CPD Programme 2016-17

CPD Programme

2016-17 0

Welcome 6 Coventry Teaching Schools 7 School to School Support 8-10 Leadership CHIP 11 NPQSL 12 NPQML 13 Steps into Secondary Headship 14 Steps into Deputy Headship 16 Steps into Primary Headship 18 Steps into Middle Leadership 20 Effective coaching 22 Governors Being Ofsted Ready 23 Cluster and Bespoke training 24 Effective monitoring, challenge and support 25 Governance review and assisted self-review 26 Governor induction 27 Safeguarding just for Governors 28 The effective Governor 29 Leading a School Developing a multi academy trust 30 From good to outstanding 31 Primary EYFS 1:1 support for EYFS practitioners and leads 32 Developing your EYFS environment inside and out 33 Early Years Moderation 34 What is Exceeding? 35 EYFS Leaders Networking Sessions 36

Learning in Action 37 New to Early Years Leadership 38 New to Reception 39 Not so Terrible Twos 40 The role of the adult within the Early Years 41 Every Child a Reader Programmes Boosting Reading @ Primary 42 Talking Partners 43 Fischer Family Trust Wave 3 Literacy Intervention 44 Literacy Read Write Inc Phonics Training 45 Achieving greater depth in writing at KS2 46 Grammar for TAs 47 Getting to Grips with Grammar 48 Guided Reading 49 Improving the teaching of writing for the less able 50 Learning Walk - a supported learning walk in your school with an SLE 51 Lesson study - a collaborative peer group approach to professional development 52 Teaching Phonics in KS1 53 Teaching Phonics in KS2 & 3 54 Developing English Subject Leadership 55 Engaging strategies for teaching English 56 Using technology in English 57 Mathematics Building Fluency in Maths 58 Challenge for Rapid Graspers 59 Embedding fluency, reasoning and problem solving in Key Stage 1 60 Fractions and decimals in Lower Key Stage 2 61 Fractions, decimals and percentages in Upper Key Stage 2 62 Leading & Managing Primary Mathematics 63

Mastering Mastery: Excellence in Mathematical Provision 64 Mathematical Digest: Research and News; local, national and global 65 Embedding number and calculation within geometry, measures and statistics in Lower Key 66 Stage 2 Embedding number and calculation within geometry, measures and statistics in Upper Key 67 Stage 2 Primary mathematics Subject Knowledge Enhancement (SKE) 68 Supporting the teaching of Primary Mathematics in KS1 69 Supporting the teaching of Primary Mathematics in KS2 70 Teaching Primary mathematics – KS1 71 Teaching Primary mathematics – KS2 72 1st Class@Number and 1st Class@Number 2 - Updates 73 1st Class@Number 74 1st Class@Number2 75 Developing Resilience for Problem Solving 76 Success@Arithmetic 77 Talk 4 Number 78 Science Primary Science Subject Leaders 79 Primary Science Quality Mark 80 Using iPads in Science (KS2) 81 Improving Science Literacy 82 Humanities Leading and managing the Primary curriculum for Geography 83 Leading and managing the Primary curriculum for History 84 Other Primary NQT Programme 86 Primary ICT and Computing 88 Digital Learning – iPads and Beyond (cross phase) 89 Making the most of learning outdoors 91 Trainee teacher preparation 92

Assessment Training for KS1 statutory assessments- teachers new to year 2 93 Training for KS2 statutory assessments- Teachers new to year 6 94 KS1 standardisation and familiarisation with new National Curriculum standards for the end 95 of KS1 KS2 standardisation and familiarisation with National Curriculum standards in writing, 96 reading and maths for the end of KS2 Phonics: Year 1 screening check- administering the check in 2017 for teachers who are 97 new to Year 1

Secondary English Leading English (Secondary) 98 New to Leading English 99 Teaching Phonics in KS2 & 3 54 Reading and SPAG tests in Year 7 100 Mathematics A Level Subject Knowledge Enhancement 101 Pedagogy in Mathematics 102 Science Chemistry for non-specialists 103 Biology for non-specialists 104 Science Teaching for NQT/RQT 105 Improving Science Literacy 106 Other Secondary NQT Induction 107 Trainee teacher preparation 108 Vertical Tutoring 109 iPads and Computing Digital Learning – iPads and Beyond (cross phase) 110 Primary ICT and Computing 112

SEND, Inclusion and Behaviour for Learning ASD Theory & Practice 113 Supporting Specific Literacy Difficulties 114

Improving Learning Behaviour 115 Safeguarding Safer Recruitment in Education 116 Level 2 safeguarding training 118 Level 3 Safeguarding 119 Level 3 DSO update 119 Allegations against staff 120 Protecting children online 120 First Aid for Visit Leaders 121 Additional Programmes OTP 122 Enhanced Teacher Programme 124 Effective TA Practice for Outstanding Learning 126

Welcome

An Introduction from Blue Sky, Castle Phoenix, The Swan Teaching School Alliances

This is the third CPD booklet that has been produced collaboratively between three Teaching Schools in Coventry. Together we see this joint approach with all of our strategic and associate partners, as a crucial contribution to the provision of CPD for all Coventry schools.

All of our programmes have been carefully evaluated, and have been judged as very successful. They are making a good contribution to school improvement across the City.

We believe that our partnership approach is part of Coventry’s strategy, along with the school improvement networks, to develop a self-sustaining, school-led, school to school improvement system to raise standards and ensure all Coventry children and young people receive the best education possible. Please note SLEs are able to offer a flexible/ bespoke approach to school or networks for training provision. For further information please contact the appropriate Teaching School from the list provided in this booklet.

This booklet provides a summary of the CPD available to all schools and academies for 2016/2017. It builds on our successes of this year and has been further developed to address school needs as identified by both formal evaluation processes, as well as discussions with a number of Coventry Headteachers and the local authority.

Our commitment is, through CPD, to:

● Provide a cost effective way of sharing and developing best practice to support school improvement across the city; ● Support all schools in the continued drive to improve student outcomes; ● Support Coventry’s priority to narrow the gap with particular focus on effective strategies to improve achievement of underperforming groups in the city; ● Support all schools with their own personal and professional development priorities; ● Promote outstanding practice through schools sharing their strengths and through benefiting from best practice regionally and nationally; ● Focus on high quality teaching and learning and approaches for continued and sustained improvement of teaching, learning and student achievement; ● Support schools’ self-evaluation processes and the application of the revised Ofsted framework

Please note that this is preliminary information and that all updated information and additional courses will be found through each of our Teaching Schools websites.

We look forward to welcoming your staff and working together over the coming year.

Helen Quinn Ann Dudgeon Gemma Earles Head of Blue Sky Head of Castle Phoenix Head of The Swan Teaching School Alliance Teaching School Alliance Teaching School Alliance

Coventry Teaching Schools

Blue Sky Teaching School Alliance

Head of Teaching School: Helen Quinn Teaching School Project Manager: Linsey Rae

Sacred Heart Catholic Primary School Brays Lane Coventry CV2 4DW

T: 024 7645 3314

F: 024 7643 1886 Email: [email protected] Website: www.blueskytsa.org

Castle Phoenix Teaching School Alliance

Head of Teaching School: Ann Dudgeon Teaching School Project Manager: Claire Donnelly

Caludon Castle School Axholme Road Wyken Coventry CV2 5BD

Tel: 024 7644 4822 ext.107 Fax: 024 7663 6282 Email: [email protected] Website: www.castlephoenix.org.uk

The Swan Teaching School Alliance

Head of Teaching School: Gemma Earles Teaching School Project Manager & SCITT Manager: Victoria Hastie

Sidney Stringer Academy 2, Primrose Hill Street Coventry CV1 5LY

Tel: 024 7625 1756 Fax: 024 7655 0940 Email: [email protected] Website: www.swanalliance.org.uk

School to School Support Specialist Leaders of Education (SLEs)

SLEs are able to offer a flexible/ bespoke approach to schools or networks for training provision. For further information please contact the appropriate Teaching School.

Teaching SLE Phase Specialism School School Hollyfast Primary Ruth Astley Primary Assessment Swan School Elaine Jenkinson- Primary Behaviour LABSS at The Key Swan Bennett

Leanne Casey Primary Closing the Gap / Maths St Michael’s Nuneaton Blue Sky

Cross Closing the Gap, English, Castle Clare Keightley Caludon Castle phase Inclusion Phoenix

Denise Burrows Secondary CPD Sidney Stringer Swan

Jenny Gould Primary CPD Hearsall Swan

Castle Caroline Waring Secondary Curriculum and Timetabling Caludon Castle Phoenix Castle Kathy Bonehill Primary Early Years Whittle Academy Phoenix Gosford Park Primary Castle Michelle Clemons Primary Early Years School Phoenix

Elaine Cakebread Primary Early Years Sacred Heart Blue Sky

Lynne Burns Primary English Spon Gate Swan

Rachel Peavoy Primary English Sacred Heart Blue Sky

Anne-Marie Wear Primary English / Phonics St Anne Blue Sky English, ITT & NQT Annie White Primary development, behaviour and St Joseph Blue Sky support English, Support for most able Cardinal Newman Castle Rebecca Nelson Secondary pupils School Phoenix Foundation Stage and Courthouse Green Castle Jenny Tegerdine Primary Transition to Year 1 Primary Phoenix

Aaron Tighe Secondary ICT Finham Park Swan

Amy Desmond- Secondary ICT Sidney Stringer Swan Williams

Jane Flynn Secondary Inclusion Sidney Stringer Swan

Laura Stevenson Primary ITT / NQT Sacred Heart Blue Sky

Rochelle Castle Primary Languages Walsgrave Academy Cocksworth Phoenix Cross Castle Ann Dudgeon Leadership and Management Caludon Castle phase Phoenix Leadership of CPD / Closing the Andrea Sherratt Primary St Patrick Blue Sky Gap / English Courthouse Green Castle Jennie Spare Primary Leadership of Curriculum Primary School Phoenix Leadership of Curriculum / Early Hannah Clissold Moseley Moseley Blue Sky Years Leadership of Curriculum, Castle Natalie Rock Secondary President Kennedy English Phoenix Leadership of Curriculum, Fiona Halliday- English, ITT and NQT Hill Farm Primary Castle Primary Moore development, Behaviour and School Phoenix Discipline Leadership of Curriculum, President Kennedy Castle Mollie Potts Secondary English, Phonics School Phoenix

Jo-Ann Brake Secondary Leadership, CPD and ITT Finham Park Swan

Andrea Blundred Primary Mathematics Parkgate Swan

Claire Turpin Secondary Mathematics Sidney Stringer Swan

Rebecca Chandler Primary Mathematics Frederick Bird Swan

Michelle Porter Primary Mathematics & Assessment Frederick Bird Swan

Kully Mattu Primary Mathematics & Inclusion Parkgate Swan

Joanna Aulton Primary Mathematics & ITT Frederick Bird Swan

Clare Staines Primary Maths St Thomas More Blue Sky

Courthouse Green Castle Louise Reeves Primary Maths Primary School Phoenix Maths, Leadership of President Kennedy Castle Zohra Dhanani Secondary Curriculum School Phoenix

Heidi Elliott Secondary MFL Cardinal Wiseman Swan

Nico DeGroot Secondary PE Sidney Stringer Swan

Rosalind Whitworth Primary PE, Health & Well-being Frederick Bird Swan

Tina Dhillon Primary Primary Science Frederick Bird Swan

Danielle Kingham Primary RE / SEN Sacred Heart Blue Sky

Husham Khan Primary School Business Management Stanton Bridge Swan

Charlotte Tull Primary Science St Osburg Blue Sky

Claire Taylor Secondary Science Blue Coat Swan

Deepika Soni Secondary Science Sidney Stringer Swan

Janette Catton Primary Science Frederick Bird Swan

Loren Spencer Secondary Secondary Mathematics Finham Park Swan

Rachael Lilley Primary SEN Finham Swan

Courthouse Green Castle Claire Jones Primary Special Educational Needs Primary School Phoenix Special Educational Needs, Castle Sian Harris Secondary Caludon Castle School Behaviour and Discipline Phoenix Special Educational Needs, Secondary Castle Mark White Behaviour and Discipline and The Corley Centre SEN Phoenix Attendance Cross Castle Ann Rayns Teaching and Learning Caludon Castle phase Phoenix Cross Zaynab Bharuchi Teaching and Learning, CPD Sidney Stringer Swan phase

Please contact the relevant teaching school alliance to book an SLE or request further information.

