Chris Potter

Chris Potter

This Mental Health Awareness course is beneficial for all. It covers the fundamentals of mental health and emphasises the significance of maintaining a positive mental attitude. Through the 6 modules, you will develop knowledge of the issues which people with mental health problems face.

The increase in online presence and the emergence of diverse social media platforms leads to a higher risk of safeguarding issues for children. Understanding these concerns is vital for an effective response.

London Teaching Pool Ltd (TLTP Education) is proud to have been selected as the official recruitment partner for the London Borough of Redbridge.

 

Establishing a close working relationship with our local borough will help strengthen the services and support we already deliver to schools and provide new opportunities to those pursuing a teaching career in Redbridge.

TLTP Education are proud the London Borough of Redbridge have recognised the high standards of compliance and value we add to the recruitment industry, and have chosen us as their partner to collaborate with in delivering talented newly qualified teaching staff.  

Darryl Mydat, Chief Executive Officer of London Teaching Pool Ltd said:  “We are extremely honoured to be working together with our local authority and home of TLTP Education for over 13 years.  As an accredited REC audited agency and operating under several frameworks including Crown Commercial Services, we look forward to working closely with the London Borough of Redbridge who also value our commitment to helping schools recruit the best and most suitable teachers as well as providing career enhancing opportunities to all teaching staff. Together we are able to provide a fuller and more efficient service." 

Clare Mehlman, Head of Customer and Staff Development in Education and Inclusion at the London Borough of Redbridge concluded: “Securing a local specialist teacher recruitment partner, with the capacity and commitment to deliver high standards of service to applicants, represents a significant way in which the authority can support schools with their recruitment needs.”  

For more information and to discover how we can help you find a fulfilling teaching role please call us on 020 3005 4303 or visit www.redbridgeteachingpool.co.uk.

London Teaching Pool Ltd (TLTP Education) has successfully been awarded accredited supplier status on the new Crown Commercial Service (CCS) Supply Teacher Framework. The framework has been designed to introduce consistent standards for safeguarding and employment checks for all supply staff.  This also means that schools will receive the best possible value for money and reduced costs.  

The respected status is to supply Lot 1 of the Framework (Approved Supplier), which covers the agency provision of Supply Teachers and support staff in Educational establishments. It enables schools to recruit qualified supply teachers, unqualified teachers, education support staff and other temporary staff. These include Headteachers, Senior Leadership, admin and clerical staff, alongside IT staff, finance staff, and maintenance staff who will be paid via the agency suppliers on the deal.  

The key benefits of the framework include:

  • Reduced staff cost, volume discount, annual rebate
  • Transparency of costs, you will have full visibility of all charges before hiring
  • Background screening and safeguarding conducted to robust DfE standards
  • Free transfer to perm (“temp-to-perm”) after 12 weeks in post, subject to 4 weeks’ notice
  • Fully audited and accredited adhering to best practice standards in education recruitment
  • Consistent terms and conditions
  • Managed service options

The CCS and Department for Education are currently promoting the benefits of the framework to schools through their communications and marketing programme.  By now all schools should have received their access details and instructions to the Agency Selection Tool from the CCS. If you have not please email them directly at supplyteachers@crowncommercial.gov.uk.  

Darryl Mydat, Managing Director of TLTP Education said “We are delighted to be part of a respectable framework that values our commitment to helping schools recruit the best and most suitable teachers for their students. With over 13 years experience working closely with schools, and as a proud member and holder of the prestigious REC Audited Award, the gold standard in safeguarding; this recognition further reinforces our dedication to providing a recruitment solution that adds value. We look forward to meeting and exceeding the high-standards expected from this framework, in order to cater to the challenging recruitment needs and ensure the satisfaction of our schools.”  

For more information, please visit CCS Supply Teacher Framework or get in touch with us on 020 8709 6540.  

 

TLTP Education providing you with a cost-effective and efficient recruitment service.

Working in the field of teaching often comes with a bad rep. From being underpaid to the pressure of classroom management, it’s fair to say that teaching is not an easy job.

