Senco Training

Senco Training

New:

Reviewing the School Based SEND Review mini Conference

17th July 2018, 9 – 12am

Margaret McMillan Tower, BD1 1NN

The School Based SEND Review helps to ensure that children with SEND, in all educational settings, achieve their very best, including developing the skills and qualifications that they need for successful transition, further education and employment.

Throughout 2017 – 18, eleven Bradford schools have taken part in this project enabling them to undertake a School Based SEND Review with the Educational Psychology Team and to develop a project or intervention based on the findings of the review.

Come and hear out about the SEND Review project and some of the exciting and innovative activities that have been going on as a result of this,  to improve outcomes for children with SEND across the district.

Cost: Free (this conference has been funded by a DfE grant)

To book your place, please contact:

 

 

These are resources related to SEND courses run by BMDC in 2018 - 19

 

Using the SEND Support Grid 10/9/18

The SEND accountability framework supports schools to further develop their ‘School Offer’ in relation to students with SEND and provide a consistent means of resource allocation to this group. Using the Accountability Framework, schools will be able to evidence their use of their notional SEN budget (Element 2) to parents, LA and Ofsted.  The Accountability Framework will also form a major part of any ‘My Support Plan’ or request for an Education Health and Care assessment and as such is an essential Senco tool.

 

Differentiation and Quality First Teaching Master Class 12/9/18

Addressing the full continuum of children's needs involves teachers working flexibly and creatively through a range of ‘differentiation' strategies to design environments that are conducive to learning for all.  Differentiation is a complex issue which requires teachers to think about the impact that their learning, teaching and assessment strategies have for children including those with SEN.  An integral aspect of learning, teaching and assessment, is the need for teachers to modify and adapt their strategies to support the full range of children with SEN (Algozzine and Anderson, 2007).

This course involves consideration of a diverse ranges of teaching, learning and assessment models and is based primarily around four central strands:

Curriculum adaptation - Changing what is taught
Instructional modifications - Changing how we teach
Environmental considerations - Changing where we teach
People resources - Looking at who teaches or supports teaching and learning?

 

Senco Network

 

18/9/18 Round up and Update on SEND issues locally and nationally including guest speakers, networking opportunities and practice guidance.
Introduction to the School based SEND Review 2/10/18

Bradford is currently pilotting a School Based SEND Review process. The Review enables schools to scrutinise, celebrate and enhance thir school based offer for children with SEND. The Bradford SEND Review model involves a school based self-evaluation and external review of  SEND provision carried out by the Educational Psychology Team. This is then followed up through the development of a whole school SEND action plan and up to 10 half days support from the Educational Psychology Team to implement the plan. The SEND review process will be evaluated and rolled out more widely in 2018 – 19.

Come and hear about the findings so far and  explore what you need to do to prepare to take part in the project.

 

My Support Plan Training 10/10/18

Following a successful pilot project, the Local Authority is now rolling out My Support Plan (MSP) which aims to ensure that children and young people’s needs are met in a timely way in order to improve outcomes for this group of students.

A MSP leads to the production of a clear plan detailing what needs to happen to improve outcomes for a young person. In some cases, a MSP can also enable schools to access additional short term funding in order to enhance provision.                                                                                                                                                                                                                                  In this session you will be introduced to the key elements of MSP which will  enable you to enhance your school's graduated approach and evidence your school based provision for children with SEND.

 

EHCP A - Z 31/10/18

Changes locally and nationally in relation to children with SEND have left some sencos confused and unsure of how to proceed for children with SEND.
This course will provide practical advice and support to enable you to:
- use the range model to assess whether an EHCP request is appropriate;
- complete  the relevamnt paperwork;
- understand the panel system; manage EHCPs if issued.

 

Revisioning SEND provision Part 1 2/11/18

Part 1 of 3 Part course. In an time of austerity, schools and Local Authorities are having to think again about how best to meet the needs of children with SEND. This series of seminars will offer the opportunity to explore some of the underlying principles of SEND support and explore how these can be applied in creative and different ways. Participants will be encouraged to identify an area for development in their setting and devise an appropriate plan of action to address this.

