tlp wales course brochure

CoursesSummer 2014 - Spring 2015

Contents

About The Learning Partnership 4

Building Blocks – Responsive Planning and Real Time Monitoring for the LNF 6

Conferences 9

Working in Partnership with Cornerstones 13

New Technologies 17

Literacy 21

Numeracy 35

Birth to Three/Foundation Phase 47

Leadership 57

Addressing Deprivation 63

Professional Practice 67

Pen Portraits 89

Directions and Contact Details 100

Terms and Conditions 102

The Learning Partnership Llys Aur Llanelli Gate Llanelli SA14 8LQ

Telephone: 00 44 (0) 1554 749043 Email: [email protected] General information: www.tlpwales.co.uk Resources: www.shoptlpwales.co.uk

Summer 2014 - Spring 2015 3

The Learning Partnership

Our Values

Our core values thread through all aspects of our daily lives and through our working practices:

We aim to be the best that we can be and to support others in reaching their goals.

About Us

As our name implies, The Learning Partnership works with you to provide training and consultancy of the highest quality. We pride ourselves on a core set of values that ensures the integrity of our service and our commitment to you. We provide the external, independent viewpoint that is essential for reflective, innovative practice while at the same time, we respect your unique context, challenges and circumstances.

Our innovative services include one-off training events/conferences, packages of support on a longer term, mentoring and coaching to school/organisation leaders, as well as project management and resource acquisition.

Our partnership with you acts as a catalyst for positive, planned change and improved outcomes for children.

Current and Innovative Thought and Action

Integrity and Honesty

Empowerment and Passion

Commitment and Consistency

4 For further information and to book courses, please log on to www.tlpwales.co.uk

Our Directors

Wendy Thomas

Wendy has expansive experience as a school leader, advisor and inspector. She has worked both in the UK and overseas. She prides herself on offering workable, practical solutions to schools facing challenges so that children are able to engage in high quality learning experiences.

As a mother of two girls, Wendy strongly believes in high quality provision for all children and is committed to the principles of enquiry based learning as a means of motivating and engaging children and young people.

Wendy’s most recent addition to her family is her dog, Sydney - who is still very much in training!

Glenda Dudley

Glenda has worked in education both in the UK and in an international context in Europe and the Middle East. She has in depth knowledge and experience of the National Curriculum and also the International Baccalaureate, Primary Years Programme. While working at The International School of Amsterdam, Glenda was involved with Project Zero ‘Teaching for Understanding’ from Harvard University; a long term research project which strongly underpins the pedagogy of 21st Century. Glenda has held head teacher positions in both schools and children’s centres and is an advocate of enquiry based learning and engagement for all.

Glenda enjoys spending time with her husband and family, particularly when it’s barbecue weather!

Partner Consultants

We work with a range of partner consultants in delivering our services and are very proud of our association with all them. Details of our consultants can be found on our website www.tlpwales.co.uk

The information in this brochure is a sample of what we offer. All our work is bespoke to meet your needs as they evolve over time. Please contact us for an informal discussion as to how we can best support you. (Contact details are found on the back cover)


Responsive Planning and Real Time Monitoring

for the LNF

If the answer is ‘yes’ then book a place on one of our Building Blocks® Open Days

to find out more.

It’s here! Our brand new LNF planning and monitoring tool…

Are you looking to develop and support the planning and monitoring

of the Literacy and Numeracy Framework

within your school?

Would your senior leaders benefit from

having ‘real-time LNF skills coverage’

automatically collated in one place?

Would your teachers find a package of

exciting and engaging pre-referenced ‘rich tasks’,

for both literacy and numeracy, helpful?


So what is ‘Building Blocks®’?

Building Blocks® is a cross platform planning and monitoring tool that brings together your school’s LNF documentation easily and neatly.

Building Blocks® provides you with exciting ‘rich tasks’, cross-referenced with the updated LNF, year group by year group. Each ‘rich task’ is accompanied by a clear teaching outline.

Building Blocks® provides an option for teachers to create and cross-reference their own materials too.

Using Building Blocks®, teachers can link their own ‘rich tasks’ to the Foundation Phase Framework and the KS2 Subject Orders.

Building Blocks® automatically monitors and records the LNF skills that have been planned and covered and those that have not. So, at a glance, Senior Leaders have a clear picture of what’s happening, where.

We look forward to welcoming you to one of our Building Blocks® Open Days.

Places are free of charge, but limited to three people per school. Telephone 01554 479043 and book now to reserve your places!

Summer Term 2014Thursday, 5th June 2014Friday, 6th June 2014Thursday, 19th June 2014Friday, 20th June 2014Wednesday, 16th July 2014Thursday, 17th July 2014

Autumn Term 2014Wednesday, 17th September 2014Thursday, 18th September 2014Wednesday, 5th November 2014Thursday, 6th November 2014

Spring Term 2015Wednesday, 14th January 2015Thursday, 15th January 2015Wednesday, 25th February 2015Thursday, 26th February 2015

Plan Monitor Report


Conferences

Conferences

In response to your requests, we have developed a programme of conferences to suit all interests and phases of education.

Presence of Mind Securing Well-being in Young Children

Keynote Speaker: Professor Ferre Laevers • Consultant Guest Speaker: Rosie Roberts

Tackling deprivation in Wales is at the heart of all current policies. Our Early Years conference focuses on the proven link between an enriching early childhood and improved success in later life. With two such eminent advocates for Early Years leading our conference, it really is a day not to be missed.

The focus of the day is ‘Presence of Mind’; being able to tune in to what we see and hear in young children, what this may be indicative of and what we, as professionals, should do about it.

We are delighted to welcome Professor Ferre Laevers back to Wales to work with us again. His ground breaking work on well-being, through the Experiential Education Project over the last 30 years, has led the way for many subsequent well being and PSHE programmes used in schools and early settings. During the day Prof. Leavers will explore the key indicators of well-being and how this impacts on the child and his/her family. He will home in on what to do when things are going well, and when and how to intervene effectively.

Professor Ferre Laevers is joined by Rosie Roberts, OBE. Rosie is renowned for founding the Peers Early Education Partnership (PEEP) that influenced and contributed to the development of Children’s Centres in England. She is particularly noted for her work on improving the life-chances of young children by working with the family in preserving and developing well-being from birth, and in securing resilience in those who need it most.

We recommend this conference as one of the ‘highlights of the year’!

Prof. Ferre Laevers and Rosie Roberts

Target Audience: Flying Start, Foundation Phase

Date: Thursday, 20th November 2014

Venue: Vale Resort and Hotel

Cost:* £250 + VAT per person

*Terms and Conditions apply


Conferences

Straight to the Top! Problem Solving in Mathematics; the Singaporean Way

Prof. Yeap Ban Har

If you want to improve standards in Mathematical Problem Solving, it starts here…A two-day conference that will make you think differently about teaching problem solving!Led by the highly acclaimed Professor Yeap Ban Har. Ban Har will lead this two day conference which is practical, hands-on and, quite simply, inspirational.

Right at the heart of the Literacy and Numeracy Framework in Wales, lies the challenge of Problem Solving, and for our children, it remains a tough nut to crack. So should we look further afield to see how other nations tackle this issue?

Singapore’s educational story is both impressive and inspiring. As one of the highest-ranking countries for mathematics overall, we explore how Singapore’s children perform at the top of the table for problem solving. Not only this, Singaporean children are in the top three OECD ranked nations for ‘Engagement and Self-belief’. The PISA results speak for themselves.

The methodology and pedagogy in Singapore is not what we might assume. No rote learning, no procedural rehearsal, just excellent teaching based on the work of Jerome Bruner, Vygotsky, Zoltan Dienes and Howard Gardner. It follows the C.P.A. approach and through a series of hands-on challenges linked to evidenced-based theory, the world of ‘problem solving’ simply opens up.

We are thrilled to welcome Professor Yeap Ban Har to Wales for the first time.

He taught at the National Institute of Education for the last ten years before taking up his present positions as the Principal of Marshall Cavendish Institute, a global teacher professional development institute, and as the Director of Curriculum and Professional Development at Pathlight School, an autism-oriented school.

We know this is a unique opportunity for teachers and senior leaders here in Wales and places are strictly limited to 50 people for each cohort. Our advice is to sign up quickly, or miss out.

Target Audience: Headteachers, Deputy Head Teachers, Maths/Numeracy Co-ordinators

Date: Cohort 1: Monday, 20th April and Tuesday, 21st April 2015 Cohort 2: Wednesday, 22nd April and Thursday 23rd April 2015

Cost:* £500 + VAT per person (2 day conference) Two people from the same school £800 + VAT



Working in Partnership with Cornerstones

Cornerstones

Cornerstones Open Day

Children in nearly 500 schools in Wales are now engaging in Cornerstones’ powerful and irresistible approach to learning.

Why not join us to find out more?

The Cornerstones Curriculum is a fresh and exciting approach to enquiry and child led learning built on the criteria for an outstanding curriculum from Estyn. It provides schools with the foundation and structure to develop an innovative and creative curriculum with the security and knowledge that there is full coverage of, and progression through, the National Curriculum for Wales including the Literacy and Numeracy Framework (2013).

Based on the Four Cornerstones of Learning, the Cornerstones Curriculum can complement your existing practice, stand alone as a full curriculum or be tailored to suit your school’s individual needs and strengths.

The half day will comprise of an introduction to the curriculum, a preview of the materials available, a question and answer session and an opportunity to consider how it might best be used within your school. There are six Open Days offered throughout the year, one each half term. Please check our website for the most up-to-date information.

A complimentary lunch will be served following the morning session. Places are limited to 25 and these will be allocated to the schools that register first. (Maximum 2 places per school)

Target Audience: Headteachers and Senior Leaders who are considering implementing the Cornerstones Curriculum

Date: Tuesday, 24th June 2014 Thursday, 2nd October 2014 Wednesday, 12th November 2014 Wednesday, 21st January 2015 Wednesday, 4th March 2015

Course led by: Glenda Dudley and Wendy Thomas

Cost: No Charge

Course Booking Code: Cornerstones Open Day


TitleCornerstones

Cornerstones Network Day

The Cornerstones Network Day is open to schools that have adopted the Cornerstones Curriculum.

The half day will comprise of an opportunity to reflect on progress made within your school, to consider the range of experiences that the curriculum offers, and an opportunity to network with colleagues from other schools that have also adopted it. Schools will be invited to undertake a ‘Show and Tell’ of their successes to date. Please let us know if you would like to present to the group.

A complimentary lunch will be served following the session. Places are limited to 28 and these will be allocated to the schools that register first. (Maximum 2 places per school)

Target Audience: Teachers from schools already implementing the Cornerstones Curriculum

Date: Wednesday, 25th June 2014 Friday, 3rd October 2014 Thursday, 13th November 2014 Thursday, 22nd January 2015 Thursday, 5th March 2015


Cost: No Charge

Course Booking Code: Cornerstones Network Day


New Technologies

New Technologies

iPad Twilight Training

iPad Twilight Training’ is an effective and time saving way to up-skill your staff without affecting the school’s daily routine. The sessions are designed to cover a basic introduction and/or a single focus in the space of two hours so sessions can be run after the school day but still be completed by 5.30 pm.

Our Twilight sessions cover the essentials to get you started in the classroom with a wide a variety of apps and functions. The training is based upon easy to follow step-by-step demonstrations - a ‘hands on’ learning experience for your team.

We offer a range of courses to choose from, or call us to discuss your needs and we will write a bespoke session for you.

• App, App and Away! – Getting Started with iPads

• Jingles and Jungles – Sound Effects and Making Music

• Avitar Cartoons – Stop Animation

• Show Time! – Video Production and Editing

• iMind Mapping

• Nearpod

• Educreator

• Green Skin

Cost:* £300 + VATApps as requiredMaximum 12 participants



New Technologies

Twilight Transformed (Twilight plus Classroom Project)

Developing teacher confidence is key!

Day 1 – TwilightDay 2 – Workshop with Children

‘Twilight Transformed’ is based on the premise that sharing expertise ‘in situ’ is one of the most powerful ways of developing and sharing practice. Put simply, we train your teachers first and then ‘use and apply’ in the classroom!

Day 1 We familiarise key members of your team on selected iPad apps during a ‘Twilight Transformed’ session (2 hours). This ensures that your team gains a good grasp of the apps and their associated power and functionality prior to using them with the children. We scope out a plan for ‘Day 2’ taking on board your current theme and school priorities.

Day 2 We recommend ‘Day 2’ takes place during the following week. This allows time for further familiarity for the teachers as well time for us to plan for your workshop.

Together with your team, we run the workshop with a selected class or group, based on the agreed plan, in order to develop expertise and teacher confidence. The focus can be in one of the following areas an area applicable to your school ...

• Author’s Chair (Digital Books)

• Show Time! (Making and editing movies)

• Game Guru (Creating simple games)

• Jingles and Jungles! (Creating, recording and producing digital music and sound effects)

• App the Ads! – (Adverts, jingles and soundtracks)

• It’s Raining (Be the weatherman)

Cost:* £850 + VATApps as required to be purchased by the school



Literacy

Literacy

The Writing WrangleDeveloping Children’s Literacy Skills across the Curriculum

Oracy is a key skill within the curriculum for Wales. ‘Speaking and Listening’ play a vital role in children’s language development and are the foundations stones for reading and writing later on. With schools under pressure to get children reading and writing as soon as possible, there is a danger that the focus shifts away from ‘oracy’ too soon.