 However, being a teacher can also leave you with an abundance of joy and happiness.

 Whether it’s the positive impact you’ve made to a child’s academic, emotional and social learning or the set of skills and knowledge you’ve acquired along the way; here are our 10 reasons why teaching remains a rewarding career choice.

1. Children teach you as much as you teach them 

Being around young children and adults six hours a day can keep you feeling young. They can positively influence your vocabulary, fashion sense and ensure you are kept up to date with the latest pop culture references.  

2. No day is ever the same 

Most jobs come with a lot of repetitive tasks, which can sometimes result in feeling unfulfilled and unchallenged. Teaching is one of the few professions where you get the chance to be creative and engage in something new every day.  

3. You are a role model 

Ever heard the expression, with great power comes great responsibility? As cliché as the saying may sound, teachers are highly admired for being a good role model to their students. It is a great accomplishment when children can look to you to guide and advise them not just with school work but also with their social life. In fact, being an inspiration to young leaders is just one of the many perks of the job.  

4. Expect to laugh… a lot 

Children may be a handful at times, but there’s no denying their ability to make you chortle. They are a bundle of joy and, most of the time, have a great sense of humor. So if you’ve had a bad start to the day, you can always rely on your students to cheer you up and make you laugh. It’s these precious moments that make teaching absolutely worth it.  

5. Learn new skills 

Being a teacher allows you to expand and develop on new skills. Whether your chosen subject is English, Maths or Science; as a teacher, you can choose to build upon transferrable skills by participating in sports days, managing breakfast and after school clubs and can even offer counseling sessions. Did we mention that no day is ever the same?  

6. Establish genuine relationships along the way 

Working in teaching enables you to build positive relationships with students, parents and the wider school community.

7. Make friends for life 

You get the opportunity to form real and long-lasting friendships with like-minded colleagues, who share the same passion for teaching as you do.

8. That memorable and cherished moment when a student finally gets it

Nothing beats the moment when a student’s lightbulb goes off and they finally understand what you’ve been teaching them. Witnessing their growth and knowing you contributed to the child’s learning progression is a feeling like no other.  

9. Schools out for summer

There are many rewarding highlights of being a teacher. However it can be sometimes feel chaotic and nonstop, which is why teachers are rewarded with a much-needed and well-deserved six-week summer break. While your non-teacher friends continue to work their 9-5 jobs, you get the chance to relax, recharge and enjoy your summer holiday. The summer break is also the perfect opportunity to reflect on your teaching strategies and improve on lesson plans, if needed, for the upcoming school year.

10. End of year teacher gifts

Whether it’s a hand-made appreciation card or a purchased gift, it’s really the thought that counts.   There are so many advantages of being a teacher, fact. However, the best feeling is knowing you are educating tomorrow’s leaders and opening the door to all other professions. Now that is the ultimate job satisfaction.  

So you have completed your PGCE and have enjoyed a well-rested break from studying and teaching, what could possibly go wrong?

What may, at first, seem like a smooth-sailing and exciting ride can easily turn into a daunting experience, but only if you allow it.

Whether it’s the challenge of managing a room full of children or the excessive workload that’s bound to come your way, it is all part of the experience and the key is managing it. 

So, to help prepare you for the eventful journey you are about to embark on; here are our top 7 tips on how to survive and succeed in your first academic year as an ECT.  

Discover and hone your own teaching style

If you’re an overly excited ECT, you have probably spent your summer going through an archive of different teaching methods that you will most likely adopt for your first year. Most ECTs have an innate sense to employ traditional teaching styles for their induction year, and while this approach is often handy; it is also important to test the waters and approach new theories. Don’t forget, your classroom, your rules. But before introducing any contemporary methods to the classroom; why not read up on evidence-based research, over the summer break, to ensure the techniques are effective. Fostering a new approach is only useful when it’s easy for students to grasp, and when it proves to make a positive impact to the atmosphere and learning in your classroom.  

