#294 NQT Training – Morland Primary

Staff felt supported and enjoyed “having time for themselves”, “time to focus on their professional learning” and reported that it was positive that is was not tied into performance management and not judged in anyway.

In the first instance I undertook the training to develop and expand on the role of mentor and coach as a school leader. I have always felt that quality mentoring and coaching is a key part to staff retention and quality professional development.
Secondly, I was able to implement a programme of mentoring and coaching for the staff at Morland Primary school. This was following the CURREE programme and adapting it for the needs of the staff being worked with.
Staff who were moving phase or year group were mentored by myself and as NQTs and ECTs joined the school in September 2020, I coached their mentors.

As the staff being mentored by myself were not NQTs or ECTs the programme needed to be adapted with regards to their professional knowledge, understanding and skills which were more advanced.
Initially, meetings were face to face but these have moved to virtual meetings and continued throughout school closures, lockdowns and allowed for Covid ‘bubbles’ in schools.
This has meant that initial learning goals were reviewed and the needs of the ‘mentee’ or ‘coachee’ were taken into account throughout the process in order to maximise the relevance according to the changing needs.