CASE STUDY: Building Pedagogical Confidence in a Specialist Setting
THE CHALLENGE Uffculme School identified the need for practical, accessible training that would support staff in developing high-quality universal teaching approaches tailored to a special school context. There was also a desire to equip practitioners with the knowledge and evidence required for the ‘assessment-only’ route to QTS, while strengthening their ability to plan, assess, and reflect on their classroom practice.
RESULT
The programme resulted in noticeable improvements in both confidence and capability... » Colleagues reported a deeper understanding of teaching concepts and a greater ability to apply strategies—particularly in feedback and adaptive teaching.
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Mentoring sessions revealed enhanced self-awareness and reflection in lesson design and delivery. Feedback highlighted the effectiveness of training, the clarity of key concepts, and the value of the bite-size structure.
OUR APPROACH
BEP designed and delivered a 10-session training programme specifically for unqualified teachers in specialist settings. The training was: » Focused on core pedagogy, including adaptive teaching, early reading, maths, and effective use of TAs.
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CONCLUSION This targeted training programme helped unqualified teachers to take meaningful steps toward professional competence, laying a strong foundation for ongoing development and provided a springboard for a potential second- year programme to further embed and extend the learning journey. “The sessions gave a basic foundational knowledge in key areas… the session on adaptive teaching was especially impactful.”
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Structured around SMART learning objectives, feedback strategies, and practical applications in real classrooms. Integrated with gap tasks, focused observations, and lesson visit feedback, helping participants build a portfolio of evidence for the AO QTS route. Enhanced by reflective, practical discussions to help colleagues process and personalise their learning.
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