Coventry Headteacher Induction Programme

Brief Overview: This is a year-long programme in which delegates gain knowledge and understanding of:

 The broad scope of support available to them from Coventry’s Birth – 19 team as they their Headship  The challenges of leadership and how to apply different leadership strategies within a new setting  Finance (includes 5 modules)  Data and governance  How to manage the balance of professional demands with personal well being Facilitators: Helen Quinn, Principal and Headteachers across the Alliance Guest Headteachers to present at each session Who is it suitable for: Newly appointed Headteachers Acting Headteachers Heads of School Temporary Heads of School What will you take away with Headteacher Induction handbook and relevant paper based materials. you? e.g. resources, learning points etc. What is the intended impact for  Greater understanding of the role of Headship you?  Regular networking opportunities with new Headteachers in role  Introduction to a range of advisors/ experienced headteachers and key services to fulfil role effectively  Opportunity for self- reflection What is the intended impact for  Building knowledge and understanding with regards to key your school? standards of Headship and how to meet them  Support network when new to role Contact: Linsey Rae Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Website link: www.blueskytsa.org Costs: £500

Sessions Date Time Venue Brief Outline Session 1 All will be 9am – 12pm Sacred Heart Strategic planning and a brief outline for safeguarding Tuesdays Session 2 9am – 12pm Sacred Heart System leadership and data Session 3 Dates will be 9am – 12pm Sacred Heart Safeguarding set alongside Session 4 the 9am – 12pm Sacred Heart Preparing for inspection, learning from inspection Partnership School self-evaluation programme Session 5 for 9am – 12pm Sacred Heart Managing change including HR Session 6 Safeguarding 9am – 12pm Sacred Heart Leadership including Governance, performance and other generic management, accountability and succession planning Session 7 meetings so 9am – 12pm Sacred Heart Review of year and setting horizons for second year there are no of Headship clashes

National Professional Qualification for Senior Leadership (NPQSL)

“Well organised and clear guidance on what we need to be doing” Warwickshire Secondary School Leader “I liked the pace and felt that the practical and visual activities really helped me to understand…Thank you for a very inspirational day” Birmingham Primary Leader

Brief Overview: This nationally recognised leadership development programme will provide the skills, knowledge and confidence you need to be a highly effective senior leader in a school. You are required to complete two essential modules and two elective modules, with a focus on driving successful team performance and improving classroom practice. Each module requires up to 50 hours of blended learning. Facilitators: Castle Phoenix Teaching School Alliance and Swan Teaching School Alliance are delivering the NPQSL, licensed by drb Ignite. Who is it suitable for: Senior leaders with cross-school responsibilities looking for further professional development but not aspiring to headship at this stage in their career.

NPQSL is for those individuals who not only have responsibility for leading a team, but are also involved in leading a range of issues that affect the whole school or organisation. It will give you the opportunity to develop the skills, knowledge and confidence you need to be a highly effective senior leader. What will you take away with A nationally recognised senior leadership qualification. you? e.g. resources, learning points etc. What is the intended impact for NPQSL is a qualification that provides national recognition of your you? leadership development and professional achievement as a senior leader. Duration 6 – 18 months Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £740 per person *plus final assessment cost TBC

Application Window Open 1st September 2016 – 30thSeptember 2016

Sessions Date Time Venue Brief Outline Launch 22/09/16 3.30 – 5.00pm Caludon Castle Launch – Come and find out more about NPQSL - Session 1 20/10/16 9.30 – 4.00pm Caludon Castle Introduction Session 2 30/11/16 9.30 – 4.00pm Sidney Stringer Closing the Gap Session 3 07/03/17 9.30 – 4.00pm Caludon Castle Succeeding in Senior Leadership Session 4 14/06/17 9.30 – 4.00pm Caludon Castle Preparation for Final Assessment Visit the course booking page on www.castlephoenix.org.uk for further information about our courses.

National Professional Qualification for Middle Leadership (NPQML)

“I have learnt a lot about myself and target areas I need to work on” Worcestershire Secondary Leader “The leader was very welcoming and accommodating of our thoughts and questions. She created a sense of calm and self-belief” Coventry Primary Leader

Brief Overview: This nationally recognised leadership development programme will provide the skills, knowledge and increased confidence that you need to lead a high-performing team in a school and to improve classroom practice. You are required to complete two essential modules and one elective module, with a focus on driving successful team performance and improving classroom practice. Each module requires up to 50 hours of blended learning. Facilitators: Castle Phoenix Teaching School Alliance and Swan Teaching School Alliance are delivering the NPQML, licensed by drb Ignite. Who is it suitable for: Middle leaders with responsibility for leading a team, including key stage/subject/curriculum leaders, heads of department and pastoral leaders in primary, secondary, early years and special schools. What will you take away with A nationally recognised middle leadership qualification. you? e.g. resources, learning points etc. What is the intended impact for It will give you the opportunity to develop the skills, knowledge and you? confidence that you need to drive successful team performance and improve classroom practice. You can control the pace and focus of your study by completing the work in a timeframe that suits you and your school. Duration 6 – 18 months Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £690 per person * Plus final assessment cost TBC

Application Window Open 1 September 2016 – 30 September 2016

Session Dates Time Venue Brief Outline Launch 22/09/16 3.30 – 5.00pm Caludon Castle Launch – Come and find out more about NPQML Session 1 17/11/16 9.30 – 4.00pm Caludon Castle Introduction Session 2 12/01/17 9.30 – 4.00pm Sidney Stringer Managing systems and processes Session 3 30/03/17 9.30 – 4.00pm Caludon Castle Leading Teaching Session 4 06/07/17 9.30 – 4.00pm Caludon Castle Preparation for Final Assessment

Steps into Secondary Headship

Brief Overview: Steps into Secondary Headship is a practical, hands-on programme for experienced colleagues who are highly motivated to take their next step into secondary headship. This course will develop the knowledge, skills, understanding and attributes necessary to prepare for that next step. There will also be the opportunity to gain the equivalent of up to two days’ experience in another secondary setting, to shadow a headteacher and gain greater insight into ‘The Job’.

Facilitators: Delivered by practising secondary headteachers of good and outstanding schools.

Who is it suitable for: Secondary senior leaders who are aspiring headteachers

What will you take away with  Practical frameworks/strategies/resources for aspects of you? e.g. resources, learning preparing for headship. points etc. What is the intended impact for  Development through coaching/mentoring you?  Improved leadership and management  Improved performance management/monitoring and assessment  Be able to better support your head in your existing role  Giving you the confidence to pursue the next step

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £500

Sessions Date Time Venue Brief Outline Session 1 Tuesday 18 1.00 – 4.00pm Caludon Castle Leading Highly Effective Teams October  Creating, sharing and 2016 implementing vision  Working successfully with Governors  Knowing your team  Your leadership style and impact Session 2 Tuesday 6 1.00 – 4.00pm Caludon Castle Best Practice in Data Gathering and December Use 2016  Understanding a range of practical strategies to use data effectively with a wide range of users and stakeholders Session 3 Thursday 1.00 – 4.00pm Caludon Castle Overcoming Challenges 19 January  Courageous conversations 2017

 Colleagues that present us with challenge  Work-life-balance  Ofsted  Performance Management

Session 4 Thursday 1.00 – 4.00pm Caludon Castle Leading Your School Role in the 16 March Wider Community 2017  Your school in the local community  Building effective relationships  Parents as partners

Session 5 Wednesday 1.00 – 4.00pm Caludon Castle Steps to Securing Your First 3 May 2017 Headship  Which job? What type of school?  Applying and securing a first headship

Session 6 Tuesday 27 1.00 – 4.00pm Caludon Castle You’ve Got Your Headship – What June 2017 Now? Don’t Panic!  Day one and beyond To be Up to two days’ experience in Experience arranged another setting, to shadow a individually headteacher and gain greater insight into ‘The Job’

Steps into Deputy Headship

Brief Overview: Steps into Deputy Headship is a practical, hands-on programme for experienced colleagues who are highly motivated to take up a deputy headship.

This course emanates from the belief that leadership in schools is about delivering high quality provision for all through focusing on improving the effectiveness of leadership practice.

Participants are welcome to either book their place on the whole course or book individual sessions. Facilitators: Nationally accredited facilitators for National College Licenced Leadership programmes: - Ann Dudgeon, SLE, Head of Teaching School, Associate Headteacher - Caludon Castle School and Ann Rayns, SLE, Deputy Headteacher - Caludon Castle School Who is it suitable for: Assistant Head Teachers who plan to move to deputy headship within 18 months. For primary, secondary, Special Educational Needs or EYFS colleagues. What will you take away with  Practical frameworks/strategies/resources for aspects of you? e.g. resources, learning leadership and implementation points etc. What is the intended impact for  Development through coaching/mentoring you?  Improved Leadership and management  Improved performance management/monitoring and assessment

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £500 for course or see below for individual costs

Sessions Date Time Venue Brief Outline Session Costs Succeeding Tuesday 11 All Day Caludon Provides guidance to help you prepare £150 in senior October Castle effectively for senior leadership. leadership 2016 School Explores the essential legal and accountability components of headship and governance with a focus on how successful leaders operate in practice. Leading and Thursday 8 All Day Caludon How to develop, improve and sustain £150 improving December Castle high-quality teaching across your school. teaching 2016 School

Leading an Thursday All Day Caludon The key management systems required £150 effective 26 January Castle in an effective school, particularly school 2017 School teacher performance, pupil behaviour and financial management.

Leading Wednesday 1pm – Caludon How to improve practice and raise £75 inclusion: 1 March 4pm Castle expectations so that all pupils, but achievement 2017 School particularly those with Special for all Educational Needs and disabilities (SEND), can fulfil their potential. Leading staff Thursday 8 1pm – Caludon How to work with staff to establish and £75 and effective June 2017 4pm Castle implement effective professional teams School development that improves teaching and pupil behaviour. Using data Monday 10 9am - Caludon How to analyse and interpret a range of £75 and evidence July 2017 12pm Castle quantitative and qualitative data to to improve School monitor and evaluate progress, identify performance strengths and weaknesses and set school improvement priorities.

Visit the course booking page on www.castlephoenix.org.uk for further information about our courses.