So how do we balance the need to drive up standards in literacy, while still respecting each child’s stage of language development?

During the day, this dilemma will be explored through practical examples to demonstrate how experiences that encourage ‘reasoned talk’ secure high quality writing across the curriculum as outlined in the consultation document for the Literacy and Numeracy Framework.

Course participants will have the opportunity to:

• Consider the stages of language development and what may impede or accelerate a child’s capacity to learn.

• Explore and experiment with ideas to ‘shore up’ oracy in the Foundation Phase.

• Use small world as a starting, mid and end point for talking and writing.

• Gather ideas on how to get children to ‘think out loud’, articulating their thoughts clearly to others.

• Consider how and when different genres of writing can be introduced to children.

• Focus on the development of new technologies in developing literacy across the curriculum.

Target Audience: Foundation Phase Teachers, Literacy Co-ordinators

Date: Thursday, 26th June 2014


Cost: £160 +VAT

Course Booking Code: 425*



Literacy

Talk for ReadingExtending children thinking in both dialogue and reading

Reading is fundamentally about the drive to make sense and gain meaning from a text. Do your children understand what they read? When asked about the text, can they respond at a deeper level? Do they have the skills to discuss what they have read? Classroom talk which develops the full range of children’s comprehension strategies and which allows opportunities to explore texts at a deeper level is critical to their overall competency as readers. This course will provide talk based approaches to teaching reading which will extend children’s skills in both dialogue and reading.


• Explore approaches for developing comprehension and reading skills including Booktalk.

• Provide strategies which develop children’s skills in dialogue.

• Develop an understanding of how to improve classroom talk so that it impacts on reading development.

• Provide a range of practical ideas and activities.

Target Audience: Literacy Co-ordinators and Class teachers from Years 1-6

Date: Friday, 4th July 2014

Course led by: Carol Satterthwaite

Cost: £160 + VAT




Literacy

The Grammar GapCalling All Grammar Geeks and Grammar Phobics!

• Why does grammar matter?

• How it can help children?

• And why do all teachers need to know about it?

The LNF demands closer attention to linguistics-informed grammar. Yet many primary teachers have been taught little grammar themselves, while for those who learned it during the last century, the new curriculum’s approach may seem bewildering.

Sue Palmer is a lifelong grammar geek, author of around 50 grammar books and a BBC TV series on the subject and co-author of the National Literacy Strategy’s ‘Grammar for Writing’. This one day course interweaves what Sue has learned about language, literacy and learning with an update for teachers on 21st century grammar, as well as a wealth of ideas for teaching it within The LNF to children age 5 to 11 years. It is also fun and engaging.

If you want to raise standards in Literacy, then start here!


• Refresh their own understanding of grammar and tighten up on those ‘tricky bits’!

• Reflect on the requirements of the LNF that demand excellent teaching and learning of grammar.

• Consider how a high level of grammar across the curriculum is essential for raising standards.

• Access a range of exciting ideas to develop grammar across the curriculum.

• Consider the progression of teaching grammar within challenges that are fun and achievable.

Target Audience: Literacy Co-ordinators and Key Stage 2 Teachers

Date: Wednesday, 15th October 2014

Course led by: Sue Palmer

Cost: £160 +VAT




Literacy

Ways With WordsStepping-stones to being a good writer

As Pie Corbett once said: ‘Writers love words’. They enjoy playing with language, endlessly experimenting with its possibilities. They seem to have an inbuilt sense of the rhythm of words and phrases, (vital for an understanding of spelling and punctuation). Good writers are also usually good readers who have read widely and learnt how a skilful author can grab and sustain our attention. Unfortunately many children come to school with a very limited vocabulary and little understanding of the musical patterns of language. Helping these children become effective writers can be a considerable challenge for teachers.

In this course Paul Smith will look at ways of helping all children develop their skills across a range of writing genres.

Course participants will have the opportunity to consider a range of activities designed to encourage children to:

• Explore the structures and meanings of words.

• Use Poetry to develop a better sense of the rhythm of language.

• Develop a greater awareness of the purpose and audience for their writing.

• Gain a better understanding of the notion of an ‘authorial voice’.

• Consider improvements to their work in the light of constructive feedback.

Target Audience: All Key Stage 2 Teachers

Date: Wednesday, 22nd October 2014

Course led by: Paul Smith

Cost: £160 + VAT




Literacy

Boys and WritingHarnessing the power of outdoor play for mark-making and literacy development

“Boys’ mark making tends to flourish when the pressure is off, the choice is theirs and the motivation arises from a specific desire to communicate.”

Mark Making Matters, DCSF 2008:7

Participants will explore the strong potential of a rich outdoor environment for offering boys compelling experiences to encourage emergent literacy skills through making marks and creating stories. Jan will use images of outdoor provision across the UK and beyond to support creative thinking and responses in these areas. The day will include two practical outdoor sessions, so please come dressed for the weather!


• Consider the physical and neurological processes that must take place for good control of the hand and pencil use to develop well.

• Explore ways of using the outdoors to promote boys’ mark-making, writing and story telling.

• Consider key starting points and motivators for boys.

• Replenish their bank of ideas for learning outdoors in a broader sense.

• Increase practitioner confidence and enthusiasm for using the outdoors for implementing the LNF.

Target Audience: All practitioners and teachers working in the Foundation Phase

Date: Tuesday, 4th November 2014

Course led by: Jan White

Cost: £160 +VAT




Literacy

Evidence of Progression in the LNFMonitoring Literacy Skills across the Curriculum

By now, the LNF has had time to become embedded within the school curriculum, but how sure are you, as the Literacy Co-ordinator, that the literacy strands are developing cohesively with a robust progression of skills?

In your role as Literacy Co-ordinator your attention will be turning to gathering evidence to support and demonstrate the impact of the LNF. This one day course will provide you with the tools and the ideas to collect, collate and qualify what has been happening to date.

We will further develop strategies and approaches to monitor and evaluate the progress made.

**Course delegates are asked to bring three samples of written work with them to share and discuss on the day**


• Review and explore the key messages from the Welsh Government materials for monitoring and evaluating the LNF.

• Consider a range of ways to monitor literacy across the curriculum.

• Re-visit key themes in order to identify the progression of skill development across the strands.

• Use a framework of questions to consider what is working well and what needs further development within their own school.

• Discuss strategies for keeping ‘everyone on board’ both at classroom and at team level.

• Thinks about what to do when things are working well and explore approaches for when there are specific challenges.

Target Audience: Literacy Co-ordinators



Cost: £160 + VAT




Literacy

Talk for LearningDevelop a culture of supportive and responsive ‘talk’ in the classroom

Talk is essential to learning. It underpins all that we do in the classroom and the quality of our classroom dialogue influences the quality of our children’s thinking and learning with Oracy at the heart of the LNF. Many teachers often report however that schools also now need to teach children ‘how to talk’. How can we improve the quality of our classroom talk and maximise its potential so that children talk to learn as well as learn to talk? This course will explore powerful but simple strategies and approaches which will develop your classroom dialogue and support the explicit teaching of talk skills.


• Develop an understanding of how to improve classroom talk so that it develops effective learning.

• Consider how to plan and teach for talk skills linked to the LNF.

• Explore simple dialogic essentials and approaches which make a difference.

• Provide practical strategies and ideas.

• Refresh their bank of ‘ideas for talk’ to take back and use immediately.

Target Audience: Literacy Co-ordinators and Teachers from Y1- Y6

Date: Tuesday, 2nd December 2014

Course led by: Carol Satterthwaite

Cost: £160 +VAT




Literacy

Write InspiredAn inspirational course using sound and images to inspire creative writing

This practical one day course written and delivered by Philip Davis and looks at how to use images and sounds to generate ideas for creative writing. It is a highly entertaining, thought provoking day full of brilliant original ideas to use in the classroom. It will change the way you teach and help to bring the LNF to life!


• Observe and imagine how to get ideas from image and sound creating sonic stories.

• To experience the elements of sound that inspire and consider their practical application.

• How to use sound to generate ideas - the physical, visual and emotional responses.

• How to create more dynamic learning environments for story telling and writing.

• How to organise ideas using specially developed narrative planning maps.

Target Audience: Primary Teachers, Literacy Co-ordinators, Music Co-ordinators

Date: Tuesday, 13th January 2015

Course led by: Philip Davies

Cost: £160 +VAT




Literacy

‘Excellent Standards’ – What’s the Problem? The importance of language in developing problem solving skills at KS2

The most recent report from the Chief Inspector of Estyn identified some key characteristics of schools that achieve ‘excellent standards’:

‘Nearly all of the pupils have good problem solving skills and apply these well to new learning situations. In these schools, most pupils apply their literacy skills exceptionally well across the curriculum. They use a wide and varied vocabulary, and enjoy experimenting with language.’

In this course Paul Smith will provide practical examples of activities that encourage children to use ‘reasoned talk’ for problem solving across a range of subjects.


• Support children developing a broader vocabulary.

• Focus in on Reading Comprehension skills with the LNF.

• Incorporate a variety of problem-solving strategies within their teaching.

• Include and improve their self-evaluation skills.

Those who have worked with Paul before will know that he likes to keep participants actively engaged and hopefully have some fun along the way!

Target Audience: Teachers, Literacy Co-ordinators, Deputy Headteachers, Headteachers


Course led by: Paul Smith

Cost: £160 +VAT




Literacy

Our Own Odyssey Story Telling for Thinking in English and History

This full day course, based on Peter Worley’s award winning books, The If Odyssey and Once Upon an If, will be practical, experiential, interactive and learner-centred. Attendees will experience at least two sessions from the books run by different facilitators to give them different styles of storytelling.

The day will be focused around the needs of the teachers by asking them to identify the important features they feel they need to work on. All participants will have the opportunity to practice storytelling in a safe, non-pressured environment and will learn strategies both on how to tell a story and how use storytelling to engage children’s critical thinking.

Attendees will leave the course with a number of stories to use in their class the next day, as well as techniques, strategies and insights for using stories to think with, and with the confidence and enthusiasm to start using storytelling in their classes - particularly in relation to English and History.


• Learn storytelling skills and memory techniques to help them tell a story with confidence.

• Explore ways to use stories for thinking: when to stop a story, when to ask a question, how to use first and second person or past and present tense in order to get children involved, use of role-play.

• Develop storytelling skills for the children to enhance speaking and listening within the LNF.

• Consider how stories that relate specifically to the English and History curriculum, as well as other curriculum areas such as PSHE, Geography, RE and Maths support the development of the LNF.

Target Audience: Foundation Phase and Key Stage 2 Teachers

Date: Tuesday, 3rd February 2015

Course led by: Peter Worley and Steve Hoggins

Cost: £160 +VAT




Literacy

Creative Communication? Developing communication and language skills through the arts

Young children communicate in so many different ways - through their bodies, their eyes, their gestures, and of course through sound or verbal expression. The arts provide some fantastic pathways for children’s voices to be expressed and heard, and for their language to be developed. Singing provides one of the most fundamental stages to language building, helping the mouth to form the right shapes long before words start to form. Movement enables children to learn how to communicate and manage expression through their bodies and brains, as well as developing core motor skills. Drawing helps children express deep and significant ideas, whilst arts and crafts help them construct ideas and adapt them through the process of making.

We will explore the reasons why different children communicate in different ways, and how we can enhance our role as facilitators of their many different languages of expression. Plus we’ll have a go at some great fun exercises that can be used immediately back in the setting.


• Understand how and why different creative approaches help children to communicate in ways that build on their interests and improve their skills.

• Explore how to encourage different forms of creative expression, so that children can feel better understood and more fulfilled.

• Learn about how our bodies and brains become connected up through different arts approaches (e.g. drawing, movement, music and photography) in the context of early learning.

• Identify different approaches to evaluating and mapping the learning that is happening specifically in language and communications.

• Identify extension activities depending on the needs, interests and ideas of your particular children.

Target Audience: Birth to Three Practitioners and Foundation Phase Teachers

Date: Tuesday, 10th February 2015

Course led by: Ruth Churchill Dower

Cost: £160 +VAT




Literacy

Picture the Music!Using Sound in the Classroom for Literacy and Communication Skills

This one day course will look at the techniques of using sound in the classroom to generate creative responses - and how these can be effectively developed for literacy outcomes especially for reluctant learners. It is an ideal way of providing rich experiences for all children but particularly for disadvantaged groups.

The first part of the day will focus on simple movements that can help co-ordination and beat competency. The course will look at items such as pitch, dynamic tempo and melody and how these create responses. We will look at the different nature of responses and discover how to use this knowledge to help people respond to sound.

This is a fun filled practical exploration of sound and its use to put across ideas. You are requested to bring 2 instruments of your choice - xylophones, glockenspiels, shakers, tambourines, Tambours, Drums of any shape and size, claves, rainsticks...anything.

A fantastic day that links closing with the ‘Deprivation Agenda’. It will inspirational any teacher - lots of potential to develop art, literacy, music and maths teaching.


• Use music and art as starting points to enhance well being.

• Use sound to draw and create pictures.

• Find out how sound in partner artwork helps develop non-verbal communication skills.

• Reflect on the emotional connection and opportunities for self-expression that these experiences offer children who are disengaged or harder to reach.

