Search for Learning and Development Services and Pathways

This course will allow delegates to carry out the processes contained in the school census documentation we send to schools, on their own school data, enabling delegates to complete the process with guidance from a data management consultant. Delegates will be in a quiet, uninterrupted environment.

Delegates should have a basic familiarity of SIMS and have their own login to the system. Shortly before the course, delegates' schools 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 the school’s own data during this session.

This hugely successful project is aimed at supporting schools in analysing historic ELG reading data and using this to fine-tune the teaching of early reading and phonics in order to close gaps for as many pupils as possible, as early on as possible, success in reading in the early years of school is linked to later reading fluency and comprehension. We know that children may experience barriers to reading for a range of reasons. Unpicking these, and matching provision to individual need, is integral to closing these gaps. Previous project schools have seen an improvement of their ELG reading by on average 4.6 percentage points. The largest increase seen was +13.3 percentage points, in a school with a high proportion of disadvantaged and vulnerable pupils.

The project package includes high-quality training resources, observational assessment tools and the professional development outlined below. Schools benefit from the project in a range of ways, e.g. improving their ELG reading attainment in comparison to National, LA or their own previous data.

During the project participants will be using tracking tools to support pace and progress and to 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 the delegates to embed strategies through robust action planning, ensuring future success and building sustainable improvements in provision.

For more information please follow the link below:
Early Reading Project

Following the launch day event a half-day consultancy visit will be arranged with an allocated adviser by the end of January 2020. For all schools outside of Hertfordshire please contact us for a price and availability before booking.

The Key Stage 3 (KS3) Reading Fluency Project is designed to swiftly improve reading fluency and comprehension of those students who have entered KS3 working below the expected standard in reading. The project strategies have been trialled extensively with Year 5 and 6 pupils, and have been proven to have a powerful effect on reading ability for most pupils, in turn supporting them to develop more positive views about reading. This project has received national interest and the strategies have been shared with Local Authorities and Teaching School Alliances across the country.
Over the 8-week period, target students receive 2 x 20 minutes teacher-led sessions each week. These should be delivered by a teacher. Using the key strategies of modelled expert reading and echo reading, alongside challenging text selection, pupils have been shown to make dramatic progress across an 8-week intervention period. Year 6 pupils made on average 31.5 months progress during the intervention period.
The KS3 project has been successfully trialled in a number of secondary schools and has been adapted to suit a secondary audience.
The project incorporates a range of high-quality CPD elements, including, a whole-day launch, a twilight session, a 2-hour in-school visit and a final half-day review. In addition, schools will be supplied with assessment materials, which will aid in judging the impact of the project. The HfL advisory team will mark and analyse the assessment materials, providing the pre-intervention data outcomes at the school visit and the post-intervention data outcomes at the half day review.
The project cost covers the inclusion of one teacher (who will deliver the sessions) and a project lead (this may be the head of english). Additional teachers can be included in the project for a small charge.

This course is aimed at clerks to governing boards who wish to know more about their role with regards to permanent exclusion hearings. This one off session will give you an in-depth understanding of the process.

In most cases, permanent exclusion will be the last resort after a range of measures have been tried to improve the pupil's behaviour.
The role of the clerk leading up to, during and following the hearing is important, and will be covered in this session.

This is day one of five modules for new users; existing users may wish to attend any sessions as required.

This is a series of half-day courses designed to support ‘new’ school timetablers, although each session is standalone and is suitable for existing timetablers, who may wish to refresh their knowledge of Nova-T6.

In this session delegates will learn how to input all the base data required to construct a timetable in Nova-T6 and how it interacts in the software.

Grappling with the aims and content within the Key Stage 1 curriculum and the continuously changing Teacher Assessment Framework (TAF), it is increasingly important to understand what age-related expectations should look like.

The course will look at the changes in the TAF seen for use from 2018/19 onwards to ensure that teachers are ready to adapt the learning appropriately.

This course will support Year 1 and 2 teachers to help their pupils achieve the national standard and modify teaching to accelerate learning so that pupils maximise their potential.

During the day, delegates will investigate the key mathematical concepts that pupils find tricky and explore teaching strategies to guide them towards success. This will allow teachers an opportunity to map out their long-term plan across the year implementing the strategies and activities they will gain from the day.

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.

This session is aimed at NQTs and induction tutors who start in the spring term 2020 and will be largely information giving. It is a perfect opportunity for NQTs and induction tutors to meet together and clarify issues about the induction process, including assessment and mentoring responsibilities.

These funded (free to attend) cluster meetings are an excellent way to keep up to date with all the news, issues and developments in English. This term’s focus will support English subject leaders to further enhance the curriculum and secure highly effective teaching and learning across the school. Attendance will ensure delegates are up to date with effective leadership, key messages and the possible actions to undertake.

These funded (free to attend) cluster meetings are an excellent way to keep up to date with all the news, issues and developments in mathematics. This term’s focus will support mathematics subject leaders to further enhance the curriculum and secure highly effective teaching and learning across the school. Attendance will ensure delegates are up to date with effective leadership, key messages and the possible actions to undertake.