and in line with need thereby motivating participants to be successful. Levels of challenge are high but balanced with high levels of support. The participants I have worked with, in partnership with the team at Hinde House, have been offered various opportunities to engage in professional development activities which they find of enormous personal interest; opportunities to develop strengths as well as areas needing development are available.

Mr Alan Cash (English teacher 2010)

As a qualified teacher, I came to Hinde House after having a year’s break from secondary schools and had been teaching adults in the private sector. Because of this, I felt quite nervous that I may be a little rusty as far as my secondary classroom teaching skills were concerned.

All of the staff at Hinde House (teaching, non-teaching, senior and otherwise) welcomed me warmly and I felt immediately at home. My teaching and learning mentors immediately spotted my strengths and were keen to embrace them. Through this, my weaker areas quickly improved. As I became yet more comfortable, I was able – and encouraged – to inject my own personality into my teaching. I was rewarded by seeing real improvements to achievement and behavior in my classroom.

Training at Hinde House is relevant and tailored to individuals in a way that does not stifle the creativity and freedom of individual teachers. The atmosphere among staff and students is calm but purposeful and I feel valued and part of a friendly but effective team.

Mr Wayne Murray (Mathematics GTP 2010, NQT 2011)

During my two years at Hinde House as a Cover Supervisor, I was absolutely delighted to work with such a group of supportive and dedicated people who work tirelessly in unison to achieve the same outcome.

Now in my GTP year and still working with the same great group of people, I feel reassured that when I face the inevitable challenges that comes with the territory, I won’t do it alone as the staff at Hinde House provide a concrete and sustainable support mechanism worthy of publishing. The ethos of the organization, coupled with the work ethic of both teaching and non-teaching staff makes Hinde House an enjoyable place to work and be associated with.

The induction meetings and coaching sessions offered are useful forums which have enabled me to share ideas and voice any concerns which I may have regarding my day to day responsibilities within the organization. I am also impressed by the way the organization sees itself as an integral part of the wider community and work proactively to build relations with the immediate and surrounding communities that the organization serve.

Mr Charlie Mattinson (Humanities GTP 2010, NQT 2011)

When I started at Hinde House I was made to feel extremely welcome and supported at every level. Looking back, this provided the foundations for making what turned out to be a hugely challenging but equally as rewarding first year.

The weekly induction meetings for new staff were invaluable; not only to be given practical, timely advice on all areas of school life but also a chance to share best practice, air any concerns and discuss particular issues. This was always done in an especially comfortable, friendly, honest and supportive environment where senior staff, peers and other colleagues were more than happy to listen, encourage and help in any way they could.

I feel Hinde House School’s positive, dedicated and ongoing approach to developing new staff has given me the opportunities and confidence that are vital in the early stages of my teaching career.

Ms Vanessa Par and Ms Dani Quinn (both Teach First colleagues, 2010)

Being Teach First participants, we had undertaken a six week intensive course over the Summer of 2010 to prepare us for our first teaching experience in September. We were understandably nervous about our new careers but enthusiastic and keen to make a different to the pupils that we would be teaching.

As is to be expected on the Teach First programme, it has been a challenging year. However, thanks to the ongoing support of the induction staff, mentors, Heads of Department, other teaching staff and non-teaching staff, we feel we have made swift progress. Where we have had difficulties, there has been a great deal of support and help. As a result, we are both enjoying our new careers immensely.

The induction meetings have enabled us to share our problems and ideas with other staff new to teaching, one-to-one support from mentors helps us to progress and improve as teachers and the warm and friendly atmosphere amongst the staff means that we never have to look far for a smile, advice or a comforting message.

Ultimately, we could not have wished for more than the level of support we received and continue to receive. It has given us an excellent introduction into teaching and continues to cater for our needs as trainees and help us to develop professionally.

Miss Rebecca Turner-Loisel (Teach First 2009, NQT 2010)

I started as an ICT teacher and Teach First participant in September 2009. I was nervous but excited about all the new challenges and opportunities that teaching at Hinde House would bring. However I needn’t have worried – the staff are so supportive that there is always someone to ask for advice and the students are so diverse and dynamic that there is never a dull moment! The induction meetings in my first year enabled me to share problems and ideas with other staff new to teaching and one-to-one support from my coach and mentors helped me to progress and improve as a teacher.

This year, as an NQT, I have trained as a coach for other members of staff, am taking part in the RQT programme which has enabled me to deliver whole school training alongside the other RQTs and have had lots of new opportunities including starting a School Magazine, working with Golden Pathways students and teaching ICT to EAL students in the New Start Centre.

