Occpatina Stanars Giance fr Schs ….docVIP

PAGE February 2010 OCCUPATIONAL STANDARDS GUIDANCE FOR SCHOOLS 1: National Occupational Standards for Supporting Teaching and Learning CONTENTS INTRODUCTION ABOUT THE NATIONAL OCCUPATIONAL STANDARDS SUMMARY OF CORE/OPTIONAL UNITS LEVEL 2 AND LEVEL 3 THE STRUCTURE OF EACH NATIONAL OCCUPATIONAL STANDARD NATIONAL OCCUPATIONAL STANDARDS AND SUPPORT STAFF ROLES HOW TO USE THE NATIONAL OCCUPATIONAL STANDARDS FOR SUPPORTING TEACHING AND LEARNING THE FIVE KEY STAGES INTHE DEVELOPMENT OF SUPPORT STAFF HYPERLINK \l FREQUENTLY_ASKED_QUESTIONSFREQUENTLY ASKED QUESTIONS FURTHER SOURCES OF INFORMATION AND GUIDANCE ON OCCUPATIONAL STANDARDS APPENDIX A: EXAMPLE UNIT STL 18 ‘SUPPORT PUPILS’ LEARNING ACTIVITIES’ APPENDIX B: EXAMPLE UNIT STL 31 ‘PREPARE AND MAINTAIN THE LEARNING ENVIRONMENT’ APPENDIX C: NVQs and the NOS.STL requirements APPENDIX D: SWiS STANDARDS AND QUALIFICATIONS FOR OTHER SUPPORT STAFF INTRODUCTION The vision of Cumbria Children’s Service is “the best for every child, young person and family”. . It follows that a central commitment must be to the professional development of all staff working with children and young people, in order that all are enabled to benefit from the very best education and life opportunities. School support staff are vital to that endeavour. Support staff play a key role in realising the vision of the 21st century school, set out in the Children’s’ Plan 2008. Increasingly support staff are enabling schools to develop extra capacity and capability. By so doing, they contribute to the raising of standards, the development of extended services, and improvements to personalised learning. Cumbria is currently involved with schools and other partners to ensure that the development of staff is part of a coherent and effective approach in all schools. The focus is on strategically linking together three key dimensions: the school’s needs and priorities a strategic approach to CDP leadership professional standards IS