Steps into Primary Headship

Brief Overview: Steps into Primary Headship is a practical, hands-on programme for experienced colleagues who are highly motivated to take their next step into primary headship. This course will develop the knowledge, skills, understanding and attributes necessary to prepare for that next step. There will also be the opportunity to gain the equivalent of up to two days’ experience in another primary setting, to shadow a headteacher and gain greater insight into ‘The Job’.

Facilitators: Delivered by practising primary headteachers of good and outstanding Coventry schools.

Who is it suitable for: Primary senior leaders who are aspiring headteachers

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £500

Sessions Date Time Venue Brief Outline Session 1 Thursday 1.00 – 4.00pm Caludon Castle Leading Highly Effective Teams 13 October  Creating, sharing and 2016 implementing vision  Working successfully with Governors  Knowing your team  Your leadership style and impact Session 2 Thursday 1.00 – 4.00pm Caludon Castle Best Practice in Data Gathering and 24 Use November  Understanding a range of 2016 practical strategies to use data effectively with a wide range of users and stakeholders Session 3 Monday 16 1.00 – 4.00pm Caludon Castle Overcoming Challenges January  Courageous conversations 2017

 Colleagues that present us with challenge  Work-life-balance  Ofsted  Performance Management

Session 4 Thursday 9 1.00 – 4.00pm Caludon Castle Leading Your School Role in the March 2017 Wider Community  Your school in the local community  Building effective relationships  Parents as partners

Session 5 Thursday 1.00 – 4.00pm Caludon Castle Steps to Securing Your First 11 May Headship 2017  Which job? What type of school?  Applying and securing a first headship

Session 6 Tuesday 22 1.00 – 4.00pm Caludon Castle You’ve Got Your Headship – What June 2017 Now? Don’t Panic!  Day one and beyond To be Up to two days’ experience in Experience arranged another primary setting, to shadow individually a headteacher and gain greater insight into ‘The Job’

Stepping into Middle Leadership

“It was brilliant to see another school in action. Able to apply skills talked about in session” “It was great today to put theory into practice in terms of focusing on our lesson observation skills and looking at how we can use this tool to take our school forward.” Participants feedback from previous courses

Brief Overview: Stepping into Middle Leadership is a nine-month programme that aims to equip new leaders with the right tools to be highly effective in their schools today. Whether aspiring leaders choose a one-off session or the complete programme, this tailored course will help to develop confidence and leadership skills that will have an immediate impact on day-to-day practice back at school. A new and exciting feature of this programme is to work alongside and network with experience middle leaders. Facilitators: Rob Darling, Head of School, Walsgrave C of E Primary

Who is it suitable for: Primary School colleagues with an interest in developing their leadership and management skills and understanding. It is particularly relevant for those aspiring to hold or recently promoted to a TLR position. It is also excellent preparation for the National Professional Qualification for Middle Leadership (NPQML) What will you take away with Delegates will gain knowledge and understanding of: you? e.g. resources, learning  How to contribute effectively to whole school leadership and points etc. management;  How effective leadership and management contributes to school improvement;  Leadership and management practices in their own settings and how they could be even more effective. What is the intended impact for Through a wider understanding of the role of the Standards Leader, you? coupled with increased security around judging effective Teaching and Learning, you will have the confidence and skills to have a definite impact in school. Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £450

Sessions Date Time Venue Brief Outline Session 1 Tues 4th 9.00 – 12.00 Walsgrave An Overview of Leadership & Management October C of E Primary  Understanding leadership & management 2016 School  Vision and values; ethos and climate  Different leadership styles  How strategic planning affects what we do Session 2 Tues 15th 9.00 – 12.00 Walsgrave The Importance of Data and Provision November C of E Primary Management 2016 School  The Standards Leaders’ ‘Toolkit’  Understanding different forms of data  Provision Management – a guide

 Phase development planning

Session 3 Tues 24th 9.00 – 12.00 Walsgrave Developing Judgements for Evaluating January C of E Primary Teaching & Learning 2017 School  Identifying strategies to support leaders to carry out an effective book trawl  Spotting high quality marking and the impact on attainment and progress  Lesson observation LIVE (to help new leaders identify what we are looking for and why)  Feeding back Session 4 Tues 14th 9.00 – 12.00 Walsgrave Leading and Shaping New Initiatives March C of E Primary  Gaining confidence to lead new initiatives 2017 School successfully  Delivering high quality CPD  Sharing good practice: Innovative Teaching and Learning examples Session 5 Thurs 18th 9.00 – 12.00 Walsgrave Emotional Intelligence and Leadership May 2017 C of E Primary  Leading a team School  Coaching and mentoring  Difficult conversations  Identifying your Unique Selling Points (USPs) Session 6 To be arranged by negotiation with Shadowing a Current Standards/ Middle Standards Leader Mentor Leader  A session which consists of between 2 – 3 *Can only take part in this session if hours of face-to-face work with a current participants have been to 3 or more effective Standards Leader sessions during the course of the year.  This time will be shaped by the needs of each individual and may consist of some of the above

Visit the course booking page on www.castlephoenix.org.uk for further information about our courses.

Effective coaching

Brief Overview:  Effective coaching is essential to enhancing the leadership of Teaching and Learning. Coaching can build knowledge, capacity and interest. A good coach can foster an environment to elicit deep reflection and learning.  This programme is about embedding coaching and creating a culture where coaching leads to sustainable improvement of teaching and learning and leadership of teaching and learning for middle leaders and senior leaders.  We will explore the IGROW model and how to implement it in your setting to secure outstanding practice. This model is intended to be used when a skill based issue is identified and you require a behaviour change or performance improvement. Facilitators:  Sam Faill, Advanced Teaching and Learning Consultant, SSA  James Holmes, Teaching and Learning Consultant, SSAs

Who is it suitable for: Senior Leaders

What will you take away with  Full of practical strategies, reflection and methods this course will you? e.g. resources, learning enable you to make coaching an effective part of your practice with points etc. What is the intended clear measurable impact on the quality of teaching and learning. impact for you and your  This course will support you to improve your capacity to reflect on school? your current practice and apply this learning to shape your future work with students and your colleagues.  Coaches will work with teams in your school to review new learning, which in turn will result in colleagues holding each other accountable for improved teaching and learning.  Coaching will enable effective conversations to be held, which lead to pedagogical and behavioural change.  This focus develops professional learning and leadership skills in leaders and teachers alike. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £140 per delegate

Sessions Date Time Venue Brief Outline Session 1 29/11/16 9am-3:30pm Sidney Stringer As above

Academy Repeat 08/06/17 9am-3:30pm Sidney Stringer As above session Academy

Governors – Being Ofsted Ready

Brief Overview: Ofsted introduced the common inspection framework from September 2015, this session will highlight the challenges of getting a good or outstanding outcome. It will explore the aspects of improvement that will stand you in good stead when Ofsted does arrive. The session will share experiences of inspection under the 2015 framework, examples of good practice and explore how governors can contribute to a successful inspection outcome. Facilitator: Dave Wallis, Governor Training Consultant

Who is it suitable for: All Governors

What is the intended impact for  To enable governors to understand their contribution to you? leadership and school improvement. What will you take away with  Effective practices to secure a good outcome for governance. you? e.g. resources, learning  Examples of activities and actions to take points etc.  Ofsted materials and experiences of inspected schools

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 17 6.30 pm – Sidney Stringer Hints and tips for governors on providing November 8.30 pm Conference evidence of effective practices to achieve a 2015 Centre good Ofsted outcome..

Governors – Cluster and Bespoke Training

Brief Overview: Governors will be able to access training through a whole governing body session or as a network of schools. The cost of such sessions will vary depending on the nature of the session and on the number of facilitators required to deliver the training.

Whilst we can deliver training and development sessions on any governance related topic the following is a list of popular themes that governing bodies have accessed over recent years:

 Human Resources issues - recruitment and selection of staff, discipline and grievance matters, pay and staffing policies  Monitoring and evaluation and RAISE online – the legal requirements of the governors' role, the analysis of data and how governors might engage with the school.  Preparing for OFSTED  Performance Related Pay and Appraisal  Being an effective governor  Leading an effective governing body  School self evaluation

These sessions would normally be delivered in your school and can be for up to 25 governors. You might therefore find it convenient to link with another school wanting the same training and agree between you the venue.

For all of these tailored courses the school(s) would normally be expected to provide the venue, refreshments and equipment (beam projector, whiteboard, flip chart) and we would provide all the materials and the trainer / facilitator.

Facilitators: Dave Wallis, Governor Training Consultant

Who is it suitable for: Clusters, Networks and Individual Governing Bodies

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: TBC based on requirements

Governors – Effective Monitoring, Challenge and Support Brief Overview: One of the three core functions of governors is to hold the leaders to account for the performance of the school. To equip governors to fulfil this role effectively this session aims to develop governors’ skills in holding leaders to account. It will develop governors’ understanding of what, when, where and how to challenge as well as the importance of supporting school leaders. Facilitators: Dave Wallis, Training Consultant

Who is it suitable for: All Governors

What is the intended impact for  Governors are better equipped to fulfil this core function and you? contribute to leadership and management. What will you take away with  An understanding of effective challenge and support you? e.g. resources, learning  Examples of good practice points etc.  Tools and pro-formas for recording evidence of challenge Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 28 6.30 pm – Sidney Stringer Providing effective challenge and support is September 8.30 pm Conference one of the three core functions of governors 2016 Centre and this session will enable participants to fulfil this role.

Governors – Governance Reviews and assisted Self- Review Brief Overview: An Ofsted Inspection could result in the requirement for an external review of governance; equally a governing body could request a pre- emptive governance self-review to ensure that their governing body is equipped to meet the robust challenge of an Ofsted Inspection. These reviews will be conducted using the National College developed framework and will enable the governing body to identify its strengths and weaknesses but to also develop an action plan to improve upon the areas identified.

The external review will include a follow up session after six months to assess the impact of the review on improving governance in the school.

The process for the review will include;  an assessment of documentation including minutes, Ofsted Report, SEF, SIP and headteacher reports;  discussion with governors, leadership team members, your clerk and other relevant officers;  a review of the school website  a focus on three core areas and the effectiveness of governing body practice

The outcome will be a report highlighting the strengths and areas for development and an action plan to address these.

Facilitators: Dave Wallis, Governor Training Consultant

Who is it suitable for: All governing bodies judged to require a review and those governing bodies who wish to improve their practice.

What is the intended impact for  Improvement in governing body practice you?  A report detailing areas of strength and areas for development. What will you take away with  An action plan you? e.g. resources, learning  A follow up session to review impact points etc. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: Cost on request

Governors - New Governor Induction

Brief Overview: All new governors should attend this course as soon as possible after appointment. The course is run as three two-hour evening sessions or a whole day course, and is based on nationally produced materials. The aim of the course is to raise awareness of the roles and responsibilities of governing bodies and to consider your own particular role as a governor.

The areas covered include:

1. The strategic role of governors, including vision, aims, development planning and self-evaluation. The purpose, powers and duties of governors, and the respective roles of governor and headteacher. 2. The role of 'critical friend', including providing challenge and support, monitoring and evaluating school performance, engaging with the school, understanding data etc. 3. Accountability, including reporting on progress, safeguarding, the headteacher's report, school funding and financial responsibilities, stakeholder engagement and Ofsted inspection, etc.

