|
Category
|
Title
|
Date
|
Course Summary
|
Target Audience
|
Cost
|
|
Senco Management
|
21st Century Senco: roles responsibilities and making it work
|
05.11.19
23.03.20
|
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.
|
Senco / Inclusion Manager
|
£95.00
|
|
Research into Practice
|
Action Research Hub
|
11.11.19
18.03.20
15.07.20
|
Bradford is aiming to ensure that all schools become evidence active. The ‘Evidence Active Schools’ Network will ensure that every Bradford school can access and benefit from the learning and tools developed through the Centre for Applied Educational Research,
as well as participate in research. These action research hubs aim to support schools to begin to undertake their own research into what works, within a supportive peer context.
|
Senco / Inclusion Manager
|
£60.00
|
|
Social Emotional and Mental Health
|
Adverse Childhood Experiences and their Impact on Children's Development
|
23.06.19
|
This course explores factors that contribute to childhood adversity. Using a trauma informed approach it provides an opportunity to refocus on and rethink the development of children and young people within the context of early caregiving experiences as
well as on-going relationships, targeted support and school policy.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
All Aboard – Early Intervention in the Early Years Part 1 - 4
|
22.10.19
13.01.20
04.03.20
23.06.20
|
4 Part course. All Aboard specifically targets under-achieving children in the early years, aiming to improve outcomes. It provides a model of enhanced early years provision which supports identified children’s learning, emotional and social needs. Intended
outcomes for participants: By the end of the course you will have: Explored the nature of under-achievement in the Early Years; Used the All Aboard structure to plan a tailor made intervention programme; Delivered All Aboard in your setting; Evaluated the
impact of All Aboard.
|
Senco / Inclusion Manager
|
£250.00
|
|
Quality Provision
|
An Introduction to Developing High Quality Unit Based Provision
|
8.1.20
|
This course is aimed at settings where they currently have or are thinking of setting up a teacher led small group provision in their school. It will present a series of issues for consideration and provide an overview of best practice to help shape your
thinking.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
An Introduction to Emotion Coaching
|
7.11.19
|
Emotion Coaching is a universal, whole-school technique and approach that uses moments of heightened emotion and resulting behaviour to guide and teach children about the different emotions they experience, why they occur and how to handle them (Gottman,
1996, 1997). It is based on the principle that nurturing and emotionally supportive relationships provide optimal contexts for the promotion of children’s outcomes and resilience.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
An Introduction to Social Stories Part 1 & 2
|
29.11.19
14.01.19
|
The use of Social Stories is a widely recommended approach for children with difficulties with social understanding and enables practitioners to target specific social experiences or prepare children for new situations.
This is a 2 session workshop with the aim of providing school based staff (and other professionals working with families and young people?) with an understanding of how and why Social Stories are used. The second session will give attendees the opportunity
to work alongside others, bringing along their own case studies to go through the process of writing a Social Story. An overview will also be given of ‘social scripts’ and ‘comic strip conversations’.
|
Senco / Inclusion Manager
|
£150.00
|
|
Research into Practice
|
Becoming Evidence Active
|
15.10.19
29.01.20
|
The ‘Evidence Active Schools’ Network will ensure that every Bradford school can access and benefit from the learning and tools developed through CAER, as well as participate in research. Being ‘Evidence Active’ will also require schools to commit to choosing,
planning and delivering activities in an evidence-led way, in line with best practice set out by the Education Endowment Foundation’s implementation toolkit, and supported by CAER. This course supports schools to begin this exciting journey.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Essentials
|
Best Endeavours - Managing Your School Support Offer for Children with SEND
|
13.11.19
09.01.20
13.05.20
|
The Bradford Matrix of Need 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 Matrix of Need and other accountability tools, schools will
be shown how to evidence use of their notional SEN budget (Element 2) to parents, LA and Ofsted. This 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 / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Senco Management
|
Best use of Teaching Assistants
|
16.12.19
16.01.20
|
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 / Inclusion Manager
|
£95.00
|
|
Social Emotional and Mental Health
|
Bullying and Mental Health
|
9.1.20
|
Bullying is an experience which can affect anyone at any time in their life, taking form in different presentations – from being subtle to being direct, at school, home or even in the work place.
Understanding the mental health effects of bullying is vitally important if we, as practitioners working in schools with children and young people, are to be effective in our practise to break this cycle.
