Using Supervision in Schools 2/e

Penny Sturt is an independent trainer, consultant and registered social worker. Following her advanced social work training, which sparked an interest in supervision, Penny has delivered supervision training with In-Trac Training and Consultancy Ltd. She has a longstanding interest in safeguarding and supervision across multi-agency settings, and she has run supervision training courses in health, social care and educational settings. Jo Rowe is an educational psychologist with a local authority. She has more than twenty-five years of experience working in a range of school settings and supporting school staff as well as children and young people with additional needs. She provides and participates in group supervision, and she has researched the impact of supervision for school staff with a safeguarding role.

Foreword by Lisa Lea-Weston Introduction to the Second Edition 1. Why supervise and what does effective supervision look like? 2. The Integrated Model of Supervision adapted for use in Schools (IMS(S))- a 16-piece jigsaw 3. The supervision cycle 4. Emotionally attuned supervision 5. Putting it all together - using the 16-piece IMS(S) 6. Group Supervision 7. Supervision in practice 8. Experiences of supervision 9. Establishing a culture of supervision 10. Final thoughts Appendix 1: Exploring the purpose of supervision Appendix 2: Possible questions for supervision Appendix 3: Sample Supervision Agreement Appendix 4: Sample Student Record Sheet Appendix 5: Sample Supervision Record Appendix 6: Sample Group Supervision Agreement and Agenda Appendix 7: Mental Health Needs Resources Appendix 8: Contextual Safeguarding Resources Appendix 9: Sample Supervision Policy Appendix 10: Audit Tool for Developing a Culture of Supervision