Mrs Susan Pennington
Susan Pennington has recently retired from her role as an Education Improvement Officer specialising in the engagement of vulnerable children and safeguarding. Her career has spanned primary and secondary age ranges in both mainstream and specialist settings. She has held a number of senior positions from head of department to Principal of an Alternative Provision Free School and has been a Local Authority officer in two authorities. Susan's particular areas of expertise are in behaviour management, emotional literacy and safeguarding. She is an inspirational trainer and offers a range of sessions which seek to support and empower teachers, governors, support staff and parents to engage disaffected pupils in the learning environment.
Training sessions offered by Susan through Loreto Learning and Support
All based on experience and research to support both Primary and Secondary education settings, sessions are aimed at teaching staff, ECTs, support staff, governors and parents to provide practical and proven responses to contemporary classroom situations. For governors they provide useful insights into the functioning of a school and how they can contribute to an outstanding inspection, for staff they are an absolute must for improving practice within each given area.
Creating a calm classroom – for more information click here
The emotionally literate approach to anger management– for more information click here
Mindfulness and wellbeing for beginners – for more information click here
Lunchtime assistants training – for more information click here
Restorative practice – for more information click here
Raising self-esteem – for more information click here
Further tailored support is available as follows:
· Behaviour audits – one/two-day audit in relation to the Personal Development, Behaviour and Welfare judgement for Ofsted inspections including a review of policies and procedures around behaviour and safeguarding in the school setting.
· Classroom management support, observations and constructive feedback. This can be a stand-alone support package for individuals or departments or can be a follow up to the creating a calm classroom training session.
· Establishing and developing on-site inclusion centres to promote effective behaviour change and engagement in learning. The support package will include 3 visits: an initial evaluation of need (policies and practices) suggested structure for the centre and follow up advice after launch.
· Advice and guidance around exclusions and the exclusion process including the legal framework and best practice responses.