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These sessions will focus on exploring accuracy of assessment judgements against age-related expectations (focusing mainly on HfL assessment criteria, although also relevant where schools are using different assessment systems), as well as promoting good formative assessment practice that can be built into everyday learning. They also provide an excellent opportunity for Year 3 and Year 4 teachers to work together to achieve greater consistency in standards. The meetings will focus on assessment of maths and reading.

Delegates will be asked to bring some examples of work and there will be suggested activities to support the assessment discussions – please see information sent to schools, as well as teacher guidance on the grid: http://www.thegrid.org.uk/learning/assessment/ks2/moderationclusters.shtml

These sessions will focus on exploring accuracy of assessment judgements against age-related expectations (focusing mainly on HfL assessment criteria, although also relevant where schools are using different assessment systems), as well as promoting good formative assessment practice that can be built into everyday learning. They also provide an excellent opportunity for Year 3 and Year 4 teachers to work together to achieve greater consistency in standards. The meetings will focus on assessment of maths and reading.

Delegates will be asked to bring some examples of work and there will be suggested activities to support the assessment discussions – please see information sent to schools, as well as teacher guidance on the grid: http://www.thegrid.org.uk/learning/assessment/ks2/moderationclusters.shtml

This half-day course will explore the range of assessment tools available to all SENCOs for use in schools. These tools are designed to help SENCOs enrich the ‘assess, plan, do, review’ cycle by adding depth to the range of other information gathered from normal school systems, pupils and their parents.

Child protection training for designated safeguarding persons

This course will provide delegates with an overview of proven successful strategies to inspire and enable writing at Key Stage 2.

Course tutors will model how effective strategies can be applied creatively within the classroom as part of a unit of work. Selecting quality texts, using models for writing, shared writing, drama and role play, oral rehearsal as well as strategies to embed key writing skills will all be addressed within the context of the teaching sequence for writing.

The course will exemplify strategies for internalising language patterns and developing vocabulary.

The course will also outline Assessment For Learning (AFL) strategies and how these can be used to maximise progress towards age-related expectations and beyond including: effective use of peer and self-assessment, adapting planning to meet the needs of learners in the class and planning for effective intervention. Delegates will leave with a teaching sequence to use in class straight away.

Highly effective teaching assistants can add real value to pupil's learning. As the Sutton Trust identified, investing in professional development for this group of practitioners makes the difference. This two-hour session will offer teaching assistants the opportunity to reflect on key aspects of the Primary English Curriculum and how best to support pupils with reading and writing both in the classroom and through guided group work. We will be delving into some subject knowledge as well as providing plenty of practical activities which can be used straight away back in the classroom.

These two half-day sessions will combine current research and practice to impact on the achievement of disadvantaged and vulnerable children.

Delegates will be provided with their own copy of the HfL 'Making the Difference' toolkit to take back to their setting and clear guidance on how to use the tools and templates for planning and evaluation. Information will be shared on best practice for interventions and effective strategies that can be deployed to promote progress and improve outcomes. Opportunities will be provided for delegates to reflect on their own school data and develop bespoke plans to diminish gaps between disadvantaged and vulnerable pupils and their peers.

Practitioners may wish to consider using Early Years pupil premium/pupil premium grant to fund attendance on this training.

This training session equips governors to be able to sit on a governors' Disciplinary Committee panel which is a statutory requirement in the case of certain types of school exclusion, including any permanent exclusion. We recommend that panel members are re-trained every 2 years.


Excluding a pupil involves a statutory process that governors should ensure they perform legally and effectively. There will be a mixture of tutor input, group activity/discussion and an opportunity to ask questions.

This programme is designed to support subject leaders to develop teaching and learning in the two subjects.

Both subject leaders will attend a days’ training, receive a half-day consultancy visit and participate in a reflective half-day session.

During the training day, leaders will consider how learning opportunities for both science and English can be maximised. The day will be full of engaging activities to explore creative ways of teaching science and English which maintain high standards.

Delegates will leave with a range of resources including an extensive book list, curriculum mapping document and lesson suggestions.

A focus / key question for the programme will be developed during the day against which impact can be evaluated.

The consultancy visit and half-day session will involve structured feedback to support self-evaluation, reflect on evidence of impact and identify next steps.

We will consider how to embed good practice across the school and ensure this is sustained.

Schools taking part in the programme have reported that the following has supported them in raising standards and in particular for reluctant writers:

- increased engagement, excitement and inspiration for pupils and teachers, reigniting a love of science
- a wider range of creative writing which both pupils and teachers are proud to share
- the development and support of oracy as a basis for learning

How can we support our pupils to become more confident problem solvers? How can we teach them to reason in order to find a starting point to unfamiliar problems?

This practical course will support Year 1 and Year 2 teachers to develop an approach to problem solving grounded in curriculum expectations. It will consider the key skills required to solve problems including how to reason to find an entry point to unfamiliar problems.

It will also consider how to support pupils to develop their reasoning so that they can effectively communicate their findings.