Work-life balance

It is very common for ECTs to fall into a habit of working outside school hours, but in doing so you are causing extra stress to your workload. Managing work and social life is easier said than done; however, it is vital to prioritise your well-being over anything else. Whether it’s going for a morning run or taking the evening out to spend quality time with family and friends; balancing work and social life is the key to a happy and healthy teacher.  

Don’t be afraid to say no

Saying no to colleagues that are contributing to your workload and stress levels does not mean you’re weak, nor does it define your capabilities as a teacher. Rejecting extra work that prevents you from having a social life is not something to feel guilty about, and your colleagues will not think any less of you if you communicate this in a friendly and professional manner.  

Asking for help is not a sign of weakness

Talk about your doubts and don’t be afraid to seek further help. As an early career teacher, you are still trying to adapt to the school environment and often when managing 30 kids or more, it is expected for things to spiral out of control. But before second-guessing your chosen career or your teaching abilities, contact your mentor. They are there to help make your experience feel less complexed, so why not tap into their wisdom and make use of their assistance. Observing colleagues is a great way to identify new teaching techniques and improve your own practice.  

Teach with enthusiasm

According to a 2015 class if you demonstrate the same excitement and passion you expect from them.  

Socialise with colleagues

Being a new teacher in school is just as nerve-wracking as being the new pupil. Overcome your nerves by socialising with colleagues at lunchtime or outside the school grounds. Find out what their plans are after school or ask about the staff societies available to discover your interests. Whether it’s the staff football team or perhaps you enjoy a nice visit to the pub, be open-minded and invite your new colleagues for a chance to get to know them better.  

Accept and embrace your mistakes

As an ECT, you are still in the early stage of your career. Therefore, it is certain that a few slip-ups will be made along the way, but that’s also okay. It is important to recognise and accept your mistakes, as this will guide you when reflecting on what went wrong and help improve your practice. Revisit and explore old notes from your PGCE training course on teaching and learning theories. Alternatively, get in touch with your mentor and discuss candidly your mistakes. Remember, they are not there to pass judgment but merely to offer some assistance.  

A children’s charity is calling for teachers to receive training on how to support pupils that have undergone childhood abuse.

 An online survey conducted by YouGov on behalf of Barnardo’s Scotland, found that 54 per cent of the teachers that participated had not received any training on the impact of a child’s early traumatic experience.

 As schools across Scotland prepare to resume next week, the charity warns that the bearing of early trauma and hardship on a child “can be severe and enduring.”

 Experts at the charity are now urging schools to act fast, in order to better identify and respond to signs of “early trauma and adversity.” Speaking on the impact of trauma and Adverse Childhood Experiences (ACE), the charity said: “Whether this is parental divorce or imprisonment, substance misuse, domestic abuse, sexual abuse, bereavement or loss. These early experiences can have a huge impact on a child’s development, their ability to learn and their mental health and well-being.” The charity also highlighted that teachers are quick to misread behaviours associated with early trauma, and rather than providing support it is often dealt with discipline. Due to this, the charity advises that trauma-informed approaches should be of focus in all work with children and young people, instead of just “reserved for specialist or targeted services.”  

Barnardo’s Assistant Director Laura Falconer, who specialises in mental health and wellbeing, said: “It is crucial that schools create an environment where all staff know how to support and respond to children affected by early trauma; where children are taught to develop skills they need to understand and cope with their experience, and where staff feel confident linking in with additional support if needed.” She added: “Teaching children from an early age about emotional awareness, how to self-regulate, and the skills to support resilience are essential parts of preventing future problems with their mental health and well-being.”  The online survey also revealed that 87 per cent of teachers who had received trauma and ACEs training, found the process useful.

A teacher/participant of the poll said: “I am more aware of the difficulties that ACEs can lead to and I now try to establish more background information on a child when considering why and how they behave in certain ways, this also applies to the families.” Headteacher at St Francis Primary School in Edinburgh, Margot MacAlister, said: “I make it a priority to ensure my staff have access to a programme of professional development and training that gives them a set of skills to identify and support behaviours as a result of early childhood trauma.” She added: “It is essential we continue to set up systems of support and training for professionals working with children and young people to ensure we continue to make a difference to the future wellbeing of society.” 

