How We Can Help

The Island Learning Trust School Support Offer

The Island Learning Trust (TILT) is a high performing trust with the capacity to support other schools. TILT has significant leadership capacity:  it has the right staff and experience to be able to offer support tailored to a variety of needs.

TILT can immediately provide support: a tailored package to meet the needs of school.

SLT members all hold NPQH or SL qualifications, have completed Tribal Ofsted 5 day training and are experienced coaches.

 

Support available:

As a result of the skills and experiences outlined above we have  capacity to offer a range of chargeable support to schools:

• HT & Leadership team support: additional personnel to add capacity to school teams including the provision of interim post holders: HT, DHT, AHT
• School Improvement partner support
• Governance support, training including GB Self-Review
• T & L reviews referenced to the Ofsted Framework
• Support and training with assessment, literacy, numeracy, the wider curriculum and assessment across the primary age range
• Mentoring and coaching for improvement support
• NQT support and mentoring
• A range of curriculum development support
• Behaviour support

 

Credentials

The Trust SLT comprises:

• A HT who has acted as a School Improvement Partner for the local Teaching School. She also worked as an Advisory HT for Kent.
• HTs who have mentored newly appointed HTs
• 6 senior leaders who are Ofsted trained
• A NCETM Maths Hub accredited Maths CPD lead
• A literacy leader who lectures at CCCU

 

Personnel includes:

• 2 LA trained EYFS moderators
• 2 LA trained Y2 moderator
• 2 LA trained Y6 moderator

 

TILT is registered on the Kent Procurement Framework and approved for work as:

• School Improvement Pedagogy Associate
• School Improvement Strategic Associate

 

Please use the Contact Us button to arrange a conversation around the support we can offer

 

School Improvement Pedagogy Associate

To raise standards within a classroom setting, working with the schools’ middle leadership team on a set plan of action with set outcomes against data. In order to achieve this suppliers will have an excellent understanding of teaching and learning pedagogy and practice and an in depth knowledge of one or more curriculum subjects

To evaluate subject team/year performance based on observations from supporting a school.

To inform and contribute to the development of high quality pedagogy resulting in measurable improvement e.g. higher standards, accelerated progress and narrowing of the performance gap.

To gather evidence on the quality of training or performance, providing accurate and concise feedback to the individual that will improve performance.

To produce clear, unambiguous and concise reports identifying judgements and supporting evidence along with recommendations which do not require further clarification and which will be submitted to the procuring body.

Influence the  raising of standards and achievement in schools through support and challenge, particularly in the core areas of the curriculum

assist schools to improve pupil outcomes by working alongside staff to improve the quality of teaching and learning

provide the right balance of support and challenge to teachers and members of the Senior Leadership Team to narrow the learning gap between Free School Meal (FSM) pupils and peers

help teachers to implement effective pupil progress tracking systems and analyse outcomes; embed Assessing Pupil Performance and ensure credible progress and attainment

identify gaps in pupil learning through formative assessment and help teacher judgement to plan and differentiate lessons for individuals and groups, ensuring that vulnerable learners achieve better than expected progress

model outstanding subject leadership and provide support and challenge to middle leaders which impacts on the leadership of their curriculum area

champion effective ‘behaviour for learning’ in classrooms and whole school strategies for improving attendance and punctuality

assist teachers to implement effective strategies to support the range of pupil attainment covering vulnerable through to gifted and talented pupils

identify and share effective strategies for closing the gap in the progress of pupils with FSM and those who are looked after by the Local Authority; improve the attainment of vulnerable learners

to improve the quality of moderation processes at all key stages within primary and secondary schools with respect to work scrutiny, work levelling, pupil progress & A4L (Assessment for Learning).

 

 

School Improvement Strategic Associate

To raise standards of Leadership & Management, working with the schools senior leaders on a set plan of action with set outcomes against data.  In order to achieve this suppliers will have a successful record of achievement of working with schools at this level, have knowledge of structural, leadership and organisational change mechanisms and have experience of bringing about rapid improvement in school performance

To provide action plans for progress and improvement and ensuring that they are delivered on time

To inform, contribute and take forwards the agenda for school improvement resulting in more effective leadership.

To be able to secure improvement strategies that enable targets and goals to be met and exceeded.

To produce clear, unambiguous and concise reports identifying judgements and supporting evidence along with recommendations which do not require further clarification

raise the capacity and quality of leadership to ensure an Ofsted judgement of at least good

influence the raising of standards and achievement in schools through support and challenge, particularly in the core areas of the curriculum

assist schools to improve pupil outcomes by working alongside staff to improve the quality of teaching and learning

provide the right balance of support & challenge to teachers and members of the Senior Leadership Team to narrow the learning gap in particular between Free School Meal (FSM) pupils and peers

help teachers to implement effective pupil progress tracking systems and analyse outcomes; embed Assessing Pupil Performance and ensure credible progress and attainment

identify gaps in pupil learning through formative assessment and help teacher judgement to plan and differentiate lessons for individuals and groups, ensuring that vulnerable learners achieve better than expected progress

model outstanding subject leadership and provide support and challenge to middle leaders which impacts on the leadership of their curriculum area

champion effective ‘behaviour for learning’ in classrooms and whole school strategies for improving attendance and punctuality

assist teachers to implement effective strategies to support vulnerable learners and gifted and talented pupils

identify and share effective strategies for closing the gap in the progress of children with FSM and those who are looked after by the Local Authority; improve the attainment of vulnerable learners

to improve the quality of moderation processes at all key stages with respect to work scrutiny, work levelling, pupil progress & A4L etc.

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