FAQs

Head Teachers:

Q. How far ahead do we need to be booking a training day, or a longer programme of training and support?

A. Training days for school calendars tend to be booked 12 months, or more, in advance. Impact Learning Limited works with different cohorts for different timescales. Individual schools can normally be timetabled with one term.

Q. We have no training days left. Could we invite you to speak to a cluster of Head Teachers in the first instance?

A. Yes. We would need about 2 hours, which would include time for questions. Impact Learning Limited also provides input for conference and training days.

Governors:

Q. Our school has introduced the Impact Learning Programme. A year on we have reviewed our behaviour policy, but need training and support for the kitchen, site and midday staff. As Governors we also need to be more involved. What do you provide?

A. Separate training for midday staff can be accommodated. It is absolutely crucial that all staff 'Articulate what is required', and use the PIL framework - Positive Instructional Language. Finding convenient times for staff to attend is not always so easy! 'Holiday' or school closure days can be utilised. For immediate input consider using the Behaviour Prompt Cards File and CD, the Assertive Discipline Script Cards, the Think Zone cards or contact Impact Learning for practical playground solutions. As Governors - take a look at the Teaching and Rewarding Effective Learning Manual and talk to students about the learning skills reflected in their Passports.

Teachers:

Q. I am a class teacher. Is there any point in me using the programme if the rest of the school is not involved?

A. The philosophy, methodology and pedagogy are entirely relevant and will refine the quality and delivery of your teaching, as well as rapidly increase the performance of your students. When you achieve results using the Instructional Learning Board approach, the Learning Signposts or Literacy and Learning charts, other staff will be very keen to find out more! However, you would not be able to adapt the use of Learning Zones or Learning Passports for your class without infringing copyright. These items are focussed upon whole-school development.

Q. I am regarded as a 'very good' teacher, and I work in a really good school. Are Learning Zones or the Impact Learning training and resources relevant here?

A. Resources and training ensure 'good' teachers become outstanding teachers. 'Outstanding' staff and schools are usually reflective and effective practitioners who can implement the programme to achieve even greater results, in a shorter timescale. The use of Learning Zones will radically increase the performance of students regardless of your school status. The issue is not whether you are a good teacher, but what happens to the learning of students taught by staff with less adequate skills. Knowledge and attainment must be rapidly built on, term on term. The programme incorporates resources which ensure every teacher and assistant is entirely focussed and motivated upon 'teaching' and extending learning.

LEA:

Q. Can LEA or other advisory staff be trained to provide the Impact Learning Programme, for a cohort of schools?

A. In the near future 3 LEA's will have a Project team trained and licensed to run courses for their schools. Contact Impact Learning Limited direct if interested.

Q. Am I right in thinking Psychologists, Advisory staff, School Improvement Officers and others need to be aware of this programme?

A. Where professionals provide support services to schools, it clearly makes sense for everyone to appreciate the key elements, and consider these in relation to their specific role and input. ILP is a developmental programme and as such teaching staff and students will demonstrate various levels of practice and understanding. The philosophy and pedagogy is entirely appropriate for a broader spectrum - pre-school staff, teenage mothers, the Youth Offending Team and clients within the prison service.

General:

Q. Do you provide 'demonstration lessons' prior to purchasing the programme?

A. These can be arranged. Generally 3 different class groups would be provided in a day with a staff meeting or planning meeting afterwards.

Q. We've got the programme and got the philosophy. Now we need to rethink the broader implications for our school. Can you help?

A. A consultancy and planning day - arranged off site locally, or at the Impact Learning Limited offices in Suffolk, would be the next dynamic step. I would also suggest you visit other ILP schools. As the entire learning community is now directly involved, consider inviting personnel from across the project team.

Parent:

Q. My children are coming home very excited with their Learning Detective rewards. I'd like to find out more.

A. Your school will be happy to provide information on the specific learning skills being taught and background to the Learning Detectives. In the near future, parents will be invited to an assembly where staff and students will explain the thinking behind the programme. If your children do not return with a learning reward, don't forget to ask them about the skills they used, or knowledge they demonstrated to stay in the 'learning zone'. We need to show how much we value learning every day. At the next consultation evening you might use the Learning Passports to identify the skills not being applied, and consider the activities you can provide to support these. A book for parents is underway.

Q. Having seen you in action with my daughter's class, do you run training sessions for parents and/or holiday workshops for kids?

A. Foundation/Primary focussed training workshops for parents, as well as holiday workshops for children are available. Contact Impact Learning Limited direct. Parental training and support for students within Secondary school is more focussed upon information and intervention in relation to the Literacy, Learning and Communication programme. Contact Impact Learning direct for more information

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