• Develop story telling of both imaginary and ‘lived experiences’ through sound.

• Generate creative responses for literacy outcomes.

Target Audience: Foundation Phase and Key Stage 2 teachers, teachers working with SEN pupils, Nurture Group Teachers and Leaders

Date: Tuesday, 10th March 2015

Course led by: Phil Davies

Cost: £160 +VAT


*Terms and Conditions applySummer 2014 - Spring 2015 33

Literacy

Dots, Dabs and ScribblesMark Making and Early Writing

Opportunities for mark making and early writing are fundamental in developing children’s confidence and enjoyment in becoming writers. As well as considering the progression of writing in the early years, this course is packed with tips and ideas on how to get the most out of the children in your school or setting. You will leave buzzing with ideas to start immediately, as well as longer term aims to improve your practice.


• Re-visit the progression of writing from the earliest days.

• Develop ideas for a ‘graphics rich’ environment.

• Consider what motivated boys and girls as writers and how best to meet their needs.

• Reflect on the stages that children go through when learning about print.

• Consider the demands made on children as they become writers.

• Refresh their bank of ideas and re-invigorate their practice!

Target Audience: Teachers and practitioners working with children from Birth to Seven



Cost: £160 +VAT




Numeracy

Numeracy

Weaving the Strands of Numeracy – Foundation PhaseSecuring high quality learning experiences with the LNF

The Numeracy strands of the LNF require children to become adept at using and applying skills across the curriculum. But how clear are you about the ‘curriculum connections’ for the age group you teach?

During this one day course, Liz Thomas will explore each Numeracy strand in turn for the Foundation Phase and identify ways in which the experiences and opportunities we offer can build and strengthen links in learning.

This practical, hands-on course will provide a spring board for high quality teaching and equip you with a deeper understanding of how mathematical concepts develop within the Foundation Phase and how they can best be applied in daily tasks.


• Gain a deeper understanding of the Numeracy strands for the age group they teach.

• Understand how key skills and concepts develop throughout the Foundation Phase.

• Develop links within the curriculum that require both the acquisition and application of all strands of Numeracy.

• Consider a range of suitable resources and provision for getting the most out of the LNF.

• Leave with a plentiful supply of practical ideas to excite and engage learners as they become accomplished mathematicians!

Target Audience: Foundation Phase Teachers, Numeracy Co-ordinators

Date: Tuesday, 3rd June 2014

Course led by: Liz Thomas

Cost: £160 +VAT




Numeracy

Weaving the Strands of Numeracy – Key Stage 2Securing high quality learning experiences with the LNF

The Numeracy strands of the LNF require children to become adept at using and applying skills across the curriculum. But how clear are you about the ‘curriculum connections’ for the age group you teach?

During this one day course, Liz Thomas will explore each Numeracy strand in turn for Key Stage 2 and identify ways in which the experiences and opportunities we offer can build and strengthen links in learning.

This practical, hands-on course will provide a spring board for high quality teaching and equip you with a deeper understanding of how mathematical concepts develop within at Key Stage 2 and how they can best be applied in daily tasks.


• Gain a deeper understanding of the Numeracy strands for the age group they teach.

• Understand how key skills and concepts develop throughout KS2.

• Develop links within the curriculum that require both the acquisition and application of all strands of Numeracy.

• Consider a range of suitable resources and provision for getting the most out of the LNF at KS2.

• Leave with a plentiful supply of practical ideas to excite and engage learners, as they become accomplished mathematicians!

Target Audience: Key Stage 2 Teachers, Numeracy Co-ordinators

Date: Tuesday, 10th June 2014


Cost: £160 +VAT




Overcoming Barriers to Learning MathsFactors to consider…

Trouble with Maths? There are many factors to consider when a pupil is not succeeding in learning mathematics, e.g. a weak memory, poor organisation, a mismatch between teaching and learning styles or a curriculum that leaves the pupil behind! But how do you identify the causes and decide what intervention to use?

Based on the latest research, the course aims to provide you with the practical knowledge and confidence to reach those learners causing concern. Participants will be encouraged to take a balanced and holistic view of the child as factors that contribute to the failure and success are identified to inform teaching programmes. From the outset course members will be introduced to practical classroom contexts and ideas for intervention and support for learning.


• Discuss the factors that can influence a pupil’s understanding of and performance in Maths.

• Gain an overview about recent research concerning Dyscalculia.

• Reflect upon classroom practice.

• Discuss pupils causing concern.

• Examine a range of practical teaching ideas and suggestions.

Target Audience: Foundation Phase and Key Stage 2 teachers

Date: Thursday, 12th June 2014

Course led by: Fil Came

Cost: £160 +VAT



Numeracy


Numeracy

No Knots in Numeracy – The Numeracy StrandUsing Numicon as a basis for exploring and developing number relationships

Numicon is an approach designed to give children the understanding of number ideas and number relationships that is essential for success in maths. Through a series of structured patterns to represent numbers, Numicon forms part of a progressive teaching programme. This course is aimed at teachers and practitioners who use, or are interested in using, Numicon as part of their mathematics provision.


• Explore Numicon as a quality classroom resource.

• Familiarise themselves with the Numicon approach to teaching number relationships.

• Develop a range of activities to support number ideas and connect pattern in number.

• Gain confidence in their own understanding of teaching number and pattern.

• Gather ideas to take back to the classroom and use immediately.

Target Audience: Maths Co-ordinators and Foundation Phase Teachers

Date: Friday, 20th June 2014

Wednesday, 28th January 2015


Cost: £160 +VAT

Course Booking Code: 424/460*



Think it! Do it!Using enquiry to teach answers and develop understanding in maths and science

This full day course, will be practical, experiential, interactive and learner-centred. Attendees will experience two enquiry sessions that can be used in primary schools to both build a collaborative classroom and to help children find their way to an answer.

Many teachers know that dialogue and enquiry methods lend themselves to subjects such as history and literacy, but they can also be used to help develop understanding in maths and science as well.

The day will be focused around the needs of the teachers by asking them to identify the important features of a session they feel they need to work on. Some participants will facilitate short enquiries themselves and receive feedback.


• Experience enquiry sessions based around the maths curriculum.

• Consider how to find the right question for an enquiry.

• Learn how to incorporate enquiry into different curriculum areas, including maths and science.

• Learn the core teaching strategies and questioning skills to develop higher-order thinking in the classroom.

• Conduct/observe short enquiries and receive feedback.

Target Audience: Early Years Foundation Phase and Key Stage 2 Teachers

Date: Tuesday, 16th September 2014

Course led by: Steve Hoggins and Andrew Day

Cost: £160 +VAT



Numeracy


Numeracy

The Maths PageMaking Sense of Algebra from Four to Eleven

Algebraic thinking is at the heart of mathematics. The ability to spot patterns and to generalise and predict is the most important way that children make progress in maths, and yet it is all too often given low prominence. We will track children’s algebraic understanding from the time they start school (“What colour bead comes next?”) to the time they leave (“What is x worth?”), with plenty of activities using practical visual imagery to support understanding.

This course will provide a firm foundation for the problem-solving component with the LNF.


• Come away from the course with a far deeper understanding of why children cannot do arithmetic without doing algebra.

• Appreciate the power and nature of thinking algebraically within the LNF.

• Understand why numbers are just generalisations.

• Have a bank of tried and tested activities that link with the LNF to help children think in an algebraic manner.

• Be confident to embed the principles of prediction and generalisation into their teaching.

• Understand the crucial role that apparatus plays in developing visual understanding of mathematics..

Target Audience: Numeracy Co-ordinators and Primary Teachers (Reception to Year 6)

Date: Wednesday, 24th September 2014

Wednesday, 11th March 2015

Course led by: Andrew Jeffrey

Cost: £160 +VAT




Doing Mathematics CreativelyAn exploration of maths and its magic!

Mathematics is a highly-creative subject, yet it can often appear dry and unrelated to real life. This course is about having fun as we study maths - making unusual shapes, learning some magic tricks which help us understand mathematical principles, learning through puzzles and problems, and enjoying the many surprises that maths has to offer our children to help them look forward to doing maths, rather than dread having maths done to them. A perfect comparison in engaging children with skills from the LNF

Expect to be very hands-on today - this is not a lecture!


• Ignite (or re-ignite) their own love of maths.

• ‘Play’ with some lovely mathematical ideas through a range of exciting and thought-provoking activities.

• Learn how the brain relates learning to enjoyment and how to maximise this fact.

• Learn six magic tricks, each of which reveals a key mathematical idea from the LNF.

• Take away a host of ideas and resources to share with colleagues and try out in classroom.

Target Audience: Numeracy Co-ordinators and Primary Teachers (Reception to Year 6)

Date: Thursday, 25th September 2014

Thursday, 12th March 2015

Course led by: Andrew Jeffrey

Cost: £160 +VAT



Numeracy


Numeracy

Getting it Together!Collaborative Problem Solving in Mathematics

There are a variety of teaching techniques and mathematical problem solving activities that specifically encourage children to work collaboratively. Such techniques and activities ensure quality of interaction and discussion and help children develop their mathematical questioning, problem solving and reasoning skills within the context of the LNF. In addition, children working collaboratively feel better about themselves, learn to relate to each other, become more tolerant and accepting of differences in learning abilities, gain team-work skills and generally like school better. This course explores some of these techniques and activities, the benefits to children who use and try them, and the development of such a collaborative approach in the LNF classroom.


• Engage in a wide range of collaborative problem solving activities linked to the LNF.

• Appreciate the potential impact of collaborative problem solving on children’s learning and understanding of mathematics.

• Reflect on what constitutes mathematically rich tasks within the LNF.

• Take away a variety of practical tasks, fun and ‘real life’ problems and investigations to use with mixed ability groups.

• Focus on the teacher’s role in developing a classroom ‘climate’ that supports and enhances collaborative problem solving.

• Consider relevant research.

Target Audience: Primary Teachers (Please note there is a slightly more focus on KS2)

Date: Thursday, 9th October 2014

Course led by: Jeannie Billington

Cost: £160 +VAT




Messy MathsA practical guide to developing mathematical concepts in the outdoors

The outdoors is often the most underdeveloped and underused aspect of our practice and yet it yields additional and important elements to a child’s learning by contextualising concepts through first hand experiences. This one day course explores the use of the outdoors to develop mathematical concepts and has been developed from the tutor’s first hand experiences of international pedagogical practice from across Scandinavia (Denmark, Norway, Sweden and Finland).


• Review your current mathematical and numeracy practice and implement an action plan linked to the LNF to enhance your practice.

• Identify how the outdoor environment can be used as an additional classroom to enhance the development of the LNF.

• Identify new resources and contexts to stimulate mathematical learning in your setting.

• Confidence to implement outdoor learning as a core part of your numeracy practice.

Target Audience: Birth to Three and Foundation Phase Teachers

Date: Tuesday, 14th October 2015

Course led by: Darren Lewis

Cost: £160 +VAT



Numeracy


Evidence of Progression in the LNFMonitoring Numeracy Skills across the Curriculum

By now, the LNF has had time to become embedded within the school curriculum, but how sure are you, as the Numeracy Co-ordinator, that the strands are developing cohesively with a robust progression of skills?

In your role as Numeracy Co-ordinator your attention will be turning to gathering evidence to support and demonstrate the impact of the LNF. This one day course will provide you with the tools and the ideas to collect, collate and qualify what has been happening to date. We will further develop strategies and approaches to monitor and evaluate the progress made.

**Course delegates are asked to bring three samples of problem-solving work with them to share and discuss on the day**



• Consider a range of ways to monitor numeracy across the curriculum.

• Re-visit key themes in order to identify the progression of skill development across the strands.

• Use a framework of questions to consider what is working well and what needs further development within their own school.

• Discuss strategies for keeping ‘everyone on board’ both at classroom and at team level.

• Thinks about what to do when things are working well and explore approaches for when there are specific challenges.

Target Audience: Numeracy Co-ordinators

Date: Wednesday, 19th November 2014


Cost: £160 +VAT



Numeracy


Birth to Three/Foundation Phase

Birth to Three / Foundation Phase

Emotion, Mastery and MeaningPhysical Development for babies, toddlers and young children (Birth to Three Years)

Making relationships, being able to do things and being able to think and make connections are at the heart of learning and wellbeing throughout life, and body movement underpins these essential capacities right from the start.

Active engagement of the body influences far more than we might imagine.


• Understand, through practical experience, why babies and children move in the ways that they do explaining the sensory and motor foundations for learning and development

• Look at some of the significant developmental patterns of the first year of life, and how these form the foundations for later learning, brain development, health and well being.

• Consider ways to improve the environment for young children, indoors and outdoors.

• Create “irresistible invitations” using a variety of inexpensive, open-ended resources to engage babies and children’s imaginations in stimulating and meaningful play.

Target Audience: Birth to Three

Date: Wednesday, 4th June 2014

Course led by: Jasmine Pasch

Cost: £160 +VAT




The Power of Creativity in Practice Exploring Malleable Materials in the Early Years and Foundation Phase

Squishy, cool, malleable, pokey, slimy, wet, crumbly and totally accessible are words we would use to describe clay. From small, round lumps set out on boards all ready to be made into anything you can imagine, clay has always fascinated children who are drawn to experiment, investigate, construct and deconstruct. In fact, clay is the ultimate transformational material and opens up many learning opportunities for children and adults in new ways.


