Analysis of 2014/15 CPD and Training Evaluation …...Page 3 of 38 Introduction This report summarises feedback on Ealing school effectiveness service continuing professional development

Analysis of 2014/15

CPD and Training

Evaluation Forms

August 2015

2/9/15

School Effectiveness

Page 2 of 38

Contents

Contents ........................................................................................................................................................................ 2

Introduction ................................................................................................................................................................... 3

2014/15 Summary Results ........................................................................................................................................... 3

Sample ...................................................................................................................................................................... 4

Error margins and confidence in results ................................................................................................................... 4

Qualitative Analysis ................................................................................................................................................... 4

Usefulness of Sessions ................................................................................................................................................ 5

Figure i. Usefulness across the autumn, summer & spring terms between 2012/13 and 2014/15 ....................... 5

Meeting objectives and making a difference ................................................................................................................ 6

Figure ii. Meeting objectives and making a difference between 2012/13 and 2014/15 ........................................ 6

Training delivery and range of activities ....................................................................................................................... 6

Figure iii. Delivery/ Range of Activities in 2013/14 and 2012/13 between 2012/13 and 2014/15 ......................... 6

Course administration ................................................................................................................................................... 7

Figure iv. Administration between 2012/13 and 2014/15 ...................................................................................... 7

Would the course participants recommend the event to others? ................................................................................. 7

Figure v. Would you recommend this event to others? 2014/15 ........................................................................... 7

Feedback highlights ...................................................................................................................................................... 8

Specific programme areas ............................................................................................................................................ 9

Key stages .................................................................................................................................................................. 10

Conclusions ................................................................................................................................................................ 10

Appendix 1 Further information on margins of error ................................................................................................... 11

Appendix 2 List of all courses and programmes for which responses were received ................................................ 12

Courses ................................................................................................................................................................... 12

Programme areas ................................................................................................................................................... 15

Appendix 3 Summary results for terms ...................................................................................................................... 16

Appendix 4 Summary results for Key Stages ............................................................................................................. 17

Appendix 5 Summary results for programme areas ................................................................................................... 18

Appendix 6 Summary results for courses ................................................................................................................... 19

Appendix 7 Graphs to show percentage stating ‘very good’ or ‘excellent’ by term in 2014/15 .................................. 21

Appendix 8 graphs to show percentage stating ‘very good’ or ‘excellent’ for programme areas in 2014/15 ............. 23

Appendix 9 Graphs to show percentage stating ‘very good’ or ‘excellent’ for courses in 2014/15 ............................ 25

Appendix 10 Summary results for courses which received less than 30 feedback responses .................................. 28

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Introduction

This report summarises feedback on Ealing school effectiveness service continuing professional development and

training programme for schools in 2014/15. The feedback was collected via evaluation forms returned by

participants following training courses in the three terms of the 2014/15 academic year. With 2428 responses, the

results of the Schools Effectiveness feedback forms presented below provide the authoritative view of client

satisfaction for the programme.

2014/15 Summary Results

Over the 2014/15 academic year, 2428 feedback forms were collected from 156 courses administered by the

school effectiveness service at Ealing Council.

Nearly 100% of responses indicated that the training session attended was useful, met objectives, had the

potential to make a difference in their role/workplace, and was delivered well with a range of activities.

Administration was also considered highly this year. In fact, more than half of respondents rated the courses as

‘excellent’ in terms of usefulness (59%), which is an increase of 5% points since 2012/13 and of 15% points

since summer 2011/12. More than half rated the courses as ‘excellent’ for each criterion, and over 90% rated

each criterion as at least ‘very good’.

Regarding specific programme areas, 100% of respondents considered ‘School Business Management’, ‘ICT’,

‘More Able Pupils’, ‘New Head teacher Induction’ and ‘Science’ programme courses to be very good or

excellent in terms of usefulness. All programmes with statistically significant results scored at least 93% in

terms of usefulness.

One good indication of a course’s success is whether or not the participants would recommend the event to

others. As in previously reported years, the overwhelming majority of respondents (over 99%) who went on an

Ealing Council schools training course in 2014/15 reported that they would indeed recommend the course to

others.

Overall, results show a progressive upward trajectory since 2012/13.

Page 4 of 38

Sample

To permit detailed analysis of satisfaction with various aspects of the training provided, this year the numerical

responses of every one of the 2428 feedback forms has been analysed. The evaluation forms studied cover 156

training courses. Full lists of training courses are provided in the appendices alongside summary results.

Whilst the responses analysed are believed to be a fair representation of views, it should be noted that feedback

was not collected at every session provided, and that not every participant chose to complete a form. A small

number of people did not respond to every question or chose the ‘don’t know’ option and these responses are

ignored in percentage calculations. We can compare 2014/15 results with those from 2013/14 and 2012/13 as the

same questions were asked. A new evaluation form was used from the beginning of the 2012/13 academic year

and so (though there is some similarity between the questions) results from previous years are not directly

comparable.

Error margins and confidence in results

Caution must be taken when considering results for small groups. To avoid misrepresentation of courses, results

for groups where there are less than 30 questionnaires returned are considered unequivocally unreliable. The

reliability of results of 30 or above remains dependent on the sample size and the average score so, to avoid

misrepresentation, mean average scores have been reported alongside possible ranges of ‘true’ results if everyone

had responded. Further information on error margins is available in Appendix 1.

Figures may not sum due to rounding. Decimal places are not reported here for ease of reading.

Qualitative Analysis

It is important to note that outside of this formal evaluation process all comments from all feedback forms are read,

digested and acted upon by course tutors. Any negative or developmental feedback is monitored and followed up

by programme managers. To glean a deeper understanding of perceptions and suggestions for improvement

around some special programmes, the feedback forms pose the following questions:

What were you hoping to achieve by attending this course and how successful were you?

What were the most useful aspects of the session?

Was there anything that could be improved/added to the session?

How will you use/share what you have learnt?

Are there any areas covered in this event that you would like further development in?

Any other comments

Responses to these questions have been carefully considered by the school effectiveness service over the course

of the year and are not included in this report.

