The 2016 KS2 reading paper presented a greater degree of challenge to young readers, and although the 2017 and 18 tests were generally regarded as being more accessible, they still proved challenging for a significant number of our Year 6 pupils. We recognise from our work in schools that many pupils found the texts used for the test hard to access, challenging to comprehend, and demanding in terms of the reading stamina required to get through them in the time available. With this in mind, schools will need to consider how to equip their pupils for this increased challenge so that they are able to tackle the 2020 test with confidence.
This project has been designed to address this issue, offering strategies that will have a swift and powerful impact on pupils’ reading achievement in a short space of time. Following successful implementation of the project, pupils in Year 6 will be on an improved trajectory towards EXS at the end of KS2; have a more positive relationship with books; be more enthusiastic, confident readers with an increased understanding and engagement with texts.
The project will focus predominantly on the need to improve pupils’ reading fluency of complex texts. The past few years have seen increased reference to the need to develop fluency in reading. The DFE exemplification materials and KS2 test papers highlighted heightened expectations around swift comprehensive reading. A lack of fluency impacts upon understanding, motivation, confidence and rates of progress. Research has shown that specific instruction around fluency enables pupils to free up cognitive space which can be directed more effectively towards other activities “… such as comprehension, analysis, elaboration and deep understanding.” [Hattie 2014]
For more information please follow the link below:
KS2 Reading Fluency Project
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
Through presentations and discussion groups, this course will enable participants to become familiar with all aspects of the induction process and regulations through presentations and discussion groups.
Opportunity will be given to focus on the tutor's role and skills needed to be successful after including the assessment process, classroom observation as a means of support and challenge and building an action and support plan for NQTs who experience difficulties.
This course covers setting up the Examinations Organiser module for use within school. It explains the process of creating seasons, downloading and importing Basedata from exams boards. It deals with allocating candidates to the season and assigning UCI and exam numbers, making entries and amendments and submission to the exams boards.
Delegates will get the opportunity to view the many reports that are available within the module; allocation of seating, production of seating plans and exam timetables will also be covered. Examinations has been designed to assist the examinations officer in the administration of external examinations, it utilises the Basedata provided by the examinations boards to enable examinations officers to both import and export electronic communication files with the examination boards in the nationally agreed format. This module allows delegates to gather and input candidate entry information. Once candidates are entered for exams, the module allows the production of seating plans, timetables and clash detection.
This course is designed for staff new to the post of administrator, or staff who have received handover training from a colleague but have received no formal training in SIMS.
Delegates will learn how to use SIMS pupil data effectively and efficiently, by entering and editing pupil records and contact information. Manage the transfer of pupils into and out of school, and learn how to access information speedily by running reports held in SIMS.
Wondering how to meet NC2014 expectations, whilst balancing this with the needs of a child freshly out of the EYFS?
Looking for a course that unpicks logistics, pedagogy and a survival kit of Year 1 subject knowledge for planning and teaching?
Wanting to know how to use EYFSP data to pitch planning for sustained good progress - for all?
Then this course is just the ticket!
This course is for classroom teachers who are new to Year 1 or those wanting to further develop Year 1 practice. It draws upon the expertise of the Early Years and Primary Teaching and Learning teams, to share practical strategies to develop pupils' independent and structured learning skills in Year 1.
During the session, delegates will consider the need to adapt their teaching style and timetabling, and the structure of the curriculum as the year progresses. They will also look at developing subject knowledge and how to 'fit it all in'.
The 2014 National Curriculum catapulted spelling at KS2 into the limelight, and the KS2 assessment framework documents have further intensified the focus on spelling over the last four years. With this in mind, schools have been grappling with – and will need to consider further – how to equip their pupils for this increased challenge, so that they are able to meet the expected standard at the end of KS2 with confidence.
This project has been designed to offer strategies that will have a swift and powerful impact on pupils’ spelling achievement. Following successful implementation of the project, the pupils will be on an improved trajectory towards EXS at the end of KS2; have a more positive relationship with spelling; be more enthusiastic, confident spellers with an increased understanding and knowledge of the spelling system.
The project will focus predominantly on the need to improve pupils’ current individual spelling errors and misconceptions. Accurate spelling is a key component of writing fluently; enabling pupils’ cognitive resources to be freed from focusing on spelling means it can then be redirected towards writing composition. Following this event a half-day consultancy visit will be arranged with an allocated adviser week commencing 7th October 2019.
For more information please follow the link below:
Spelling SOS KS2 Project
For all schools outside of Hertfordshire please contact us for a price and availability before booking.
This course will enable participants to become familiar with the induction process.
Opportunity will be given to focus on the mentor's role and skills needed to be successful, the assessment process and classroom observation as a means of support and challenge.
This course will enable delegates to fully utilise the functionality of SEN in SIMS to enable the effective and efficient use in relation to the SEND Code of Practice.
This course has been designed to allow delegates to access their own school SIMS database remotely from our training room, enabling the maximisation of the delegate’s time. During the training delegates will be able to start work putting in place customisation of SIMS to reflect the provisions in place for pupils at their own school.
Delegates will learn how to record SEN data efficiently in SIMS. Utilising the functionality of reviews, provisions and events, a comprehensive SEN record can be created for individual pupils. Data from SIMS can also be extracted into HCC standard forms and in reports for data analysis. Specialist reports and letters relating to the pupil can be linked to the pupils' record. Customisation of SIMS will support efficient working, enabling quick access to frequently used areas of SIMS and the display of data on the homepage.