communicate: in print 2 - bradford schools online web viewwill provide you with high quality...

From September 2015

bso.bradford.gov.uk/Q1

Welcome

Currently more than one in five children (21%) in this country are identified as having SEN but only 2.7% have statements. Changes to SEN legislation currently being considered will mean that ensuring the progress of these students is the responsibility of individual schools. Talking about these changes, Lorraine Petersen OBE, Chief Executive of the National Association for Special Educational Needs (NASEN), said:

We are pleased to see a clear emphasis on training and development for staff in schools – building on the schools white paper. We need our teachers to be well trained and confident to identify needs and barriers to learning and provide the right support early on.

Quality First aims to support schools to meet the needs of children who have learning needs, both with and without a statement of special educational need. The courses in this Quality First prospectus and the additional services offered will enable staff to increase their knowledge and skills in a wide range of areas, in order to improve outcomes for children with additional needs.

As Quality First grows we are able to provide an increasing range of courses and training opportunities for you. Take time to look through the prospectus and identify which course is right for you. If there is something you would like to see but that is not in the prospectus please let us know and we will do our best to oblige!

Regards

Ruth DennisActing Principal Educational Psychologist

QUALITY FIRST – THE TEAMSAs Quality First, the

Educational Psychology Team, SEN Services (formerly Learning Support Service), and Social, Emotional and Behavioural Difficulties Team

will provide you with high quality training and support in relation to vulnerable children and children and young people with Special Educational Needs and Disabilities (SEND).

Educational Psychology Team

Educational Psychologists (EPs) are professionally trained and have experience of working with children, schools and families. All of the EPs are registered with the Health Professionals Council (HPC) and are fully checked through the Criminal Records Bureau.

EPs use their knowledge of psychological theory and research combined with experience to find ways of developing and enhancing the learning and emotional wellbeing of children and young people. EPs also help to address schools’ concerns in relation to a wide range of child and adolescent development and SEN issues at an individual child or group level.

Using a range of approaches, EPs collaborate with parents and a range of other professionals, and engage with children and young people themselves, to ensure that they develop appropriate and meaningful interventions.

Each Bradford school receives a number of EP sessions (3 hour) per year free of charge. The number of sessions is based on school size and other indicators of need. The use of these sessions is negotiated throughout the year and may include a combination of statutory and development work. Bespoke training and group work can also be commissioned using this allocation of time.

SEN Service

SEN Service is made up of six teams of staff specialising in Communication and Interaction, Hearing Impairment, the Early Intervention Team, Cognition and Learning, Physical and Medical Difficulties, and Visual Impairment.

The Service provides specialist support, advice and training to families and to early years settings and schools who have children with SEN in their classes.

All teams are staffed by highly experienced specialists within their field who have worked with families, settings and schools in Bradford for many years.

The Service is confident that it has staff with the knowledge, experience and expertise to offer a unique breadth and range of specialist training and services that can make a real difference to children and young people with SEN

Some of our services are available at no cost to settings and schools within Bradford Metropolitan District Council.

The Behaviour Support Service (BSS) Specialist Teaching Team

The team has ten Specialist Teachers and eight Peripatetic Inclusion Mentors who work alongside primary schools supporting children for whom full-time mainstream education is challenging owing to their behavioural, social, emotional mental health difficulties.

The team works in partnership with schools, parents/carers and other agencies such as health, Social Care and other Children’s Service teams in meeting the needs of the pupil.

Schools refer pupils to the team at range 3 of the SEN process and, in addition to the training courses contained within this prospectus, it can offer the following range of services to schools:- Detailed assessment of a pupil’s needs- Support and advice to schools, parents, pupils and other services- A period of intensive additional support from a Peripatetic Inclusion Mentor –

based within school for up to four half day sessions a week- Specific support for children with behavioural, social, emotional mental health

difficulties around Y6/Y7 transition- Support for pupils at risk of exclusion- The coordination of nurture group provision across primary and secondary

schools in Bradford- The coordination of the Bradford Nurture Group Network

Head of Team

Alison [email protected] 103051

mailto:[email protected]

BESPOKE OPTIONS

Additional Educational Psychology Time

An effective way to plan strategically for children with complex needs is to commission the involvement of an EP in a school or setting throughout the year.