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Usefulness of Sessions

Over the 2014/15 academic year, all but two of the 2406 people who responded to this question indicated that

these training sessions are useful. In fact, 59% of attendees rated the courses as ‘excellent’ in terms of usefulness

which is an increase of 3% points since 2013/14 and 5% points since 2012/13.

Overall, in 2014/15, 97% of respondents rated the usefulness of their course as either ‘very good’ or ‘excellent’ with

no significant differences across the three terms. This is illustrated in figure i below. The proportion rating their

session as ‘very good’ or ‘excellent’ this year is not significantly different to last year.

Figure i. Usefulness across the autumn, summer & spring terms between 2012/13 and 2014/15

Across the three 2014/15 terms only twice was a session reported as ‘unsatisfactory’ and the sessions were

described the sessions as just ‘satisfactory’ less often than in previous years.

59%

61%

53%

56%

58%

64%

50%

56%

59%

54%

57%

59%

38%

38%

44%

41%

39%

34%

44%

40%

38%

42%

39%

38%

3%

1%

2%

3%

3%

2%

5%

4%

3%

4%

3%

3%

2012/13

2013/14

Summer 2014/15

2012/13

2013/14

Spring 2014/15

2012/13

2013/14

Autumn 2014/15

2012/13

2013/14

Overall 2014/15

Excellent Very Good Satisfactory Unsatisfactory

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Meeting objectives and making a difference

The courses were also rated highly in terms of meeting objectives and potential to make a difference to your

role/workplace. These aspects were consistently reported as beyond ‘satisfactory’ with average ‘very good’ to

‘excellent’ scores at 97% and 96% respectively. This is illustrated in figure ii below.

Indeed, more than half of respondents described the course as ‘excellent’ in terms of both ‘meeting objectives’

(57%) and in terms of ‘potential to make a difference in your role/workplace’ (55%); these are very similar results to

those achieved in 2013/14. In 2014/15 only one person rated a course as ‘unsatisfactory’ in terms of ‘meeting

objectives’ whilst eight people rated a course as ‘unsatisfactory’ in terms of ‘potential to make a difference to your

role/workplace’.

Figure ii. Meeting objectives and making a difference between 2012/13 and 2014/15

Training delivery and range of activities

Across the academic year, most people who gave feedback reported that delivery/ range of activities in sessions

was ‘excellent’ or at least ‘very good’ (93%). It is clear that the vast majority remain more than satisfied with the

delivery and range of activities offered over the course programme.

There is no statistically significant difference to results from last year.

Figure iii. Delivery/ Range of Activities in 2013/14 and 2012/13 between 2012/13 and 2014/15

51%

56%

55%

53%

56%

57%

43%

39%

41%

43%

40%

40%

6%

5%

4%

4%

3%

3%

2012/13

2013/14

Potential to make a difference 2014/15

2012/13

2013/14

Meeting objectives 2014/15


49%

53%

53%

43%

40%

41%

8%

6%

6%

2012/13

2013/14

Delivery/range of activities 2014/15


Page 7 of 38

Course administration

Trainees were also asked to rate their experience of training-related administration processes. In 2014/15 95%

rated the administration as either ‘very good’ or ‘excellent’. More than half (56%) rated the administration as

‘excellent’. On just seven occasions out of 2325 over the entire academic year, administration was rated as

‘unsatisfactory’. Every individual experience is important and these are followed up where possible.

Figure iv. Administration between 2012/13 and 2014/15

Would the course participants recommend the event to others?

A good indication of a course’s success is whether or not the participants would recommend the event to

colleagues. As in 2012/13 and 2013/14, the overwhelming majority of people (99%) who went on an Ealing Council

schools effectiveness programme training course in 2014/15 reported that they would indeed recommend the

course to others. Just 8 responses (of the total 1972) reported that they would not recommend the course to

others.

Figure v. Would you recommend this event to others? 2014/15

51%

54%

56%

43%

41%

39%

6%

5%

5%

2012/13

2013/14

Administration 2014/15


"YES" 1,964 people

99.6% “NO” 8 responses

0.4%

Page 8 of 38

Feedback highlights

Of those courses which had 30 or more responses, the percentages that identified a particular course as ‘very

good’ or better in terms of overall usefulness ranged from 86% to 100%. The following courses received ‘very good’

or ‘excellent’ ratings from all 100% of respondents in terms of overall usefulness:

Inference training - Developing effective reading through inference

NQT - Strategies to support inclusion in the classroom for KS1 and KS2

Paediatric first aid

Preparation for end of key stage 2 tests in year 6 for teachers who are new to year 6 and NQTS in year 6

Primary assessment leaders network meeting

Primary ICT co-ordinators update

Primary science subject leaders network meeting

Special school assessment network

In terms of overall usefulness none of the results for courses were significantly lower than average.

In terms of ‘Meeting Objectives’ 100% of respondents rated the following courses as ‘very good’ or better:


Literacy subject leaders network meeting


NQT - Workshop on dealing with sensitive issue of child protection


Preparation for end of key stage 2 tests in year 6 for teachers who are new to year 6 and NQTS in





Only one regular meeting - the primary special educational needs co-ordinators (SENCO) meeting - has a

significantly lower than average score for Meeting Objectives (though 82% of the 72 questionnaire respondents still

rated it as at least ‘very good’).

In terms of ‘potential to make a difference’, five of courses which had more than 30 questionnaires returned were

felt to be at least ‘very good’ by every 100% of the respondents.




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Two meetings/courses - Primary special educational needs co-ordinators (SENCO) meeting and Year 2

preparation for teacher assessment and moderation - were rated significantly lower than average in terms of

potential to make a difference’. Results were still high however with 86% of respondents indicating that the

Primary special educational needs co-ordinators (SENCO) meetings were at least ‘very good’, and 86% rating the

Year 2 preparation for teacher assessment and moderation as at least ‘very good’.