The course designed for practitioners to leave feeling more confident in supporting children and young people, as well as their families, who have been affected by bullying. Evaluating current practise also forms part of effective practise; as such there
will be an opportunity for attendees to talk about this with others.
|
Senco / Inclusion Manager
|
£95.00
|
|
Social Emotional and Mental Health
|
Cognitive Behaviour Therapy techniques in the classroom
|
13.05.20
|
Cognitive behavioural Therapy is acknowledged as having a significant impact in helping children learn about and manage their feelings. This course will introduce you to the basic principles of CBT and explore how you can use existing resources to best effect.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
Developing a Relational Based Approach for children with Attachment difficulties
|
20.11.19
|
The relational approach is a unique way to look at behaviour and understand what promotes satisfying and sustainable relationships even under adverse conditions. Whilst behaviour management seeks to change the behaviour of another, the relational approach
seeks to enable others to change their own behaviour.
Through learning how to use the relational approach, the practitioner can identify ways to create a context within which the other person without coercion, and of their own free will, decides willingly to do the very thing that the practitioner wishes them
to do, whilst also building stronger relationships through trust and understanding.
|
Senco / Inclusion Manager
|
£95.00
|
|
Social Emotional and Mental Health
|
Exam Anxiety -Developing Academic Resilience
|
14.01.20
|
Children and young people can find examinations anxiety provoking and even threatening. This can be because of a fear of failure or evaluation anxiety (similar to that experienced during public speaking or playing sport) resulting in a threat to self-esteem
or a fear of the consequence of failure. This training will focus on cognitive, affective and behavioural approaches that will support and enable pupils to manage the exam season and develop their academic resilience.
|
Senco / Inclusion Manager
|
£95.00
|
|
Quality Provision
|
Developing High Quality Unit Based Provision - Evidence and Practice Part 1 - 4
|
23.09.19
16.10.19
13.11.19
18.12.19
|
This is a practical course aimed at settings who are in the process of setting up a teacher led small group provision in their setting. The 4 part course will sequentially address a number of key areas, drawing on research and evidence of best practice.
Between sessions, participants will be expected to go away and progress each of the areas in their own setting, leading to the development of a high quality provision.
|
Senco / Inclusion Manager
|
£250.00
|
|
Senco Management
|
EHCP A - Z
|
04.09.19
29.01.20
|
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 relevant paperwork;
- understand the panel system; manage EHCPs if issued.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Essentials
|
Ensuring Quality in Education Health and Care Plans
|
24.03.20
24.06.20
|
Whilst the LA has overall responsibility for the quality of EHCPs, schools have a significant role to play in ensuring that information is kept updated and presented in a way that is in keeping with the spirit of the Children and Families Act ( 2014). Participants
will analyse a series of EHCP, using best practice guidance, to identify areas of strength and common pitfalls, which will subsequently inform their own practice.
|
Senco / Inclusion Manager
|
£60.00
|
|
Psychology For Learning
|
Evidence informed teaching to improve outcomes
|
30.04.20
11.06.20
|
What types of factors are important in creating professional learning communities in schools? Teachers are best placed within their classrooms to make planning, evaluative and ‘real time’ decisions which can accelerate learning progress but school factors
can inhibit or promote opportunities for self-reflection, autonomy, decision making and genuine peer collaboration. This course will help delegates create spaces for action research, coaching and professional development to flourish.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
Improving lunchtimes in the primary school
|
24.03.20
|
This course is aimed at those staff in primary schools who have responsibility for managing lunchtime supervision and who are interested in leading change in their own setting.
It will look at: promoting play opportunities, supporting good relationships between and amongst lunchtime supervisors and children, the use of rewards and sanctions, and involving the school community in making improvements to this important part of the school
day.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Management
|
Introduction to the School based SEND Review
|
31.03.20
|
Bradford is currently piloting a School Based SEND Review process. The Review enables schools to scrutinise, celebrate and enhance their 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.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
KS1 Vocabulary Interventions based on shared Storybook Reading
|
08.01.20
16.03.20
|
Early literacy development is about comprehension, as well as word recognition. Sedgwick & Stothard, (2018) identified an evidence based intervention aimed at developing young children’s vocabulary through shared storybook reading and this is the basis of
this course.
The course has been designed to be interactive. Participants will be introduced to the evidence and an example of how it can be applied before developing their own based on a KS1 storybook of their choice, which they can then deliver back at school.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Management
|
Making the most of Annual Reviews and Monitoring Reviews
|
24.02.20
17.06.20
|
This course provides an in-depth guide to what EHCP monitoring reviews are, how to use them to maximum effect, how they feed into the annual review process and how to ensure that annual reviews follow best practice guidance.