Schools can commission additional days from the EP Team, which can be used for work with individual children, interventions, training or development at a cost of £500 per day (two sessions per day). For example, a one off individual assessment is likely to require three sessions and can be commissioned for £750. This includes assessment of the child in context, meeting with parents and staff and production of a written report.

A reduction in cost is available when larger amounts of time are booked in advance. For example, 10 days extra time (20 sessions), agreed 9 term weeks in advance will cost £450 a day. Block commissioning of time by groups of schools can also be negotiated.

The EP Team also provide bespoke research and evaluation services focusing on improving outcomes for children and young people. EPs are trained to undertake robust scientific research and to use the same skills to evaluate interventions. An evaluation or research package can be negotiated according to your needs.

If you wish to discuss commissioning extra EP Team time please ring Ruth Dennis (Acting Principal EP) on 01274 385788.

Additional Support from the Behaviour Support Service (BSS) Specialist Teaching Team

Our team can offer support and advice in many areas of school improvement, examples of which are detailed below. All are also available as bespoke packages.

Description

Systemic school development

Support to develop whole school behaviour policy, practice and systems around behaviour management

Pre/post Ofsted support

Support to develop management strategies in accordance with the ‘behaviour and safeguarding strand within the new Ofsted Framework

De-escalation and diffusion strategies

Developing the skills of all staff in understanding, de-escalating and managing challenging behaviours

Small group work training

Bespoke training for staff to enable them to deliver small group work throughout school e.g. SEAL, anger management, emotional literacy, Time to Talk

Small group work delivery

Weekly support from specialist behaviour mentor under the guidance of a specialist teacher, to work alongside school staff in planning, modelling, delivering and evaluating small group work (as described above)

New SENCO BESD Training

Support with assessment, target setting, observations, systems, recording and evidence gathering

Support staff training

Training for support staff with an interest in becoming a behaviour specialist

Family SEAL Specialist behaviour mentor support to work alongside school staff to plan, model, deliver and evaluate Family SEAL

Nurture Group Development

Bespoke support for a school to develop a nurture group

Circle Time Whole school circle time training for all school staff

Positive Training for staff to develop a whole school positive approach to playtimes

lunchtimes and playtimes

and lunchtimes including setting up the ‘Being Buddies Scheme’

Portable calming spaces

Training to support schools to develop low-cost, pop-up, easily transportable sensory resources to create calming spaces in school.

Description of services

Referral; schools may refer pupils presenting with social, emotional and mental health needs for advice and support, subject to provision at Range 1 – 2 being in place. The details will be drawn up in discussion with the specialist teacher who is allocated to the case.

Specialist behaviour mentor package of support: details to be drawn up in a planning meeting with the specialist teacher and reviewed on a 12 weekly basis.

Emergency response for child in crisis: to include phone support, attendance at multi-agency meeting, written advice for school

Support for schools applying for an EHCP assessment for a pupil with a primary need around social, emotional, mental health (to include report).

Support for schools to generate a multi-agency team around the child e.g. linking with Social Care, CAMHS, Children’s Services.

Support to develop a small group work package around a referred child. Support at crucial transition points e.g. between key stages, when moving school. Advice and support to inform a referral to the Primary Behaviour Panel.

National Nurture Group Accredited Training

A nationally accredited professional qualification for staff who are looking to further develop their nurturing practice and gain a nationally recognised professional qualification

This is a 3 day training course which we are accredited to deliver on behalf of the National Nurture Group Network.

Application is made via the Courses Desk [email protected]

Enquires are welcome in the first instance to our Teams Finance and Office Manager.

All packages outlined above are available to support at KS3 and for other local authorities/settings upon request.

mailto:[email protected]

Additional Support from the Learning Difficulties Team

SEN ICT training

Schools can request in-house training on some of the key software used to support children with SEN. The primary audience for the courses is teaching staff. However, they are also suitable for higher level support assistants. They can be delivered at beginner, intermediate and advanced levels. Schools can also request bespoke training.