 

SEND Funding and Finance for Business Managers 6/11/18 Notional SEN funding and Element 3 top up  funding now forms a significant share of schools' overall budgets. This course will support business mangers and school leaders to understand the legal requirements  and expectations relating this funding and how best to manage these.
Planning for Progress for Children with SEND 12/11/18

How do you know when children with additional needs are making good progress?  At what point do you need to consider MY Support Plan or EHCA? Building on the success of the Early Years Progress Grid, a School Age Progress Grid will be trialled over 2017 – 18. The grid will support schools to consistently map children with SEND onto the Bradford SEN Ranges model, and accurately plan for and monitor their progress.

By the end of the course you will have:

Developed a clear understanding School Age Progress Grid,  explored how to track progress using the grid and practiced setting challenging targets for children with SEND.

 

21st Century Senco: roles responsibilities and making it work 20/11/18 The inclusion agenda, SENCO regulations and the National Senco Award have led to significant changes in the role of the SENCO over the past decade. The Senco is now expected to have a plethora of skills including responsibilities for the role include staff training, working with external organisations, classroom observation, impacting on teaching and learning, data analysis and leading on school improvement. This course supports sencos to explore the skill set that a twenty-first century SENCO should have and identify any areas for professional development.
 
Revisioning SEND provision Part 2 10/12/18 Part 2 of 3 part course
 Differentiation and Quality First Teaching Master Class 7/1/19

Addressing the full continuum of children's needs involves teachers working flexibly and creatively through a range of ‘differentiation' strategies to design environments that are conducive to learning for all.  Differentiation is a complex issue which requires teachers to think about the impact that their learning, teaching and assessment strategies have for children including those with SEN.  An integral aspect of learning, teaching and assessment, is the need for teachers to modify and adapt their strategies to support the full range of children with SEN (Algozzine and Anderson, 2007).

This course involves consideration of a diverse ranges of teaching, learning and assessment models and is based primarily around four central strands:

Curriculum adaptation - Changing what is taught
Instructional modifications - Changing how we teach
Environmental considerations - Changing where we teach
People resources - Looking at who teaches or supports teaching and learning?

 

Best use of Teaching Assistants 15/1/19

Research shows that when Teaching Assistants (TAs) are deployed effectively, with appropriate training and support, they can make a significant contribution to pupils' learning.

This course will explore the latest research examining the use of TAs in the classroom and will facilitate attendees in re-framing and rethinking the role of TAs. The exploration of evidence based recommendations to maximising the impact of TAs in the classroom will enable attendees to reflect upon and plan for the most effective use of the TAs in their schools

 

Senco Network 16/1/19

Round up and Update on SEND issues locally and nationally including guest speakers, networking opportunities and practice guidance.

 

Data and progress for children with SEND 23/1/19

Teachers’ responsibility and accountability extends to pupils from all vulnerable groups, including those with special educational needs and/or disabilities (SEND). The Senco will need to analyse the progress of pupils with SEND and have an overview of the provision made for them. This course will support you to make sense of SEND data and how you can use this to improve outcomes in your school.

 

Managing Transitions for children with SEND 31/1/19

This course is designed to offer a flexible resource to support teachers in enabling children to cope effectively with transition to secondary school. Planned and positive induction is effective in ensuring that the progress children have made in one educational setting is sustained through a period of change.

Thecourse provides advice on a variety of activities for enabling not only pupils but also schools, teachers and parents, to deal with change successfully.

The course considers the psychological aspects of change and through practical activities, helps the emotional robustness of children at a time of predictable change.

 

Revisioning SEND provision Part 3 5/2/19 Part 3 of 3 part course
SEND Funding and Finance for Business Managers 27/2/19 Notional SEN funding and Element 3 top up  funding now forms a significant share of schools' overall budgets. This course will support business mangers and school leaders to understand the legal requirements  and expectations relating this funding and how best to manage these.
EHCP A - Z 6/3/19

Changes locally and nationally in relation to children with SEND have left some sencos confused and unsure of how to proceed for children with SEND.
This course will provide practical advice and support to enable you to:
- use the range model to assess whether an EHCP request is appropriate;
- complete  the relevamnt paperwork;
- understand the panel system; manage EHCPs if issued.

