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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.

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 year, the focus of this moderation session will be reading and writing. The session will provide an excellent opportunity for Year 2 teachers to work together to explore the accuracy of their assessment judgements and achieve greater consistency in standards. Teachers will be supported in considering how secure their pupils are in their learning so far, and how well on track they are for the end of Key Stage 1 standards.

It is essential that delegates bring along examples of pupils' work from their class. We will provide a suggested reading assessment task for teachers to use with the pupils in advance of the sessions. In January, information will be sent to delegates and also uploaded to the grid at: http://www.thegrid.org.uk/learning/assessment/ks1/moderationclusters.shtml

This year, the focus of this moderation session will be reading and writing. The session will provide an excellent opportunity for Year 2 teachers to work together to explore the accuracy of their assessment judgements and achieve greater consistency in standards. Teachers will be supported in considering how secure their pupils are in their learning so far, and how well on track they are for the end of Key Stage 1 standards.

It is essential that delegates bring along examples of pupils' work from their class. We will provide a suggested reading assessment task for teachers to use with the pupils in advance of the sessions. In January, information will be sent to delegates and also uploaded to the grid at: http://www.thegrid.org.uk/learning/assessment/ks1/moderationclusters.shtml

This workshop will focus on the importance of effective communication, and how poor communication can have a negative impact on a working environment. Ideal for anyone with line-management responsibilities, the session will provide delegates with a greater awareness of their own style and enable them to identify those who interact differently. It will provide guidance on how to communicate a message effectively, by considering how individuals can interpret information differently.

Is pitching work at the correct level for the most able or setting work which consistently challenges and stretches the most able or improving teaching of the most-able so they achieve higher standards an area of development? Understanding exactly what this means and looks like in the classroom is hard. Pupils who are quick at calculating and getting the right answer might seem secure and ready for the challenge. But do they have depth of understanding? Can they explain their thinking or apply it independently to a different context?

This course will explore how to move pupils through the programme of study ‘at broadly the same pace’ whilst providing opportunities to challenge all pupils. Using our challenge toolkit, we will look at ways to add depth and challenge to tasks suitable for all by adding reasoning, varying representations, asking ‘what if?’ and developing independence.

Whilst overall accountability for health and safety lies with the employer, the day-to-day running of the school including responsibility for the health and safety of staff and pupils is delegated to the headteacher and school management team.

This training has been designed specifically for the role of business manager and provides an introduction to the key health and safety risks in schools in ensuring these are managed effectively and proportionately on site.

The curriculum states that the majority of pupils will move broadly at the same pace. Not only is this challenging for some pupils, it places a huge demand on teachers and school leaders to secure a greater proportion of age-related pupils. Managing and providing opportunity for the right intervention, particularly for vulnerable pupils such as SEND, FSM, PPG and those at risk of not making expected progress, is essential.

The keystone of mathematics learning is place value and if pupils have gaps in this learning it has an impact on all other maths learning. This course will provide a comprehensive diagnostic assessment that once completed will accurately identify gaps in learning. The assessment covers place value learning up to Year 3. Training will be provided in how to analyse the data and create a personalised intervention plan and how to make the most of the provided comprehensive teacher guidance.

These resources have been successfully used by schools who reported that they significantly changed the way they assessed for and delivered interventions. The cost of the course includes training, the diagnostic assessment, spreadsheets to record and analyse pupil’s responses and teacher guidance linked to every diagnostic question. Attendees will receive digital versions of this.

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.

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.