Earlier this year, the Scottish government vowed to fund a National Trauma Training Programme that aims to help those suffering from childhood abuse. Barnardo’s Scotland said that whilst the charity is in favour of the government’s commitment to this scheme, however it stresses that national priorities such as “closing the poverty related attainment gap and improving children and young people’s mental health” must “have a core focus on the impact of early and developmental trauma on a child’s ability to learn and thrive.”

Children stuck in hospital no longer have to miss out on school work, following the launch of an avatar robot that helps kids take part in class from their hospital bed.

 In the midst of a robotic revolution, where Artificial Intelligence (AI) are gradually being integrated in various parts of society, it seems that robots could also be playing an important role in the future of education.

The news came a day before Education Secretary, Damian Hinds, announced his commitment to help place technology at the forefront of children’s learning.

Speaking of its importance, Mr Hinds said: “I’ve been fortunate enough to see technology being used in revolutionary ways. Students are able to explore the rainforest, steer virtual ships or program robots from their classroom, while teachers are able to access training, share best practice with colleagues and update parents on a pupil’s progress without being taken away from their main focus - teaching.” Mr Hinds is now calling for tech companies, such as Apple and Microsoft, to help make his vision a reality. He said: “Schools have the power to choose the tech tools which are best for them and their budgets. But they cannot do this alone. It is only by forging a strong partnership between government, technology innovators and the education sector that there will be a sustainable, focused solutions which will ultimately support and inspire the learners of today and tomorrow.” This avatar robot scheme is one of the nine projects that have been offered a total of £4 million by the government, in the attempt to support the education of children in Alternative Provision (AP). The East-Midland-based robot project, which will be ran by medical AP provider Hospital and Outreach Education, will receive a funding of £544,143 from the Department of Education.  

 To carry out the scheme, 90 “tele-visual” robots will attend lessons in schools and act as a substitute for the unwell pupil. The avatar robot, called AV1, is also able to engage in classroom discussions and even interact with friends. The child, suffering from a long-term illness, can operate the robot from the hospital through an iPad and listen in on the conversations occurring in the lessons, by simply rotating the robot’s head to get a panoramic view of the classroom. If the child wishes to ask a question, the AV1’s head flashes blue. Additional features include a whispering mode that permits the child to converse with a lower voice, allowing only the children within close proximity to hear the robot. Roboticists are hopeful that the AV1 machine will help children in hospital feel less isolated, and uncomplicate their return to school.  

Announcing the project, Minister for School Standards Nick Gibb said: “Every child, no matter the challenges they face in their life, should have the opportunity to fulfil their potential through an excellent education. “School standards in this country are rising, but for some children – those who are excluded or cannot attend mainstream or special schools – this quality varies greatly, with low expectations about their outcomes and futures.” He added: “There are some excellent examples of AP in the education system, but we need to raise standards across the board if we want to give every young person the opportunity to succeed. “These new projects, backed by £4 million, will develop new ways of doing this which can be shared around the country, so that we can improve education for every child and make sure they receive support to meet their individual needs.”  

It is difficult to predict what the future may look like but Director of Sheffield Robotics, Professor Tony Prescott, is certain that the future will “have more robots. “They probably won’t look like humanoid robots,” he said. “They will look more like everyday objects, particularly designed for certain tasks.”

It is a “scandal” that some children starting school still struggle to Damian Hinds, shed some light on social mobility in his first speech.

Mr Hinds insists he does not plan to “lecture” parents on their parenting, but merely to offer advice on what can be done in the home environment to prevent children from falling behind in school.

Speaking at the Resolution Foundation in London yesterday (Tuesday 31st July 2018), Mr Hinds warned parents to take action, as children who lack proper communication but are due to begin schooling at the age of four “rarely catch up.”