By the end of the session attendees will:
• Have thorough knowledge of the annual review documentation
• Prioritise children with the help of Assistant EPs to ensure that EHCP monitoring reviews are conducted prior to the annual review of a child at the end of key stage
• Be able to use the EHCP monitoring review process in such a way as to enhance the annual review of an EHCP.
|
Senco / Inclusion Manager
|
£60.00
|
|
Intervention to Improve Outcomes
|
Managing Anxiety in school
|
3.06.20
|
Awareness of social anxiety in children and young people has grown in recent years, as has mental health awareness. Social anxiety is one of the most common of the anxiety disorders. It is described as being “a persistent fear or anxiety about one or
more social or performance situations which is out of proportion to the actual threat posed by the situation.” (NICE, 2013).
This course is open for those who work with children and young people who may experience (or may be prone to experiencing) social anxiety. We will take a close look at how to respond to the needs of children and young people who experience social anxiety.
Staff will leave feeling more aware and confident in responding to these needs.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Management
|
Managing Critical Incidents and Loss in Schools
|
07.11.19
|
Accidents, traumatic events and bereavement can affect all members of a school community. This course helps school staff to prepare for such events, with research based evidence about appropriate and effective practical steps to respond to the needs of
pupils, parents and staff. Intended outcomes for participants:
Staff will be confident in responding to the needs of learners and staff following a critical incident or bereavement.
Staff will be able to implement a robust school policy.
|
Senco / Inclusion Manager
|
£95.00
|
|
Social Emotional and Mental Health
|
Managing Self Harm, Risk and Resilience in Schools
|
27.01.20
|
This course aims to provide attendees with an understanding of the risks leading to and the impact of self-harm. It further aims to highlight what professionals can do to reduce and prevent occurrences of self-harm in children and young people in schools.
This training will have a child-centred focus, ensuring that language and techniques used to facilitate understanding of self-harm can easily be transferred into educating young people on the skills and knowledge developed through the session.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Management
|
Managing Transitions for children with SEND
|
15.01.20
|
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.
The course provides advice on a variety of activities for enabling not only pupils but also schools, teachers and parents, to deal with change successfully.
|
Senco / Inclusion Manager
|
£95.00
|
|
Best Endeavours
|
Meeting the Needs of Children with Social Communication Difficulties - Best Endeavours
|
11.11.19
23.4.20
|
The SEND Code of Practice states that settings must use best endeavours to meet a child or young person’s SEND Needs. This is a proactive duty that requires schools or settings to make the special educational provision that children and young people
require. This course will support you to look at Quality First Teaching and appropriate strategies to ensure you are delivering best endeavours and meeting the needs of children with Social Communication Difficulties.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Best Endeavours
|
Meeting the Needs of Children with Social, Emotional and Mental Health Needs - Best Endeavours
|
16.01.20
11.05.20
|
The SEND Code of Practice states that settings must use best endeavours to meet a child or young person’s SEND Needs. This is a proactive duty that requires schools or settings to make the special educational provision that children and young people
require. This course will support you to look at Quality First Teaching and appropriate strategies to ensure you are delivering best endeavours and meeting the needs of children with Social, Emotional and Mental Health Needs.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Best Endeavours
|
Meeting the Needs of Children with Attention Deficit and Hyperactivity Disorder - Best Endeavours
|
10.02 .20
16.06.20
|
The SEND Code of Practice states that settings must use best endeavours to meet a child or young person’s SEND Needs. This is a proactive duty that requires schools or settings to make the special educational provision that children and young people
require. This course will support you to look at Quality First Teaching and appropriate strategies to ensure you are delivering best endeavours and meeting the needs of children with Attention Deficit and Hyperactivity Disorder.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Best Endeavours
|
Meeting the Needs of Children with Language Access in the Classroom - Best Endeavours
|
28.11.19
10.03.20
|
The SEND Code of Practice states that settings must use best endeavours to meet a child or young person’s SEND Needs. This is a proactive duty that requires schools or settings to make the special educational provision that children and young people
require. This course will support you to look at Quality First Teaching and appropriate strategies to ensure you are delivering best endeavours and meeting the needs of children with Language and Communication Needs.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Best Endeavours
|
Meeting the Needs of Children with Learning Difficulties - Best Endeavours
|
02.01.20
17.03.20
|
The SEND Code of Practice states that settings must use best endeavours to meet a child or young person’s SEND Needs. This is a proactive duty that requires schools or settings to make the special educational provision that children and young people
require. This course will support you to look at Quality First Teaching and appropriate strategies to ensure you are delivering best endeavours and meeting the needs of children with Learning Difficulties.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Best Endeavours
|
Meeting the Needs of Children with Specific Learning Difficulties (Literacy) - Best Endeavours
|
06.01.19
11.03.20
|
The SEND Code of Practice states that settings must use best endeavours to meet a child or young person’s SEND Needs. This is a proactive duty that requires schools or settings to make the special educational provision that children and young people
require. This course will support you to look at Quality First Teaching and appropriate strategies to ensure you are delivering best endeavours and meeting the needs of children with Specific Learning Difficulties (Literacy).
