This innovative and sharply focused programme of extended writing CPD aims to support identified pupils in Year 5 who are not yet working at expected standards.
Teachers will be provided with a suite of intervention materials that can form part of the schools continuous provision for vulnerable writers; these materials are included in the cost of this programme. These sequences include twenty detailed lessons with a range of resources and a variety of innovative approaches to support the focus pupils to develop the skills and the confidence required for age-related writing. The lessons can be adapted to form a part of whole-class teaching or used for a small group in addition to the English lessons. These approaches and resources can also be embedded as part of the teaching cycle year-on-year. Teachers will benefit from a heightened awareness, and deeper subject knowledge of the elements that support precise, effective writing.
The programme begins with a half day’s training in which participants will be supported to consider the core aspects and transferable skills in writing. There will be an opportunity to familiarise themselves with the lesson content and ask questions.
Each school will have a half-day consultancy visit from one of the course leaders. The focus pupil’s writing will be rigorously analysed for both composition and grammar by the Herts for Learning advisers to provide a baseline assessment, and then again at the end of the programme, thus providing an analysis of the progress made. This assessment is included in the cost of the programme.
The cost includes two places per school: one for the Year 5 teacher and one for the subject leader/SLT member 5 teacher(s) in order to consider how the principles of the programme can be adapted in school and applied to other year groups. Please note that this programme focuses intensively on the writing skills that underpin technically precise and effective composition – it is not designed to address spelling or handwriting issues.
An added benefit to the programme is the opportunity to network with other Year 5 teachers through a final review/celebration session.
As the course is based on responsive teaching, it may not be suitable for less experienced teachers.
This half-day session is provided by Data Management Services to assist schools in the production of an accurate School Workforce Census (SWC) return. The first part of the session will involve understanding the data in Personnel within SIMS and running and checking reports relevant to the SWC return. The second part of the session will involve running the SWC return, correcting errors and checking the details reports generated. These sessions are offered to nursery, primary, special, middle and secondary school users.Essential Information
This additional course, will allow delegates to carry out the processes covered in the School Workforce Census training, on their own school data, enabling delegates to complete the process with guidance from a DMS consultant.
Delegates should have a basic familiarity of Personnel in SIMS and have their own login to the system.
Shortly before the course your school will be provided with instructions for setting up the remote connection. It is the school’s responsibility to ensure that these instructions are followed and it should be noted that failure to do so may result in the delegates being unable to work on their school’s own data during this session.
The content of the three-day intense leadership course is assessment, curricular targets, analysis of data, carrying out an audit, creating an action plan and contributing to SEF, improving the learning environment for languages, raising the profile of languages, resources and ideas for languages days/weeks, marking and feedback, monitoring, planning, teaching, work scrutinies, carrying out pupil perception surveys, helping pupils reach age-related expectations, intervention programmes, policy documents, cross-curricular links and most-able resources.
Delegates who have recently completed this course have thoroughly enjoyed looking at insights into the future Ofsted inspections and how to prepare the school and activities for more-able pupils. Sharing ideas and a chance to talk through the different techniques has been a great experience for everyone who have been on the course and could not wait to feedback to SLT and colleagues.
This essential workshop is part of a county-wide programme to introduce schools to the Hertfordshire SEND toolkit. This newly developed resource accompanies the Hertfordshire SEND Quality Offer and the SEND Benchmark & Planning Tool. Together this suite of materials provides schools with a vision, a self-evaluation framework and now has a toolkit providing a range of resources, tools and guidance to support the onward journey.Essential Information
This new forum is for language departments that want to validate their professional judgement in marking, enhance their moderation processes, and improve outcomes for their pupils. It will also provide an opportunity for delegates to compare and discuss different types of assessment used across a range of contexts and their impact. Each session will focus on a particular aspect of assessment, before moving on to live moderation of speaking and writing tasks, and will end with a summary of the lessons learned to improve outcomes for pupils, departments and schools.Essential Information
This course, comprising of three half-days, empowers practitioners to understand the essential elements of high-quality provision in the Early Years Foundation Stage.
The content of the course is informed by up-to-date research and key national agenda items.
This course is for those teachers who have never lead on religious education (RE) before. We will evaluate the skills needed to be an effective subject leader. Using discussion, guidance and workshop activities, there will be a focus on leadership of the subject area, the statutory requirements for RE planning and resourcing, teaching and learning and strategies for raising standards of pupil attainment.
New RE subject leaders will formulate action planning and develop an RE policy which can be put into practice with colleagues.