Entries are invited for the Year 5 mathematics challenge 2019. Each school is encouraged to submit a team of four Year 5 pupils for this friendly inter-school competition. The challenge will comprise a mixture of challenge, problem-solving and fun. There are 12 event heats. We look forward to seeing you at one of these. Winners from the individual heats and eight best runners up will go forward to the final, to be held in Stevenage on Friday 20th March.
Schools are limited to one team each initially. Additional teams will be transferred to the waiting list and schools will be contacted nearer the date of their chosen heat if there is capacity to enter these additional teams.
This training is aimed at English subject leaders who are either new to the role or looking to enhance their contribution to improving English 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 English subject leadership will be explored through a spotlight on each of the different aims of the English curriculum: effective spoken language, fluent reading for meaning, writing for a range of purposes and vocabulary development.
This will enable subject leaders to deepen subject-specific knowledge and understanding. Delegates are expected to attend all five sessions of this training.
|Session||Session Date||Session Time||Session Venue||Map|
|1||24 September 2019||09:00 - 12:00||Hertfordshire Development Centre, Stevenage||Map|
|2||26 November 2019||09:00 - 16:00||Hertfordshire Development Centre, Stevenage||Map|
|3||28 January 2020||09:00 - 16:00||Hertfordshire Development Centre, Stevenage||Map|
|4||31 March 2020||09:00 - 16:00||Hertfordshire Development Centre, Stevenage||Map|
|5||30 June 2020||09:00 - 12:00||Hertfordshire Development Centre, Stevenage||Map|
Providing development and support for NQTs during their induction period. A wide-ranging programme tackling key aspects of the induction period and promoting good progress against the Teachers' Standards.
Sessions enable NQTs to receive high-quality training, share experiences and explore strategies for managing the pressures of their first year.
Day 1: Managing (whole-day)
Overview of the induction year, behaviour for learning, feedback for progress, liaising effectively with parents and working effectively with teaching assistants.
Day 2: Developing (whole-day)
Responding to pupils' diverse needs, the interactive classroom, drama techniques across the curriculum and a toolkit for effective time management. Day 3: Refining (half-day)
Good to outstanding, preparing for NQT+1, subject leadership, reflection on the induction period and professional self review.
This course is strongly recommended for all governors and is essential for the Designated Child Protection governor(s), the chair/vice chair. It is also recommended to refresh this training every 4 years.
This training looks at:
Are you aware the Schools Financial Value Standard ( SFVS) 19-20 has changed? It is important that you are prepared for these changes not only from the perspective of compliance but also from using it as a framework for good financial management in schools.
“The schools financial value standard helps to provide schools with assurance that they are meeting the basic standards necessary to achieve a good level of financial health and resource management”, 2019-20 Schools financial value standard, Gov.uk
To support Governors and leaders of schools maintained by Hertfordshire County Council with the new SFVS, Herts for Learning has produced a pre-recorded webinar which outlines the changes to the SFVS for 19/20. The webinar, to be published during November, will help delegates understand the focus of the SFVS and its value in helping schools to understand their financial position.
This will be followed in January by four live Q & A webinar sessions. By attending one of these live sessions, delegates will learn more about the new SFVS 2019-20 and have an opportunity to ask further questions.
Learn how to use SIMS efficiently and effectively to record and maintain accurate statutory pupil attendance records. Using the integrated reports to correspond with parents and analyse attendance, trends and patterns can improve school attendance and ensure returns to the DfE run smoothly.Essential Information
This course is designed to ensure schools make the most of the valuable management information that has been collected as part of routine attendance registration. Attendance and punctuality is now part of the new Ofsted inspection framework, under the behaviour and safety key judgements. The course will enable participants to produce key attendance information for vulnerable groups as well as being able to track pupils with low attendance and persistent absentees. This information can be used to monitor and ultimately improve pupil achievement, based on the reasonable assumption that if a pupil is not attending school, they will be at a considerable disadvantage.Essential Information
This highly regarded full-day course is delivered jointly by the English and Assessment teams, and will focus on what ‘working at great depth’ in Year 6 could look like for writing in the Year 6 classroom and how pupils can be supported to achieve this higher standard through the use of quality texts and careful lesson design.
Using the Teacher Assessment Framework in conjunction with writing exemplars, delegates will explore the requirements for greater depth and provide detailed guidance on the sorts of evidence that would support a judgement at this standard. A range of teaching approaches, writing opportunities and suitable texts to support pupils in achieving the greater depth measure will be shared. Developing pupils as confident, mature writers - both in technical and authorial terms - will underpin the course content.
Are the assessment systems in school effective at assessing learning? This sounds a silly question, but it is an uncomfortable truth that often, a school’s assessment systems are seen as a way of monitoring the effectiveness of teaching and learning rather than informing teachers of how well pupils are learning and where there are gaps to be filled.
This one-day course for subject and senior leaders will consider best practice in the use of assessment to enable mathematical learning. During the day, leaders will have the chance to reflect on the following; - what does making progress in mathematics mean? - what can and should be assessed? - how should we assess? - how does our mathematics curriculum support assessment? - how and when should we feedback to our learners?
This course is the second in a series of one-day courses. School may choose to attend one, two or all three, as part of their mathematics curriculum development work. Each course is bookable separately. Attending all three will give leaders a chance to deeply consider their mathematics curriculum.