Search for Learning and Development Services and Pathways

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.

This course is designed to support those teachers early in their career develop their teaching skills with a particular focus on how to adapt teaching and learning to meet particular special educational needs.

Through a range of discussions and practical activities, participants will have the opportunity to explore how high-quality teaching, that is differentiated and personalised, can meet the individual needs of the majority of pupils.

The course will explore key terms and concepts for SEND and consider how pupils may experience barriers to learning within the classroom. Practical approaches, strategies and a range of resources to support pupils with high incidence SEN will be provided for delegates to use in their classrooms. By attending this course, schools will be able to acknowledge in their SEN information report that NQTs have received an enhanced level of SEN training as outlined in the Code of Practice.

This course is most suitable to NQTs and those teachers early in their career. This course would also suit overseas trained teachers and those returning to teaching.

This webinar will allow delegates to further understand the panels contained in the school census. This will also cover the detailed reports and the summary report.

Delegates should have a basic familiarity of SIMS.

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.

By attending this course, delegates will see how to streamline the ways SIMS is used throughout the school year. They will receive key dates and pointers for each month of the year, helping them schedule necessary work across the 12-month period. They will see how to access shortcuts and other useful tips that could make school administrative life easier and their role more efficient.

The course will also look at SIMS processes that may not be part of their daily routine, or may be new features that users are not aware of. The aim of the course is to highlight areas of SIMS that may have been previously unknown and could help to save time in a busy working office.

RSE and health education becomes statutory for all schools to deliver as part of the basic school curriculum from September 2020. This successful course has been well received by subject leaders from over 500 schools across the south and east of England.

The course prepares RSHE subject leads to effectively respond to the detailed requirements of the subject and prepares them for their leadership role. It builds confidence and enhances expertise to support staff in undertaking the necessary transformation in preparation for full implementation in the autumn.

Please note, this course is a repeat of the courses below which ran last year at Hertfordshire Development Centre:
Delivering relationships and sex education and health education, core training for subject leaders (primary) 18.11.19
Delivering relationships and sex education and health education, core training for subject leaders (secondary) 22.11.19

“The course was amazing. We now feel confident to implement the curriculum and train the staff.”
K. Reed, subject lead, All Saints School, Merton

“Excellent. All of it was useful and the impact will be huge. Lots of information but paced well.”
C. Purcell, subject lead, Christ Church Streatham C of E School, Lambeth

“Practical guidance, really useful ideas and very empowering.”
G. Jones, The Minster Nursery and Infant School, Croydon.

A course for those who have created their own SIMS reports but would like to know more. This course is designed for users with previous experience in building reports, who would like to develop further skills with custom templates and photo reports. At the end of the course, delegates will be able to email the reports they have created back to their school, for use in their SIMS database.

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.

This course is for delegates who would like to complete their year-end in a supported environment. Financial Services staff will be on hand throughout the day to talk schools through the process for completing their year-end accounts and to answer any queries.

The school must have completed its financial accounts, including the bank reconciliation and system reconciliation, to the end of period 12 before attending the course. Where this has not been completed, Financial Services cannot guarantee that the school will be in a position to submit its final accounts for 2019/20 by the end of the course.

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.