University of Portsmouth

Introduction

The University of Portsmouth Academy Trust will ensure that schools and their pupils will be exposed to a range of initiatives and events aimed at increasing participation in Higher Education.

Pupils and their families will be encouraged to engage with the University from an early age through special events, while staff will benefit from development and progression supported by the School of Education and Sociology in the Faculty of Humanities and Social Sciences.

The University’s core commitment includes guidance on teaching, learning and education management, school improvement development plans, and wider support from the School of Education and Sociology

UPAT works with University of Portsmouth to provide the following core offer to all schools in the Trust:

Opportunities to participate in initiatives and projects led by the University, and to collaborate with its staff and students on research and innovation activities
Access to expertise to support school improvement, curriculum enhancement and enrichment, including outreach activities and visits to the University’s facilities
Access to research-led training, teacher placements, and Trust-wide professional learning opportunities and partnerships
Co-ordinated collaboration with other UPAT academies to share expertise, ideas and resources
Advocacy for your school/academy and UPAT, nationally and regionally

A team from the University's science department visited Woodcot Primary School as part of their work on Space

How we work together

Collaboration and Networking

Each school actively works with others across our MAT, ensuring there is always a clear purpose for our collaboration. We also look outwards, working with other MATs, Local Authorities and sectors to learn from others and achieve outcomes we couldn’t alone.

Growing our Talent

We use our professional development programmes and collaboration to recruit, progress and retain talented people and build a diverse team.

Empowering School Leaders

Our school leaders have the freedom to explore and learn from different practices as we know that authentic leadership and personal accountability are founded on ownership and self-direction within the principles set out by the trustees.

Valuing Governance

We know the positive difference our trustees and governors can make at all levels to support school improvement and challenge our schools to pursue excellence. Training and our structures provide substantial opportunities to contribute.

Prioritising wellbeing

We invest in providing our students and staff with the knowledge, skills, and support to thrive and be mentally healthy. We are committed to improving job satisfaction, where possible, by reducing unnecessary workload, promoting flexible working and providing greater autonomy over professional development.

Evidence-informed

We engage with research to learn how to teach and support students best and how to implement successful, positive change.

Amplifying our impact in innovative ways

We are committed to growing our impact rather than growth for growth’s sake.

Sector Leading Services

Centrally, we focus on making a difference for schools and adding the most value.

Education, Research, Innovation and Consultancy

Schools across the trust aim to work closely with the University to provide a range of enrichment opportunities for the children as well as professional development for the staff.

The Education, Research, Innovation and Consultancy (ERIC) is a part of the University that has a direct link with UPAT schools and enables in-house reasearch projects to support the development of teaching and learning.

Maximising the Impact of Teaching Assistants (MITA)

Introduction

14 Schools in Fareham and Gosport are taking part in a collaborative SEND improvement initiative which has been co-created by Rob Webster from the University of Portsmouth (Education Research Innovation & Consultancy (ERIC), Sally Franklin Centre for Inclusive Education UCL, Cherry Chope Primary Phase Inspector, Hampshire Local Authority and CEO of UPAT Marion Clist.

This two-year project aims to create a core team of highly trained, research led, teaching assistants across Fareham and Gosport who will impact on the quality of learning for SEND pupils across the peninsular in both the immediate and long-term future.

The involvement of Rob Webster and Sally Franklin, co-creators of the original MITA programme ensures that the schools involved benefit from the experience and wisdom which underpin the creation of these materials.

The two-year project which will be evaluated by the Education Research, Innovation & Consultancy (ERIC) at the University of Portsmouth.

Evaluation of day one of MITA training for leaders

Thank you for enabling this fantastic opportunity to develop SEND provision in Hampshire Schools through MITA (Maximising the Impact of Teaching Assistants) training. Many thanks to Portsmouth University and the expertise of Rob Webster in supporting UPAT (University of Portsmouth Academy Trust) to secure funding. The low cost has been crucial in enabling us as a school to attend at such a reduced cost – we otherwise could not have afforded it.

Sally Franklin, as a lead researcher, created a purposeful opportunity for me to really pause and reflect. What do we do well as a school and what we can we do better? Exemplar SEND practice criteria shared created a great evaluation benchmark. Because of Day one, I intend to improve the clarity of the Teaching Assistant role. This will prevent interpretations of it and ensure the school community appreciates the purpose of practice we implement.

During the session, I noted the value of precise language in relation to this.

My notes - TA SEND practice at RJS will:

1. Supplement and value what teachers do

2. Liaise and work skilfully, in close partnership with the teacher, through structured, dedicated planning time

3. Implement planning written by the teacher (following dedicated reading time)

4. Lead learning for specific, carefully defined and planned interventions (with a rationale and evidence base)

5. Utilise resources, facilitated by teachers, to adapt learning and support development

6. Facilitate scaffolding effectively to support independence

7. Scaffold, prompt, clue, model and correct learners

8. Plan, problem solve and review through careful meta cognition

9. Advise and update the teacher of learning outcomes to positively influence assessment for learning and whole class teaching and learning

10. Be shared with parents / community (otherwise what they think and expect from their perspective might differ from practice)

I offer TAs PPA and I can evidence good practice. The thing that resonated with me most is that greater clarity of role expectations will have a significant impact. People will not bring their perception of expectation but rather know precisely – not rocket science I know, but crucial to secure a deeper understanding and definitely something I need to improve in school. I am also looking forward to shaping further improvements through Sally’s research and expertise.

Thanks for the CPD time to engage and reflect. A great day one – really looking forward to day two!