Sessions are 2½ hours long. Ideally they should be split over two visits.

Clicker 6: This is a literacy support tool aimed at primary schools. It can support children with reading and recording at all levels of ability. It includes a word-processor with text-to-speech, text prediction, sentence support, word bars and writing frames. In addition, it provides easy to use tools to create on-screen matching, story writing, and oral story-telling and vocabulary development activities.

Communicate: In Print 2 : This is a desktop publishing tool for making symbol-supported materials, accessible documents, flashcards, worksheets, books etc. It is highly versatile and resources can be easily adapted to the needs of the pupil. When creating resources text can be copied and pasted from Word and other programmes and easily symbolised. It provides a large bank of curriculum-based images which can be used to create curriculum resources for all children irrespective of their level.

Communicate: SymWriter 2 : Communicate: SymWriter is an easy-to-use symbol writing program which can be used by both teachers and pupils. Symbols appear above the words as you type and ‘smart symbolising’ analyses the text to help select the correct symbols. You can drop in photos and images to illustrate your document, or add them to a word to replace a symbol for more specific meaning. SymWriter features text-to-speech and a spell checker with symbol support. It also includes interactive on-screen grids to make writing accessible to users that need additional help. These enable the user to select items from the grids (using a mouse, keyboard, touch screen or switches) to be automatically added to their document, switch to another grid, or to perform a range of actions. There are a range of templates which can be easily adapted to support pupils across the curriculum. (Please note if you have the first edition of SymWriter you can download the upgrade for SymWriter 2 from Widgit’s web-site free of charge – this version has lots of additional features and is much easier to use.)

If you wish to discuss commissioning extra time from the Learning Difficulties Team please ring Fiona Whitaker on 01274 385833.

http://www.widgit.com/products/inprint/index.htm

COURSE CONTENTS

Educational Psychology Team Education Health and Care Plan A- Z

Education Health and Care Plan Conversion Training

EHCP - Outcomes that Make a Difference

Making an Impact with Pupil Premium

Wise Before the Event

SEN Services (formerly Learning Support Service) Active Literacy Kit Training (Delivered by Dyslexia Action)

All Aboard - Early Intervention in the Early Years

Attention Deficit and Hyperactivity Disorder - Management in the Classroom

Cognitive Behavioural Therapy in the Classroom

Dyscalculia - Supporting Children in Maths

Foetal Alcohol Syndrome - Working with Children with Complex Learning Difficulties

Managing Anxiety in School

Mental Health - Everyone’s Business

Motivating Children to Make a Difference

Precision Teaching - Theory and Practice

Progress for Children with Special Education Needs in the Early Years

Selective Mutism - Introduction and Intervention

Supporting Children with Attachment Difficulties - Classroom Strategies

Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention

Working with Children New to the UK

THE COURSES

Educational Psychology Team

TitleEducation Health and Care Plan A - Z

Course numberQ1015P/08

Description of CourseIntended outcomes for learners:Education Health and Care Plans are the new combined plans to support children with significant special educational needs.

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 'This is Me' Know how to request an EHCP Know what happens next

Intended Participants Support Staff and SENCOsPhase of education: AllDate/s 13.01.16 Times 09.00-12.00 Venue Future House No of

sessions1

Cost FREE to Bradford Schools Tutor Dr Sophie Woodward - Internal Tutor



Description of CourseAs above.


sessions1






sessions1


TitleEducation Health and Care Plan Conversion Training


Description of CourseIntended outcomes for learners:From September 2014, as a result of the Children and Families Act, there has been a phased transition from statements to Education Health and Care Plans.

This course will provide you with the information you need to carry out EHCP conversion reviews for Bradford children, including:

What to do before the review Who to invite What to do after the review What to send back to the LA

Intended Participants KS1 and KS2 Teachers and SENCOsPhase of education: AllDate/s 26.11.15 Times 09.00-12.00 Venue Future House No of

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TitleEHCP - Outcomes that Make a Difference


Description of CourseIntended outcomes for learners:Education Health and Care Plans are the new combined plans to support children with significant special educational needs. There is increased focus on ensuring that the outcomes in the plans are SMART and make a difference for the child.