Facilitator: Dave Wallis, Governor Training Consultant

Who is it suitable for: All new governors or existing governors who have not undertaken induction. What is the intended impact for Governors will have; you?  a better understanding of their role What will you take away with  an awareness of the additional resources available to them. you? e.g. resources, learning  reference material including questions to ask points etc.  signposting to other relevant training and development opportunities  A firm grasp of the role of being a school governor and how and when it is appropriate to ask questions. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150 per day or for the three evening sessions

Sessions Date Time Venue Brief Outline Session 1 16/11/16 9.30 am – SSA Autumn Term Whole Day Governor Induction 3.30 pm Session 2 15/03/17 9.30 am – SSA Spring Term Whole Day Governor Induction 3.30 pm Session 3 11/05/17 9.30 am – SSA Summer Term Whole Day Governor Induction 3.30 pm Session 4 7, 13, 22 6.30 pm – SSA Three 2 hour evening sessions for Governor June 8.30 pm Induction 2017

Governors – Safeguarding Just for Governors

Brief Overview: This is a course developed solely for school governors with a focus on the role of governors in safeguarding. The session will provide guidance on how governors discharge their responsibilities for safeguarding, what data they should have access to, how they can support the school and undertake their monitoring responsibilities as well as ensuring they comply with legislation and regulation around safeguarding in schools. This course is a must for named safeguarding governors.

Facilitators: Bill Hedges, former LA safeguarding officer

Who is it suitable for: All Chairs, LA Governors and Safeguarding governors

What will you take away with  Deeper understanding of Safeguarding Issues facing schools you? e.g. resources, learning  The toolkit for undertaking an audit points etc. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 09/11/16 6.30 pm – Sidney Stringer Safeguarding Just for Governors 8.30 pm Conference Centre Session 2 01/03/17 6.30 pm – Sidney Stringer Safeguarding Just for Governors 8.30 pm Conference Centre Session 3 17/05/17 6.30 pm – Sidney Stringer Safeguarding Just for Governors 8.30 pm Conference Centre

Governors – The Effective Governor

Brief Overview: People become governors for a variety of reasons and bring with them a variety of skills but how do you know if you are being effective? This session aims to outline the good practice that an effective governor will be exhibiting. The benefits of being an effective governor both for the individual and for the governing body and school.

This session aims to improve governors’ understanding of their role and how they can be more effective and have more impact on the school.

Facilitators: Dave Wallis, Governor Training Consultant

Who is it suitable for: Aimed at governors who have been in post for a few years. Governors of MAT schools.

What is the intended impact for  Examples of how to be effective you?  A deeper understanding of effective governance and its impact on What will you take away with school improvement you? e.g. resources, learning points etc. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 18/10/16 6.30 pm – SSA For experienced governors looking to be more 8.30 pm effective or seeking a refresher on their role Session 2 19/01/17 6.30 pm – SSA For experienced governors looking to be more 8.30 pm effective or seeking a refresher on their role

Developing a Multi-Academy Trust

Brief Overview:  Establishing and running a multi-academy trust (MAT) is challenging and this half-day session is designed to share our experiences.  Sidney Stringer Academy is the lead school for a small group of schools across Coventry. Within our Multi-Academy Trust (MAT), we have two primary schools, two secondary schools and a special school. Sidney Stringer Academy was judged by Ofsted to be outstanding on all accounts in April 2013.  The Executive Principal will meet Senior Leaders and share our experiences of establishing and running a MAT, including how to maintain outstanding in your own school.  Other Senior Leaders from SSA will lead sessions based on your requirements (i.e.- Finance and Business Director)

Facilitators: Wendy Tomes, Executive Principal and NLE, Sidney Stringer Academy Finance Officers and the Clerk to the Governors. We will also offer you the opportunity to participate in a tour of the school. Who is it suitable for: Leaders and Governors

What will you take away with Specific topics covered will include: you? e.g. resources, learning  Leadership in Academy Trusts including the role of Executive points etc. Principal and Senior Leaders  Building Capacity  Governance arrangements  Monitoring and reporting  Establishment of common systems  Implementing finance policy across a MAT What is the intended impact for The session has been designed to support senior leaders to lead you? successful academy trusts. You will:  Understand the role of Executive Principal  Help to build your own support network What is the intended impact for Greater clarity around the structures and processes involved in your school? establishing and leading a MAT.

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: To be agreed based on your requirements.

Session A mutually agreeable time to be arranged with SSA.

From good to outstanding Brief Overview:  This whole day session will support you to transform your school from good to outstanding.  Sidney Stringer became an academy in 2010, after the school was judged by Ofsted as good. The focus for the academy was then to move from good to outstanding, which was something we achieved when Sidney Stringer was judged by Ofsted to be outstanding on all accounts in April 2013:  Achievement is outstanding…students make outstanding progress  Teaching is strong in all areas  The monitoring of teaching is rigorous, providing a particularly accurate basis for staff development and performance management  The strength of the curriculum has had a positive impact on standards and achievement  Self-evaluation is robust  The Senior staff have built very effective subject and project teams at every level  Students have very positive attitudes towards learning  Attendance has risen rapidly…result of rigorous monitoring, very clear systems, high expectations and improved communication with parents and carers  The clarity and extent of information provided to the governing body is exceptional… they provide effective challenge because of the clarity of the information

This course will focus on:  Leadership structures  Teaching and Learning  Pastoral Support  Inclusion  Use of data  Working with stakeholders  Behaviour and rewards  Accountability  Curriculum Facilitators:  Wendy Tomes, Executive Principal and NLE  Claire Turpin, Associate Head  Victoria Shelley, Senior Vice Principal Who is it suitable for: Senior Leaders What is the intended impact for  An understanding of what it means to be “outstanding” and the your school? strategies used at Sidney Stringer Academy to enable us to become and maintain our outstanding status. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: To be agreed with SSA based on your requirements Date: To be agreed

1:1 support for EYFS practitioners and leads

Brief Overview: 1:1 support for EYFS practitioners and leads.

Facilitators: Name School Michelle Clemons Gosford Park School Who is it suitable for: Teachers, support staff, leaders or entire phases in EYFS.

What is the intended impact for  Develop individual pedagogy you?  Development of individuals or team practice and provision  Improve issues relevant to your provision and practice in your FS – e.g., planning, environment, observations What will be the outcome for the network/ individual school?  Strengthening practice and provision with your EYFS  Documenting professional development of staff and provision  Equipping your EYFS to be reflective and responsive

Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £350 per day / £175 half day / £50 per hour

Developing the EYFS environment inside and out

Brief Overview: Advice and support in developing your EYFS environment both inside the classroom and out. Develop an environment that will work for you and create independent learners. Facilitators: Name School Kathy Bonehill (SLE) Your school but the opportunity to visit Inspire Education Trust Who is it suitable for: EYFS leaders Nursery or Reception teachers

What is the intended impact for An understanding of how the environment can support learning and you? create independent learners. Affordable, practical and bespoke ideas for your own setting. What will be the outcome for Opportunity to visit a variety of settings the network/ individual school? Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £350

Sessions Date Time Venue Brief Outline Session 1 TBA Morning or Your school A visit to your school in order to gain an insight afternoon into current needs and requirements for your learning environment. We will prioritise needs and then develop next steps. Session 2 TBA Morning or Your school / visit A further visit to your school in order to offer afternoon to Inspire school practical advice on next steps in the (Clifford Bridge, development of your environment. The Whittle or opportunity will be given to visit schools in Walsgrave) Inspire Education Trust. *Further visits can be arranged if required*

Early Years Moderation

Brief Overview: Opportunity to moderate practitioners’ judgments with others’ from across the city.

Facilitators: Name School Hannah Clissold Moseley Primary School Who is it suitable for: Individuals who would like to moderate their judgements throughout the year with other practitioners across the city. Bring along examples of work to moderate against the Early Learning Goals and use of the exemplification material to ensure accurate judgements for your school.

Networks – SLEs available to facilitate Early Years moderation within a network of schools. In staff meeting time or a half-day session, an SLE will deliver moderation to your staff with the area of learning focus chosen by yourselves.

What is the intended impact for Accurate judgements in the Early Years. you? What will be the outcome for the network/ individual school? Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £150 (all three sessions)

Sessions Date Time Venue Brief Outline 07.12.16 Wednesday 1:00pm – Moseley Primary Moderation of Maths and PSED 7th 3:30pm School December 29.03.17 Wednesday 1:00pm – Moseley Primary Moderation of CLL and Understanding of the 29th March 3:30pm School World 17.05.17 Wednesday 1:00pm – Moseley Primary Moderation of Physical Development and 17th May 3:30pm School Literacy

EYFS - What is Exceeding?

Brief Overview: This course will support EYFS teachers in developing a greater understanding of what exceeding looks like in Writing and Maths. There will be an opportunity to:  look at exemplification material collected by SLE and Outstanding Practitioners.  work with other practitioners to moderate judgements.  Discuss how the environment can be set up to allow for children to achieve exceeding judgements.

Facilitators: Name School Kathy Bonehill Whittle Academy Catherine Burch Grangehurst Primary School Michelle Clemons Gosford Park Primary School Hannah Clissold Moseley Primary School Who is it suitable for: Reception Teachers

Bring own examples of exceeding in Maths and Writing

What is the intended impact for  To become confident in making accurate judgements about you? exceeding descriptors.  To know what kind of evidence best supports judgements. What will be the outcome for  To create an environment to support children in achieving the network/ individual school? outstanding. Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £75

Sessions Date Time Venue Brief Outline Session 1 23.05.17 1.00-4.00 Sacred Heart See above

EYFS Leaders Networking Sessions

Brief Overview: Termly twilight sessions to bring together EYFS leads/teachers  Discuss latest developments in EYFS  Look at bringing learning to life within your environments  Opportunity to share good practice  Displaying progress in the EYFS  Opportunity to meet other EYFS leads and discuss current topics

Agenda’s for sessions will vary dependent on the academic term in which they are hosted.

Facilitators: Name School Michelle Clemons Gosford Park Primary School Who is it suitable for: EYFS Leaders

What is the intended impact for  Increase ones networking contacts you?  Ability to compare and contrast experiences  Opportunity to get current updates What will be the outcome for  Sharing of good practice the network/ individual school? Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £150 (all three sessions)

Sessions Date Time Venue Brief Outline Session 1 Tuesday 3.30pm – Gosford Park  EYFS updates 18th 5.30pm Primary School  Baseline – where are you at? October  Sharing good practice 2016  Ofsted updates  Current topics for debate

 Further dates to be agreed at the first session

EYFS Learning in Action

Brief Overview:  Opportunity to see learning in action in both indoor and outdoor environments  Opportunity to see the differentiated skills and challenges across Prime and Specific AOL  Opportunity in the afternoon to share good practice including planning and resourcing

Facilitators: Name School Elaine Cakebread Sacred Heart Primary School Who is it suitable for: Reception based practitioners

What is the intended impact for  Networking opportunities with colleagues on the course you?  Opportunity to reflect on own practice and enhance with ideas shared What will be the outcome for  Opportunity to review planning and gather ideas to extend further the network/ individual school?  Opportunity to develop ideas for the EYFS environment to ensure all children, are catered for and challenged through activities developed Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £75 per session (£150 for all three)

Sessions Date Time Venue Brief Outline Session 1 6th 9am – 12pm Sacred Heart See above October 2016 Session 2 8th March 9am – 12pm Moseley See above 2017 Session 3 Summer 9am – 12pm Grangehurst See above

New to Early Years Leadership

Brief Overview: Opportunity to work alongside experienced Early Years leaders to see experienced leaders in action. Spend time in their school, sampling children, making judgements and observing feedback before they spend the day in your school with a similar programme supporting you in putting the things you learnt from day 1 into action. Facilitators: Various EYFS SLEs from the Blue Sky Teaching School Alliance

Who is it suitable for: People new to leading Early Years

What is the intended impact for New Leaders have a good understanding about how to make you? judgements about attainment and progress of the children in their setting. Develop clear actions to move practice forward in Early Years What will be the outcome for and take advantage of the experience of the SLE you are working the network/ individual school? alongside to answer any questions you may have. Further follow up sessions can be booked after the initial two sessions. Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £150 for both sessions

Sessions Date Time Venue Brief Outline Complete a learning walk with the SLE and 1 To be agreed SLE’s School ‘sample’ children to make a judgement about attainment and progress in the Early Years. Complete a learning walk with the SLE and 2 To be agreed Own School ‘sample’ children to make a judgement about attainment and progress in the Early Years.