In terms of ‘Delivery/range of activities’ 100% of respondents rated the following courses as ‘very good’ or better:





Just the ‘Year 2 preparation for teacher assessment and moderation’ was significantly below average, with 63%

(+/-16) rating the course as at least ‘very good’ against an average of 93% (+/-1) of respondents for all courses.

Of all the 2248 responses, just 8 indicated that they would not recommend the course/event to others. The

following events/ courses received one or two negative responses:

Governors statutory responsibility for sex and relationship education (SRE) and safety

Governors visits

NQT - Planning for teaching and learning in maths KS2

NQT - Teaching and learning in maths

Primary special educational needs co-ordinators (SENCO) meeting

Year 2 preparation for teacher assessment and moderation

Specific programme areas

None of the specified programme areas are significantly poorer than average in terms of overall usefulness and

being recommendable.

However, some programme areas are performing significantly better than others. The School Business

Management programme, the ICT programme, the New Head Teacher Induction programme and the Science

programme all achieved 100% responses rating them as very good or excellent in terms of usefulness. None are

significantly below average.

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Key stages

Some courses are targeted at teachers of particular key stages. Percentages rating courses as very good or

excellent in terms of overall usefulness ranged from 92% to 100% across the key stages. The best results were

achieved for courses aimed at Early Years and Key Stage 1, and for courses aimed at Early Years to Key Stage 4;

which 100% of people rated as very good or excellent. However, there were no other statistically significant

differences across the key stages.

Conclusions

In conclusion, there is clearly a high level of satisfaction amongst these course participants. The over-whelming

majority of them report that they find the courses useful and think that they will make a difference to the way they

do their work. Almost all would recommend the course they attended to others.

This year evenness in results across terms, key stages and programme areas indicates a consistently high quality

of teaching and content across the board.

Overall, results are slightly better than in 2013/14 and 2012/13 and although the differences are too small to

be statistically significant, respondents appear to be increasingly likely to consider the training programme

to be not just ‘very good’ in terms of making a difference in the classroom, but ‘excellent’.

31 July 2015

For further information, please contact [email protected]

mailto:[email protected]

Page 11 of 38

Appendix 1 Further information on margins of error

It is very important to pay attention to the margins of error when considering results. The more questionnaires returned the more confidence we can have in the

results. Also, the closer the scores are to 0% or 100% the more confidence we can have in the results. An average score of 92% (+/-6%) reflects 95% confidence

that the ‘true’ result is somewhere between 86% and 98%. In this case we can be confident that if the survey was conducted 100 times the mean score would be

between 86% and 98% in 95 cases. It is important to be clear that we cannot be confident that this score is truly different to a score of 85% (+/- 2%). If we

sampled 1,023 people we might find that the true result for each is actually 87%. Error margins therefore illustrate the range of percentage points where the ‘true’

result might lie had more responses been available. Only statistically significant differences (however small) are discussed within the main body of this report.

Error margins are provided in the summary results tables at Appendix 1 to 5. They are also shown in red on the graphs at Appendix 6 to 10.

The red lines on the bar graphs show the margins of error. We can be confident that if we repeated the survey 100 times, the results would fall somewhere

between the red lines 95 times… so we say that we’re 95% confident that the ‘true’ result is within the boundaries of the red lines.

So when the bottom of the red line of the ‘all courses’ result is higher than the top of the red line of a single course/ programme then we can say that the

difference between the two results is significant. In other words when the red lines of two courses don’t overlap then we can be confident that one result is really

higher than the other. ie the result is ‘statistically significant’.

Page 12 of 38

Appendix 2 List of all courses and programmes for which responses were received

Courses

Results for courses and programmes which received less than 30 responses are not reported within this paper. However, total results include responses from every feedback form received. To follow is a list of all courses for which feedback was collected.

1st class @ number (aimed at L1C) 1st class @ number 2 (aimed at L2C) Admissions, leavers and children missing education, best practice for

joint working between schools and the LA Application of phonics into reading and writing ARP network meeting Asbestos management plan awareness training Assertiveness skills Behaviour management for SMSA Boosting reading potential Budget monitoring and financial reporting for educational leaders Budget monitoring and financial reporting for Governors Building resilience CEOP - Thinkuknow? E-safety for schools Chairs briefing: What governors need to know Challenging behaviour and how to build relationships with these

children Changes to the primary curriculum and assessment from September

2014: What governors need to know CIPFA Clerks and chairs working together Clerks briefing - Together with chairs

Computing curriculum - Programming Cross - Phase moderation: Level 4 to level 6 Cross - Phase moderation: P scales to level 3 Developing subject knowledge in grammar for teachers (grammar in

context) Developing the humanities curriculum in primary schools Developing your IT skills for site managers/caretakers Ealing improving maths pedagogy and transition project 2014 - 2015 Early years and KS1 DATA - What governors need to know Effective and professional customer service Effective appraisals for appraisers Effective clerking - For clerks to maintained schools Effective communication including dealing with difficult conversations Effective teacher appraisals - Setting objectives, success criteria and

use of evidence Effective teaching assistant appraisals - Setting objectives, success

criteria and of evidence EMA network meeting (primary) Emergency first aid at work course Ensuring effective governing body committees and organisation Excel advanced Excel beginner/intermediate

Page 13 of 38

FFT aspire hands on computer based half day session: For la advisers and link officers only

FFT aspire hands on computer based half day session: For senior leaders/data managers in high schools

FFT aspire hands on computer based half day session: For senior leaders/data managers in infant, junior and primary schools

FFT aspire overview session: For primary school and high school Governing body effective challenge and support: Holding the head

teacher to account Governing body minutes and organising meetings Governors and SEN - SEN statutory duties for governing bodies Governors and SEN - the new SEN code of practice Governors and SEN preparing for Ofsted and reporting on SEN Governors essentials: Induction for new and recently appointed

Governors Governors receiving the budget information / What Governors need to

know Governors statutory responsibility for sex and relationship education

(SRE) and safety Governors visits Governors working in partnership with parents Grammar and punctuation Guided reading at KS1 - Providing the rich reading repertoire for

beginner readers Guided reading at KS2 - Providing quality time with children to

challenge and enrich their reading experience Guided reading comprehension Head teacher appraisal Health and safety for Governors High school special educational needs co-ordinators (SENCO) meeting HLTA preparation and assessment How to introduce a successful lunchbox policy ICT - Teaching assistants using ICT to advance children’s learning