This course will provide practical advice and support to enable you to:

Accurately describe a child's needs Write outcome targets that are measurable, achievable and realistic Monitor progress Ensure appropriate provision is in place


sessions1






sessions1






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TitleMaking an Impact with Pupil Premium


Description of CourseIntended outcomes for participants:By the end of the course you will have:

Explored a range of uses of Pupil Premium Identified examples of best practice Identified ways of measuring and demonstrating the impact of Pupil Premium

Content of the course:Many schools are now benefiting from funding via the Pupil Premium. This money is intended to improve outcomes for vulnerable groups and monitored by Ofsted.

This course will explore a range of interventions that have been put in place using Pupil Premium and help identify those which represent best outcomes and value for money.

Intended Participants SENCOs/Senior ManagersPhase of education: AllDate/s 26.09.16 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £95 per person Tutor TBC

TitleWise Before the Event


Description of CourseIntended 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

Content of the course: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 Participants Pastoral Managers and Senior School LeadersPhase of education: AllTarget audience and prior experience:

Pastoral staff, Heads of Year, Form Tutors, Heads of House

Date/s 12.09.16 Times 09.00-12.00 Venue Future House No of sessions

1


SEN Services (formerly Learning Support Service)

TitleActive Literacy Kit Training(Delivered by Dyslexia Action)


Description of CourseIntended outcomes for learners: Have an overview of the multisensory principles behind the Active Literacy intervention Know how to identify pupils and administer the placement test Be able to plan lessons and record progress Be able to carry out activities and monitor progress

Content of the course:As part of the Cognition and Learning Team’s initiative to develop support for children with Specific Learning Difficulties, we are offering training to schools on Dyslexia Action’s very successful Active Literacy Kit (ALK). The training will be delivered over three mornings by Dyslexia Action. We are offering a £300 package to schools which includes: Three mornings of training for two people, the SENCO and one experienced teaching assistant Two x Active Literacy Kits – each worth approx £100

What is the Active Literacy Kit (ALK)The ALK is a flexible ‘hands on’ multisensory phonic teaching intervention designed to develop and improve the retrieval of grapheme/phoneme links and so improve fluency in the reading and spelling process. Originally designed for learners with a specific learning difficulty, the ALK can also be used with younger learners, eg KS1 who have general phonic difficulties and secondary school age pupils. It was originally designed as a 1:1 intervention but can also be used in pairs and small groups as pupils progress.

ALK involves a series of short flexible practical tasks using cards and wooden letters, with timed activities, working towards target times, to show progress towards fluency. The ALK programme is highly structured with finely graded activities designed to build cumulatively with plenty of overlearning.

At the end of the intervention learners are secure in retrieval of grapheme/phoneme links for initial sounds and are able to read and spell CVC words. There are also extension activities to develop skills reading words with diagraphs and adjacent consonants.

Intended Participants Teaching Assistants and SENCOsPhase of education: Primary and SecondaryTarget audience and prior experience:

Good Level of English (GCSE or equivalent)

Date/s 10.11.1517.11.1524.11.15

Times 09.00-12.0009.00-12.0009.00-12.00

Venue Future HouseFuture HouseFuture House

No of sessions

3

Cost £300 per school(For two applicants)

Tutor Training delivered by Dyslexia Action






Date/s19.01.1626.01.1602.02.16

Times 09.00-12.0009.00-12.0009.00-12.00


No of sessions

3








Date/s10.05.1617.05.1624.05.16

Times 09.00-12.0009.00-12.0009.00-12.00


No of sessions

3



TitleAll Aboard - Early Intervention in the Early Years


Description of CourseIntended 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

Content of the 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 Participants Foundation Stage Staff/SENCOsPhase of education: Early Years/Foundation StageDate/s 07.12.15

11.01.1614.03.1604.07.16

Times 09.00-12.0009.00-12.0009.00-12.0009.00-12.00

Venue Future HouseFuture HouseFuture HouseFuture House

No of sessions

4

Cost £300 per school(Maximum two people per school)

Tutor Dr Ruth Dennis, Educational Psychology Team - Internal Tutor

TitleAttention Deficit and Hyperactivity Disorder - Management in the Classroom


Description of CourseIntended outcomes for participants:The course will explore the nature and causes of ADHD and provide a range of practical strategies to support students with ADHD in school.