Teachers New to Reception

Brief Overview: Termly Support for teachers new to Reception

Facilitators: Name School Kathy Bonehill SLE Clifford Bridge Academy Hannah Clissold Moseley Primary School Catherine Burch Grangehurst Primary school Who is it suitable for: Teachers who are new to Reception

What is the intended impact for To provide network support. you? To provide an overview of what to expect each term in Reception. To provide practical advice around planning and assessment. What will be the outcome for To provide practical advice about the learning environment. the network/ individual school? Current legislation/documentation. The opportunity to visit other EYFS settings.

Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £75 per session or £150 for all three

Sessions Date Time Venue Brief Outline Session 1 20th 9.00- Clifford Bridge Baseline discussions and next steps. September 12.00pm Academy Top tips for Autumn Term. 2016 Ideas for development of your learning environment Learning Journals:-an overview. *Future dates and agenda to be agreed at session 1

Not so Terrible Twos – Sharing good practice

Brief Overview: With lots of schools embarking on the brave new world of two year old provision this is an opportunity for the people in charge of these settings to get together and share good practice, answer each other’s questions and share all of those worries! There will be one meeting each term. Facilitators: Name School Hannah Clissold Moseley Primary School Kathy Bonehill Whittle Academy Jenny Tegerdine Courthouse Green Who is it suitable for: Individuals who are leading or planning to lead two year old provision in their setting

What is the intended impact for Sharing of good practice from across all of the schools involved to you? ensure high quality two year provision across the city.

What will be the outcome for the network/ individual school? Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: To attend all three sessions - £50

Sessions Date Time Venue Brief Outline Autumn Thursday 3:40 – Courthouse Come and share good practice, ask questions Term 13th 4:40pm Green and help answer other peoples! October 2016 Spring Tuesday 3:40 – Moseley Primary Come and share good practice, ask questions Term 28th 4:40pm School and help answer other peoples! February 2017 Summer Thursday 3:40 – Whittle Academy Come and share good practice, ask questions Term 18th May 4:40pm School and help answer other peoples! 2017

Role of the Adult

Brief Overview: Three sessions in your own setting to explore the role of the adult within the Early Years.  Opportunity for a joint learning walk to observe current practise and interactions and then to devise a bespoke plan for your school.  Opportunity for an SLE or Outstanding Practitioner to work alongside adults in the setting, model and support interactions and to provide further training.  Opportunity for a follow up learning walk to evaluate impact and to support action plan for schools future work.

What is the intended impact for High quality interactions between adults and children. you? Effective questioning used to move learning on. Focus on creating high quality learning environments and interactions What will be the outcome for with children to enhance learning. the network/ individual school? Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £350 for all three sessions

Sessions Date Time Venue Brief Outline Session 1 To be To be Your EYFS Opportunity for a joint learning walk to agreed agreed setting observe current practise and interactions and then to devise a bespoke plan for your school.

Session 2 To be To be Your EYFS Opportunity for an SLE or Outstanding agreed agreed setting Practitioner to work alongside adults in the setting, model and support interactions and to provide further training.

Session 3 To be To be Your EYFS Opportunity for a follow up learning walk to agreed agreed setting evaluate impact and to support action plan for schools future work.

Boosting reading @ Primary

Brief Overview: The programme - boostingreading@primary - is a targeted one-to-one intervention, designed to be delivered over a 10 week period. It is designed to improve the way children read, enabling them to be independent problem solvers who read with enjoyment and understanding. Facilitators: Reading Recovery Teacher Leader

Who is it suitable for: Experienced TAs, Support Assistants, and Learning Mentors What will you take away with  Lesson observations, information on the reading process, the you? e.g. resources, learning use of questioning, praising and prompting skills, running record points etc. assessment and record keeping  Training and resource file

What is the intended impact for  This course equips trainees to deliver a targeted, individual, ten you? week intervention;  The course is designed to improve the teaching of reading, enabling readers to become independent problem solvers who read with understanding and enjoyment

What is the intended impact for An average of 1yr 2mths progress in reading in 10weeks (Statistics from your school? Education works) Development of skilled practitioners with an increased understanding of theory and practice of how pupils learn to read Teaching School: Blue Sky

Email: [email protected]

Tel: 02476 453314

Costs: £350pp

Sessions Date Time Venue Brief Outline

Session 1 TBC 9:15 – 3:30 Sacred Heart Part 1 Primary School

Session 2 TBC 9:15 – 3:30 Sacred Heart Part 2 Primary School

Talking Partners @ Primary

Brief Overview: This programme - talkingpartners@primary is designed to improve the way children communicate across the curriculum, enabling them to be independent and skilful speakers and listeners. This programme is a targeted, time-limited (10 weeks) intervention that can be used with small groups from nursery to year 6. The course provides opportunities to practise and rehearse target language through a range of focused activities, pupils develop their independent skills to become good communicators. Facilitators: Reading Recovery Teacher Leader

Who is it suitable for: Experienced TAs accompanied by a class teacher as appointed school coordinator.

What will you take away with This course is designed to improve the communication skills of children you? e.g. resources, learning who may fall into the following categories; lack of skills and confidence points etc. as speakers and/or listeners, EAL learners, emotional literacy needs, SEND, SEBD (mild), gifted and talented; There will be a training and planning resource pack included.

What is the intended impact for This course equips trainees to deliver a structured oral language you? programme to raise levels of achievement by improving speaking and listening skills for groups of children.

What is the intended impact for Support for children to become independent learners your school? Accelerated progress in both speaking and listening, making classroom learning more accessible Improvement on children’s literacy skills, supporting learning across the curriculum Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Website link: www.blueskytsa.org Costs: £250pp

Sessions Date Time Venue Brief Outline Session 1 TBC 9:15am– Sacred Heart Part 1 3:15pm Primary School Session 2 TBC 9:15am– Sacred Heart Part 2 3:15pm Primary School

Fischer Family Trust Wave 3 Literacy Intervention

Brief Overview: An early intervention for children in Year 1 who have significant difficulties learning to read and write. Based on the pedagogy and practice of Reading Recovery, the programme is included in the review of literacy intervention schemes compiled by Greg Brooks in 'What Works for pupils with Literacy Difficulties': 3rd Edition 2007. It can be used with year groups other than Year 1, although texts will need to be adapted to maturity levels. The programme contributes to a layered approach to interventions. Facilitators: Reading Recovery Teacher Leader

Who is it suitable for: Experienced HLTAs accompanied by a class teacher as appointed school coordinator What will you take away with This course equips trainees to deliver a targeted, individual, ten week you? e.g. resources, learning intervention; points etc. You will learn to use diagnostic assessment techniques This course is designed to improve the teaching of reading and writing, enabling readers to become independent problem solvers who read with understanding and enjoyment ; You will take away lesson observations, information on the reading and writing processes, the use of questioning, praising and prompting skills, running record assessment and record keeping What is the intended impact for To give a deeper understanding of the needs of children who find you? reading and writing difficult To provide a structure for individual teaching To promote inclusion by enhancing Quality First Teaching What is the intended impact for Accelerated learning so that each child makes enough progress in your school? reading and writing in order to access a group intervention and continue to progress through class teaching. The development of skilled practitioners with an increased understanding of how children learn to read and write Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Website link: www.blueskytsa.org Costs: £375pp Sessions Date Time Venue Brief Outline Session 1 TBC 9:15am– 3:15pm Sacred Heart Part 1

Session 2 TBC 9:15am– 3:15pm Sacred Heart Part 2

Session 3 TBC 9:15am– 3:15pm Sacred Heart Part 3

Read Write Inc Phonics Training

Brief Overview: Read Write Inc. Phonics is a complete literacy programme, for 4 to 7 year-olds learning to read and write and for 7 and 8 year-olds needing to catch up quickly. Facilitators: TBC - Ruth Miskin consultant

Who is it suitable for: Teachers TA / HLTA

What will you take away with Paper based course materials you? e.g. resources, learning points etc. What is the intended impact? In Nursery all children learn the first 30 sounds in short daily sessions

In Reception all children:  Read storybooks and non-fiction books closely matched to their developing phonic knowledge  Take home Phonics storybooks to share  Read with fluency and expression  Learn to spell using known sounds  Write confidently by practising what they want to write out loud first  Work well with a partner

By the end of Year 1 all children are accurate and speedy readers

Contact: Linsey Rae Teaching School: Blue Sky Tel: 024 76453314 Email: [email protected] Website link: www.blueskytsa.org Costs: £180pp

Sessions Date Time Venue Brief Outline Session 1 TBC Full day Cedar Lodge As above

Session 2 TBC Full day Cedar Lodge As above

Achieving greater depth in writing at KS2

Brief Overview: With the higher expectation in all year groups this session will give practitioners practical ideas on how to extend writing to a greater depth in Year 5/6. Facilitators: Name School Megan Hill St Thomas More Primary School Annie White St Joseph’s Catholic Primary School Who is it suitable for: Teachers in Year 5 / 6 Primary English Subject Leaders

What is the intended impact for  Understanding of the raised expectations of the English you? curriculum What will you take away with  To look at the curriculum of writing and discuss opportunities to you? e.g. resources, learning extend learning to a greater depth points etc.  Look at and discuss examples of writing that have been judged to be at a greater depth  Teaching strategies to enhance writers to perform at a greater depth level. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline Session 1 03.10.16 9-12 noon Sacred Heart Support in moving children’s writing to a greater depth

Grammar for TAs

Brief Overview: This course will help TAs to understand the expectations for grammar within the National Curriculum for Key Stages 1 and 2 and will unpick the key terminology, focusing on word classes and sentence structures. The session will help them get to grips with some of the key aspects of grammar knowledge needed to support pupils effectively within the primary classroom. It will look at some games and activities which can be used in the classroom to support grammar teaching. Facilitators: Name School Lynne Burns Spon Gate Primary Megan Hill St Thomas More Catholic Primary Who is it suitable for: Teachers in Key Stage 1 and 2 English Subject Leaders

