Mobilise – The Next Chapter
We’re extremely proud of the role Mobilise has played in developing the county’s evidence-informed and collaborative approach to professional development since 2016. Without the support of LLP and the engagement and contribution of so many schools across the county, we would not have arrived at this point, where Mobilise was described by a Headteacher as ‘a powerful game-changer’. We’re very excited about the new projects and the continued partnerships of local services and agencies that will support Mobilise in bringing robust evidence and quality resources into Lincolnshire’s schools and beyond.
The four new 5-PLC projects, which start in September 2021 are:
- Behaviour (BEH)
- Early Years Literacy (EYKS1)
- Mental Health & Wellbeing (MHWB)
- Staff Wellbeing (SWB)
10-PLC projects, which began in January 2021 will complete in July 2022: EYKS1 (Maths & Literacy), Mental Health & Behaviour (MHB); Metacognition & Self-regulation (MSR).
Schools already registered for 10-PLC projects that started in January 2021 DO NOT NEED TO RE-REGISTER.
Mobilise registration enables schools to access:
- 5 PLC meetings supported by a Cluster Lead and Research Champion
- Best-practice guidance – effective implementation
- Ongoing support, guidance and resources from county agencies and services and well-known experts in their specific field of research
- Opportunities to be involved in additional pilot projects where appropriate
- Follow-up resources to support shadow PLCs and further staff CPD in school. Schools registered for 2021-22 Mobilise projects will have exclusive access to the new project resources through a protected website area.
Registration for projects starting in September 2021 is open here: https://forms.gle/UixejoFgG9wwMiWc9
Please contact the Mobilise team, if you have any questions about how your school, Federation or Trust can get involved in the new projects via email email@example.com
Mobilise - The 2021/2022 Projects
There are four new project starting in September 2021, which are open for registration now:
This project is suitable for all schools (all phases) wishing to develop evidence-informed practice to effectively support pupils’ social, emotional and mental health needs and behaviour.
Focusing on the recommendations in the EEF Guidance Report: Improving Behaviour in Schools, proactive and reactive behaviour strategies as well as effective implementation of whole-school and targeted approaches to behaviour will be explored. Recommendations centre on:
- The importance of knowing pupils well and developing good relationships
- Explicitly teaching learning behaviours
- Using classroom management strategies to promote positive behaviour
- Adopting simple approaches to promote positive behaviour
- Targeted approaches to meet the needs of individual pupils
- ‘Consistency is key;’ ensuring approaches to support pupil behaviour are coherent and consistent with approaches to support mental health and wellbeing
Concurrently, the project will focus on county priorities, deepening of approaches such as trauma-informed and restorative understanding practice. Clusters will receive additional support from a range of outside agencies and services, local charities and healthcare professionals to build and strengthen support networks within the county. Registered schools will have exclusive access to a resource bank to support the implementation of the project in school.
Development of early literacy skills underpins success across the curriculum. Following a disrupted year where young children may have missed vital communication, language and literacy opportunities through social interaction, the project will prioritise the development of communication and language, using a balanced approach to reading, children’s capabilities and motivation to write, supporting parents to understand how to help their children learn, high quality assessment and targeted support to address gaps in children’s vocabulary and literacy skills.
The project is based on the EEF recommendations in Preparing for Literacy and planning for smooth transition to KS1. Focus will be placed on pedagogy and approaches that are supported by a secure evidence-base.
Mental Health & Wellbeing
Due to the unprecedented events of the last year and the significant disruption to children and young people’s education and their ability to socially connect with friends and family, as well as reported increases in anxiety, depression and loneliness, there has never been a more important time to focus whole-heartedly on the mental health and wellbeing of your whole-school community. Evidence strongly suggests ‘social and emotional skills’ are essential for children’s development, support effective learning, and are linked to positive outcomes in later life.
This one-year project will support schools to develop an effective whole-school and targeted approach to mental health and wellbeing, considering the evidence and exploring best practice in:
- Curriculum teaching and learning to promote resilience and social & emotional learning
- Universal and targeted approaches to support mental health and wellbeing
- Monitoring and evaluating the impact of evidence-based interventions
- Staff wellbeing and development
- Positive parental engagement
- Effective transition
Clusters will receive additional support from a range of outside agencies and services, local charities and healthcare professionals to build and strengthen support networks within the county. Registered schools will have exclusive access to a resource bank to support the implementation of the project in school. This project is suitable for all schools.
Are you looking to prioritise and improve staff mental health and wellbeing in your school? This project has been designed as a result of feedback from schools highlighting staff wellbeing as a significant concern and in response to requests for increasingly urgent and long-term support.
John Tomsett states, ‘One of the most obvious truisms about schools is that when it comes to educating students, teachers are your greatest resource. Any Head teacher who explicitly puts the students first hasn’t thought that decision through; the implication is that teachers are less important than students. (Taken from from Putting Staff First 2015). Furthermore. he cites Michael Fullen’s thinking (2008); ‘By putting staff first, you are on the way to providing for students the one thing that will help them to make good progress in their learning; truly great teaching.’
This one-year 5 PLC project will support schools to develop approaches that genuinely ‘put staff first,’ exploring whole-school and targeted approaches to promote positive staff mental health and wellbeing, considering the evidence and exploring best practice in:
- Staff mental health and wellbeing within a whole-school approach and the role of the Governing Body
- System, workplace and individual response to wellbeing
- The role of leadership and trauma-informed organisational culture
- Workload and wellbeing
- Reflective Practice
- Reducing mental health stigma in schools
- Professional and career development
Clusters will receive additional support from a range of outside agencies and services, local charities and healthcare professionals, raising awareness of the support available to staff in schools. Schools will be supported to develop an evidence-informed tiered framework promoting staff wellbeing, ensuring universal, targeted and specialist support is coherent and consistent. Registered schools will have exclusive access to a resource bank to support the implementation of this project in school.