Perfecting Development-Plan Writing
Development Planning may never be the same again
- Location Zoom
- Time tbc (or please contact us for bespoke options)
- Cost £39
To book onto this session, please click the Request Invoice (if you are an organisation) or PayPal (if you are an individual). To request an invoice for larger bookings, please drop me a line.
Please remember to add the name, organisation and email address of the delegates so that the joining instructions can be forwarded. Please also add any discount codes you wish to apply to this booking.
Typical inspection issues
- Managers and teachers need to monitor students’ progress closely and intervene quickly when students are at risk of not completing.
- Leaders and managers do not check rigorously the progress that apprentices make. Consequently, interventions for apprentices who are underperforming are not always made as quickly as for 16 to 19 study programme or adult learners.
3.25 hour interactive online training session.
Publicity information for event organisers
Perfecting development plan writing looks at the four key issues that typically undermine development plans. In this session, delegates will be given a new lens with which to look at their own plans. They will be able to make a judgement within minutes about whether their plan is fit for purpose, or whether the plan’s format and content will severely undermine their ability to resolve their issues and become outstanding. As with the Perfecting Self-Assessment Writing session, this is a practical online workshop guaranteed to improve delegate’s understanding and writing skills. It may well also fundamentally challenge their approach to development planning.
The Data Springboard is designed to challenge the perceived data hierarchy in education and training. Retention and achievement rates simply tell the story of learners who have left. Any quality improvement information derived from this analysis cannot benefit the learners on whom the data was collected. Using the Data Springboard, staff will drill down through progressively more reactive layers of data to find their most suitable hair-trigger indicators of underperformance – the very first signs that a learner is becoming at risk of underachieving or quitting. The session will help staff to articulate the difference between indicators and causes. This information will enable them to precisely identify the weakest aspects of their provision and develop SMART actions that will impact on learners who are on programme now.
Perfecting Development-Plan Writing is a stand-alone session, though it is the second in a series of four sessions looking at improving the whole self-assessment process.
This session will enable delegates to:
- identify the four most common issues with development plans
- use their understanding of symptoms and issues to write the text needed for the beginning of a development-plan row
- use their understanding of the volatile (reactive) data associated with root-cause issues to write effective monitoring strategies in their development plan
- clearly articulate the issues associated with jumping to writing ‘actions’ too early in the development-planning process
This session will also introduce you to a completely different approach to self assessment; the subject of the final two sessions in this series.
This session is the first of a series of four online workshops to help you perfect your self-assessment work:
2. Perfecting development plan writing & The Data Springboard
3. Introduction to the CCQI Self-Assessment Strategy
4. Using the CCQI Self-Assessment Strategy
A brief overview of these will be given at the end of the session, but do please visit this page for more information:
The Perfecting Self-Assessment Writing session and its Live Self Assessment model challenges the traditional approach to self assessment – the annual look back at the quality of last year’s provision. Typified by the need to justify one’s self to senior management, funding organisations or inspectorates, traditional self assessment can often feel overly bureaucratic. Writing with a third party in mind leads many staff to make mistakes that have significant consequences for the effectiveness of their quality improvement activities. Using their own self-assessment reports, staff will be guided through a process of identifying five categories of commonly made mistakes. Then through a series of carefully designed collaborative tasks, delegates will practise a formula for writing effective judgements that collectively will produce a roadmap to outstanding for every aspect of their provision.
The CCQI Self-Assessment Strategy takes all of this work one stage further. Full details can be found here: www.ccqi.org.uk/sa-strategy.
What the delegates say
For an overview of feedback on this session, please click here.
These comments can be invaluable when generating curiosity about forthcoming training.
- It has made us all think about the experience we give to our students and how we can make it better. Inspiring!!! Ashton-under-Lyne Sixth Form College
- Football analogy was great. Bexley College
- Actually useful and practical. Canterbury College
- This is embarrassingly simple and understandable. Totton College
- This was brilliant, if we don’t have any other training this year I’d be happy to wait until Tony can return. Gloucestershire College
- Valuable insight from a very experienced inspector and teacher. NESCOT
- So much will now change. People 1st (Northern Ireland)
- Someone asked, on my return, whether the training session was good and I replied “Brilliant!” – then they asked what it was about and I was as surprised as they were when I replied “Data and SAR!” South Downs College
To discuss your requirements in detail, please phone or drop us a line.