Improving boys writing Improving writing through blogging Inclusive games inside and outside Induction for new special educational needs co-ordinators Inference training - Developing effective reading through inference Influencing and negotiation skills Inspecting SMSC and equalities: How will Ofsted judge how schools

meet diverse needs and create safe communities Itrent development - New look ESS and MSS KS2 Data - What governors need to know Lead moderator training Leading and managing your support staff effectively Letters and sounds training for teachers Letters and sounds training for teaching assistants Letters and sounds twilight training (2 part course) - part 1: subject

knowledge and part 2: letters and sounds Literacy improve and update your English Literacy subject leaders network meeting Management of actual or potential aggression MAPA 2-day

programme Managing change Managing complaints - Good practice guide for Governors Maths to measure workshop 1 - Developing an understanding of

number and place value Maths to measure workshop 2 - Developing an understanding of

addition and subtraction Maths to measure workshop 3 - Developing an understanding of

multiplication and division Maths to measure workshop 4 - Developing an understanding of

fractions, ratio and proportion Maths to measure workshop 5 - Developing an understanding problem

solving and reasoning

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Maths to measure workshop 6 - Developing an understanding of statistics

Maths to measure workshop 7 - Developing an understanding of geometry

Mentoring newly qualified teachers Mindset: The psychology of learning and achievement More able pupils cross phase network for gifted and talented leaders New (ish) to school finance: Hit the ground running New designated teachers for child protection New Ealing head teacher induction: governors and head teacher

working together New Ealing head teacher induction: Self-evaluation and yourself/data

effectively New Ealing head teacher induction: SEN in Ealing and the new

reforms/ effective school New, interim and acting head teacher welcome event Newly qualified teacher mentor network meeting No surprises approach to budget monitoring NQT - Assessment in the classroom for KS1 and KS2 NQT - Enhancing learning through ICT NQT - Foundation stage practice for NQTs NQT - Guided reading NQT - Planning for teaching and learning in English for KS1 and KS2 NQT - Planning for teaching and learning in maths KS1 NQT - Planning for teaching and learning in maths KS2 NQT - Strategies to support inclusion in the classroom for KS1 and KS2 NQT - Supporting bilingual learners NQT - Teaching and learning in maths NQT - Working scientifically NQT - Working scientifically: KS1 NQT - Working scientifically: KS2 NQT - Workshop on dealing with sensitive issue of child protection Numeracy subject leaders network meeting

Paediatric first aid Phonics into KS1 spelling in the new national curriculum Poetry - For KS1 and KS2 Preparation for end of key stage 2 tests in year 6 for experienced year

6 teachers Preparation for end of key stage 2 tests in year 6 for teachers who are

new to year 6 and NQTS in year 6 Preparing for Ofsted for phase leaders with a particular responsibility

for literacy or mathematics Presentation master class Presenting budgets to Governors Primary assessment leaders network meeting Primary ICT co-ordinators update Primary literacy subject leaders network meeting Primary numeracy subject leaders network meeting Primary School PE and sport funding: What do governors need to

know? Primary science subject leaders network meeting Primary special educational needs co-ordinators (SENCO) meeting Promoting a reading community for KS1 and KS2 literacy

teachers/leaders Pupil premium: Key issues for governors Pupil premium: making the case Reading at KS1 Reading at KS2 Refresher child protection training for experienced designated

teachers Safeguarding children and child protection for SMSAs Safeguarding children, child protection: The role of the governors Safeguarding 'mop up' training for whole school staff Safeguarding training for school staff Site management staff and child safeguarding Special school assessment network

Page 15 of 38

Strategic context for budget setting Supporting young people facing bereavement and loss Taking the chair - Adapted from the DFE development programme for

chairs Talking Partners Teaching resilience level 1 - Bouncing back Termly Primary deputy head teacher network meeting The pupil premium - what governors need to know?

The role of school nominated contact (LGFL) essential tasks The role of the clerk Time management Understanding and teaching spelling for teachers Using literacy skills across the curriculum for KS2 teachers leaders Writing at KS1 Writing at KS2 Year 2 preparation for teacher assessment and moderation

Programme areas

NQT

Leadership

Governor

School Business Management

Literacy

Numeracy

Inclusion

ICT

School Support Staff

EMA

More Able Pupils

New Head teacher Induction

Healthy Schools

Safeguarding

Science

Page 16 of 38

Appendix 3 Summary results for terms

Percentage of attendees rating course as ‘very good’ or ‘excellent’ and Percentage of attendees saying ‘Yes’ they would recommend this course to others

1a. Overall usefulness

1b. Meeting objectives

1c. Potential to make a difference in your role/workplace

1d. Delivery/range of activities

1e. Administration 2. Would you recommend this event?

Number Feedback Forms

Very Good / Excellent

Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-) 'Yes'

Error Margin (+/-)

All Terms 2,406 97% 1% 97% 1% 96% 1% 93% 1% 95% 1% 100% 0%

Autumn 1,078 97% 1% 97% 1% 96% 1% 93% 2% 95% 1% 100% 0%

Spring 533 98% 1% 97% 1% 96% 2% 95% 2% 96% 2% 100% 0%

Summer 309 98% 2% 97% 2% 96% 2% 93% 3% 95% 3% 100% 0%

Page 17 of 38

Appendix 4 Summary results for Key Stages

Percentage of attendees rating course as ‘very good’ or ‘excellent’ and Percentage of attendees saying ‘Yes’ they would recommend this course to others Results are not provided for key stages where there were fewer than 30 responses.

1a. Overall usefulness

1b. Meeting objectives



1e. Administration 2. Would you recommend this event to others?



Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)

'Yes' Error Margin (+/-)

All Key Stages 2,406 97% 1% 97% 1% 96% 1% 93% 1% 95% 1% 100% 0%

EYFS, KS1 105 100% 0% 100% 0% 98% 3% 99% 2% 100% 0% 100% 0%

EYFS, KS1, KS2,

KS3 50 92% 8% 92% 7% 92% 7% 88% 9% 96% 5% 100% 0%

KS1 107 94% 4% 95% 4% 92% 5% 87% 6% 87% 6% 100% 0%

KS1, KS2 777 97% 1% 97% 1% 96% 1% 94% 2% 96% 1% 100% 0%

KS1, KS2, KS3,

KS4 40 95% 7% 95% 7% 97% 5% 98% 5% 97% 5% 100% 0%

Page 18 of 38

Appendix 5 Summary results for programme areas

Percentage of attendees rating course as ‘very good’ or ‘excellent’ and Percentage of attendees saying ‘Yes’ they would recommend this course to others Results are not provided for programmes where there were fewer than 30 responses.

1a. Overall usefulness 1b. Meeting objectives



1e. Administration 2. Would you recommend this event to others?



Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


All courses 2,406 97% 1% 97% 1% 96% 1% 93% 1% 95% 1% 100% 0%

NQT 230 93% 3% 95% 3% 93% 3% 88% 4% 93% 3% 100% 0%

Leadership 153 97% 3% 97% 3% 96% 3% 90% 5% 94% 4% 100% 0%

Governor 385 96% 2% 94% 2% 94% 2% 88% 3% 92% 3% 100% 0%

School Business Management

141 100% 0% 99% 1% 97% 3% 96% 3% 96% 3% 100% 0%

Literacy 497 98% 1% 99% 1% 97% 1% 96% 2% 96% 2% 100% 0%

Numeracy 304 96% 2% 97% 2% 96% 2% 96% 2% 97% 2% 100% 0%

Inclusion 176 94% 3% 92% 4% 94% 4% 92% 4% 93% 4% 100% 0%

ICT 127 100% 0% 98% 2% 97% 3% 99% 2% 98% 3% 100% 0%

School Support Staff

272 99% 1% 99% 1% 97% 2% 97% 2% 97% 2% 100% 0%

EMA 30 97% 6% 93% 9% 97% 7% 97% 6% * * * *

New Head teacher Induction

62 100% 0% 100% 0% 100% 0% 95% 5% 98% 3% 100% 0%

Safeguarding 106 99% 2% 99% 2% 95% 4% 92% 5% 92% 5% 100% 0%

Science 45 100% 0% 100% 0% 98% 4% 98% 4% 100% 0% 100% 0%

Page 19 of 38

Appendix 6 Summary results for courses

Percentage of attendees rating course as ‘very good’ or ‘excellent’ and Percentage of attendees saying ‘Yes’ they would recommend this course to others Results are not provided for courses where there were fewer than 30 responses.




1e. Administration

2. Would you recommend this event to others?



Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


All courses 2,406 97% 1% 97% 1% 96% 1% 93% 1% 95% 1% 100% 0%

Ealing improving maths pedagogy and transition project 2014 - 2015

67 91% 7% 93% 6% 91% 7% 88% 8% 97% 4% 100% 0%

Governors essentials: Induction for new and recently appointed Governors

85 93% 5% 93% 6% 88% 7% 84% 8% 91% 6% 100% 0%

Improving boys writing 34 94% 8% 91% 10% 97% 6% 94% 8% 94% 8% * *


36 100% 0% 100% 0% 100% 0% 97% 6% 100% 0% 100% 0%

Lead moderator training 39 97% 5% 97% 5% 97% 5% 97% 5% 92% 8% * *

Literacy subject leaders network meeting

37 97% 5% 100% 0% 97% 5% 94% 7% 100% 0% 100% 0%


33 100% 0% 100% 0% 97% 6% 78% 14% 97% 6% * *

NQT - Workshop on dealing with sensitive issue of child protection

30 97% 6% 100% 0% 97% 6% 93% 9% 93% 9% * *

Numeracy subject leaders network meeting

44 91% 8% 95% 6% 91% 8% 95% 6% 95% 6% 80% 13%

Page 20 of 38

Continued… 1a. Overall usefulness 1b. Meeting objectives



1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


All courses 2,406 97% 1% 97% 1% 96% 1% 93% 1% 95% 1% 100% 0%

Primary ICT co-ordinators update 46 100% 0% 100% 0% 98% 4% 100% 0% 100% 0% 100% 0%


45 100% 0% 100% 0% 98% 4% 98% 4% 100% 0% 100% 0%

Primary special educational needs co-ordinators (SENCO) meeting

72 88% 8% 82% 9% 86% 8% 82% 9% 91% 7% 100% 0%


32 100% 0% 100% 0% 100% 0% 100% 0% 100% 0% * *

Termly Primary deputy head teacher network meeting

42 98% 5% 98% 5% 98% 5% 88% 10% 95% 7% 100% 0%

Year 2 preparation for teacher assessment and moderation

35 86% 12% 88% 11% 80% 13% 63% 16% 66% 16% * *

Page 21 of 38

Appendix 7 Graphs to show percentage stating ‘very good’ or ‘excellent’ by term in 2014/15

75%

80%

85%

90%

95%

100%

All terms Autumn Spring Summer

Overall usefulness

75%

80%

85%

90%

95%

100%


Meeting objectives

75%

80%

85%

90%

95%

100%


Potential to make a difference

75%

80%

85%

90%

95%

100%


Delivery/ Range of activities

Page 22 of 38

75%

80%

85%

90%

95%

100%


Administration

75%

80%

85%

90%

95%

100%


Would you recommend this event?

