Statutory guidance published in February 2018 has indicated that the Virtual Schools and the Virtual School Head should provide educational advice and guidance to promote educational outcomes of previously looked after children. This would include advice and guidance to adopters and other carers of previously looked after children and to Designated Teachers of schools attended by adopted children and other previously looked after children.
The statutory obligation extends to Designated Teachers of all schools who have these children on roll. The Statutory Guidance has an implication for all the school policies within the school with a particular focus on the policy for behaviour.
This course is designed for those who are new to the role of designated senior person (DSP) for child protection and have completed stage one safeguarding children training for school staff. The course explores the role and the responsibilities of the DSP. This course is for all schools in the Hertfordshire area.Essential Information
Well managed data is the key to successfully using the power of SIMS.
The session aims to demonstrate useful ways of managing school data and best practice housekeeping routines. Which will extend awareness of the functionality within SIMs all with the aim of improving efficiency and accuracy of data.
This course will also be beneficial for any schools considering migrating from SIMS to another MIS product by making sure that the data being moved is clean and accurate.
This programme is designed to support subject leaders to develop teaching and learning in the two subjects.
Both subject leaders will attend a days’ training, receive a half-day consultancy visit and participate in a reflective half-day session.
During the training day, leaders will consider how learning opportunities for both science and English can be maximised. The day will be full of engaging activities to explore creative ways of teaching science and English which maintain high standards.
Delegates will leave with a range of resources including an extensive book list, curriculum mapping document and lesson suggestions.
A focus / key question for the programme will be developed during the day against which impact can be evaluated.
The consultancy visit and half-day session will involve structured feedback to support self-evaluation, reflect on evidence of impact and identify next steps.
We will consider how to embed good practice across the school and ensure this is sustained.
Schools taking part in the programme have reported that the following has supported them in raising standards and in particular for reluctant writers:
- increased engagement, excitement and inspiration for pupils and teachers, reigniting a love of science
- a wider range of creative writing which both pupils and teachers are proud to share
- the development and support of oracy as a basis for learning
With two terms completed, teachers will now have a really good understanding of what their pupils know and can do.
The remaining term is crucial to ensure they are ready to meet the demands of the next year group. This course will support delegates in how best to prioritise and prepare their learners in the final term.
Aimed at helping NQTs and early-career teachers to identify and unpick gaps in pupils’ learning, so that they can be closed easily, this course will help ensure as many pupils as possible reach the age-related expectations (or show they are working at greater depth), as a result of effective Assessment for Learning. Within the Teachers Standards, this will help NQTs thoroughly demonstrate their ‘accurate and productive use of assessment’.
Packed full of ideas and activities, as well as an opportunity to map out a plan of attack, this course will support teaching sequences for the final term. This course is most suitable to NQTs and those teachers early in their career.
This course would also suit overseas trained teachers, those returning to teaching or moving key stage.
Is it challenging to create high-quality experiences to develop early reading throughout the provision?
This full-day course will explore how practitioners can provide skills-based teaching of reading that can then be embedded in their continuous provision. Practitioners will develop a range of practical ideas to support them in providing rich and meaningful reading experiences for their children.
This session will update delegates on local and national developments for special educational needs and disabilities (SEND). It will help delegates to be confident in understanding their school's statutory duties and provide practical support in enabling them to fulfil their leadership and management responsibilities. The session will include a range of short updates and also a more in-depth exploration of topical issues, to help delegates consider implications for their school.Essential Information