What is the intended impact for  Understanding the main aspects of grammar in the National you? Curriculum including word classes and sentence types What will you take away with  Ideas for grammar teaching activities which can be adapted and you? E.g. resources, learning used across the primary school points etc. Teaching School: Blue Sky TSA Tel: 024 76453314 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline Session 1 5th 9am – 12pm Sacred Heart See above October Primary School 2016

Getting to Grips with Grammar

Brief Overview: This course will look at the expectations for grammar within the National Curriculum for Key Stages 1 and 2 and will unpick the key terminology, focusing on word classes and sentence structures. The session will help you get to grips with some of the key aspects of grammar teaching including adverbials and coordinating and subordinating clauses. It will look at some games and activities which can be used in the classroom to support grammar teaching. Facilitators: Name School Lynne Burns Spon Gate Primary Gemma Clarke Ravensdale Primary School Who is it suitable for: Teachers in Key Stage 1 and 2 English Subject Leaders

What is the intended impact for  Understanding the main aspects of grammar in the National you? Curriculum including word classes and sentence types What will you take away with  Ideas for grammar teaching activities which can be adapted and you? E.g. resources, learning used across the primary school points etc. Teaching School: Blue Sky Email: [email protected] Tel: 024 76453314 Costs: £75

Sessions Date Time Venue Brief Outline Session 1 8th 9am – 12pm Sacred Heart See above November Primary School 2016

Guided Reading

Brief Overview: These two half day sessions will look at good practice in guided reading lessons. It will focus on the basic principles of guided reading and will look at activities for children who are working independently during the guided reading session. It will examine the structure of adult led sessions and how this adapts to meet the needs of the learners. The sessions will also cover Book Talk based on the work of Aiden Chambers from his book Tell Me. Facilitators: Name School Lynne Burns Spon Gate Primary Who is it suitable for: Teachers in Key Stage 1 and 2 English Subject Leaders

What is the intended impact for  Understanding the principles of guided reading you?  Having a bank of activities to support independent learning in What will you take away with guided reading lessons you? E.g. resources, learning  Understanding of how to plan an effective guided reading lesson points etc. or series of lessons  Information about Book Talk Teaching School: Blue Sky Email: [email protected] Tel: 024 76453314 Costs: £150 (for both sessions)

Sessions Date Time Venue Brief Outline Session 1 22nd 9am – 12pm Sacred Heart Session 1 will focus on the principles of guided November reading, looking at effective lesson planning 2016 and activities for independent learners during guided reading lessons. Delegates will be given a task to complete before session 2. Session 2 3rd 9am – 12pm Sacred Heart Session 2 will begin with feedback from the February gap task completed by delegates. The rest of 2017 the session will look at Book Talk and other ways of supporting reading development within the guided reading lesson.

Improving the teaching of writing for the less able

Brief Overview: A workshop that shares a range of practical ideas and creative teaching approaches designed to engage and support the learning of children with SEND. Facilitators: Name School Megan Hill St Thomas More Primary School Who is it suitable for: Class Teachers / Teaching Assistants (KS1 & KS2)

What is the intended impact for A focus on using quality texts and authors to ensure learning takes place you? within a rich English curriculum. What will you take away with you? e.g. resources, learning The workshop aims to: points etc.  Improve delegates understanding of age-related expectations for each year group across the primary phase.  Share ideas of how to plan for and teach children’s next steps in writing effectively.  Share practical ways to enable less able/SEND writers to progress in the new curriculum.  Share ways of planning scaffolded tasks for low attainers/SEND writers to support writing outcomes.  Exploration of way to teach the sequence of writing creatively for less able children Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Costs: £150 (both sessions)

Sessions Date Time Venue Brief Outline Session 1 17th 9am – 12pm Sacred Heart Strategies to support SEND/less able October 2016 Session 2 16th 9am – 12pm Sacred Heart Review of what went well and any other key January messages/findings to support SEND/less able 2017 writers.

English Learning Walk

Brief Overview: A supported learning walk in your school with a specialist leader of education for English. This will be tailored to your chosen focus e.g. writing across the curriculum, guided reading and writing, phonics provision, learning environments, questioning and inference. Facilitators: Name School Andrea Sherratt Sacred Heart Primary School Rachel Peavoy Sacred Heart Primary School Who is it suitable for: This can be done on an individual school basis or jointly across a network of schools.

What is the intended impact for English lead to confidently carry out learning walks through the support you? and modelling from the SLE. Use of learning walk to feed into future action planning. What will be the outcome for the network/ individual school? Consistent and effective monitoring of English Teaching School: Blue Sky TSA Email: [email protected] Tel: 02476 453314 Costs: £350 per day / £175 per half day / £50 per hour

Sessions Date Time Venue Brief Outline Session 1 To be To be Own school See above agreed agreed

Lesson Study

Brief Overview: Lesson Study is a collaborative peer group approach to professional development. The SLE will work alongside the English subject lead to introduce Lesson Study within the school, focusing on an aspect(s) of pedagogy selected by the school. The school must be committed to this professional development approach as it requires staff to be given time out of class to plan, observe and reflect over a number of weeks.

Facilitators: Name School Lynne Burns Spon Gate Primary School Who is it suitable for: Individual school or year group / Key stage from across a network.

What is the intended impact for  To understand the rationale behind Lesson Study you?  To set up Lesson Study within the school / network for identified staff What will be the outcome for  To develop the understanding to facilitate Lesson Study the network/ individual school? independently in the future

Teaching School: Blue Sky Email: [email protected] Tel: 02476453314 Costs: £350

Sessions Date Time Venue Brief Outline Session 1 To be To be Own school SLE to meet with English subject lead to agreed agreed introduce the rationale of Lesson Study and to identify staff to participate in Lesson Study and to agree the focus for the sessions. Session 2 To be To be Own school SLE supports the English subject lead to agreed agreed introduce Lesson Study to the staff. The English subject lead and the staff will then take responsibility for running Lesson Study independently (usually over 3-6 weeks). Session 3 To be To be Own school Review meeting with English subject lead (and agreed agreed teachers involved if required) to look at the impact of Lesson Study and how to ensure improvements in pedagogy are sustained across the school.

Teaching Phonics in KS1

Brief Overview: This one off half day session will look at the basic principles behind phonics and the language and terminology associated with phonics. It will ensure participants are secure with teaching the skills of blending and segmenting. It will look at some games and activities which can be used to support the teaching of phonics. Facilitators: Name School Lynne Burns Spon Gate Primary Anne-Marie Wear St Anne’s Catholic Primary Who is it suitable for: Teachers in Foundation Stage and Key Stage 1 Teaching Assistants in Foundation Stage and Key Stage 1

What is the intended impact for  Understanding of the alphabetic code and segmentation and you? blending What will you take away with  Understanding of the language associated with phonics e.g. you? e.g. resources, learning phoneme, grapheme, digraph points etc.  How to plan an effective session  Practical games and activities to support phonic learning for younger pupils Teaching School: Blue Sky Email: [email protected] Tel: 024 76453314 Costs: £75

Sessions Date Time Venue Brief Outline Session 1 15thFebruary 9am -12pm Sacred Heart As above 2017 Primary School

Teaching Phonics in KS2 & 3

Brief Overview: This one off half day session will look at the basic principles behind phonics and the language and terminology associated with phonics. It will ensure participants are secure with teaching the skills of blending and segmenting. It will look at some games and activities which can be used to support the teaching of phonics with older children. Facilitators: Name School Lynne Burns Spon Gate Primary Anne-Marie Wear St Anne’s Catholic Primary Who is it suitable for: Teachers in Key Stage 2 and 3 Teaching Assistants in Key Stage 2 and 3

What is the intended impact for  Understanding of the alphabetic code and segmentation and you? blending What will you take away with  Understanding of the language associated with phonics e.g. you? e.g. resources, learning phoneme, grapheme, digraph points etc.  How to plan an effective session  Practical games and activities to support phonic learning for older pupils Teaching School: Blue Sky Email: [email protected] Tel: 024 76453314 Costs: £75

Sessions Date Time Venue Brief Outline Session 1 26th 9am – 12pm Sacred Heart As above Januray Primary School 2017

Developing English Subject Leadership

Brief Overview of school based A package of support for new subject leaders, tailored to the needs of support: the school and the subject leader.

Facilitators: Name School Gemma Clarke Grangehurst Primary School Who is it suitable for: English subject leaders who are new, or relatively new, to role. Existing English subject leaders looking to develop their leadership in line with the new curriculum. What is the intended impact for To develop your knowledge of subject leadership, with particular you? reference to English. To be able to strategically plan for improvements in areas of English, in line with school priorities. What will be the outcome for Increased standards in English (area/s to be agreed) the school? A confident, more informed subject leader

Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £350

Sessions Date Time Venue Brief Outline Session 1 To be To be agreed Subject-leader's Initial meeting to audit/discuss the agreed with with the school own school requirements of the subject leader and the the school school. Session 2 To be To be agreed Subject-leader's Session designed to meet the needs of the agreed with with the school school/subject leader. the school own school Session 3 To be To be agreed Subject-leader's Follow up session based on the previous agreed with with the school session/any further input needed. the school own school Further sessions can be added on negotiation with the SLE and school when required.

Engaging strategies for teaching English

Brief Overview: A session packed full of practical ‘take away’ ideas to spice up your English lessons and engage children more in their learning.

Facilitators: Name School Gemma Clarke Grangehurst Primary School

Who is it suitable for: Class teachers English subject leaders Anyone looking for ways to develop teaching styles across the curriculum (e.g. learning new key vocabulary, sharing new concepts in an engaging way) What is the intended impact for To reduce teacher talking time and get children involved in their learning you? quickly in a lesson. A renewed excitement for planning and teaching English, which will fit in with any scheme/way of working you currently have in school. Engaged learners, who are motivated to join in with the lesson.

What will you take away with Quick ideas for reading/writing/vocabulary/grammar/spelling activities. you? Resources/links to resources for you to use back in school.

Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £75

Sessions Date Time Venue Brief Outline Session 1 15th 9am – 12pm Sacred Heart A session packed full of practical ‘take away’ November ideas to spice up your English lessons and 2016 engage children more in their learning.

N.B. This afternoon session can be booked in conjunction with the ‘Using technology in English’ morning session or as a standalone.

Alternatively, this can be booked as a session to be delivered at your own school as a half-day session or twilight session on a mutually agreed date.

Using technology in English

Brief Overview: A hands-on session showcasing a variety of web 2.0 tools and apps that can be used on tablets or computers and considering their application into different elements of English learning. Facilitators: Name School Gemma Clarke Grangehurst Primary School

Who is it suitable for: Class teachers English subject leaders Computing leaders looking to incorporate their subject across the school/curriculum Anyone looking for ways to incorporate technology into lessons across the curriculum (e.g. learning new key vocabulary, sharing new concepts in an engaging way)

What is the intended impact for A renewed excitement for planning and teaching English, which will fit in you? with any scheme/way of working you currently have in school. The ability to address computing objectives in English lessons. Engaged learners, who are motivated to join in with the lesson.

What will you take away with A bank of ideas for using technology in you? reading/writing/vocabulary/grammar/spelling activities. A list of resources/links to resources for you to use back in school. Teaching School: Blue Sky Email: [email protected] Tel: 02476 453314 Costs: £75

Sessions Date Time Venue Brief Outline Session 1 20th 9am – 12pm Sacred Heart A hands-on session showcasing a variety of October web 2.0 tools and apps that can be used on 2016 tablets or computers and considering their application into different elements of English learning.