 

My Support Plan Training 26/3/19

Following a successful pilot project, the Local Authority is now rolling out My Support Plan (MSP) which aims to ensure that children and young people’s needs are met in a timely way in order to improve outcomes for this group of students.

A MSP leads to the production of a clear plan detailing what needs to happen to improve outcomes for a young person. In some cases, a MSP can also enable schools to access additional short term funding in order to enhance provision.                                                                                                                                                                                                                                  In this session you will be introduced to the key elements of MSP which will  enable you to enhance your school's graduated approach and evidence your school based provision for children with SEND.

 

Best use of Teaching Assistants 1/4/19

Research shows that when Teaching Assistants (TAs) are deployed effectively, with appropriate training and support, they can make a significant contribution to pupils' learning.

This course will explore the latest research examining the use of TAs in the classroom and will facilitate attendees in re-framing and rethinking the role of TAs. The exploration of evidence based recommendations to maximising the impact of TAs in the classroom will enable attendees to reflect upon and plan for the most effective use of the TAs in their schools

 

Using the SEND Support Grid 30/4/19

The SEND accountability framework supports schools to further develop their ‘School Offer’ in relation to students with SEND and provide a consistent means of resource allocation to this group. Using the Accountability Framework, schools will be able to evidence their use of their notional SEN budget (Element 2) to parents, LA and Ofsted.  The Accountability Framework will also form a major part of any ‘My Support Plan’ or request for an Education Health and Care assessment and as such is an essential Senco tool.

 

Senco Network 8/5/19

Round up and Update on SEND issues locally and nationally including guest speakers, networking opportunities and practice guidance.

 

21st Century Senco: roles responsibilities and making it work 14/5/19 The inclusion agenda, SENCO regulations and the National Senco Award have led to significant changes in the role of the SENCO over the past decade. The Senco is now expected to have a plethora of skills including responsibilities for the role include staff training, working with external organisations, classroom observation, impacting on teaching and learning, data analysis and leading on school improvement. This course supports sencos to explore the skill set that a twenty-first century SENCO should have and identify any areas for professional development.
 Differentiation and Quality First Teaching Master Class 16/5/19

ddressing the full continuum of children's needs involves teachers working flexibly and creatively through a range of ‘differentiation' strategies to design environments that are conducive to learning for all.  Differentiation is a complex issue which requires teachers to think about the impact that their learning, teaching and assessment strategies have for children including those with SEN.  An integral aspect of learning, teaching and assessment, is the need for teachers to modify and adapt their strategies to support the full range of children with SEN (Algozzine and Anderson, 2007).

This course involves consideration of a diverse ranges of teaching, learning and assessment models and is based primarily around four central strands:

Curriculum adaptation - Changing what is taught
Instructional modifications - Changing how we teach
Environmental considerations - Changing where we teach
People resources - Looking at who teaches or supports teaching and learning?

 

Planning for Progress for Children with SEND 22/5/19

How do you know when children with additional needs are making good progress?  At what point do you need to consider MY Support Plan or EHCA? Building on the success of the Early Years Progress Grid, a School Age Progress Grid will be trialled over 2017 – 18. The grid will support schools to consistently map children with SEND onto the Bradford SEN Ranges model, and accurately plan for and monitor their progress.

By the end of the course you will have:

Developed a clear understanding School Age Progress Grid,  explored how to track progress using the grid and practiced setting challenging targets for children with SEND.

 

EHCP A - Z 11/6/19

Changes locally and nationally in relation to children with SEND have left some sencos confused and unsure of how to proceed for children with SEND.
This course will provide practical advice and support to enable you to:
- use the range model to assess whether an EHCP request is appropriate;
- complete  the relevamnt paperwork;
- understand the panel system; manage EHCPs if issued.

 

 

 


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