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.Essential Information
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.Essential Information
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 funded (free to attend) cluster meeting is an excellent way to keep up to date with all the news, issues and developments in science. This terms focus will support 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.Essential Information
This half-day course is aimed at teaching assistants working with pupils in Year 1 to Year 6.
The session will bring to life the grammar expectations of the national curriculum, engaging delegates with the materials in a fun and memorable way.
Delegates will examine and participate in activities that teach word classes, sentence structure and punctuation. We will use exciting and engaging resources and strategies to encourage learning that sticks, and can be replicated straight away in class and in groups.
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. Delegates are expected to attend all five 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|
In this session, the principles of learning and teaching will be explored within the context of leadership and the role as a deputy or assistant headteacher.
Delegates will also improve their observation and feedback skills and increase expertise in giving specific and constructive feedback. Participants are asked to consider how values, vision and aims should guide the work of the school and to share views on the school’s core purpose.
We will explore strategies for developing and improving the leadership of teaching, learning and assessment. Using Ofsted criteria, strategies for monitoring and evaluating teaching, learning and assessment are examined focusing particularly on the deputy’s role. We then consider how to provide effective feedback.
A bespoke forum for reflection, discussion and sharing of effective practice. Content will be tailored in response to feedback gathered from Early Years leaders and respond to local and national agenda items.
Each seminar will be held in a different school setting within the locality, offering the opportunity to visit other Early Years settings and build on sharing best practice.
The annual residential conference is planned by headteachers, for headteachers, it is an ideal opportunity to hear leading experts, pick up new ideas and network with colleagues.
The annual conference will be an opportunity to reflect on how special headteachers can be stronger when they collaborate. Speakers to include David Bartram OBE and Simon Knight Joint Headteacher, Frank Wise School, Banbury.
David Bartram OBE
David Bartram has led on SEND in London schools for over 15 years. He currently works with several Multi-Academy Trusts as their consultant SEND adviser and provides support to a range of teaching school alliances and local authorities on the strategic development of SEND provision. David is co-author of the SEND Review Guide, a national peer-review framework funded by the Department for Education that has now been downloaded by over 5000 schools. He is an expert adviser on the DfE’s national review of school exclusions and is editor of Great Expectations, leading an effective SEND strategy in school, published by John Catt Educational. David was Director of SEND for London Leadership Strategy, advisor to the Mayor of London’s education team and has worked closely with the British Council to support the development of SEND policy in a number of countries including Ethiopia, Thailand and Malaysia. David was awarded an OBE for services to Special Educational Needs and Disability in the 2016 New Year’s Honours list.
Simon Knight is Joint Headteacher at Frank Wise school in Banbury, a school for children aged between two and 19 with severe or profound and multiple learning disabilities. He is also a National SEND Leader for Whole School SEND, a consortium of organisations committed to enhancing the quality of education for learners with special educational needs and / or disabilities. He has sat on the DfE panels developing both the Professional Standards for Teaching Assistants and the Standard for Teachers’ Professional Development. He writes features for the TES and regularly contributes comment and content to other publications
More to be announced…
Is reducing the hours spent planning maths appealing? Would clear guidance and resources to plan effective teaching sequences that secure key learning help?
Then this may be the answer: HfL maths team’s suite of resources that: - provide a structured approach that maps effective teaching and learning sequences of the key learning in each year group; - are adaptable to meet the needs of individual classes; - enhance teacher subject knowledge; - unpick and illustrate the concepts that need to be understood in key sequences.
This course has been designed specifically for Year 3 and 4 teachers, to make the most effective use of the ESSENTIAL maths planning resources developed by the HfL maths team. Delegates will walk through the learning sequences and key mathematical concepts in their year group. A full range of resources will be provided and delegates will explore how to adapt them to the needs of their class.
Delegates will enhance their understanding of what the end learning should look like, and connect it to maximise teaching time.