N.B. This morning session can be booked in conjunction with the ‘Engaging strategies for teaching English’ afternoon session or as a standalone.

Alternatively, this can be booked as a session to be delivered at your own school as a half-day session or twilight session on a mutually agreed date.

Building Fluency in Mathematics

Brief Overview:  What is “fluency”?  What does it look like?  How do we know if children are fluent?  What resources are there for progress in fluency?  How can I monitor/assess if children are becoming “more fluent”?  What is the difference between fluency and memorisation? Facilitators: Name School Leanne Casey St Michael’s C of E Academy Who is it suitable for: Mathematics Leads Senior Leaders School Improvement Leaders for Mathematics Teachers of Primary Mathematics (Years 1 – 6) SENcos What is the intended impact for An understanding of what fluency is and how fluency differs from you? memorisation and rote learning. What will you take away with An understanding of what a fluent child looks like. you? e.g. resources, learning Exploration of resources and approaches for building fluency and points etc. resources to take back to school. An understanding of how to monitor and assess fluency growth.

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline Session 1 9th 1:15pm – SSA Fluency in addition and subtraction November 3:30pm  What does it look like? 2016  How do we know if children are fluent?  What resources are there for progress in fluency?  How can I monitor/assess if children are becoming “more fluent”?  What is the difference between fluency and memorisation? Session 2 18/01/17 1:15 – 3:30 SSA Fluency in multiplication and division  What does it look like?  How do we know if children are fluent?  What resources are there for progress in fluency?  How can I monitor/assess if children are becoming “more fluent”?  What is the difference between fluency and memorisation?

Challenge for Rapid Graspers

Brief Overview:  What does provision for rapid graspers look like under the new curriculum?  How can we deepen understanding of mathematical concepts within each year group or key phase?  What resources are there to support rapid graspers?  What is the difference between demanding provision and challenging provision?  How can we ensure that conceptual and procedural understanding develop at the same rate for mathematicians who grasp things rapidly? Facilitators: Name School Leanne Casey St Michael’s C of E Academy Who is it suitable for: Mathematics Leads Senior Leaders School Improvement Leaders for Mathematics Teachers of Primary Mathematics (Years 1 – 6) What is the intended impact for  An understanding of the implications of providing for rapid graspers you?  mathematicians under the new curriculum What will you take away with  Resources to support rapid graspers and deepen conceptual you? e.g. resources, learning understanding of mathematics at each key phase points etc.  Reasoning resources  An understanding of the difference between demanding provision and challenging provision  An understanding of the difference between conceptual and procedural understanding and the link between these for rapid graspers  Medium Term Planning support for teachers of rapid graspers  Support in identifying pathways to excellence for your rapid graspers  Confidence in supporting mathematicians who grasp things rapidly in the new curriculum  A clear understanding of the aims of the new national curriculum for children who grasp things rapidly  Classroom resources to extend and challenge rapid graspers  A clear message as a subject leader about expectations for rapid graspers Contact Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline Session 1 7-10-16 9 – 3:30 Sacred Heart As above Primary School

Embedding fluency, reasoning and problem solving in Key Stage 1 Brief Overview:  To deepen mathematical understanding through reasoning and problem solving  To embed number and calculation fluency within the other strands of maths  To secure understanding of age related expectations and standards  To enhance the use of the CPA (Concrete, Pictorial, Abstract) approach to teaching and learning – including the bar model Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: Teachers of year 1 & 2

What is the intended impact for Practical ideas and resources incorporated throughout the session to you? take away and sent electronically, enabling you to incorporate ideas What will you take away with immediately into classroom practice or adapt as you wish. you? e.g. resources, learning  To have enhanced subject knowledge, pedagogy and understanding points etc. of progression in line with age related expectations  To have greater creativity in applying number and calculation  To have strategies to cater across ability ranges e.g. low threshold / high ceiling problems  To have a bank of ideas to enhance the teaching of maths Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline

EIC building To develop fluency, reasoning and problem Session 1 8.12.16 9.00 – 12.00 Sidney Stringer solving within KS1

Fractions and decimals in Lower Key Stage 2

Brief Overview:  To highlight the breadth and progression within the fraction and decimal strand  To develop understanding through a visual and conceptual approach  To embed the application of problem solving and reasoning – using the bar model Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: Teachers of year 3 & 4

What is the intended impact for  To have enhanced subject knowledge, pedagogy and understanding you? of progression in line with age related expectations What will you take away with  To have greater creativity in the teaching of fractions and decimals you? e.g. resources, learning using a wide range of concrete and pictorial representations points etc.  To have a bank of ideas to enhance the teaching of maths Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling you to incorporate ideas immediately into school practice or adapt as you wish.

Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline

EIC building  deepening mathematical understanding and Session 1 27.1.17 9.00 - 12.00 pedagogy when teaching fractions and Sidney Stringer decimals

Fractions, decimals and percentages in Upper Key Stage 2

Brief Overview:  To highlight the breadth and progression within fractions, decimals and percentage strand  To develop understanding through a visual and conceptual approach  To embed the application of problem solving and reasoning – using the bar model Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: Teachers of year 5 & 6

What is the intended impact for Practical ideas and resources incorporated throughout the sessions to you? take away and sent electronically, enabling you to incorporate ideas What will you take away with immediately into school practice or adapt as you wish. you? e.g. resources, learning  To have enhanced subject knowledge, pedagogy and understanding points etc. of progression in line with age related expectations  To have greater creativity in the teaching of fraction, decimal and percentage strand, using a wide range of concrete and pictorial representations  To have a bank of ideas to enhance the teaching of maths Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline

EIC building  deepening mathematical understanding and Session 1 22.9.16 9.00 - 12.00 pedagogy when teaching fractions, decimals Sidney Stringer and percentages

Leading & Managing Primary Mathematics Brief Overview:  Leadership - curriculum development and updates, touch base sessions and Staff CPD to disseminate current thinking (assessment, mastery, OFSTED…)  Subject knowledge - enhancing knowledge, skills and understanding within identified areas, including at least two prepared CPD sessions for use in own setting - Developing questioning / low threshold/high ceiling - Embedding the 3 aims of the maths curriculum  Pedagogy – developing skills with reference to current research and practice including - Enhancing the use of the CPA (Concrete, Pictorial, Abstract) approach to teaching and learning - Encouraging a growth mindset in maths Three half-day termly sessions Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: Mathematic subject or curriculum leads What is the intended impact for  Enhanced capacity to lead mathematics you?  Personalised professional development for use in school What will you take away with  Up-to-date guidance pertaining to new and existing initiatives and you? e.g. resources, learning research points etc. Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling you to incorporate ideas immediately into school practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £250 for three sessions including CPD packages to take away

Sessions Date Time Venue Brief Outline 9.00 - 12.00 EIC building Session 1 20.10.16 OR Sidney Stringer 1.00 - 4.00 Focused support on leadership, subject 9.00 - 12.00 EIC building knowledge and pedagogy, including National Session 2 9.2.17 OR Sidney Stringer updates and initiates. 1.00 - 4.00 Agenda sent prior to training. 9.00 - 12.00 EIC building Session 3 8.6.17 OR Sidney Stringer 1.00 - 4.00

Mastering Mastery: Excellence in Mathematical Provision Brief Overview:  What is meant by “mastery”?  What does mastery look like in the classroom?  How do I ensure that “mastery” is happening?  What does excellence in provision look like?  What resources are there to support development of mastery?  How can we ensure that all children are targeted within a mastery curriculum?  What are the implications for low attaining children and rapid graspers within a mastery curriculum? Leanne Casey St Michael’s C of E Academy Who is it suitable for: Mathematics Leads Senior Leaders School Improvement Leaders for Mathematics Teachers of Primary Mathematics (Years 1 – 6) SENcos What is the intended impact for  An understanding of what is meant by mastery in primary you? mathematics What will you take away with  What this looks like in the classroom you? e.g. resources, learning  Strategies for monitoring and targeting mastery in mathematics points etc.  An understanding of excellence in provision for mathematics  Resources for developing mastery in mathematics  An understanding of how to target individuals within a mastery curriculum  An understanding of how to support low attaining children within a mastery curriculum  An understanding of how to extend children who grasp concepts rapidly within a mastery curriculum  Short gap tasks to develop understanding of “mastery” in own school  School improvement planning for driving mastery in mathematics Contact Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £300 (3 sessions for the price of 2!) Date Time Venue Brief Outline 1 14/10/16 9 – SSA What is meant by “mastery”? What does mastery look like in the classroom? 3:30 How do I ensure that “mastery” is happening? What does excellence in provision look like? What resources are there to support development of mastery? 2 18/11/16 9 – SSA Gap task feedback 3:30 Mastery lesson study Book conferencing – Leanne How can we ensure that all children are targeted within a mastery curriculum? What are the implications for low attaining children and rapid graspers within a mastery curriculum? School improvement planning for driving mastery in mathematics 3 20/01/16 9 – SSA Gap task feedback 3:30 Book conferencing – Delegates Planning for sustainable development of mastery in primary mathematics Activities driven by delegate needs

Mathematical Digest: Research and News; local, national and global Brief Overview: Termly summary of local, national and global developments for mathematics.  Research  Pedagogy  Dfe summaries  Local initiatives  Maths in the news  Publications  Support networks  NCETM, ATM and MatshHub updates Facilitators: Name School Leanne Casey St Michael’s C of E Academy Who is it suitable for:  Head Teachers  Deputy Head Teachers  Senior Leaders  Governors and Academy Directors  Mathematics Leads  School Improvement Leaders for Mathematics  Teachers of Primary Mathematics (Years 1 – 6) What is the intended impact for  Up to date understanding of the local, national and global picture of you? mathematics. What will you take away with  Research and pedagogy in sizeable chunks. you? e.g. resources, learning  Climate for mathematics. points etc.  Dfe referencing  Local leads – teaching and learning  What’s new and good?  What’s out there to help me and my school? Contact Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150 for the three sessions

Sessions Date Time Venue Brief Outline Session 1 30/11/16 1:30 – 3pm SSA Termly summary of local, national and global developments for mathematics. Session 2 29/03/17 - Research Session 3 28/06/17 - Pedagogy - Dfe summaries - Local initiatives - Maths in the news - Publications - Support networks - NCETM, ATM and MathsHub updates

Embedding number and calculation within geometry, measures and statistics in Lower Key Stage 2 THIS IS A REPEAT COURSE Brief Overview:  To deepen mathematical understanding through reasoning and problem solving  To embed the application of number and calculation within the other strands of maths  To secure understanding of age related expectations and standards  To highlight the breadth and progression within geometry, measures and statistics Two half day sessions with a gap task in-between Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics Who is it suitable for: Teachers of years 3 and 4

What is the intended impact for  To have enhanced subject knowledge, pedagogy and understanding you? of progression in line with age related expectations What will you take away with  To have greater creativity in applying number and calculation you? e.g. resources, learning  To have further developed and embedded an appreciation of age points etc. related expectations  To have a bank of ideas to enhance the teaching of maths Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling you to incorporate ideas immediately into school practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline

Two half day sessions with gap task EIC building Session 1 29.9.16 9.00 - 12.00 Key foci include: Sidney Stringer  deepening mathematical understanding through reasoning and problem solving  the application of number and calculation within EIC building the other strands of maths Session 2 6.10.16 9.00 - 12.00 Sidney Stringer  breadth and progression within geometry, measures and statistics

Embedding number and calculation within geometry, measures and statistics in Upper Key Stage 2 THIS IS A REPEAT COURSE Brief Overview:  To deepen mathematical understanding through reasoning and problem solving  To embed the application of number and calculation within the other strands of maths  To secure understanding of age related expectations and standards  To highlight the breadth and progression within geometry, measures and statistics Two half day sessions with a gap task in-between Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics Who is it suitable for: Teachers of years 5 and 6

What is the intended impact for  To have enhanced subject knowledge, pedagogy and understanding you? of progression in line with age related expectations What will you take away with  To have greater creativity in applying number and calculation you? e.g. resources, learning  To have further developed and embedded an appreciation of age points etc. related expectations  To have a bank of ideas to enhance the teaching of maths Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling you to incorporate ideas immediately into school practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline

Two half day sessions with gap task EIC building Session 1 19.1.17 9.00 – 12.00 Key foci include: Sidney Stringer  deepening mathematical understanding through reasoning and problem solving  the application of number and calculation within EIC building the other strands of maths Session 2 26.1.17 9.00 – 12.00 Sidney Stringer  breadth and progression within geometry, measures and statistics

Primary Mathematics Subject Knowledge Enhancement

Brief Overview: Primary subject knowledge enhancement programme focussing on aligning practitioner subject knowledge to the expectations of the new primary National Curriculum.