• Explore creative approaches and ideas for using malleable materials that can enhance our own teaching practice.

• Learn about the properties of clay and how it can be used in the context of early learning.

• Understand how malleable materials can help to make children’s internal ideas real and visible.

• Identify different approaches to evaluating and mapping the learning that is happening right across the curriculum.

• Identify extension activities depending on the needs, interests and ideas of your particular children.

• Provide enough inspiration to get your creative juices flowing for the rest of the term!

Target Audience: Birth to Three and Foundation Phase Teachers and Practitioners


Course led by: Ruth Churchill Dower

Cost: £160 +VAT




Early ExplorersEnsuring Progression in Outdoor Learning

Where did you play as a child and what did you get up to when you were allowed to ‘go out to play’? It is widely recognised that such experiences made a positive impact on us and as adults we are aware that it shaped many aspects of our own development. With many schools having made a significant start with outdoor learning, this course considers the issues that have been raised along the way. How are we ensuring progression in learning outside? Are all AoLs in evidence in our outdoor environment? What is the role of the adult outdoors? This course offers a great opportunity to address some of these questions and more...


• Broaden and deepen their understanding of the nature of effective outdoor play experiences for children.

• Consider the type and range of experiences young children should have through outdoor provision throughout the Early Years and Foundation Phase.

• Consider the role that ‘Provocations and Challenges’ have to play in securing progression.

• Examine the potential of the elements and features of their existing outdoor area that can be utilised to maximise use of their space.

• Explore effective resources for supporting a wide range of holistic and creative experiences outdoors.

• Define, explore and expand the role of the adult in the outdoor environment.

Target Audience: Foundation Phase Practitioners

Date: Wednesday, 9th July 2014


Cost: £160 +VAT






Patterns of Play A Closer Look at Schema

Have you ever given a present to a child and noticed she/he is more interested in the box, rather than the toy? Have you ever noticed a child paint or draw a lovely picture then cover it completely in scribble or paint? Parents and practitioners working with young children are often puzzled by some children’s actions. Schemas can provide the explanation! Through this course, we will explore schemas and use them as vehicle in defining a child’s pattern of behaviour as well as their current needs and interests.


• Observe and recognise a range of schema in action.

• Consider the theorists’ views of schema.

• Plan appropriate provision to support children’s current schema.

• Consider the use of space, resources and the role of the adult in providing schema rich opportunities.

• Explore the relationship between play, development and learning, using schema as a vehicle to identify the next steps.

Target Audience: Flying Start Practitioners, Flying Start Advisory Teachers, Practitioners Working with the Birth to Three Age Group

Date: Wednesday, 26th November 2014


Cost: £160 +VAT




Always at our Best!Continuing excellence throughout Nursery and Reception

This course will give participants the opportunity to gain a deeper understanding of how children learn best. We will explore where and how literacy and mathematics learning happens, how to scribe stories, using levels of involvement and ensuring progress is happening. The course is supported by videos, photographs and examples of children’s work.


• Appraise learning in early years’ settings that is evidenced in both photographic and DVD format.

• Understand and identify key moments of progression in both literacy and numeracy.

• Re-visit involvement scales as a pivotal tool for well being.

• Reflect on their current practice, it’s challenge and joys!

• Devise an action plan for use within their own setting or school.

Target Audience: Practitioners working in Nursery or Reception within a Primary School

Date: Friday, 13th February 2015

Course led by: Anna Ephraim

Cost: £160 +VAT






Purposeful Play Meeting the needs of two year-olds through play outdoors

Ample outdoor provision is crucial for two year-olds, and an understanding of appropriate and high quality provision outdoors is critical in developing services that best support these children to thrive and grow. Excellent provision and practice outdoors must in turn draw on a deep knowledge of the interests and developmental needs of very young children.

Using film material of two year-olds outdoors and images of outdoor provision from across the UK and other countries, this in-depth training will offer an opportunity to realise the powerful contribution of focused outdoor provision.


• Deepen their understanding and thinking about the well-being and developmental needs of two year-olds in relation to the outdoors.

• Consider the role of adults in supporting rich outdoor experiences for two-year-olds.

• View and reflect on the interaction of young children with their environment and how it influences their thoughts and actions.

• Develop vision, provision and practice for the effective support of two year-olds in group-care settings.

Target Audience: Practitioners and teachers in a developmental or leadership role in provision and practice for two year olds

Date: Tuesday, 24th February 2015

Course led by: Jan White

Cost: £160 +VAT




Learning to Behave? Making sense of behaviour from birth through the early years

This lively and practical course will explore our understanding of young children’s behaviour. From birth, children are learning about behaviour and we, as parents and practitioners are contributing to their developing view of how the world works.

Considering how early brain development, and the cocktail of early influences contribute to behavioural learning, helps to deepen our understanding of the child’s perspective. In turn this enables exploration of practical approaches to devising effective strategies which support children’s learning about behaviour.

Through a range of activities and tasks this course provides a sound foundation for reflection on current setting and individual practice.


• Examine the range of early influences on children’s behaviour including neuroscientific and social perspectives.

• Explore their own current understanding of children’s behaviour and sharing this with parents.

• Deepen their understanding of the individual child’s perspective.

• Explore practical approaches for developing effective strategies to support children’s learning about behaviour.

Target Audience: Flying Start Managers and Leaders, Early Years Practitioners - Birth to Three, Foundation Phase Teachers

Date: Friday, 27th February 2015

Course led by: Dr. Kay Mathieson

Cost: £160 +VAT






Positive Interaction The 21st Century Life Skill

A practical and informative day that looks closely at how language develops from birth and why being able to communicate plays such a vital role in all areas of learning and development.

Using a mixture of practical resources and video, we explore the four key areas of communication: Listening and Attention, Understanding of Language, Expressive Language and Social Interaction Skills.

Sharing key interaction strategies as well as inspiring ideas for songs rhymes and games, practitioners will be given the opportunity to reflect and then identify a key area for development in their own practise, taking home both the theory and ideas from the course to develop the quality of practitioner/child interactions in their settings.


• Increase their knowledge and understanding of how communication develops from birth .

• Explore key positive interaction strategies and ideas which can be used in planning and when playing and talking with children.

• Reflect on how key interaction strategies can be used at generic times such as song and rhyme, story, outdoor play or mealtimes.

• Identify within their own setting how using these strategies can help children to develop and then practise their communication skills.

• Reflect on what is already happening in settings to support communication development and identify an area that could be improved.

Target Audience: Early Years Practitioners working with children aged 2-5 years in play groups, pre-schools, day nurseries or school nurseries and Nursery and Reception Teachers

Date: Tuesday, 3rd March 2015

Course led by: Debbie Brace and Bhavna Acharya

Cost: £160 +VAT




Leadership

Leadership

Four Weeks’ Notice Preparing for Inspection

Inspection looming? Join us for an insightful and essential course that will support any school in preparing for inspection. During the day, step-by-step guidance will enable senior leaders to prepare for, and manage, the process of inspection within their own school context. Led by experienced and well-respected inspectors, there will be an explanation and exploration of ‘Lines of Enquiry’ relating to teaching. The expectations relating to your team are identified, as well as an outline of how judgements are reached at both classroom and whole school level. If you want clear guidance on how to move from ‘good’ to ‘excellent’ and feel confident about where your areas of ‘Sector Leading Practice’ can be evidenced, then this is a day not to miss.


• Clarify their understanding of the arrangements for inspection.

• Further their understanding of the Common Inspection Framework.

• Familiarise themselves with the self-evaluation manual and supplementary guidance for inspection.

• Clarify what ‘Sector Leading Practice’ consists of.

• Consider meaningful evidence which will support their self-evaluation judgements.

• Discuss their ‘hopes and fears’ regarding inspection.

• Prepare your team for responding to probing questions.

Target Audience: Headteachers and Senior Leaders and Subject Leaders

Date: Wednesday, 2nd July 2014

Thursday, 16th October 2014

Wednesday, 4th February 2015

Course led by: Gill Harrison and Irene de Lloyd

Cost: £160 +VAT

Course Booking Code: 424/447/463*



Leadership

The Leading Edge A Course for Experienced Leaders

Securing a leadership role is a milestone to be celebrated. But then the hard work really kicks in. How do you maintain your drive and enthusiasm? How do you ensure that your perspective is reliable and your judgement is fair? Is your school still a dynamic and developing organisation, or is the ‘plate-spinning’ getting the better of you? Effective leadership is so much more than ‘keeping up appearances’.

This one day course will enable you to reflect on your current skill set and provide you with some key elements to re-visit and develop. This jargon-free day will enable you to realign your priorities, gain perspective on your challenges and maximise the positive impact you have on those you lead.


• Reflect on current challenges in a supportive and empowering environment

• Consider possible strategies for overcoming obstacles and resolving the perceived impossible.

• Explore the dynamics of your team through different leadership lenses.

• Develop an environment where tough situations become the milestones of your success.

• Laugh, cry, scream and shout!

Target Audience: Senior Leaders

Date: Thursday, 10th July 2014


Cost: £160 +VAT




Leadership

I’m a Headteacher - Get Me Out of Here! A look at the ever-evolving role of the school leader

The evolving role of the headteacher is one not to be underestimated. The ability to deliver exciting learning in your school, within the demands of current policy, is both daunting and exciting. Leading and inspiring others requires skills that don’t just appear over-night, they take time to develop and craft. Once in a while we all reach what seems like ‘the point of no return.’

So, where do headteachers go for a top-up of ‘motivation for leadership’ when that happens? Right here!

This one day course gives participants the opportunity to hone their skills as educators, leaders and managers. The course will be delivered by, the always engaging, Peter Hall Jones, who will provide us with the right combination of vision vs. reality check!

Come along for some much needed straight talk, humour and honesty. You’ll be cartwheeling down the corridor once more!


• Explore key issues within their current educational offer in school.

• Consider the best route through tricky moments and challenging times with regard to policy.

• Re-visit the skills needed when developing a team and the dispositions required for successful school leadership.

• Gain perspective on where the greatest impact on learning comes from and how to sustain the ‘best bits’ of their school’s offer.

• Off-load and refresh their mojo!

Target Audience: Headteachers

Date: Wednesday, 1st October 2014

Course led by: Peter Hall Jones

Cost: £160 +VAT




Leadership

Headteachers and Deputy Headteachers Refining LNF Practice through Monitoring

A year after the introduction of the LNF and it’s time to take stock of whether the anticipated benefits of the LNF are being clearly evidenced in your school. If some of the anticipated benefits have not been realised through improving standards then it’s time to ask:

– Is it because of resistance within my team?

– Does my team need further support and development?

– Are there pockets of teaching that need strengthening?

– Is it a case of general reinforcement of practice?

This course has a clear focus on finding out, through high quality monitoring, what is happening and why.



• Consider how effective the current systems are for gathering information on individuals and groups of children within the school in line with the LNF’s expectations.

• Explore ways of mapping progress and skill development to ensure better outcomes for cohorts of children.

• Discuss issues of, and ways to address/develop, pockets of practice that are either of an exceptionally high standard or an area of concern.

• Weigh up the effectiveness of interventions currently being used against progress made.

• Make connections with, and build in next steps for the school’s strategic plans.

Target Audience: Headteachers, Deputy Headteachers

Date: Wednesday, 3rd December 2014


Cost: £160 +VAT




Leadership

Creating Exceptional Leaders Understand, motivate and develop the capacities of those you lead

Building a high-performing team is a key part of being an effective leader. The best leaders support and encourage others to improve their skills and, hopefully, advance their careers. The best leaders resist micro-management and build the confidence of team members to take on key responsibilities. This course will clearly outline the key ingredients of creating exceptional leaders.


• Develop their understanding of leadership styles and when to use the most appropriate one for different situations.

• Consider leadership theories within their own school/setting context.

• Reflect on the balance of task and people oriented leadership and the advantages and disadvantages of each.

• Develop the skill of successful delegation and empower others to become leaders.

• Celebrate successes within their team and identify areas of improvement in order to develop others’ leadership skills.

Target Audience: Senior Leaders, Foundation Phase Leaders and Headteachers

Date: Thursday, 29th January 2015


Cost: £160 +VAT



Back by popular demand and updated!


Addressing Deprivation


Engaging the Disengaged Milestones for Parental and Child Engagement

The data is startling; the reality is grim. Deprivation in all its forms impacts every aspect of a child’s development and progress. It leads to unfulfilled potential, fewer opportunities as an adult, higher health risks and ultimately a shortened life expectancy.

A key priority for all schools in Wales, as directed by the Welsh Assembly Government, is to prioritise and address the issue of deprivation. But what we can, as schools, do about this issue? Where do we start, what programmes should be in place and how do we measure the impact?

Following the evidence and approaches highlighted by Estyn, this course offers practical steps that all schools can take to address deprivation at classroom level and, in doing so, ensure engagement and life-long benefits for the child.


• Consider the key indicators of deprivation in Wales and what the evidence means in reality.

• Reflect on their own context and the needs of the children in their school.

• Explore key strategies for addressing deprivation.

• Consider how engagement starts, where it leads and why it benefits the whole community.

• Plan and develop an in-house programme to secure engagement.

• Understand how to develop simple criteria to collect and measure the impact of engagement with families on standards and, more importantly, the well being of the child.