  He added: “Your peers don’t wait. The gap just widens. This has a huge impact on social mobility.” He also vowed to challenge the “last taboo” in education by calling out parents, who are not playing their part in helping children “communicate in full sentence.” He continued: “The truth is that the vast majority of these children’s time is at home. Yes, the home learning environment can be, understandably, the last taboo in education policy – but we can’t afford to ignore it when it comes to social mobility.

“I know it’s parents who bring up their children, who love them, who invest in them in so many ways, who want the best for their children. But that doesn’t mean extra support and advice can’t be helpful.” His comments were evidenced by recent statistics from the Department of Education (DfE), which found that 28 per cent of four and five-year-olds lacked the required early communication and literacy skills, expected by the end of reception. The data also highlights that such percentage increases in areas more deprived.  

Young children, without adequate vocabulary at age five are more than twice as likely to be unemployed at age 34, as children with better vocabulary. As part of Mr tackle the problem, he has promised to halve the number of pupils starting school with poor literacy skills, by 2028. He also pledged to introduce a combination of business leaders, charities, media groups and a particular focus on tech companies, to launch practical ways that encourages parents to support their child’s speech therapy. While Mr Hinds shared his “legitimate worries about screen time;” however, he hopes that technology will add value in his aim to “build parents’ confidence” around early language development.  

An awareness-raising campaign - much like the five-a-day campaign, which is a health campaign that encourages more people to consume fruit and vegetables - could be introduced to help change parents’ attitude towards the issue. Mr Hinds highlighted that most pre-school children spend the majority of their time at home, which is why the government is keen to explore pupils’ “home learning environment.” But Head of Ofsted, Amanda Speilman, believes more could be done at school, as some children from deprived areas are short of learning resources at home in comparison to their peers from more advanced areas. She urges nursery staff to teach pre-school children new language skills, whether that be through songs or nursery rhymes.  

Bob Reitemeier, Chief Executive of I Can, the children’s communication charity, is open to Mr Hinds’ upcoming plans but said that the coalition of charities and businesses must contain experts with previous experience of supporting children in need of speech, language and communication therapy. He said: “Research shows that in some areas of deprivation, 50% of children are starting school well behind their peers in language development. “Without support, the gap between these children and other children will continue to widen, year on year, putting their life chances at risk.”  

Schools in Redbridge face a teaching crisis as they struggle to retain staff, a representative confirmed.

In an interview with the Recorder, Kash Malik of Redbridge National Union of Teachers (NUT) said that the problem was worse in primary schools, and in “core subjects” at secondary schools.   

He said that teaching is not considered to be an attractive field, as many teachers often feel trapped in the profession.

Mr Malik claims that both existing as well as aspiring teachers are less likely to enter teaching, once they “see the amount of pressure, the workload and the uncertainty of progression.” However, following the announcement of a 3.5 per cent pay rise for teachers, a Redbridge Council spokeswoman said that “this can be regarded as a very positive step towards improving the overall situation.”  The pay rise, which is partially funded through a £508 million grant and provided by the Department of Education (DfE), will be offered to schools in two segments from September. The Secretary of Education, Damian Hinds, said: “Schools will continue to determine how their staff are paid but the increases above will be funded by government with a new teachers’ pay grant – worth £187million in 2018/2019 and £321m in 2019/20 from the existing DfE budget – paid to all schools on top of their core budgets from the National Funding Formula.”  

Earlier this year; Mr Hinds, also pledged to remove pointless tasks that contribute to teachers’ workload. He said: “this will mean that teaching continues to be a competitively rewarded career, and I will continue to work with the profession, Ofsted and the unions on issues like excessive workload, professional development and flexible working, to make sure teaching remains an attractive, fulfilling profession.” The salary increase and the removal of non-teaching tasks is expected to put an ease to the pressure of teaching.  

Redbridge’s Council spokeswoman highlighted that teacher shortage is a “national issue,” but insists that the council “will continue to do all we can in the borough to address this.” She continued: “the up-to-date information that we have indicates that Redbridge schools have been largely able to fill their current vacancies.”   If you’re interested in primary or secondary teaching, we have a range of teaching positions available in both ‘Good and Outstanding’ Ofsted-rated schools in Redbridge.

 

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