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Senco Management
|
Mental Health - Everyone's Business
|
26.11.19
06.04.20
|
Recent research indicates that up to one in 10 children have mental health difficulties. These can impact in school, effecting children's learning, behaviour and overall progress. Recent research indicates that up to one in 10 children have mental health
difficulties. These can impact in school, effecting children's learning, behaviour and overall progress.
By the end of the course you will have:
Increased your understanding of what mental health is and how it can impact on children's progress; Increased your knowledge of a range of strategies to promote good mental health at an individual, group and whole school level; Developed a structure to develop
this aspect of provision in your school or setting
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
Motivating Children to make a difference
|
04.11.19
|
Motivational interviewing is a form of collaborative conversation for strengthening a person's own motivation and commitment to change.
It is a person-centred counselling style for addressing the common problem of ambivalence about change by paying particular attention to the language of change. It is designed to strengthen an individual's motivation for and movement toward a specific goal
by eliciting and exploring the person's own reasons for change within an atmosphere of acceptance and compassion. By the end of the course participants will have developed their understanding of key concepts in motivational interviewing and have a range of
strategies with which to begin implementing this technique.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Essentials
|
My Support Plan Training
|
24.09.19
11.02.20
|
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.
|
Senco / Inclusion Manager
|
£60.00
|
|
Senco Management
|
Person Centred Planning and Reviews
|
05.12.19
10.06.20
|
The Code of Practice promotes a person centred approach to ensure that Children and Young people are at the centre of the EHCA process. This course will explore what a person centred approach might look like for children at various stages of their development
and how schools might implement this in a creative and inclusive way.
|
Senco / Inclusion Manager
|
£60.00
|
|
Senco Essentials
|
Planning for Progress for Children with SEND (New OFSTED / Progress Grids)
|
30,01.19
28.04.20
|
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. How do you know when children with additional needs are making good progress?
By the end of the course you will have: Developed a clear understanding Progress Grids, explored how to track progress using the grid and practiced setting challenging targets for children with SEND.
|
Senco / Inclusion Manager
|
£60.00
|
|
Intervention to Improve Outcomes
|
Precision Teaching Part 1 & 2
|
14.10.19
27.02.20
|
Do you have children in your class who struggle to retain basic skills and seem to 'lose' learning? This course will introduce you to the techniques of precision teaching which in turn allow you to measure small steps of progress and accelerate a child's
learning. This will be a practical course, where you have the opportunity to develop a precision teaching plan that can then be implemented in school. This will then be evaluated and refined in the second session. By the end of the course you will have:
Developed your understanding of the theory behind precision teaching; Learnt about the basic precision teaching model; Practised precision teaching; Developed a draft precision teaching plan to use in your school.
|
Senco / Inclusion Manager
|
£150.00
|
|
Intervention to Improve Outcomes
|
Recognising and Managing Dyscalculia and Difficulties in Maths
|
13.05.20
|
Specific difficulties with maths are often under identified and rarely considered. This course will help you to explore why some children fail to grasp basic mathematical concepts and struggle to make progress. You will learn about the psychological basis
of mathematical development, and how you can support children to develop specific skills in this area. By the end of the course you will have:
Increased your understanding of how children learn maths and why some children find this difficult; Increased your knowledge of a range of strategies aimed at improving progress in maths;
Developed a structure to support this group of children in your school
|
Senco / Inclusion Manager
|
£95.00
|
|
Research into Practice
|
Revisioning SEND provision Part 1 - 3
|
24.02.20
01.04.20
07.07.20
|
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.
|
Senco / Inclusion Manager
|
£150.00
|
|
Intervention to Improve Outcomes
|
Selective Mutism - Introduction and Intervention
|
7.05.20
|
Some children find the social pressures of school too much and become silent, speaking to no one. These quiet children often become invisible and struggle to make academic or social progress in school.