Target Audience: Senior Leaders, PSHE Co-ordinators, Nurture Group Leaders, and Community Link Teachers

Date: Thursday, 23rd October 2014


Cost: £160 +VAT





Mind the Gap!Limiting the Impact of Deprivation in the Foundation Phase

A key Welsh Government initiative is to address the impact of deprivation on educational outcomes. Within a school environment, the earlier the intervention is put in place, the better. How well we support the ‘closing of the gap’ will be a key focus for schools over the next few years. It is a key priority for the Foundation Phase.

We will explore how we can best support cohorts of children who start school with low levels of language and delayed cognitive skills. This one day course is an insightful day based on researched methods that improve outcomes for children. You will leave with practical strategies to implement immediately in your school. Raise standards and measure how much the gap has narrowed!


• Consider the links between language acquisition and the development of thinking, understanding and performance.

• Reflect on the impact that language deficit has on all areas of learning.

• Understand how to re-dress the balance of low achievement and how to capture progress.

• Improve support for young children by using metacognition strategies.

• Develop a classroom culture that promotes resilience and perseverance and ultimately raises standards.

Target Audience: Foundation Phase Leaders, Foundation Phase Teachers

Date: Wednesday, 11th February 2015


Cost: £160 +VAT




Professional Practice


Introduction to Bush Craft A focus on well being the outdoors and simple survival!

Bush craft and survival skills training will develop the key skills and knowledge to establish a safe camp, construct a variety of shelters and gain an understanding of the skills needed to survive the wilderness.

A key focus of tackling deprivation is to offer children enriching experiences that enhance children’s well being. Engaging with ‘Bush Craft and Survival Skills’ develops a sense of respect for one’s self as well as for the environment. Connect with the outdoors and learn how to ‘leave no trace’ of your activity and increase a sound knowledge of key survival skills and techniques. It will leave you well equipped to lead sessions, uplifted and raring to go.

This one day course will complement current programmes in schools such as ESDGC, Eco Schools, well being programmes, and support the work of Nurture Groups. Supporting children in areas of deprivation often begins with making connections with the natural environment. It starts here!


• Safely use bush craft tools.

• Understand the concept of shelter building.

• Establishing and maintain camp fires using a variety of methods.

• Cook on a campfire.

• Identify tree and plant life.

• Get close to nature and experience all that the outdoors can offer.

Target Audience: Foundation Phase and Key Stage 2 teachers

Date: Wednesday, 18th March 2015

Course led by: Darren Lewis

Cost: £160 +VAT





21st Century Girls Sugar and Spice?

‘Sugar and Spice and All Things Nice’... perhaps not - but what are little girls really made of?

This fascinating course looks at the social and emotional development of girls and how this plays out in the classroom and beyond. It includes a look at the developing neuroscience and answers many questions about the various challenges, joys, perils and pitfalls for professionals and parents in teaching and raising girls today.


• Increase understanding of the development of the female brain.

• Help develop strategies for improved ways of teaching and working with girls.

• Finding ways to help girls navigate through bullying and friendship issues.

• Gain insights into recognising your ‘Queen Bees and Wannabees’ – and why it’s important.

• Exploring the influence and associated risks of social media on young girls.

Target Audience: Senior Leaders, Teachers, Support/Pastoral care, Nurture Group Practitioners, SENCOs


Course led by: Dr. Rosemary Taylor

Cost: £160 +VAT





What a Difference! Inclusion and Diversity

We live in a fascinating and complex society where our differences should be seen as our strengths. Is this the case in your community?

Children do not exclude or devalue each other unless they learn to do so, but this can happen very early on in their lives. It is a subconsciously learned behaviour/attitude that appears ‘acceptable’ to the child in certain groups or situations.

On this one day course we explore the dynamics of learned behaviour, as well as what contributes to a strong identity within a harmonious, diverse community.


• Improve your knowledge and understanding of diversity, equality and discrimination issues.

• Challenge your thinking, help you to think reflectively and stimulate new thinking about diversity and cultural issues.

• Identify suitable moments for thought and learning on this issue within your curriculum

• Offer ideas in tackling discriminatory issues that arise in practice.

• Review your policy and practice and highlight areas for further development.

• Facilitate the development of new skills to support you in your work on cultural diversity.

Target Audience: Primary Teachers

Date: Tuesday, 1st July 2014


Cost: £160 +VAT





Thick and Heavy? A Guide to Writing a Quality School Self-Evaluation

Three simple questions:

1. Do you need support and guidance in writing your school self-evaluation report?

2. Do you need help unpicking which evidence sits where?

3. Do you want to get your self-evaluation document to tie in tightly with the Estyn Framework and your own school improvement priorities?

If the answer is ‘Yes!’ to all three questions, then this is the course for you and one not to be missed!


• Identify evidence to support your school self-evaluation judgements.

• Use a simple yet systematic approach to identifying and recording appropriate evidence.

• Begin to create a complete self-evaluation within their school that identifies priorities for improvement.

• Link their self-evaluation with the new Estyn framework.

• Use the evaluation to identify and plan areas for improvement in your school’s development plan.

Target Audience: Headteachers, Deputy Headteachers and Advisors

Date: Thursday, 3rd July 2014


Cost: £160 +VAT





The Target ChildUsing Quality Observations to Assess and Plan the Next Steps of Learning

Estyn has identified the ‘weakest link’ as being the connections made between ‘observation and assessment’ to ‘planning the next steps’ in the classroom.

– Do you closely link your observations and assessment to your planning?

– Are time-sampled observation reflected and acted upon by the whole team?

– Are you comfortable using the ‘target child’ approach to observation?

If you are looking to hone your observation and assessment skills so that progression for individuals and groups of children is secured, then this is the course for you. During the day we will be using structured, targeted observations, time sampling and evaluative methods to broaden and develop the teachers’ toolkit.


• Consider the effectiveness of the range of observation techniques currently being used.

• Practice observing children using the ‘target child’ method.

• Reflect on information gathered through short but frequent observations.

• Explore the practical realities and demands of observing children regularly.

• Make explicit the link between ‘observation and assessment’ and ‘next step planning’.

• Leave refreshed and raring to go!

Target Audience: Foundation Phase Practitioners

Date: Tuesday, 8th July 2014


Cost: £160 +VAT





Pace and ProgressUsing Assessment for Learning as a Key Driver to Success

Adopting an appropriate pace has always been a core feature of high quality teaching and learning, but this is easier said than done when faced with a range of abilities and interests. Are we using ‘Assessment for Learning ‘to its full potential in identifying when we need to inject momentum and when we need to allow for reflection and thinking time?

This course provides an opportunity to explore and develop key strategies around personalising learning so that the progress for each pupil is secured beyond a ‘race through the curriculum’.


• Consider at the planning stage how to build in opportunities for AfL.

• Identify key features and routines for differentiating learning and keeping pupils on track.

• Ensure that pupils are sharing the responsibility of ‘challenge and success’ by demonstrating their learning through co-operative tasks linked to the LNF.

• Maintain momentum throughout a ‘Context for Learning’ by identifying the role of the adult at each point. When is support and focussed teaching needed and when/how are pupils expected to conduct their learning more independently?

• Be replenished with a bank of LNF ideas to take back and use immediately.

Target Audience: All Primary Teachers and Subject Leaders

Date: Friday, 11th July 2014


Cost: £160 +VAT





Connected Thinking, Capable LearnersPositive Dispositions and Habits for Learning

“Develop a powerful pedagogy where the whole will be greater than the sum of the parts.”

Prof. David Perkins Harvard University

At the heart of the LNF lies an explicit emphasis of skill development and positive dispositions to learning. By integrating different types of thinking, alongside children’s personal capabilities, we provide the conditions that are ripe for the deep level learning and high standards of attainment. This course will provide you with practical ideas to develop thinking and learning, in both the acquisition phase of a learning a new LNF skill and the subsequent application of it, that is practical and achievable in every classroom.


• Explore strategies that engage children, raise levels of well-being and secure high standards.

• Help children develop a deeper understanding of LNF skills that go beyond the recall of surface information.

• Consider the range of thinking skills and personal capabilities needed for effective learning.

• Consider practical, achievable strategies that create and instil positive dispositions and habits for lifelong learning.

• Adopt a range of classroom strategies that tie in the LNF with Assessment for Learning.

Target Audience: All Primary Teachers and Subject Leaders

Date: Tuesday, 15th July 2014


Cost: £160 +VAT





Phonics and Early ReadingA Detailed Exploration of Effective Phonics Teaching

An important feature of high quality phonics work is that it should be systematic which means teaching all the major grapheme-phoneme correspondences in a clearly defined sequence. Whichever phonics programme you use in school, this course will strengthen your toolkit and enable you to make phonics an active and engaging part of everyday.


• Re-visit the key principles of teaching phonics effectively.

• Explore the various approaches used in schools and consider how suited they may be for your own context.

• Reflect on the phonic knowledge and skills required by children at different stages of development.

• Consider what to do when progress becomes impeded.

• Share ideas for activities and experiences that support learning.

Target Audience: Literacy Co-ordinators, Foundation Phase Teachers

Date: Tuesday, 23rd September 2014


Cost: £160 +VAT





The Heart of ArtImaginative Ideas for the Primary School

What do you think pupils learn from the visual arts? Are these outcomes important? This course will explore the benefits of using the visual arts for cross-curricular teaching and learning. There are clear links with the LNF that will be shared through a number of real life case study examples.

The course will give confidence to those wanting to teach the LNF through enquiry based learning by accessing the visual arts. The key message is that it is not necessary to be an expert in either art-making or Art History to do so. Support your children in engaging with the visual arts and cover key elements of the LNF at the same time!


• Consider the educational purpose of using the visual arts for cross-curricular teaching and learning.

• Identify the numerous opportunities for delivering LNF through the creation and appraisal of art.

• Explore how key skills, such as questioning skills, communication skills, presentation skills and personal development skills, can be developed in children of all ages and abilities using the visual arts as a central stimulus.

• Discuss selecting works of art for cross-curricular teaching and learning.

• Look at ways to document and celebrate pupil outcomes - sketchbooks, interactive displays and exhibitions.

Target Audience: All primary phase teachers, heads and deputies

Date: Tuesday, 30th September 2014

Course led by: Karen Hosack Janes

Cost: £160 +VAT





Gender Matters in the ClassroomThe ages and stages of boys and girls…

Boys and girls are wired differently and there is a very broad spectrum of differences between genders - socially, emotionally and academically. Understanding these differences helps us to develop our teaching in ways that can improve learning opportunities for everyone. This course is particularly relevant for schools running Nurturing Programmes and for all schools in light of tackling the challenge of deprivation. Narrow the gap in your school!


• Look at the various ages and stages of boys and girls.

• Recognise the classroom essentials with regard to behaviour and learning.

• Understand competition and empathy - and why they matter.

• Consider the impact of gender within the challenge of tackling deprivation.

• Find ways to minimise the influence of gender on educational achievement and how to narrow the gap.

• Develop an improved awareness and understanding of how to bring out the best – in both!

Target Audience: Senior Leaders, Teachers and Teaching Assistants

Date: Tuesday, 7th October 2014


Cost: £160 +VAT





Beyond Expectation…Working with More Able and Talented Children

Estyn have identified that the best performing schools have robust systems for identifying and challenging our most able and talented children. This course provides a framework for effectively identifying, supporting and inspiring your most able and talented pupils. Using case studies alongside practical ideas and suggestions, this non-subject specific course aims to meet the needs of schools using a teaching model that raises the game across the board.


• Recognise, assess and understand current thinking with regard to the more able and talented children.

• Better understand our able under achievers.

• Provide help in understanding the emotional challenges for our more able and talented.

• Share practical strategies to increase learner engagement and improve outcomes for all pupils.

• Look at whole school provision and ways of creating additional opportunities outside the classroom.

Target Audience: Senior Leaders, Teachers and Teaching Assistants

Date: Wednesday, 8th October 2014


Cost: £160 +VAT





Don’t Ask MeQuality Questions and Questioning in Key Stage 2

“However old we are, our brain changes every day – the human brain has great plasticity. Each time we recognise a new face, learn a new word, we make changes in our brain structure. In a changing environment, the normal brain can’t help but learn. Questions and challenges really help to keep the brain growing and changing.”

Sarah-Jayne Blakemore, UCL

The use of generative questions is essential to the development of curiosity and lifelong learning. This course explores the range and use of questions that teachers should add to their tool box to individualise learning and develop skills of independent and group enquiry.


• Explore the relationship between effective questioning and enquiry based learning.

• Experience a variety of engaging contexts and strategies used in developing thinking skills.

• Develop a clear understanding of how excellent questioning impacts on ‘experiential, enquiry based learning’.

• Gain practical advice on how to plan for experiential learning through questioning skills.

• Look at strategies for improving pupils’ skills in planning, developing and reflecting on their learning.

Target Audience: Key Stage 2 Teachers

Date: Friday, 10th October 2014


Cost: £160 +VAT





Planning in the MomentResponsive planning at its best

Planning for and delivering next steps in children’s learning as their interests develop is a challenge. We discuss how the learning environment both inside and out is influential in implementing responsive planning. Achieving quality interactions between children and adults, teaching in the moment, assessing progress and recording planning are at the heart of this one day interactive course.

The course is supported by videos, photographs and examples of children’s work. It is an opportunity to reflect on your current practice and think about future developments.


• Reflect on the benefits and challenges of responsive planning.