Content of the course:ADHD is a neuro-developmental disorder characterised mainy by extreme inattention, hyperactivity and impulsiveness. It is a complex condition, which may cause a student to under-achieve at school and display unpredictable challenging behaviours.

Intended Participants Teachers and Teaching AssistantsPhase of education: AllDate/s 08.12.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £95 per person Tutor Nazam Hussain - Internal Tutor

TitleCognitive Behavioural Therapy in the Classroom


Description of CourseIntended outcomes for participants:This course will introduce you to the basic principles of CBT and explore how you can use existing resources to best effect.

Content of the course:Cognitive Behavioural Therapy is acknowledged as having a significant impact in helping children learn about and manage their feelings.

Intended Participants SENCOs/Support StaffPhase of education: AllDate/s 18.01.16 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £95 per person Tutor Nicola Hawthorne-Jones - Internal Tutor

TitleDyscalculia - Supporting Children in Maths


Description of CourseIntended outcomes for participants: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

Content of the course: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.

Intended Participants Teachers/other adults working directly with children and young peoplePhase of education: AllDate/s 18.04.16 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £95 per person Tutor Ashraf Seedat - Internal Tutor

TitleFoetal Alcohol Syndrome - Working with Children with Complex Learning Difficulties


Description of CourseIntended outcomes for participants: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 Developed a structure in your school to support children with Complex Learning Difficulties and Disabilities

Content of the course: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.

Intended Participants Teachers / other adults working directly with children and young people in schoolsPhase of education: AllDate/s 09.05.16 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £95 per person Tutor Victoria Morris - Internal Tutor

TitleManaging Anxiety in School


Description of CourseIntended outcomes for participants:This course will explore some of the causes of school related stress and provide practical ideas of how to manage it so that students can make progress and enjoy their time in school.

Content of the course:It is common for children of all ages to experience school anxiety or school-related stress. This is often most apparent at the end of summer when school is about to start again, but it can occur year-round. Where does the stress and anxiety come from and what can schools do about it?


sessions1

Cost £95 per person Tutor Philippa Grace - Internal Tutor

TitleMental Health - Everyone's Business


Description of CourseIntended outcomes for participants: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 Content of the course:Recent research indicates that up to one in 10 children have mental health difficulties. These can impact in school, affecting children's learning, behaviour and overall progress.

This course will give an overview of mental health issues for children and young people and explore practical strategies that can be implemented by existing school staff to promote good mental health.

Intended Participants Teachers / other adults working directly with children and young peoplePhase of education: All

Date/s 09.11.15 Times 09.00-12.00 Venue Future House No of sessions

1

Cost £95 per person Tutor Magdalen Maguire - Internal Tutor

TitleMotivating Children to Make a Difference


Description of CourseIntended outcomes for participants: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.

Content of the course: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.


sessions1

Cost £95 per person Tutor Penny Fogg - Internal Tutor

TitlePrecision Teaching - Theory and Practice


Description of CourseIntended outcomes for learners: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.

Intended outcomes for participants: 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

Intended Participants SENCOs/Support StaffPhase of education: AllDate/s 25.04.16

23.05.16Times 09.00-12.00 Venue Future House

Future HouseNo of sessions

2

Cost £180 per person Tutor Sue Smith - Internal Tutor

TitleProgress for Children with Special Educational Needs in the Early Years


Description of CourseIntended outcomes for participants:By the end of the course you will have: Developed a clear understanding of Early Years SEN Support Grid Explored how to track progress using the grid Practised setting challenging targets for young children with SEN in the Early Years

Content of the course:How do you know when children with additional needs in the Early Years are making good progress? At what point do you need to consider statutory assessment?

