Now that the Multiplication Tables Check is statutory, many schools are considering how to ensure that their Year 4 pupils will be ready for the assessment by June 2020.
The DfE states: ‘The purpose of the MTC is to determine whether Year 4 pupils can fluently recall their multiplication tables.’ Following the voluntary pilot last academic year, we are clearer about the content and style of this new assessment, but do we know how to prepare our staff and pupils, so that they are ready to perform at their best? What are the best ways to help pupils to secure their multiplication tables knowledge?
This half-day course is a brief chance to consider what schools can do to feel ready for this new assessment.
Delivered by the education services director for primary, and a range of specialist advisers from Herts for Learning, this half-day session will provide updates on current topics in primary education.
Headteachers are invited to book themselves and another member of their senior leadership team to support school discussion. The full agenda will be available closer to the event.
How can an effective primary science curriculum be developed to engage all and deliver progression in both working scientifically skills and conceptual understanding?
This year’s Primary science conference will focus on how to ensure every child is provided with the best introduction to science by reviewing the curriculum and its intent, implementation and impact.
We will explore how to develop curiosity and wonder while giving children the skills to enquire and discover the world around them. Throughout the day delegates, will have the opportunity to listen to a range of inspiring speakers and share ideas and good practice with colleagues to support in developing their own science curriculums.
Enriching and extending pupil's vocabulary 'opens doors' to increasingly complex texts, supports reading to learn and deeper understanding, and reaps benefits across the curriculum.
This course offers Key Stage 1 and Key Stage 2 teachers the opportunity to consider the critical importance of early vocabulary development and the vital role it plays in determining future academic achievement.
Informed by research, the course covers a wide range of practical approaches that can be implemented in the classroom quickly and effectively.
Delegates will also have the opportunity to consider strategies and practices that can be adopted and adapted by a whole school. The course will support teachers in deciding which words to teach and why. It will explore links between: - vocabulary, language comprehension and reading - vocabulary, spelling and enriching pupil's writing composition - vocabulary and other curricular areas.
This course will better equip practitioners with their understanding on children's behaviour.
Practitioners will learn how to make adaptations and explore effective approaches on how best to support all children to engage in their learning.
This hugely successful project supports schools in analysing their phonics data and using this to fine-tune phonics provision in Year 1 to close gaps for as many pupils as possible, and to continue to raise attainment in reading for all. Accurate and efficient decoding is linked to reading fluency and comprehension, and deep subject knowledge around reading development forms a core thread of the project. We know that children may experience barriers to learning for a range of reasons. Unpicking these, and matching provision to individual need, is integral to closing these gaps. Previous project schools have seen a mean increase of +16% on their previous year’s results; the greatest increase a school has seen is +49.3%. In addition, the gender gap has narrowed to, on average, only 1% in project schools.
The project package includes high-quality training resources, diagnostic assessment tools and the professional development outlined below. Schools benefit from the project in a range of ways, e.g. improving their score in comparison to National, LA or their own previous scores. For schools who are experiencing a decline in their school’s phonics data over a number of years, full implementation of the project has successfully supported with reversing this.
During the project, the participants will use their screening check data and individual annotated response sheets to carry out error analysis and explore matching provision to need. With their linked adviser, they will plan, carry out and review key actions for individual pupils and groups of pupils. The project will then support delegates to embed strategies through robust action planning, ensuring future success and building sustainable improvements in provision.
For more informaiton please follow the link below:
Year 1 Phonics Screening Check
Following the launch day event a half-day consultancy visit will be arranged with an allocated adviser by the end of October 2019. For all schools outside of Hertfordshire please contact us for a price and availability before booking.
This course covers the essential information required for the effective management of asbestos remaining on the school premises. Areas covered include: risks of asbestos- locations and type HCC asbestos policy and guidance types of asbestos survey and understanding survey data the use of asbestos management plans the effective use of the permission to work procedure incident management asbestos worksEssential 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
Big-Hearted Schools are those that welcome pupils with SEND and embrace the opportunity to grow great provision for all their pupils. Nick Whittaker, HMI, Specialist adviser, SEND, believes that ‘the experience of pupils who have SEN and/or disabilities is a bellwether of the school’s performance.’ (see blog). This year’s conference explores this concept further and builds on the message central to the 2019 Ofsted Framework that ‘academic excellence, and effective SEND provision, are all part of the same picture and a school cannot be truly outstanding if it’s letting some of its pupils down.’
The conference will offer SENCOs and other school leaders a valuable opportunity to explore, discuss and reflect upon key messages, current research and thinking in order to strengthen practice in their own setting. We are delighted to welcome Nick as a keynote speaker, in addition we will hear the thoughts of Daniel Sobel (Inclusion Expert) and also Robyn Steward (Author, Musician and Researcher) along with colleagues from Hertfordshire schools to provide inspiration and food for thought during the day. This will be a valuable and uplifting day, allowing time for reflection, networking with colleagues and browsing interesting resources. Breakfast pastries and a delicious hot buffet lunch will add to the experience. Make time in your diary for this treat!
This course will support practitioners to develop effective systems and processes to meet the needs of the children in their cohort.
Delegates will take part in interactive activities including opportunities to reflect on their practice in order to make changes.