• Find ways to capture their children’s interest and allow the learning to evolve.

• Ensure challenge in all experiences and how an enabling environment supports this.

• Record and respond to significant moments of learning for young children.

• Develop the role of the adult through key interactions and approaches.

Target Audience: Practitioners working in Nursery or Reception within a Primary School

Date: Friday, 24th October 2014

Course led by: Anna Ephraim

Cost: £160 +VAT





From Good to Outstanding in the Primary SchoolThe key ingredients for quality teaching

One of the key challenges facing schools in Wales and around the world is how to improve the quality of teaching. This course provides teachers with very practical strategies to improve the quality of teaching in the classroom so that they can become outstanding or sector leading. The day is structured around the key building blocks to first-class performance: planning, preparation, teaching, feedback, assessment, reflection and relationships.

The course is likely to appeal to newly-qualified teachers and those more experienced in the Foundation Phase and Key Stage 2 who are eager to improve their practice.


• Discuss and review case studies of outstanding primary teaching and what research tells us about best practice.

• Focus on what inspectors and school leaders look for when judging quality learning and teaching.

• Explore strategies to improve the quality of planning, feedback and assessment.

• Review effective ways of engaging children in relevant, enjoyable and challenging lessons.

Target Audience: Newly-qualified, Foundation Phase and Key Stage 2 Teachers


Course led by: Russell Grigg and Helen Lewis

Cost: £160 +VAT





Behaviour for Raising StandardsAn introduction to the STEER model of positive behaviour in school

This course will look at the STEER model, a whole school approach to behaviour. This course will explore how to integrate learning and behaviour to maximise outcomes for children and young people. The key areas of this course will look at, emotional wellbeing and how to build positive relationships. Consistency is the key. This course will look at intrinsic and extrinsic motivators to evaluate your school’s behaviour policy with a potential online tracking tool.


• Explore the elements of emotional wellbeing.

• Learn how to build positive relationships in your setting.

• Show how consistency is the key.

• Understand intrinsic and extrinsic motivators.

• Evaluate your school behavioural policy.

Target Audience: Headteachers, Senior Leaders, Subject Leaders and Class Teachers

Date: Thursday, 5th February 2015

Course led by: Ann Roberts and Martin Jones

Cost: £160 +VAT





Ornament or Evidence?Using portfolios to showcase and evidence your school’s success with the LNF

Showcasing the LNF through portfolios is a potent way of proving and exemplifying the good work that goes on. Portfolios can be used for a range of purposes and audiences, and can be accessed on many levels. The task of collecting and collating meaningful evidence is onerous and we can run the risk of producing little more than a ‘family album’.

This course will highlight key features of the best portfolios and will give you a clear structure for proving that the quality of teaching and learning reflects the expected national standards of the LNF.

A really useful and thought provoking day!


• Consider the purpose and use of evidence collected within schools.

• Reflect on the needs of various audiences that are supported by portfolios.

• Develop strategies for gathering and exhibiting evidence linked to the LNF.

• Share examples of effective portfolios that serve the needs of a variety of audiences.

• Gain clarity as to what should be included and what should be left out.

• Leave the course buzzing with practical tips to get you started or move you forward.

Target Audience: Senior Leaders and Subject Co-ordinators

Date: Thursday 12th February 2015


Cost: £160 +VAT





Link the Learning!Making Curriculum Links between Creative Development and KUW

Children learn to ‘read’ pictures before they learn to read words and they take great pleasure in examining an object; searching for clues about what it might be used for and by whom and when. These powers of curiosity and skills of investigation can be harnessed and developed by making relevant and engaging curriculum links between Creative Development and KUW. This course explores the relationship between the arts and developing key skills from the LNF associated with different genres of writing.


• Consider the educational purpose of linking Art, History and Literature in creative cross-curricular teaching and learning, when implementing the LNF.

• Explore how key skills can be developed in children of all ages and abilities by making relevant and engaging connection between subject areas.

• Discuss the benefits of learning alongside pupils.

• Look at putting discussions into practice and helping pupils to research and record their own responses.

Target Audience: Foundation Phase Teachers


Course led by: Ann Roberts and Martin Jones

Cost: £160 +VAT





The Collaborative Classroom Series:

Creating the Co-operative ContextActive Classrooms for Powerful Learning

The ‘Collaborative Classroom Series’, facilitated by Christine Ward, runs over two days. Although participants can access these training days as individual courses, they are encouraged to attend both days:

Day 1: Creating the Co-operative Context (478)Day 2: Brain Works – The Heart of Co-operative Learning (479)

Co-operative Learning provides a powerful vehicle to create the context within which active learning can take place. The benefits of co-operative learning are many including increased academic attainment and improved interpersonal relationships and self-esteem.

This interactive course will introduce the participants to the fundamental principles of Co-operative Learning, its benefits and the skills students require to work effectively in groups.


• Familiarise themselves with the five Basic Elements of the Johnson and Johnson model of Co-operative Learning.

• Explore strategies for direct transfer back to the classroom.

• Work collaboratively with colleagues and identify next steps for each school.

• Reflect on the rationale of the importance of creating the co-operative context through team and class building.

Target Audience: All Teachers



Cost: £160 + VAT Single Course (478) £300 + VAT Both Days (478 + 479)





The Collaborative Classroom Series:

BrainworksThe Heart of Co-operative Learning

The ‘Collaborative Classroom Series’, facilitated by Christine Ward, runs over two days. Although participants can access these training days as individual courses, they are encouraged to attend both days:

Day 1: Creating the Co-operative Context (478)Day 2: Brain Works – The Heart of Co-operative Learning (479)

It is reassuring in times of rigid curriculum requirements to have not only the academic and social evidence of the benefit of co-operative learning activities, but also to have the objective neuro-scientific data to support the use of co-operative learning.

This interactive session will demonstrate how insights gained from brain research can support the use of co-operative learning to make the schooling experience more enjoyable, rewarding and satisfying for educators and students. Several co-operative learning strategies will be modelled to illustrate how brain compatible strategies can be woven into classroom instruction.


• Consider brain compatible strategies that can be easily transferred to classroom practice.

• Link current brain research to effective classroom practice.

• Recognise how the use of co-operative learning provides for a brain compatible classroom.

• Create an enriched environment that is emotionally secure and offers opportunities for co-operation and true collaboration.

• Refresh their bank of ideas to take back and implement the next day!

Target Audience: Primary Phase Teachers

Date: Wednesday, 25th March 2015

Course led by: Christine Ward

Cost: £160 + VAT Single Course (479) £300 + VAT Both Days (478 + 479)





Simply Science – ForcesIncrease your confidence in scientific investigations

The Learning Partnership is delighted to invite non-science specialists to our ‘Simply

Science’ course. Our aim is to build teacher confidence when tackling scientific investigations.

Through practical experiments we aim to promote further ideas and thinking on how to make the curriculum accessible to everyone, as well as discussing opportunities to extend more able and talented scientists. Throughout the day, teachers will be provided with sample risk assessments and be shown how to conduct experiments with large numbers of children safely.

This practical, workshop-style course will be hands-on and action packed, giving all teachers the background knowledge they need to develop scientific skills and approaches.

This skills-packed, engaging day will get you thinking and keep you motivated.


• See how to generate great science from simple practical challenges like helicopter spinners and parachutes.

• Gain advice for overcoming children’s common misconceptions and develop strategies to correctly answer children’s question.

• Set up a ‘Forces Carousel’.

• Explore the effect of forces on the movement of car and boats in a hands-on way.

• Build buggies using simple electronics.

• Experiment using pendulums, force meters, moving liquids.

• Link key concepts in through cross-curricular activity.

Target Audience: Science Subject Leaders, Coordinators and Class Teachers

Date: Thursday, 26th March 2015

Course led by: Neil Bleay

Cost: £160 + VAT




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Bhavna Acharya

Bhavna Acharya is a Speech and Language Therapist with over 20 years’ experience working in the NHS. Over the last five years she has coupled her work in health with education and currently works as an Early Years Language Consultant for Early Years teams, devising and delivering early language development training/programmes to suit the needs of parents and practitioners in early years settings and school nurseries.

She aims for meaningful, realistic and practical training which spreads the key messages of adult-child interaction and communication development to as wide an audience as possible. She also works as an independent therapist offering assessment, therapy and advice to children with delayed communication skills. Bhavna lives with her husband and teenage twins in Twickenham.

Jeannie Billington

Jeannie has worked in primary mathematics for over forty years at many different levels: as a subject leader; advisory teacher; head teacher; external examiner, senior lecturer, and course director of the PGCHE and DfEE twenty day maths courses at South Bank University. She is now a freelance primary mathematics consultant working in schools alongside teachers and children and tutoring on various courses including PCAME. She has written articles for mathematical journals, modules for the Open University and books for teachers, parents and children. Jeannie has a passion for promoting a collaborative problem-solving approach to mathematics. Such an approach includes offering activities of an exploratory nature which can provide an outlet for children’s creative abilities.

Neil Bleay

Neil Bleay is an experienced public speaker who has trained teachers, teaching assistants in schools and other settings. He spent eight years as Head of Science in school in Suffolk. Neil has achieved an MPhil in Woodland Ecology, one of his main scientific interests. He believes in developing the teaching of Science through hands-on experience in the classroom as well as through fieldwork. Using science equipment properly and providing clear supportive instruction on how to teach science in a practical way are always a key thread of Neil’s training days.


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Debbie Brace

Debbie Brace is a highly skilled trainer with an enthusiastic and accessible approach. She is a qualified teacher with a degree in drama. Currently working as an Early Years Language Consultant, Debbie collaborates with Children’s Centres and Early Years teams, devising and facilitating bespoke early language development courses. Debbie is passionate about empowering parents in their crucial role of communicating and bonding closely with their children and lives with her husband and two young boys in Isleworth, London.

Fil Came

Fil Came is well respected independent consultant and trainer with a specialism in Special Needs. His journey began at Penlan School (Swansea) teaching groups of boys labelled ‘remedial’. Ever since he has been passionate about getting a fair deal for children of all abilities who find school life challenging and just don’t seem to fit in. Often these are also the children whom colleagues find the most challenging to teach.

Fil has published several books in the field of SEN and learning skills. He co-authored the best-selling Working with Dyscalculia with Anne Henderson as well as the Memory Trainers, Learning Styles and Learning Toolkit. Fil is also director and co-founder of Learning Works ® who have established the annual National Dyscalculia and MLD Conference that brings together the worlds of research, maths teaching and SEN expertise.

Ruth Churchill Dower

Ruth Churchill Dower works as a trainer, consultant, author, speaker and thought leader with a specialist focus on how creative teaching and learning can support young children’s development. Ruth set up the award winning, national network for the arts and early childhood sectors, Earlyarts, in 2002 with a vision to embed excellent creative practice in every school and setting across the country.

Ruth lives in Yorkshire with her two children and spends any free time in the hills tree climbing, mountain biking, puddle-splashing and generally having as much fun as possible before tea.


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Philip Davis

Philip Davis is a passionate educator who believes that everyone has the potential to be creative, love learning and invest real energy into what they do. He is the co-founder and director of Moopic - a group of highly innovative and dedicated individuals focused on developing creative answers for schools and other organisations.

After training in his native Wales he moved to London and taught in challenging inner city schools. It was during this time that he developed his inspirational techniques to engage and motivate learners.

He is the creator of Picture the Music and has been featured on BBC Radio 4 with Michael Rosen. He has been used in the Writing is Primary research project in the RAISE project in Wales.

Andrew Day

Andrew Day is a Senior Specialist with The Philosophy Foundation. He has written for the stage and screen, and is co-author with Peter Worley of ‘Thoughtings’, a book of philosophical poetry for children. His latest book ‘The Numberverse’ is now published by Crown House under The Philosophy Foundation series, and shows how enquiry can be used to teach maths.

He has a degree in philosophy and social anthropology, which has been invaluable in teaching various things to people of all ages, nationalities and backgrounds – from inner-city nurseries to international banks. In 2011-12 he worked as resident philosopher at Ravenscroft School in East London where he developed the ‘Maths as Enquiry’ project for The Philosophy Foundation, and consequently has been developing enquiry methods for aiding understanding in science and other curricular subjects.

Irene de Lloyd

Irene has worked in education for more than 38 years, as a teacher, headteacher and adviser. She has a thorough knowledge of the whole of the primary phase and has supported teachers, senior leaders, headteachers and governors in their quest to provide a high quality education for learners. Irene has an M.Sc in educational management and is an Estyn inspector. She is committed to working in partnership with wide range of multiagency colleagues in order to ensure that care and education complement each other and impact positively on children’s wellbeing and dispositions to learning.


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Anna Ephraim

Anna is an assistant Head Teacher in an Infant School in North London. She has successfully led four schools to be considered outstanding by OFSTED - the latest in November 2013. Ruth is an ex-Headteacher and former local authority lead for Early Years. Now, as a consultant she works with young children supporting the most vulnerable or those with special needs using a developmental, early years approach.

As both Anna and Ruth work with children on a daily basis their training reflects this and ensures they understand the joy and challenges of working with children on a very practical level.

Dr. Russell Grigg

Dr Russell Grigg has 25 years experience in primary education in various roles as teacher, teacher trainer, inspector, and consultant. His best-selling book, Becoming An Outstanding Primary Teacher, is a set text for those training to be teachers in England and Wales. He is a registered inspector with Estyn and has carried out many inspections. He has a particular passion for the humanities and promoting children’s thinking skills. He is currently Director of Research at the Wales Centre of Equity in Education.