Page 23 of 38

Appendix 8 graphs to show percentage stating ‘very good’ or ‘excellent’ for programme areas in 2014/15

75%

80%

85%

90%

95%

100%

All

cou

rses

NQ

T

Lead

ers

hip

Go

vern

or

Sch

oo

l…

Lite

racy

Nu

me

racy

Incl

usi

on

ICT

Sch

oo

l…

EMA

New

…

Safe

guar

din

g

Scie

nce

Overall usefulness

75%

80%

85%

90%

95%

100%

All

cou

rses

NQ

T

Lead

ers

hip

Go

vern

or

Sch

oo

l…

Lite

racy

Nu

me

racy

Incl

usi

on

ICT

Sch

oo

l…

EMA

New

…

Safe

guar

din

g

Scie

nce

Meeting objectives

75%

80%

85%

90%

95%

100%

All

cou

rses

NQ

T

Lead

ers

hip

Go

vern

or

Sch

oo

l…

Lite

racy

Nu

me

racy

Incl

usi

on

ICT

Sch

oo

l Su

pp

ort

…

EMA

New

…

Safe

guar

din

g

Scie

nce


75%

80%

85%

90%

95%

100%

All

cou

rses

NQ

T

Lead

ers

hip

Go

vern

or

Sch

oo

l…

Lite

racy

Nu

me

racy

Incl

usi

on

ICT

Sch

oo

l Su

pp

ort

…

EMA

New

…

Safe

guar

din

g

Scie

nce


Page 24 of 38

75%

80%

85%

90%

95%

100%

All

cou

rses

NQ

T

Lead

ers

hip

Go

vern

or

Sch

oo

l Bu

sin

ess…

Lite

racy

Nu

me

racy

Incl

usi

on

ICT

Sch

oo

l Su

pp

ort

…

EMA

New

Hea

dte

ach

er…

Safe

guar

din

g

Scie

nce

Administration

75%

80%

85%

90%

95%

100%

All

cou

rses

NQ

T

Lead

ers

hip

Go

vern

or

Sch

oo

l Bu

sin

ess…

Lite

racy

Nu

me

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Incl

usi

on

ICT

Sch

oo

l Su

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ort

…

EMA

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din

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nce


Fe

wer

than 3

0 r

esponses

Page 25 of 38

Appendix 9 Graphs to show percentage stating ‘very good’ or ‘excellent’ for courses in 2014/15

Where results for a course are not shown, there were two few responses (less than 30) to the specific question to yield a significant result. All results,

regardless of the number of responses, are however shown in the tables of Appendix 6.

75%80%85%90%95%

100%

Meeting objectives

75%

80%

85%

90%

95%

100%

Overall usefulness

Page 26 of 38

75%

80%

85%

90%

95%

100%


50%

60%

70%

80%

90%

100%


Page 27 of 38

60%

65%

70%

75%

80%

85%

90%

95%

100%

Administration

75%

80%

85%

90%

95%

100%


Fe

wer

than 3

0 r

esponses

Fe

wer

than 3

0 r

esponses

Fe

wer

than 3

0 r

esponses

Fe

wer

than 3

0 r

esponses

Fe

wer

than 3

0 r

esponses

Fe

wer

than 3

0 r

esponses

Fe

wer

than 3

0 r

esponses

Page 28 of 38

Appendix 10 Summary results for courses which received less than 30 feedback responses

Warning: These results may be a useful overview but are not reliable statistically due to the small sample numbers. U = Unreliable statistically




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


All courses 2,406 97% 1% 97% 1% 96% 1% 93% 1% 95% 1% 100% 0%

1st class @ number (aimed at L1C) 1 100% U 100% U 0% U 100% U - U 100% U 1st class @ number 2 (aimed at L2C) 5 100% U 100% U 100% U 100% U 100% U 100% U Admissions, leavers and children missing education, best practice for joint working between schools and the LA 15 100% U 100% U 80% U 87% U 80% U 87% U Application of phonics into reading and writing 20 100% U 100% U 100% U 100% U 100% U 100% U

ARP network meeting 14 93% U 93% U 100% U 100% U 93% U 100% U Asbestos management plan awareness training 8 100% U 100% U 100% U 75% U 71% U 100% U

Assertiveness skills 10 100% U 100% U 100% U 100% U 100% U 100% U

Behaviour management for SMSA 11 100% U 100% U 100% U 91% U 89% U 100% U

Boosting reading potential 28 100% U 100% U 100% U 100% U 100% U 100% U Budget monitoring and financial reporting for educational leaders 3 100% U 100% U 100% U 100% U 100% U 100% U

Page 29 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Budget monitoring and financial reporting for Governors 15 80% U 86% U 86% U 79% U 92% U

100% U

Building resilience 9 100% U 100% U 100% U 100% U 100% U 100% U CEOP - Thinkuknow? E-safety for schools 13 100% U 100% U 100% U 100% U 100% U 100% U Chairs briefing: What governors need to know 19 95% U 94% U 80% U 71% U 94% U 100% U Challenging behaviour and how to build relationships with these children 25 88% U 92% U 84% U 96% U 96% U 100% U Changes to the primary curriculum and assessment from September 2014: What governors need to know 8 100% U 100% U 100% U 100% U 86% U 100% U

CIPFA 8 100% U 100% U 86% U 100% U 100% U 100% U Clerks and chairs working together 9 100% U 100% U 100% U 100% U 100% U 100% U Clerks briefing - Together with chairs 29 97% U 86% U 89% U 81% U 89% U 100% U Computing curriculum - Programming 6 100% U 83% U 83% U 100% U 100% U 100% U Cross - Phase moderation: Level 4 to level 6 14 100% U 93% U 100% U 100% U 100% U 100% U Cross - Phase moderation: P scales to level 3 16 100% U 100% U 100% U 100% U 100% U 100% U

Page 30 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Developing subject knowledge in grammar for teachers (grammar in context)

10 100% U 100% U 100% U 100% U 100% U 100% U

Developing the humanities curriculum in primary schools

13 92% U 92% U 92% U 92% U 92% U 100% U

Developing your IT skills for site managers/caretakers

4 100% U 100% U 100% U 100% U 100% U 100% U

Early years and KS1 DATA - What governors need to know

5 100% U 100% U 100% U 100% U 100% U 100% U

Effective and professional customer service

10 100% U 100% U 90% U 80% U 90% U 100% U

Effective appraisals for appraisers 15 100% U 100% U 100% U 100% U 100% U 100% U

Effective clerking - For clerks to maintained schools

14 100% U 100% U 100% U 100% U 100% U 100% U

Effective communication including dealing with difficult conversations

10 100% U 100% U 0% U 100% U 100% U 100% U

Effective teacher appraisals - Setting objectives, success criteria and use of evidence

