Henry Tyndale School
Learning & achieving together
Celebrating achievement
Independence
The Children
Learning is fun
Creativity
Partnerships
Diversity
Well being
We all enjoy the successes of each individual
We support all our young people to gain greater independence
Always at the centre of all we do
School will create a myriad of positive experiences and memories for children
We think outside the box to find new ways to continuously raise standards
We work with parents and families to ensure the best for children.
We work to promote respect for individual differences, needs and disabilities
We create a safe & caring environment where all can be happy & ready to learn
Staff Wellbeing
50 THINGS - Henry Tyndale Does to support your
Well –Being
We work hard, play hard
- Regular staff survey to get their honest opinion
- A suggestion box which to allow for confidential suggestions to better practice and systems
- Resilience awareness sessions and a culture around promoting well-being and self-care
- Open door Senior Leadership –no concern is ever too small
- Opportunities to get involved with the wider life of the school
- Well-being team who put on ½ term events for staff (breakfasts etc)
- Healthy snacks and ice cream for inset days
- Well-Being health checks
- One to one meetings with staff around well-being (weekly, monthly etc)
- Mental Health first aider on site
- 3 exceptional/compassionate days an academic year allowing staff to attend children assembly, care of family/friends/pets etc.
- Hire facilities
- Support individuality
- Tea, coffee , milk and sugar for staff provided everyday
- Secret buddy system to support all staff
- Pilates after school-one day a week for staff to join
- Friday Club
- Time given for medical appointments
- Accommodating staff to support with child care (bringing into school etc)
- Recognition board –SHOUT OUT’S
- Designated smoking area
- Aim to have 15min morning breaks
Teaching and Learning/ Planning and Curriculum
- We trust teachers to decide best approaches for their pupils
- Everyone has the highest expectations of behaviour, with all staff reinforcing these expectations
- Senior leaders are very visible
- Senior leaders support for duties
- Condensing report writing and assessment into one platform
- Reducing paper work load in means of IPP’s, ROA’s
- More collaborative approach to planning
- Assessment systems are constantly being streamlined so process takes less time
- No tick box culture – never do anything if it is not going to make a difference
- Provide teachers with time for assessment, performance management and paperwork
- Support and Challenge plans to help support teachers practice and development
- Coaching ethos
- Everyone has highest expectations of behaviour, with all staff reinforcing those expectations
- Leadership values tailored to ensuring the best for their staff
- Support staff to feel confident in their job
- Regular meetings with leads and therapist to support communication
- The opportunities to have open and honest conversation with leadership team
Professional Development
- CPD tailored to specifically to staff needs, based off their feedback
- Encourage staff to develop their CPD by being open to courses they would like to attend
- CPD is delivered in house with flexibility of dates and times with day off in lieu
- Non-hierarchical approach to professional development –there are things a senior leader can learn from an NQT and vice versa
- Targeted support plans for LSA’s and Teachers
- Succession planning opportunities
- Developing leadership positions at all levels (LSA’s, Leads, Teachers, TLR’s, Senior Management)
- NQT support with dedicated mentors, regular meetings and CPD opportunities
- Performance management is tailored to individual need. We build on aspirations and reflection on own practice
- Weekly induction programme for new staff
- Range of CPD opportunities- twilights, visits to schools