Peter Hall Jones

Peter has experience as a teacher, headteacher and consultant with QCA. Within education Peter’s specialism and expertise lie in the areas of Leadership, Culture/Behaviour Change and Conflict Resolution. Peter was seconded as a consultant to set up the Excellence in Cities programme across Leeds as well as serving on a number of committees, and groups within the then Department of Education, HM Treasury and The Office of the Deputy Prime Minister and The Prime Minister’s Office. Peter is passionate about engaging and motivating children and young people and works as a consultant in many areas across the country.


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Gill Harrison

Gill Harrison has extensive experience of working within the whole primary school sector.

Gill’s successful career spanned 39 years and she is still involved in school improvement, training and inspection activities. Gill was deputy head of a Junior school and head teacher of an Infant school. This was followed by fourteen years as a local authority adviser where she worked on improvement issues with a range of schools. Within this role she had particular responsibility for introducing the Foundation Phase and led on assessment.

Gill is married to an artist and has a son who is a music teacher. As a family they enjoy creative activities such as visiting art galleries and attending concerts.

Steve Hoggins

Steve Hoggins is a trained primary school teacher and a Senior Specialist with The Philosophy Foundation. Steve has a deep interest in the role of dialogue and language in developing understanding, and has written on developing scientific understanding through peer collaboration and dialogic methods in the classroom. Steve left primary teaching in 2012 to take on a larger role as Development Director with The Philosophy Foundation charity, developing teacher training and enquiry links to the curriculum.

Karen Hosack Janes

Karen Hosack Janes was formerly Head of Schools at the National Galley, London, where she led a range of projects including the nationwide Take One Picture Scheme. She was previously a Senior lecturer in Education at Northampton University and a teacher and Head of Art and Design in schools. She has written a number of books on art for children and adults and is an adviser to the BBC/Public Catalogue Foundation partnership digital arts project Your Paintings.

Andrew Jeffrey

Andrew Jeffrey is a mathematician, author, teacher, coach, trainer and magician! Based in

Brighton, Andrew supports teachers and pupils of primary and secondary age. He has a passion for children, mathematics and for understanding what happens when the former do not understand the latter. Andrew holds the NCETM CPD standard for delivering high-quality mathematics training, and being a magician you might learn a trick or two as well!


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Martin Jones

Martin Jones was ICT coordinator and Deputy Head Teacher at Penygarn Community Primary. As part of his role he developed the Plaza Classroom which is a 21st Century Learning environment. The school became a Regional Training Centre for Apple Technology. This has now become a mobile Regional Training Centre. Martin is also an Apple Distinguished Educator. He is an Estyn Peer Inspector and has taken ICT to Excellent during the last Inspection.

Darren Lewis

Darren is an experienced teaching and learning practitioner and passionate advocate for learning in the outdoors. As a former Schools Advisor, Darren has experience in managing projects aimed at raising school achievement and increasing parental engagement. In 2011 Darren attended the First International Swedish Outdoor Learning Pedagogic training course in Stockholm (2011) where he became the first Welsh practitioner to achieve the standards necessary to use the Swedish Outdoor Learning pedagogy. In 2014 Darren became Claire Wardens Training Consultant in Wales. Darren has first hand experience of utilising learning pedagogies from Scandinavia and Japan (Forest School & Skogsmulle) and has a thorough understanding of international best practice in Education.

Helen Lewis

Ms Helen Lewis is the PGCE Primary Programme Lead at the South West Wales Centre of Teacher Education. Formerly she worked as a primary teacher in London and as a Mathematics adviser in SE Wales. She is a qualified Estyn inspector and has research expertise in developing young children’s thinking, something which is now widely recognised as one of the most important drivers in raising standards.

Dr. Kay Mathieson

Kay has worked in Early Years and primary settings since 1981. This has included supporting children with additional needs, especially behaviour, and their families. She led the Early Years Inclusion Team in a London Borough for six years, which involved supporting private, voluntary and independent sector settings to develop more inclusive practice. She has completed her PhD research into the development of social competence in young children at Sussex University. She is particularly interested in exploring what life is like in our early years settings for two year olds and the way in which children with additional needs and their families are included effectively.


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Jasmine Pasch

Freelance Movement Practitioner Jasmine Pasch currently works in the London Boroughs of Tower Hamlets and Brent with babies, toddlers, young children and their families, and supports early years educators to develop their understanding of the particular developmental, learning and play needs of this age group.

Trained as a professional dancer, teacher and counsellor Jasmine has worked across the arts, health and education sectors for over thirty years, and has written several articles for publication, including Physical Wellbeing: Autonomy, Exploration and Risk taking in Exploring Wellbeing in the Early Years by Julia Manning-Morton, published in 2014.

Ann Roberts

Ann Roberts has taught in a variety of settings, including a primary school in inner London, as both a teacher and head teacher. Ann was recently a Heateacher at a successful primary school in South East Wales. Ann is absolutely convinced that technology has a positive impact on learning and is committed to securing best possible outcomes for all children. She is an ESTYN inspector and has previously been involved with ContinYou and Steps PD as a First Steps Facilitator.

Carol Satterthwaite

Carol is an independent Literacy consultant and trainer with many years’ experience in primary education. She designs and delivers training and consultancy for schools, clusters and local authorities. She is a national Talk for Writing Consultant for Pie Corbett and is an Associate Consultant for the Early Excellence Centre, as well as delivering training on Talk for Learning and ‘It’s only words: teaching vocabulary for reading, writing and talking’. Previously Carol was a Senior Consultant for Bradford LA.


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Paul Smith

Paul Smith was formerly a Deputy Headteacher in a Primary School and an adviser for Devon LEA before becoming an independent education consultant. He has experience of working with a wide variety of schools and local authorities, both in delivering INSET and working alongside teachers in the classroom. His main areas of interest are children’s language development, co-operative problem-solving and literacy across the curriculum.

Paul has been involved with various national organisations such as QCA and has contributed to training materials produced by the DfES. He is also involved in initial teacher training through the SCITT programme and has run many courses for NQTs. In recent years he has worked with a number of international schools.

Dr. Rosemary Taylor

Dr Rosemary Taylor has worked in education for more than twenty five years; a qualified teacher, she also has an M.A. in Educational Management and a PhD in Managing Change. Always an enthusiastic educator, Rosemary had three UK headships. Since then she has worked on a wide range of educational projects, delivering highly successful professional development seminars on a number of key themes, including ‘Gender Issues in the Classroom’ and ‘Working with the Gifted and Talented’. In 2011 Rosemary led an intensive and highly successful leadership training programme for Headteachers in the Middle East; she is also a consultant for the Council of British International Schools and brings a wide range of teaching experience and expertise from a range of different settings and cultures. Rosemary is an engaging and much sought-after speaker on the international circuit and now leads training workshops for educators and parents across the world. Rosemary also visits and reviews schools on a regular basis as a senior writer for The Good Schools Guide.

Liz Thomas

Liz Thomas has worked in education for twenty two years, with the last nine years in the South Gloucestershire Learning and School Effectiveness Team. Liz has e a wide experience of teaching across the primary age including the Foundation Stage; a range of leadership roles including Numeracy subject leader, SENCO and Deputy Head. She is an accredited OFSTED inspector and has worked at national level writing mathematics materials, together with running National Training for Leading Teachers. Her main areas of expertise are: all aspects of statutory assessment, assessment for learning and raising standards in maths.


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Chris Ward

Chris retired from her position as a Superintendent of Education (Assistant Director) from Durham, Ontario, Canada in 2009 and is now working independently and based in Scotland. She has been a teacher, deputy, headteacher and Educational Officer as well as an adjunct professor with both York and Niagara Universities. She has presented across the United Kingdom, Ireland, Germany, Portugal, Estonia, Canada, the U.S.A., Zimbabwe, the Caribbean, Mexico and Australia.

Chris has been working with teachers around the globe on Cooperative Learning, classroom pedagogy, leadership and change for over 25 years and remains passionate about making learning experiences the best they can be for our young people.

Jan White

Jan works nationally and internationally to advocate and support high quality outdoor provision for services for children from birth to seven. With twenty-eight years experience of working in education, she has developed a deep commitment to the consistently powerful effect of the outdoors on young children. She is currently an Early Education Founding Associate, adviser for several landscape and equipment companies, and is active in the Flourish programme of the Save Childhood Movement and the World Forum on Early Education and Care. She teaches on the Masters programme at CREC (Birmingham City University).

Peter Worley

Peter Worley BA MA FRSA is a philosopher, author and educator. Peter is co-founder and CEO of award winning educational charity The Philosophy Foundation and President of SOPHIA, the European Foundation for the Advancement of Doing Philosophy with Children. As CEO he represents the charity worldwide, trains philosophy graduates and classroom teachers, whilst leading TPF in its mission to transform thinking in education. Peter is resident philosopher at four state primary schools in Lewisham, visiting philosopher at Wellington College and Eagle House School, and has been a visiting lecturer at St Mary’s College, London. He has delivered training for philosophy departments across the UK, including Edinburgh, Warwick, Oxford Brookes and Birmingham Universities.


Directions and Contact Details


Resource Centre

Our drop-in facilities, including the coffee shop and resource centre, offer an opportunity for practitioners to browse and handle an extensive selection of educational resources and to be inspired with ideas for stimulating children’s learning! These facilities are available without booking ahead, however, if a large party is attending, we do appreciate advance notice. A selection of our resources is now available to buy on-line at www.shoptlpwales.co.uk. We are also able to offer a ‘Shop and Drop’ service for larger items and a ‘Take-away’ service for schools who wish to browse and buy our resources immediately. We invoice the school and payment is due within 30 days.

We are located on Llanelli Gate Business Park. Leave the M4 at Junction 48. Take the A4138 to Llanelli. Travel on this road for about 3 miles. In doing so you will go straight on at two roundabouts. At the third roundabout

Partnership’s Training and Resource Centre is directly in front of you.

For further information and to book courses, please log on to:

www.tlpwales.co.uk



Opening Times and Dates

Opening Hours

Monday 9:00am - 5:00pm

Tuesday 9:00am - 5:00pm

Wednesday 9:00am - 5:00pm

Thursday 9:00am - 5:00pm

Friday 9:00am - 5:00pm

Saturday Closed*

Sunday Closed

*Saturday Opening TimesThe Learning Partnership is closed on Saturdays. However, we will arrange to open on a Saturday when schools make a booking with us or when they wish to browse the resources.

The general public is welcome to visit the resource centre and coffee shop during normal opening hours.

For more information contact us on:

00 44 (0) 1554 749043

Holiday ClosuresPlease check our website for updated information relating to our periods of holiday closure.

www.tlpwales.co.uk


The “Company” shall mean The Learning Partnership (Wales) Ltd and its successors and assignees and will include any subsidiary, parent or other company which is associated with it.The “Conditions” shall mean these Terms & Conditions.

individual who buys or has agreed to buy Goods and/or Services from the Company.The “Quotation” shall mean any quotation addressed to the Purchaser by the Company including quoted products and prices published in any catalogue or promotional documentation provided by the Company.The “Goods” and/or “Services” shall mean items, equipment or services of any nature that the Purchaser buys or has agreed to buy from the Company or such items of any nature let or hiredby the Company to the Purchaser and Services shall additionally include all presentation of courses, lectures and training including the provision of course material and presentation of course material.The term “Liability Whatsoever” shall include, without prejudice to the generality of the expression all liability in tort, contract, breach of representation of implied warranty or condition or any other duty at common law or under the expressed terms of the contract including any liability for direct, indirect or consequential loss

damage of any kind howsoever caused or arising. The said term will, however, not apply to liabilities in respect of death or personal injury.The “Company’s Recommendations for Use” means the Company’s recommendations for use (if any) contained in the Company’s published literature current at the time of the quotation in respect of the Goods and/or Services.Nothing in these Conditions shall exclude or restrict the Statutory Rights of a Purchaser who deals as a consumer within the meaning of the Unfair Contract Terms Act 1977 as amended.Clause headings are for information only and shall not affect construction of these Conditions.

Unless otherwise agreed in writing acceptance of an order will be communicated by the Company to the Purchaser in writing in order to constitute a binding contractThe placing of an order (whether orally or in writing) and whether or not based on a Quotation shall be deemed subject to the Conditions which shall apply to the exclusion of any other provisions contained in any other document issued by the Purchaser or the Company and without prejudice to the generality to the foregoing, contained in any order sent by the Purchaser. All orders are accepted only upon theCompany’s terms and conditions which shall prevail over any terms and conditions in the Purchaser’s documentation which are inconsistent with those of the Company.

shall be binding upon the Company unless agreed to in writing by a fully authorised signatory on behalf of the Company.Unless otherwise agreed in writing all

particulars submitted by the Company or otherwise contained in the Company’s catalogues, brochures, price lists or any other published matter are approximate only and do not form part of a contract or give rise to any independent or collateral liability whatsoever upon the part of the Company being intended merely to present a general idea of the Goods and Services as described therein.The Company shall not be responsible for the capacity or performance of any Goods, materials or other item supplied to the Purchaser

Save as herein provided the Company shall accept no liability for any loss or damage consequential or otherwise indirectly attributed to the act, negligence or defaults of the Company, its servants or agents.The Company reserves the right in certain circumstances to substitute Goods or Services of a similar nature to those ordered by the Purchaser in the event of unavailability of certain stock or materials or items.The Purchaser shall comply with the Company’s Recommendations for Use and shall provide free of charge full information, documents, access to equipment and premises as may be required by the Company for the delivery of the Goods and/or Services.