These and many more questions can now be answered using the Early Years SEN Support Grid. This course will look in depth at this tool and through use of a number of case studies explore how you can use this to maximum impact.

Intended Participants Foundation Stage staff/SENCosPhase of education: Early YearsDate/s 10.10.16 Times 09.00-12.00 Venue Future House No of

sessions1


TitleSelective Mutism - Introduction and Intervention


Description of CourseIntended outcomes for participants:By the end of the course you will have: Increased your understanding of the symptoms and causes of selective mutism Developed an assessment plan to enable you to clearly identify next steps for these children Explored a number of intervention strategies and be aware of how and when to use them

Content of the course: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.


sessions1

Cost £95 per person Tutor Helen Chilton - Internal Tutor

TitleSupporting Children with Attachment Difficulties - Classroom Strategies


Description of CourseIntended outcomes for participants:By the end of the course you will have: Increased your understanding of attachment and how it impacts on behaviour and attainment Increased your knowledge of a range of strategies to manage children who have attachment difficulties Developed a structure in your setting to support children with Complex Learning Difficulties and Disabilities

Content of the course:Children who have had difficult early experiences often find it difficult to cope with the emotional demands of school, resulting in behavioural difficulties. This course focuses on understanding how early attachment has an impact on later learning and behaviour and how settings can promote a nurturing ethos to support these vulnerable children.


sessions1

Cost £95 per person Tutor Sobia Khan - Internal Tutor

TitleSupporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention


Description of CourseIntended outcomes for learners: Understand the nature of literacy difficulties and the characteristics of dyslexia Be able to explain the processes involved in reading and writing Identify the impact of certain learning difficulties on reading and writing skills Be able to use and interpret screening tools to inform a one-to-one multi-sensory literacy programme Be able to deliver, monitor and evaluate a one-to-one multi-sensory literacy programme

Content of the course:This is a CERTA accredited course and can be studied at Level 2 or Level 3. The course includes eight taught sessions, each three hours long. The sessions will involve a combination of taught materials, practical activities and videos with lots of opportunities for discussion and feedback. Learners will be required to have a pupil to work with and at the end of the course they will have the skills and knowledge to deliver a personalised one-to-one intervention which addresses the pupil's literacy difficulties.

Learners will have five portfolio task to complete. In addition to attending the course they will require least 3½ hours each week to complete portfolio tasks. This includes up to 40 minutes working with their pupil, time for lesson preparation and writing up portfolio tasks.

The first session will be a whole day and include a taught session and a workshop in the afternoon to provide an opportunity to work on the first portfolio task. The last session is an hour long and not a taught session and is intended to deal with administrative aspects of the course. This session is used to collect portfolios, provide any outstanding feedback and deal with any administration required for certification. Learners will be expected to attend a follow-up session to receive their certificates and to discuss pupil progress and concerns. We also intend to hold forums hosted by participating schools where learners can share good ideas and practice.

Intended Participants HLTAsPhase of education: AllTarget audience and prior experience:

HLTAs (or equivalent level of qualification) with some experience of working with pupils who have reading and writing difficulties.

Date/s 14.01.1621.01.1628.01.1604.02.1611.02.1625.02.1603.03.1610.03.1617.03.16

Times 09.00-15.3009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-10.30

Venue TBATBATBATBATBATBATBATBATBA

No of sessions

9

Cost £200 per person(subsidised by DSG funding)

Tutor Cognition and Learning Team - Internal Tutors

TitleWorking with Children New to the UK


Description of CourseIntended outcomes for participants:This course uses best practice to help you identify the key aspects to a successful transition into school and to look at how to overcome some common barriers to progress.

Content of the course:Children arriving new to this country may be faced with systems and expectations that they have never experienced before. They may also have suffered some trauma and almost certainly be working in a language that is new to them. On top of this a number of them may have additional needs.


sessions1

Cost £95 per person Tutor Helen Harding - Internal Tutor

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