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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 course offers an opportunity to review the key principles of EYFS assessment. It is useful to look ahead and track children's progress and attainment towards the EYFSP to enable planning for the best possible provision to improve outcomes for each unique child. Strategies and ways to develop effective practice will be shared during the training.
Each Early Learning Goal (ELG) and exceeding statement will be unpicked and discussed to enable practitioners to be confident in making accurate assessments for the most-able children or those on the cusp of expected or exceeding levels.
This session is designed to provide an introduction for governors to the area of special educational needs and disabilities. During the session there will be a range of practical activities and opportunities to ask questions and share ideas.
As part of the HCC commissioned transition project, the Herts for Learning Early Years team are providing briefing sessions to share details of the project, the transition level of need pathway and provide each school with a copy of the transition toolkit. The overall focus of the project is to ensure a smooth transition for all children, including those at risk of underachievement.
The aim of the briefing is for early years practitioners working in school nursery and reception classes to receive information on the transition level of need pathway and tools developed as part of the project. It will be important that practitioners gain an understanding of how this can support early identification of those children with potential barriers to learning and help enable them to experience a smooth transition to school.
A transition toolkit will be provided for each school with a range of resources to support transition practice.
This training is aimed at mathematics subject leaders who are either new to the role or looking to enhance their contribution to improving maths across the school.
Throughout the course, delegates will gain an in-depth understanding of the expectations of core subject leadership.Delegates will develop their capacity to evaluate teaching and learning across a range of evidence to drive improvement throughout the school.
The key elements of mathematics subject leadership will be explored through a spotlight on each of the different aims of the mathematics curriculum: fluency, reasoning and problem solving. This will enable subject leaders to deepen subject-specific knowledge and understanding.
The course is delivered in five sessions throughout the year, across four days in total, during which attendees will be guided through the yearly monitoring and evaluation cycle.
The course is highly interactive and school-based gap tasks throughout the year will help leaders to consolidate the activities and reflections undertaken during the training to embed the tools and processes into everyday practice.
Delegates will be required to attend all 5 sessions of this training.
|Session||Session Date||Session Time||Session Venue||Map|
|1||26 September 2019||09:00 - 12:00||Hertfordshire Development Centre, Stevenage||Map|
|2||28 November 2019||09:00 - 16:00||Hertfordshire Development Centre, Stevenage||Map|
|3||23 January 2020||09:00 - 16:00||Hertfordshire Development Centre, Stevenage||Map|
|4||26 March 2020||09:00 - 16:00||Hertfordshire Development Centre, Stevenage||Map|
|5||02 July 2020||09:00 - 12:00||Hertfordshire Development Centre, Stevenage||Map|