DIGITAL

LIVE

FREE MINI SESSION

GET IN TOUCH

The fully digital solution

A complete supervision curriculum for DSLs in an Educational Setting

Facilitated Supervision Sessions

Mentoring for DSLs

Skills for safeguarding for all staff

Standards for Supervision

Model supervision policy

Model Professional Development plans

Let's start
a conversation?

At Supervision in School, we enjoy getting to know our schools and our diary is always opened to discuss how we can support you. Click the link below to book a 15 minute conversation over zoom or teams.

Book a 15 minute conversation

Or reach us by phone
or email:

0121 318 3990

Info@supervisioninschool.co.uk

Facilitated Supervision Sessions

Background

Facilitated supervision sessions form the “backbone “ of the Supervision in School programme and indeed the reason why the company was formed. Our research found many good supervision training programmes and our personal experience of delivering confirmed that Head Teachers and DSLs found courses “ some of the best training they had encountered in their careers ” However, following up one year on, a common barrier emerged with implementation. Facilitation of sessions. Time to plan, the head space to invest or in some cases finding a balance between performance management and reflection had resulted in the training remaining as knowledge, rather than active delivery of sessions. As leaders in professional development we knew a different approach was needed. Most importantly, access to qualified and experienced supervisors who could facilitate sessions in school. With a lack nationally qualified supervisors who are also qualified and experienced in education , in person facilitation for all schools would not be possible. Bringing the expert into school needed a digital solution.

Delivery style is key to positive engagement. Our sessions are professionally filmed under studio conditions to broadcast quality to enhance visual appeal. Information is in dispersed with guided activities to secure attention. Throughout, supervises are guided by experts though an evidence based supervisory process that has been designed specially for school based DSLs. Schools tell us the sessions work best as group activities as this enables a range of multiple perspectives to be considered.

Sessions last a minimum of 60 minutes as this is generally the time that is available to DSLs . However as sessions are recorded, they can be paused if longer discussions are possible and would enhance the experience. Using a systemic approach, supervisees are guided through the IRIS framework with a focus on specific issues and suggested questions designed to generate new thinking and new actions leading to different outcomes. Check in and check out activities are fundamental to the structure to ensure DSLs get the most out of the sessions and are supported to return renewed, to daily activities. Along the way we teach about supervision so that all staff have regular supervision training as part of the programme. The Critical 6 Each academic year a critical 6 areas for focus are chosen.Decision making is based on national data and active professional experience through undertaking safeguarding audits and delivery of live supervision, coaching and mentoring. To ensure that both the whole school safeguarding system and individual casework are strengthened, 2 sessions are included for each area of focus. These are our Critical 6 For 2021/22 Attendance Mental Health Domestic Abuse Contextual Safeguarding Peer on peer abuse Unconscious bias What’s included 6 x 1 hr sessions whole school safeguarding system 6 x 1 hr sessions case work based 1x 1hr open session for additional case work 13 x Session note proformas to support good recording, defensible decision making and strategic oversight

Mentoring for DSLs

Purpose

Our expectation is that regular supervision, delivered in school, should always leave the the DSL better equipped to fulfil their role. To ensure that this is the case for schools we support, the Supervision in School programme includes dedicated mentoring sessions. Combining knowledge with interactive activities , mentoring sessions are intended as an opportunity to pass on lessons learned and equip from a position of experience. Subject areas are based on national trends. For the 2021/ 22 academic year we have acknowledged the backdrop of recovery from the pandemic and the development of trauma informed and trauma responsive practice in schools. All mentoring sessions for 2021/22 focus on understanding and working well with the emotional impact of the DSL role.

All mentoring sessions support completion of the 2021/22 DSL professional development plan where impact can be measured if required.

What’s included 30 minute video session x3 Info graphic with key points from the session x3 A personal reflective log for 2021/22 Unlimited use per school

Skills for safeguarding for all staff

Purpose

Purpose Developing and maintaining a safeguarding system where children and staff are safe and feel safe always requires a whole school systems approach. At Supervision in School our experience is that we often train for an increase in knowledge and compliance but training to develop skills for safeguarding can be a gap. For this reason and to support Lead DSLs we have developed 30 minute guided skills for safeguarding sessions for all staff. Following a similar format to the mentoring sessions and with unlimited use per school, you just need to press play and we will guide your staff thorough an interactive session. For 2021/22 the focus for the sessions will be on communicating for change. What’s included 30 minute video session x3 Info graphic with key points from the session x3

Standards for Supervision

Purpose

Purpose Recognised standards for supervision provided a a guide for implementation and measurement of outcomes. A helpful application is the clarification of supervision and line management responsibilities. The Supervision in School standards are based on local safeguarding children partnership standards for partner agencies. What’s included Document outlining recognised standards for supervision and referencing the supporting sections of the Supervision in School programme.

Model supervision policy

Purpose

A supervision policy is not a statutory requirement but represents good practice and is recorded on the S175 self assessment by some Local Authorities. From our experience where schools have a supervision policy staff are clear about the nature and purpose of the activity. Where this occurs supervision is more likely to be implemented according the to agreed policy and agreed outcomes more likely to be met. What’s included An annual model supervision policy referencing the requirements met through the Supervision in School programme. Schools are free to adapt the policy to meet individual needs.

Model Professional Development plans

Purpose

Fulling the role of the Lead DSL as described in Keeping Children Safe in Education places high expectations of professional expertise. As senior leaders many skills are transferable into this role. However not all DSLs are senior leaders or teachers. This may mean that opportunities for formal professional development for some DSLs may have been limited to standardised safeguarding training. The Supervision in School model professional development plan has therefore been designed for use by any DSL. Desired outcomes focus on development across key Strategic, Operational and leadership areas and are categorised into clear knowledge, skills and behaviours that are pertinent to the role. Model professional development plans are refreshed each academic year and reflect national trends. What’s included An annual professional development plan with suggested knowledge, skills and behaviours to work towards. The programme mentoring and skills sessions are linked to the plan to provide learning opportunities.