8 100% U 100% U 100% U 100% U 100% U 100% U

Effective teaching assistant appraisals - Setting objectives, success criteria and of evidence

3 100% U 100% U 100% U 100% U 100% U 100% U

EMA network meeting (primary) 15 100% U 93% U 100% U 100% U 93% U 100% U

Emergency first aid at work course

21 100% U 100% U 100% U 100% U 100% U 100% U

Ensuring effective governing body committees and organisation

5 100% U 100% U 100% U 100% U 100% U 100% U

Page 31 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Excel advanced 11 100% U 100% U 100% U 100% U 100% U 100% U

Excel beginner/intermediate 24 100% U 96% U 92% U 100% U 91% U 100% U

EYFS, KS1, KS2, KS3, KS4 25 100% U 100% U 100% U 96% U 100% U 100% U

FFT aspire hands on computer based half day session: For la advisers and link officers only

6 100% U 83% U 83% U 83% U 83% U 100% U

FFT aspire hands on computer based half day session: For senior leaders/data managers in high schools

8 100% U 100% U 100% U 88% U 100% U 100% U

FFT aspire hands on computer based half day session: For senior leaders/data managers in infant, junior and primary schools

11 100% U 100% U 0% U 100% U 100% U 100% U

FFT aspire overview session: For primary school and high school

27 93% U 96% U 88% U 81% U 92% U 100% U

Governing body effective challenge and support: Holding the head teacher to account

12 100% U 100% U 100% U 100% U 92% U 100% U

Governing body minutes and organising meetings

5 100% U 100% U 100% U 100% U 100% U 100% U

Governors and SEN - SEN statutory duties for governing bodies

9 78% U 70% U 80% U 20% U 60% U 100% U

Governors and SEN - the new SEN code of practice

4 100% U 100% U 100% U 100% U 75% U 100% U

Governors and SEN preparing for Ofsted and reporting on SEN

6 100% U 100% U 100% U 100% U 100% U 100% U

Page 32 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Governors receiving the budget information / What Governors need to know

20 100% U 100% U 100% U 90% U 90% U 100% U

Governors statutory responsibility for sex and relationship education (SRE) and safety

11 91% U 91% U 91% U 91% U 82% U 100% U

Governors visits 28 93% U 89% U 93% U 81% U 93% U 100% U

Governors working in partnership with parents

10 100% U 90% U 90% U 90% U 100% U 100% U

Grammar and punctuation 12 100% U 100% U 100% U 100% U 92% U 100% U

Guided reading at KS1 - Providing the rich reading repertoire for beginner readers

22 100% U 100% U 100% U 100% U 100% U 100% U

Guided reading at KS2 - Providing quality time with children to challenge and enrich their reading experience

12 100% U 100% U 100% U 100% U 100% U 100% U

Guided reading comprehension 2 100% U 100% U 100% U 100% U 100% U 100% U

Head teacher appraisal 13 100% U 100% U 100% U 73% U 92% U 100% U

Health and safety for Governors 8 100% U 100% U 100% U 88% U 88% U 100% U

High school special educational needs co-ordinators (SENCO) meeting

23 100% U 100% U 96% U 95% U 83% U 100% U

HLTA preparation and assessment 23 100% U 100% U 95% U 91% U 100% U 100% U

Page 33 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


How to introduce a successful lunchbox policy

4 100% U 100% U 0% U 100% U 100% U 100% U

ICT - Teaching assistants using ICT to advance children’s learning

16 100% U 100% U 100% U 100% U 93% U 100% U

Improving writing through blogging

5 100% U 100% U 100% U 100% U 100% U 100% U

Inclusive games inside and outside

12 100% U 100% U 100% U 100% U 100% U 100% U

Induction for new special educational needs co-ordinators

26 100% U 100% U 100% U 100% U 100% U 100% U

Influencing and negotiation skills 11 100% U 100% U 100% U 100% U 100% U 100% U

Inspecting SMSC and equalities: How will Ofsted judge how schools meet diverse needs and create safe communities

12 100% U 100% U 100% U 100% U 91% U 100% U

Itrent development - New look ESS and MSS

3 100% U 100% U 100% U 100% U 100% U 100% U

KS2 Data - What governors need to know

3 100% U 100% U 100% U 100% U 100% U 100% U

Leading and managing your support staff effectively

4 100% U 100% U 100% U 100% U 100% U 100% U

Letters and sounds training for teachers

17 100% U 100% U 100% U 100% U 100% U 100% U

Letters and sounds training for teaching assistants

15 100% U 100% U 100% U 100% U 100% U 100% U

Letters and sounds twilight training (2 part course) - part 1: subject knowledge and part 2: letters and sounds

27 100% U 100% U 96% U 100% U 100% U 100% U

Page 34 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Literacy improve and update your English

4 100% U 100% U 100% U 100% U 100% U 100% U

Management of actual or potential aggression MAPA 2-day programme

7 100% U 100% U 100% U 100% U 100% U 100% U

Managing change 2 100% U 100% U 100% U 100% U 100% U 100% U

Managing complaints - Good practice guide for Governors

6 100% U 100% U 100% U 100% U 100% U 100% U

Maths to measure workshop 1 - Developing an understanding of number and place value

16 100% U 100% U 100% U 100% U 93% U 100% U

Maths to measure workshop 2 - Developing an understanding of addition and subtraction

17 100% U 100% U 100% U 100% U 94% U 100% U

Maths to measure workshop 3 - Developing an understanding of multiplication and division

8 100% U 100% U 100% U 100% U 100% U 100% U

Maths to measure workshop 4 - Developing an understanding of fractions, ratio and proportion

16 100% U 100% U 100% U 94% U 100% U 100% U

Maths to measure workshop 5 - Developing an understanding problem solving and reasoning