Ultimately, I could not have wished for more than the level of support I have received from day one and continue to receive. I have had an excellent introduction into teaching and new opportunities continue to cater for my needs, offer different experiences and stretch me professionally as an NQT.

Miss Louise Fox, Miss Melanie Omaison, Miss Caitie Travis and Mrs Rachel Burgan (RQTs 2010)

Since joining Hinde House in September 2009, the transition from being a NQT to a RQT has been great. The school now feels really familiar and the relationship with pupils has grown tremendously. In our second year we were offered the chance to do training programme to become Accredited Advanced Coaches, additionally we were also mentoring the new staff who had joined Hinde House in 2010 so the coaching came in handy when having conversations with new staff. Although the sessions were after school when we were sometimes tired, we all enjoyed the whole process and it has really helped with both our teaching and support of colleagues. Since beginning in September we have also started studying for a Masters in varying teaching areas. Juggling both school and academic work is a real challenge but it has allowed us to develop our professional practice.

Mrs Donna Newton (Year Leader 2011)

I started at Hinde House in 2005 as an NQT and have seen some very exciting changes during that time. During my time here, we have moved into a new building which has some wonderful facilities, including interactive whiteboards in all teaching rooms.

During my first few years at Hinde House I was given some fantastic support. The school has a dedicated Induction Tutor who offers support to all new staff. There is also ongoing support once the induction year is over, with optional in-house CPD programmes for any member of staff who is interested. Also there is a very friendly atmosphere, with lots of support from SLT, teaching staff and non-teaching staff, many of whom have become really firm friends over the years.

It is with this support that I have continued my progression, first as the teacher in charge of Geography and, more recently, as the Pastoral Head of Year 8 and although I am now seen as a ‘more experienced teacher’ I still call on support of all other members of staff within the school.

Laura Briscoe (Primary Phase Teacher 2010)

There is a strong team spirit at Hinde House and I was made to feel a valued part of the team from day one. Everybody was really friendly and welcoming and they were (and still are!) always happy to lend a helping hand.

The induction programme was useful and provided lots of information about the workings of the school in an easy to understand way. It was also a good opportunity to get to know other new staff members well and I found that it helped me to quickly settle into my new role.

Since joining Hinde House School I have been really impressed with the opportunities and the support I have been given to help me progress both as a teacher and subject leader.

Michelle Allen (Primary Phase Teacher 2010)

As an NQT, this was my first "real" teaching post and as such I was very apprehensive and not at all sure what to expect. My fears were soon alleviated as on the first inset day all of my colleagues were very welcoming and took me under their wings to show me the ropes and where the coffee and donuts were!

The staff team have continued to be supportive even when I had a mid year panic and started to doubt myself and my ability to copewith it all!!! My colleagues were very reassuring and provided me with some much neededguidance, support and most importantly wine!!! This support was also verymuch appreciatedduring theOFSTED inspection.The training which I have attended has been useful and always relevant especially thein-house training.

Anyquestions and concerns that I have had have always been addressed and I have always felt confident enough toask any question, no matter how basic or obvious which has been particularly helpful because as anNQT you often feel out of the loop and as thought you know nothing so asking "obvious" questions is unavoidable.

From a very apprehensive start, I feel that I have really settled well into the "Hinde House way" and regardless of what happens in my future career, I know that I have made some life long friends and will always look back at my first year with great fondness.

Debbie Jackson (Primary Phase Teacher)

I feel really lucky to have started my teaching career at Hinde House. When I began as an NQT I had great support, both from my phase team, but also my NQT mentor and the senior leadership. There was also a great induction process for all new staff (regardless of experience) from across the 3-16 school. This was thoughtfully spread out across the first few terms of the year, so that I didn’t feel over-awed with all the new information!

I have had some fantastic opportunities to develop my career since starting at Hinde House. I strongly believe that if I had started my teaching career at a different school I would not have had the same development opportunities as I have been fortunate to have. Hinde House really value their staff and because of this they are keen to help you progress in the direction that you feel your career should go. I was fortunate to get the opportunity to apply for and become the Literacy subject leader (with a TLR). I have always been passionate about literacy and so I feel that this role was perfect for me! Since becoming the subject leader I have had support from senior leaders, as well as specific CPD, to help me understand what the role entails, as well as how to manage this new responsibility. This help has been invaluable in meaning that I didn’t struggle with the workload, or the pressure of the role.

As well as this, I have been able to work with the local authority lead teachers in different schools. This opportunity would not have happened had I not been at Hinde House. It has enabled me to see and experience other schools, which has developed my teaching, as well as helping my confidence grow in the management-side of my career.

I look forward to the new challenges and opportunities that Hinde House offers me – I have no doubt there will be many more!