Unless otherwise agreed, the Purchaser will pay for all Goods and Services in advance of receipt by either credit or debit charge card, telegraphic transfer or by such other form of cleared funds as agreed by the Company.Where payment is made by cheque it shall not be deemed to have been made until the cheque has been honoured by the drawer’s bank and cleared in the Company’s bank account.Where the Purchaser has an agreed running credit account with the Company which may be offered or withdrawn entirely at the Company’s discretion payment will become due fourteen days after the date of the Company’s invoice. The Company reserves the right to charge interest at a rate of 2% per month or part thereof on all amounts unpaid by the due date and the Company shall be entitled to compound the same until payment in full has been received.The time for payment of all sums due to the Company shall be of the essence. Failure to pay the price for any Goods and Services supplied or any part of the price thereof or any other monies payable by the Purchaser under these Conditions will entitle the Company without prejudice to the Company’s other rights or remedy to refuse to make delivery of any further consignment of Goods and Services under this contract or Goods and Services under any other contract and/or to cancel any order without reference to the Purchaser and such action shall not be regarded as a breach of these terms and conditions and no liability whatsoever (whether direct or indirect or consequential) shall attach to the Company inrelation thereto.Payments received by the Company shall be

or other costs or expenses howsoever invoiced or incurred by the Company and thereafter in settling the purchase price or principal sum or sums due to the Company.Late payment of any invoice or other sum due under the Conditions shall entitle the Company to levy a late payment administration charge of £200 per outstanding invoice or part thereof in addition to the Company’s other legal rights.

Cancelling a CourseIf you cancel a course the following terms and charges apply:• More than four weeks prior to course – No charge• Four to one week prior to course – 50% of total course fee• Less than one week prior to course –Full fee – i.e. no refundCancelling a ConferenceIf you cancel a conference the following terms and charges apply:• More than four weeks prior to the conference – 50% of the conference fee• Less than four weeks prior to the conference –Full fee - i.e. no refundNon-Attendance

If you do not attend a course or conference, and have not previously informed us, the full fee remains payable and no refund will be given.

a) Unless otherwise agreed in writing the price of the Goods and/or Services in respect of contractsfor delivery in Great Britain excludes the cost of delivery. Any and all charges for VAT or otherapplicable taxes and duties and costs including costs of carriage and packaging as determined by the Company at date of dispatch shall be payable by the Purchaser to the Company.b) The Purchaser shall not be entitled to make any deduction from nor delay payment of the price of the Goods or Services in respect of any set-off, counterclaim or indemnity or otherwise whatsoever.c) Any Quotation is based on the current cost of materials, labour, transport, overheads and/or other charges and the price quoted is subject

cost of services, equipment, materials, labour, transport, overheads or other charges incurred by the Company during the period between the date of the Quotation and the date of dispatch or provision of the Services. Increases in prices

in writing and shall be payable from date of

remain with the Company until full payment for the Goods, Services and/or other charges arising under these Conditions has been made in full. The risk as to loss or damage of Goods shall, however, pass to the Purchaser upon delivery

said Goods passes the Purchaser shall keep the Goods free from any charge, lien or other encumbrance.The Purchaser accepts that until full payment of the purchase price and/or other charges arising under the conditions has been made for the said Goods and Services the Goods are held by the

the said Goods on behalf of Company.Whilst any payment in respect of the Goods and Services remains outstanding the Company may at any time and from time to time until ownership has passed require the said Goods to be returned to the Company and the Company may take possession of the Goods and may enter the premises of the Purchaser for such purpose and sever the Goods from anything to which they are attached without being liable or responsible for any damage howsoever arising or thereby caused. Such return or retaking of possession of the said Goods shall be without prejudice to the obligations of the Purchaser under these Conditions and without prejudice to the general rights of the Company.The Company’s right to take legal action in respect of any outstanding sums in respect of the price of the Goods and Services and/or other costs shall remain with the Company

said Goods has not passed to the Purchaser.The Company or any person nominated by it shall at any time and from time to time until the payment in full of the purchase price and/or other charges for the Goods and Services have full access to the Purchaser’s books of accounts and documents and papers relating to any one or more of the following:-i) the Purchaser’s dealings with the Company.ii) the Purchaser’s dealings with the Goods.iii) the Purchaser’s dealings with the proceeds of saleof the Goods.No Goods let or hired to the Purchaser shall

ownership of the Purchaser except by separate written agreement for sale upon termination of the Hire Agreement. Such Sale Agreement shall be subject to these Conditions.

1. DefinitionsIn these Conditions:

a)

b)

c)

d)

e)

f)

g)

1.1

1.2

TERMS & CONDITIONS OF THE LEARNING PARTNERSHIP (WALES) LTD

2. Generala)

b)

c)

d)

e)

f)

g)

h)

3. Terms of Payment

a)

b)

c)

d)

e)

f)

4. Cancellation

5. Price

a)

b)

c)

6. Transfer of Propertya)

b)

c)

d)

e)

f)

The Goods shall be at the Purchaser’s risk from

the following events:-i) The physical delivery of the Goods to the Purchaser at the Company’s place of business;ii) The physical delivery of the Goods to thePurchaser’s carrier; oriii) The physical delivery of the Goods to the Purchaser’s place of business or home or such

the Company.The Goods shall remain at the Purchaser’s risk not withstanding any subsequent return or retaking of possession by the Company in accordance with these Conditions.No title to any Goods, materials or work done shall pass to the Purchaser from the Company until payment in full has been received in cleared funds by the Company of the purchase price and any other costs or charges applying in accordance with these Conditions.The Company’s liability for any liability whatsoever shall be limited to direct losses only and, in any event, shall be limited to the price of the provision of the Good and/or Services in question.Loss and damage or other liabilities shall be deemed to include but is not limited to any

to reputation or goodwill, loss of business or anticipated business, damages costs, expenses incurred or payable to any third party whether direct, indirect or consequential or any otherdirect, indirect or consequential loss or damage.To the fullest extent permitted by law neither the Company nor any of its presenters/servants or agents will be liable by reason of breach of contract, negligence or otherwise for any liability whatsoever whether direct, indirect or consequential occasioned to any person acting or omitting to act or refraining from acting upon the course material or presentation of the course or except to the extent that any such loss or damage does not exceed the price of the coursearising from or connected with any error or omission in any course material or presentation of any course or provision of any other service. Noting in this paragraph shall be deemed to exclude or limit the Company’s liability for death or personal injury caused by negligence or for fraud or fraudulent misrepresentationThe parties have considered the restrictions and limitations of liabilities in these Conditions and concluded they are reasonable in view of the size and nature of the parties and the price of the Goods and/or Services provided and the Purchaser’s ability to purchase adequate insurance in respect of the same.

The Company will make all reasonable endeavours to effect delivery of Goods and provide the Services on any date stated but any time or date that may be given is intended as an estimate only and will not be a contractual obligation and such time or other time shall not be deemed to be of the essence.The Company shall not be responsible for any delays caused by inclement weather, its suppliers, human error or any other factor beyond its reasonable control. Without prejudice to the generality of the foregoing the following shall be regarded as forces beyond reasonable control:-

accident;2) war, threat of war, sabotage, insurrection, civildisturbance or requisition;3) acts, restrictions, regulations, bye-laws,prohibitions or measures of any kind on the part of any government, parliamentary or local authority;4) import or export regulations or embargo;5) strikes, lock outs or other industrial actions ortrade disputes;

fuel, parts or machinery;

7) power failure or breakdown of machinery;8) failure by the Purchaser to collect Goods or toprovide safe and/or adequate storage conditionson site.9) failure by the Purchaser to abide by theseConditions.10) failure of attendance by third party providers.c) Delivery of the Goods shall be deemed to have

Signature of any satisfaction and/or delivery note by an agent, employee or representative of the Purchaser or by any independent person shall be conclusive proof ofdelivery of the Goods and/or satisfactory completion of the Services.d) Without prejudice to any other rights of the Company, if the Purchaser shall fail to give on or before the agreed date for delivery all instructions reasonably required by the Company and all necessary documents, licences, consents and authorities (which the Purchaser is obliged under the Conditions or by law to obtain) for forwarding the Goods or for provision of the Services orshall otherwise cause or request delay, the Purchaser shall pay to the Company all costs and expenses incurred and/or arising from such delay and/or shall entitle the Company to cancel in whole or in part the provision of the Goods and/or Services.e) Unless otherwise stated in writing the company shall be entitled to make partial delivery or deliveries by instalments and if requested by the Purchaser to arrange carriage, to determine the route and manner of delivery of the Goods at their own discretion and shall be deemed to have the Purchaser’s authority to make such contract or agreement with any carrier as the Company considers reasonable and prudent.f) If the Company is prevented from making delivery of the Goods or provision of the Services or any part thereof on the agreed date of delivery by any cause whatsoever it shall be entitled at its option either to cancel the contract or to extend the time or times for delivery by a period equivalent to that during which such delivery has been prevented. Such alterations are without prejudice to the generality of the foregoing clauses in respect of matters that are outside theCompany’s control.g) Where delivery of the Goods and Services is made in instalments, each instalment shall be construed as constituting a separate agreement to which all the provisions in the Conditions shall apply.

Company of the Company’s ability to supply the Goods and Services and a collection or delivery

any Goods which remain on the Company’s premises after the said collection date dueto the failure by the Purchaser to take delivery on the agreed dates and times will be held by the Companysolely at the Purchaser’s risk and expense andwithout prejudice to the generality of the foregoing the Company may charge the Purchaser for the reasonable cost of storage and insurance in respect of the same in addition to the Company’s rights to charge for paymentfor work carried out, material used or ordered andany other additional costs incurred by the Company howsoever and wheresoever arising in respect thereof.

The Company will arrange carriage of Goods if requested to do so by the Purchaser at the Purchaser’s expense.However, the Purchaser is entitled to collect or arrange their own carriage at a time suitable to the Company. If requested by the Purchaser, the Company will use its reasonable endeavours without incurring any liability whatsoever in connection with the same to meet specialdelivery requirements subject to any additional costs being incurred thereby being borne by the Purchaser.

10.1 All and/or any losses, costs or charges incurred by the Company due to changes required or made bythe Purchaser in respect of materials, design, quality or delivery from those set out in the acceptance of the Order shall be immediately payable to the Company by the Purchaser.10.2 The Company will be under no liability in respect of any defects in the Goods or Services arising from any drawing, plan, design or

failure to meet any purpose or requirement of the Purchaser unless such purpose or requirement was made known to the Company at the time the Purchaser placed the order for such Goods and Services and was agreed in writing by the Company.

Notwithstanding any other provision contained inthese Conditions should the manufacture, provision, performance, processing, supply or dispatch of the whole or any part of the Goods and/or Services contracted for be prevented or hindered by any cause or causes whatsoever beyond the Company’s reasonable controlthe Company shall be entitled at its sole discretion to cancel the contract or to postpone or suspend any delivery or deliveries under the contract until such time as the Company have deemed such cause or causes have ceased to operate. The Company shall not be underany liability to the Purchaser in respect of any such cancellation, postponement or suspension in respect of any matters beyond its reasonable control including and without limiting the

of power supply, lock out, strike or other action taken by employees of the Company or any of the Company’s suppliers or carriers or sub-contractors in contemplation or furtherance of a dispute or owing to any inability to procure materials required for the performance of thecontract or arising from any government act which directly or indirectly interrupts, prevents or hinders the due performance of the said contract.

Any notice required to be given by either party to the other under these Conditions shall be in writing and addressed to that other party at its

business or such other address as may at the

to the party giving the said notice.

No waiver of the Company of any breach of the terms of the contract or these Conditions by the Purchaser shall be considered as a waiver of any subsequent breach of the same or any other provision.

Any provision of these Conditions that may be held by any competent authority to be invalid or unenforceable in whole or in part will not render invalid such other provisions of these conditions and the remainder of the provision in question shall not be affected thereby.

The Company reserves the right to sub-contract the performance of any obligation under any Agreement or these Conditions to a sub-contractor of their choice.

The Purchaser is not permitted to assign any rights or obligations contained in these Conditions or in any Agreement with the Company.

The law of England and Wales shall apply and the English or Welsh Courts shall have sole jurisdiction in respect of any claim or dispute in any way arising from the sale of Goods or the supply of Services under these terms by theCompany to any Purchaser in any part of the world.

7. Title and Risk

a)

b)

c)

d)

f)

g)

e)

8. Deliverya)

b)

c)

d)

e)

f)

g)

h)

9. Carriage

11. Force Majeure

12. Notices

10. Changes required by the Purchaser causing loss or expense to the Company

13. Waiver

14. Severance

15. Sub Contracting

16. Assignment

17. Law and jurisdiction

The Learning PartnershipLlys Aur, Llanelli GateLlanelli SA14 8LQ

Telephone: 00 44 (0) 1554 749043Email: [email protected]

General information: www.tlpwales.co.ukResources: www.shoptlpwales.co.uk

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