15 100% U 100% U 100% U 100% U 100% U 100% U

Maths to measure workshop 6 - Developing an understanding of statistics

6 100% U 100% U 100% U 100% U 100% U 100% U

Maths to measure workshop 7 - Developing an understanding of geometry

5 100% U 100% U 100% U 100% U 100% U 100% U

Mentoring newly qualified teachers

21 100% U 100% U 100% U 95% U 100% U 100% U

Page 35 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Mindset: The psychology of learning and achievement

16 100% U 100% U 100% U 100% U 100% U 100% U

More able pupils cross phase network for gifted and talented leaders

15 93% U 93% U 93% U 93% U 100% U 100% U

New (ish) to school finance: Hit the ground running

14 100% U 100% U 100% U 100% U 100% U 100% U

New designated teachers for child protection

22 100% U 96% U 96% U 83% U 87% U 100% U

New Ealing head teacher induction: governors and head teacher working together

7 100% U 100% U 100% U 100% U 100% U 100% U

New Ealing head teacher induction: Self-evaluation and yourself/data effectively

10 100% U 100% U 100% U 90% U 90% U 100% U

New Ealing head teacher induction: SEN in Ealing and the new reforms/ effective school

5 100% U 100% U 100% U 100% U 100% U 100% U

New, interim and acting head teacher welcome event

1 100% U 100% U 100% U 100% U 100% U 100% U

Newly qualified teacher mentor network meeting

6 100% U 100% U 100% U 100% U 100% U 100% U

No surprises approach to budget monitoring

5 100% U 100% U 100% U 100% U 100% U 100% U

NQT - Planning for teaching and learning in English for KS1 and KS2

19 100% U 100% U 95% U 89% U 100% U 100% U


12 100% U 100% U 100% U 100% U 100% U 100% U


12 67% U 67% U 58% U 73% U 73% U 100% U

Page 36 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


NQT - Supporting bilingual learners

1 100% U 100% U 100% U 100% U 100% U 100% U

NQT - Teaching and learning in maths

17 88% U 88% U 88% U 76% U 86% U 100% U

NQT - Working scientifically 8 0% U 0% U 0% U 0% U 0% U 100% U

NQT - Working scientifically: KS1 5 100% U 100% U 100% U 100% U 100% U 100% U

NQT - Working scientifically: KS2 8 100% U 100% U 100% U 100% U 100% U 100% U

Phonics into KS1 spelling in the new national curriculum

16 100% U 100% U 94% U 94% U 100% U 100% U

Poetry - For KS1 and KS2 5 100% U 100% U 100% U 100% U 100% U 100% U

Preparation for end of key stage 2 tests in year 6 for experienced year 6 teachers

14 100% U 100% U 100% U 100% U 92% U 100% U

Preparing for Ofsted for phase leaders with a particular responsibility for literacy or mathematics

26 100% U 100% U 100% U 100% U 96% U 100% U

Presentation master class 6 100% U 100% U 100% U 100% U 100% U 100% U

Presenting budgets to Governors 7 100% U 100% U 100% U 100% U 100% U 100% U

Primary literacy subject leaders network meeting

13 100% U 100% U 100% U 100% U 100% U 100% U

Primary numeracy subject leaders network meeting

15 100% U 100% U 100% U 100% U 100% U 100% U

Page 37 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Primary School PE and sport funding: What do governors need to know?

2 100% U 100% U 100% U 100% U 100% U 100% U

Promoting a reading community for KS1 and KS2 literacy teachers/leaders

7 100% U 100% U 100% U 100% U 100% U 100% U

Pupil premium: Key issues for governors

12 100% U 100% U 100% U 100% U 100% U 100% U

Pupil premium: making the case 10 100% U 100% U 100% U 100% U 80% U 100% U

Reading at KS1 6 100% U 100% U 83% U 100% U 100% U 100% U

Reading at KS2 10 100% U 100% U 100% U 90% U 89% U 100% U

Refresher child protection training for experienced designated teachers

2 100% U 100% U 100% U 100% U 100% U 100% U

Safeguarding children and child protection for SMSAs

17 100% U 100% U 100% U 100% U 100% U 100% U

Safeguarding children, child protection: The role of the governors

11 100% U 100% U 100% U 100% U 91% U 100% U

Safeguarding 'mop up' training for whole school staff

1 100% U 100% U 100% U 100% U 100% U 100% U

Safeguarding training for school staff

5 100% U 100% U 100% U 100% U 100% U 100% U

Site management staff and child safeguarding

3 100% U 100% U 100% U 100% U 100% U 100% U

Strategic context for budget setting

17 100% U 100% U 100% U 100% U 100% U 100% U

Page 38 of 38




1e. Administration




Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Error Margin (+/-)


Supporting young people facing bereavement and loss

9 100% U 100% U 78% U 89% U 88% U 100% U

Taking the chair - Adapted from the DFE development programme for chairs

13 92% U 92% U 100% U 100% U 82% U 100% U

Talking Partners 14 100% U 100% U 100% U 100% U 100% U 100% U

Teaching resilience level 1 - Bouncing back

11 100% U 100% U 100% U 91% U 100% U 100% U

The pupil premium - what governors need to know?

11 100% U 100% U 100% U 100% U 100% U 100% U

The role of school nominated contact (LGFL) essential tasks

12 100% U 100% U 100% U 92% U 92% U 100% U

The role of the clerk 4 100% U 100% U 100% U 100% U 100% U 100% U

Time management 9 100% U 100% U 100% U 100% U 100% U 100% U

Understanding and teaching spelling for teachers

11 100% U 100% U 100% U 100% U 91% U 100% U

Using literacy skills across the curriculum for KS2 teachers leaders

6 100% U 100% U 100% U 100% U 100% U 100% U

Writing at KS1 10 100% U 100% U 100% U 100% U 100% U 100% U

Writing at KS2 10 100% U 100% U 100% U 100% U 89% U 100% U

Documents

Analysis of 2014/15 CPD and Training Evaluation …...Page 3 of 38 Introduction This report summarises feedback on Ealing school effectiveness service continuing professional development