Devon Training School Partnership
The Devon Training School Partnership is an alliance of 47 primary and special schools in Devon, Plymouth and Torbay Local Authority areas.
The alliance has formed through the excellent track record of initial teacher training via the Devon Primary School Centered Initial Teaching Training (DPSCITT) which is led and governed by the schools. Our partnership has 2 lead Teaching schools (Newport Primary Academy and Elburton Primary) and has a mixed economy of schools; we have academies, academy chains, federations, church and community schools. The rural nature of Devon with its sparse population and market towns gives the partnership a focus to improve leadership, develop the next generation of leaders and to ensure that children are taught by outstanding teachers.
The partnership is committed to using existing strengths, forming new areas of expertise and working with other Teaching Schools to improve teaching and learning for all. There is a wide range of expertise within our Lead, Partnership schools and other Strategic partners which allows us to develop our strengths across the TS strands. We are able to offer tailored School to School Support with NLE, LLEs, SLE’s and a range of subject experts.
Our CPD/JPD portfolio is designed to meet the needs of our partners and wider alliance and we are able to support a range of training. As an Outstanding ITT provider we are keen to support all trainees in the first year of their career and beyond. We offer a Newly Qualified Leaders of Learning course for NQTs and training for Recently Qualified Teachers. We offer NPQML & SL courses and have NPQH, NPQML/SL hosting schools currently taking around 20 middle leaders through the NPQML each year which is integrated with SIARPs (School Improvement Action Research Projects) and is supported by our Coaching programme.
Our interest in Research & Development and its impact on teaching & learning has meant that we are involved in a number of projects. Current projects include SEND, Primary National Curriculum, Computer Science, Lesson study and Coaching projects. We are also working with other Teaching Schools on the National LLE pilot.
The Devon Training School Partnership is lead by 2 nationally designated teaching schools who along with their governing bodies are accountable for the operation of the DTSP.
On a day to day basis the DTSP is governed by its Strategic Board who delegate responsibility of areas of the Teaching School’s work to operational committees.
These are The Professional Development Committee, School Improvement Committee, All Strategic Partners and Partners of the DTSP are members of the Steering Committee. The Research and Development leads underpin the work of all the working groups.
Strategic Partners are the core of the DTSP. They will be those schools which have both the desire and the capacity to contribute to the work of the DTSP as Strategic Partners, directing the work it undertakes, both contributing to and using DTSP services. Their membership means that DTSP is collectively accountable for these schools in terms of continuing improvement in attainment, teaching and learning and Ofsted categories.
Schools which wish to be Strategic Partners will sign a memorandum of understanding each year, confirming their commitment. In so doing, these schools will agree to a level of responsibility for the strategic work of the DTSP and, in turn, the DTSP will work with them to help improve their outcomes. Strategic Partners will be partner schools for DPSCITT. A strategic partner will have full opportunity to engage in the opportunities that the DTSP provides.
Associate Members of the DTSP will be purchasers of support and programmes but have no direct involvement in the strategic leadership of the DTSP. DTSP’s commitment to them is to make available high quality provision which is value for money. Associate Membership offers schools an opportunity to take advantage of the programmes and services available from the DTSP on a pay-as-you-go basis. Associate Members accept that DTSP does not take any responsibility for their outcomes beyond the impact its programmes and services can be rightfully expected to achieve.
Early Years Research
EARLY YEARS Executive Function Report 2018-19 Final (second year)
Early Years Research Report - Self Regulation 2017-18
Atance: Thinking ahead about where something is needed: New insights about episodic foresight in preschoolers
Atance 2015: Young Children’s Thinking About the Future
Belanger; Atance; Meltzoff: Preschoolers’ Understanding of Others’ Desires: Fulfilling Mine Enhances My Understanding of Yours
Bodrova: When Everything New Is Well-Forgotten Old: Vygotsky/Luria Insights in the Development of Executive Functions
Barnett: Educational effects of the Tools of the Mind curriculum: A randomized trial
EEF: Self Regulation Strategies
Diamond & Lee: Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
Study of Early Education and Development (SEED): Impact Study on Early Education Use and Child Outcomes up to age four years
Self-regulated learning in the classroom
Robson: Self-regulation and metacognition in young children’s self-initiated play and Reflective Dialogue
THINKPIECE – DIFFERENT TESTS FOR INHIBITORY CONTROL
Volckaert: Training executive function in preschoolers reduce externalizing behaviors
Transition Skills and Strategies
Early Years Research Conference – Self Regulation 2018
Early Years Research Group Outline Training Plan
Effective Behaviours policy February 2019
Self-Regulation ppt for website – parent carer workshop
Self Regulation- STORIES
Self-Regulation 1 – Inhibition of a Predominant Response
Self-Regulation 2 – Interruption of an Ongoing response
Self-Regulation 3 – Managing Distractions
Self-Regulation 4 – Impulsivity Control Overall
Self-Regulation a Guide for parents