This course will help you to explore the psychological basis of selective mutism, and develop a range of responses to help these children move on.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Essentials
|
Senco Network
|
10.09.19
05.02.20
20.05.20
|
Round up and Update on SEND issues locally and nationally including guest speakers, networking opportunities and practice guidance.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Senco Management
|
SEND Funding and Finance for Business Managers
|
9.12.19
05.03.20
|
Notional SEN funding and Element 3 top up funding now forms a significant share of schools' overall budgets. This course will support business managers and school leaders to understand the legal requirements and expectations relating this funding and how
best to manage these.
|
Senco / Inclusion Manager
|
£95.00
|
|
Social Emotional and Mental Health
|
Social anxiety in children and young people
|
10.02.20
|
Awareness of social anxiety in children and young people has grown in recent years, as has mental health awareness. Social anxiety is one of the most common of the anxiety disorders. It is described as being “a persistent fear or anxiety about one or
more social or performance situations which is out of proportion to the actual threat posed by the situation.” (NICE, 2013). Social anxiety can have a negative impact on a person’s functioning and can disrupt normal life and interfere with social relationships
as well as academic attainment.
Staff will leave feeling more aware and confident in responding to these needs.
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
Solution focused approaches to support CYP with challenging behaviour
|
26.11.19
|
This course provides an opportunity for school staff members to gain an insight into the techniques used in Solution-Focused Mentoring. Solution-Focused Mentoring provides a clear framework which helps school staff to draw upon the strengths and resources
of the young people they are working with in order to facilitate change, and to help the young person to achieve their own goals. Solution-Focused approaches are unique, in that they focus on solutions and preferred futures, rather than on the problem itself.
This course will equip school staff with the skills and resources to support young people in identifying their aims, understanding what is within their capacity, and helping them to explore next steps and solutions.
|
Senco / Inclusion Manager
|
£95.00
|
|
Psychology For Learning
|
Using principles of instructional and cognitive psychology to plan units of work
|
16.06.2020 01.07.2020
|
‘This course will look at research findings from cognitive science around processing and memory as well as principles of instruction will can be applied to a unit of work. The course will practically explore how you can help students remember more information
by the way you order and sequence lessons within a unit of work. Participants will be able to apply the information to their own work and leave the course with a specific approach to apply immediately in the classroom.’
|
Senco / Inclusion Manager
|
£95.00
|
|
Intervention to Improve Outcomes
|
Using a Circle of Friends in school
|
10.12.19
|
Circle of Friends is an approach to inclusion, participation, friendship and problem solving across a broad range of needs and also to support transition or address bullying. It works by developing empathy and support within the peer group via a structured
format to elicit genuine peer support and create a greater opportunity for successful relationships with peers. It has been used successfully to improve behaviour and include pupils with complex learning needs, including social communication difficulties.
|
Senco / Inclusion Manager
|
£95.00
|
|
Psychology For Learning
|
Using principles of Growth Mindsets to raise learner attainment and teacher performance
|
23.09.19
|
Learner’s beliefs about their underlying ability has one of the largest effects on subsequent levels of progress and attainment therefore this course will help delegates use the principles of growth mind-set theory at an individual, classroom and school
level. The course will explore school factors which can reinforce students pre-conceived beliefs about intelligence and explore different ways to get learners to engage in high risk and high challenge learning.
|
Senco / Inclusion Manager
|
£95.00
|
|
Senco Essentials
|
Quality First Teaching and the Bradford Matrix of Need
|
25.11.19
25.03.20
20.05.20
|
The Bradford Matrix of Need highlights Quality First Teaching as the first step in meeting CYP's SEND needs. This course will explore what is meant by Quality First teaching and how this can be evidenced as part of your accountability and best endeavours.
It is a practical course which will involve reflecting on existing classroom practice and changes that can be made at the individual, group and whole school level.
|
Senco / Inclusion Manager
|
Fully Subsidised (cancellation fee will apply)
|
|
Intervention to Improve Outcomes
|
Working with Children with Foetal Alcohol Syndrome
|
29.04.20
|
FASD is an umbrella term used to describe the range of possible effects of pre-natal exposure to alcohol. Teachers and teaching support staff will undoubtedly meet students with FASD in their classrooms. This course will explore how to respond to these
children's learning needs effectively and enable them to maximise their potential in school. By the end of the course you will have: Increased your understanding of FASD and how it impacts on learning and attainment
Increased your knowledge of a range of strategies to manage children who have FASD
|
Senco / Inclusion Manager
|
£95.00
|
|
Social Emotional and Mental Health
|
Working with Parents of children with SEMH needs
|
08.10.19
|
This session is aimed at school staff and professionals who already have some knowledge and experience around SEMH needs and are looking to extend their work with families in order to achieve the best possible outcomes. Content will focus on support to establish
a positive working relationship with families alongside evidence-based strategies and suggestions for joint intervention. Attendees are expected to leave with a greater confidence in working with families around SEMH issues and with expanded knowledge around
the strategies and supports which can be successful in improving outcomes for these young people.
|
Senco / Inclusion Manager
|
£95.00
|