Third Coventry cohort delivered in collaboration with, funded and certified by the Central MathsHub.

Suitable for all primary teachers from Year 1 upwards as a key element of the programme is the avoidance of developing misconceptions in Mathematics from an early age.

Facilitators: Name School Leanne Casey St Michael’s C of E Academy Who is it suitable for: Senior Leaders Mathematics Leads School Improvement Leaders for Mathematics Teachers of Primary Mathematics (Years 1 – 6) What is the intended impact for  An enhanced subject knowledge for primary mathematics for KS2 you? and beyond. What will you take away with  An understanding of how misconceptions in number and fractions you? e.g. resources, learning build from an early age. points etc.  Leading teaching and learning of maths through problem solving.  Exposure to and experience of Singapore and Shanghai teaching and learning methods for mathematics.  Activities and ideas to stretch children who grasp concepts rapidly and support children who need extra time to problem solve (low floor, high ceiling tasks) Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: FREE

Sessions Date Time Venue Brief Outline Session 1 09/11/16 4pm – 6pm SSA Primary SKE: Number

Session 2 30/11/16 4pm – 6pm SSA Primary SKE: Number

Session 3 18/01/17 4pm – 6pm SSA Primary SKE: Calculation

Session 4 08/02/17 4pm – 6pm SSA Primary SKE: FDPR

Session 5 08/03/17 4pm – 6pm SSA Primary SKE: FDPR

Session 6 29/03/17 4pm – 6pm SSA Primary SKE: Algebra

Supporting the teaching of Primary Mathematics in KS1

THIS IS A REPEAT COURSE Brief Overview:  To explore key features and expectations of the 2014 curriculum  To enhance subject knowledge around counting, place value, early calculation, key skills and fractions  To develop conceptual understanding through the use of manipulatives, pictorial representations and key resources  To facilitate pupil dialogue through effective questioning  Bespoke session focused on delegate request Three half-day sessions with gap tasks Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: KS1 teaching assistants

What is the intended impact for  Heightened understanding of age related expectations and subject you? knowledge pertinent to KS1 What will you take away with  Increased confidence in supporting mathematics and use of concrete you? e.g. resources, learning apparatus, pictorial representations and abstract form (CPA) points etc.  Confidence to use increased repertoire of strategies and questioning stems when supporting groups of children  Opportunity to ask the question you have always wanted to ask Practical ideas and resources incorporated throughout the session to take away and sent electronically, enabling you to incorporate ideas immediately into classroom practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £200 Sessions Date Time Venue Brief Outline Key features and expectations of KS1 EIC building Session 1 2.3.17 9.00 – 12.00 Reasoning and Problem Solving Sidney Stringer Developing number and early calculation

Developing mental calculation EIC building Session 2 9.3.17 9.00 – 12.00 Promoting the learning / practice of key facts Sidney Stringer Effective use of manipulatives (CPA)

EIC building Exploring fractions Session 3 23.3.17 9.00 – 12.00 Sidney Stringer Bespoke session – identified by delegates

Supporting the teaching of Primary Mathematics in KS2

THIS IS A REPEAT COURSE Brief Overview:  To explore key features and expectations of the 2014 curriculum  To enhance subject knowledge around number, calculation, key skills, fractions and decimals  To develop conceptual understanding through the use of manipulatives, pictorial representations and key resources  To facilitate pupil dialogue through effective questioning  Bespoke session focused on delegate request Three half-day sessions with gap tasks Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics

Who is it suitable for: KS2 teaching assistants

What is the intended impact for  Heightened understanding of age related expectations and subject you? knowledge pertinent to KS2 What will you take away with  Increased confidence in supporting mathematics and use of concrete you? e.g. resources, learning apparatus, pictorial representations and abstract form (CPA) points etc.  Confidence to use an increased repertoire of strategies and questioning stems when supporting groups of children  Opportunity to ask the question you have always wanted to ask Practical ideas and resources incorporated throughout the session to take away and sent electronically, enabling you to incorporate ideas immediately into classroom practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £200

Sessions Date Time Venue Brief Outline Key features and expectations of KS2 EIC building Session 1 3.11.16 9.00 – 12.00 Reasoning and Problem Solving Sidney Stringer Developing place value, addition & subtraction Developing place value, multiplication & EIC building division Session 2 10.11.16 9.00 – 12.00 Sidney Stringer Promoting the learning / practice of key facts Effective use of manipulatives EIC building Exploring fractions and decimals Session 3 24.11.16 9.00 – 12.00 Sidney Stringer Bespoke session – identified by delegates

Teaching Primary mathematics – KS1 Brief Overview:  To explore key features and secure understanding of the Key Stage 1 expectations of the 2014 curriculum  To enhance subject knowledge with a particular focus on number, calculation, fractions and problem solving  To deepen mathematical understanding through conceptual understanding, developing the use of manipulatives, key resources and pictorial representations  To develop appropriate pitch and progression across KS1 Three half day sessions with gap task Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics Who is it suitable for: NQTs in KS1 Teachers new to teaching the 2014 curriculum in KS1 (including those returning to teaching) What is the intended impact for  To have developed and embedded an appreciation of the three aims, you? fluency, reasoning and problem solving including conceptual What will you take away with understanding you? e.g. resources, learning  To have enhanced subject knowledge, pedagogy and understanding points etc. of progression in line with the age related expectations  To increase confidence in teaching mathematics in KS1  To have a bank of ideas to enhance the teaching of mathematics Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling you to incorporate ideas immediately into school practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £225

Sessions Date Time Venue Brief Outline Exploring the expectations of the 2014 EIC building curriculum Session 1 7.10.16 1.00 – 4.00 Sidney Stringer Fluency, Reasoning and Problem Solving Developing place value and early calculation

Exploring number and calculation part 2 EIC building Session 2 1.12.16 1.00 – 4.00 Using of the CPA (Concrete, Pictorial, Sidney Stringer Abstract) approach

EIC building Developing early concepts within fractions Session 3 12.1.17 1.00 – 4.00 Sidney Stringer Pupil dialogue and questioning

Teaching Primary mathematics – KS2 THIS IS A REPEAT COURSE Brief Overview:  To explore key features and secure understanding of age related expectations of the 2014 curriculum  To enhance subject knowledge with a particular focus on number, calculation, fractions and problem solving  To deepen mathematical understanding through conceptual understanding and procedural fluency  To develop appropriate pitch and progression across KS2  To develop conceptual understanding through the use of manipulatives, key resources and pictorial representations Three half day sessions with gap task Facilitators: Name School Rebecca Chandler, SLE Frederick Bird Primary School specialising in mathematics Andrea Blundred, SLE Parkgate Primary School specialising in mathematics Who is it suitable for: NQTs in KS2 Teachers new to teaching the 2014 curriculum in KS2 (including those returning to teaching) What is the intended impact for  To have developed and embedded an appreciation of the three you? aims, fluency, reasoning and problem solving including conceptual What will you take away with understanding you? e.g. resources, learning  To have enhanced subject knowledge, pedagogy and understanding points etc. of progression in line with the age related expectations  To increase confidence in teaching mathematics in KS2  To have a bank of ideas to enhance the teaching of mathematics Practical ideas and resources incorporated throughout the sessions to take away and sent electronically, enabling you to incorporate ideas immediately into school practice or adapt as you wish. Contact: Luisa Miller Teaching School: Swan Tel: 024 76637381 Email: [email protected] Costs: £225

Sessions Date Time Venue Brief Outline EIC building Aims and expectations of the 2014 curriculum Session 1 7.10.16 9.00 – 12.00 Sidney Stringer Number and place value EIC building Calculation methods, laws of arithmetic, key skills Session 2 1.12.16 9.00 – 12.00 Sidney Stringer and the use of manipulatives (CPA) EIC building Fractions and decimals Session 3 12.1.17 9.00 – 12.00 Sidney Stringer Problem solving and reasoning

1st Class@Number and 1st Class@Number 2 - Updates

Brief Overview: A morning session to align and update the previous 1stClass@Number catch up programme to the 2014 curriculum. Teaching assistants bring their original resource pack and supplement this with additional lesson objectives and activities. Facilitator: Name School Diana Murphy ECC Lead Trainer Frederick Bird Primary School Who is it suitable for: Teaching assistants or teachers or have previously attended 1stClass@Number or 1stClass@Number2 training.

What is the intended impact for To further improve teaching assistants’ confidence and ability to support you? mathematics learning. To enhance subject knowledge and understanding of age related expectations for KS1. To further develop strategies to address early misconceptions.

What will you take away with The new and revised activities from the updated 1stClass@Number and you? e.g. resources, learning / or the 1stClass@Number2 points etc. Practical ideas and resources incorporated throughout the session to take away, enabling you to incorporate ideas immediately into your 1stClass@Number programmes Contact: Diana Murphy Teaching School: Frederick Bird Primary School Tel: 024 7622 1920 Email: [email protected]

Costs: 1stClass@Number £100 1stClass@Number2 £120

Sessions Date Time Venue Brief Outline

For TAs who have previously accessed Frederick Bird 1stClass@Number. A morning session to align Session 1 22.9.16 9.00 – 3.00 and update the previous 1stClass@Number Primary School catch up programme to the 2014 curriculum.

For TAs who have previously accessed 1 stClass@Number2. A morning session to Frederick Bird Session 2 29.9.16 9.00 – 12.00 align and update the previous Primary School 1stClass@Number2 catch up programme to the 2014 curriculum.

st 1 Class@Number

Brief Overview: The updated 1stClass@Number programme is in line with the new curriculum. It is an innovative mathematics catch up programme, delivered by a well- trained teaching assistant to small groups of children who need a helping hand to access the Year 1 curriculum. It helps learners to get back on track and catch up with their peers. Diana Murphy ECC Lead Trainer Frederick Bird Primary School Who is it suitable for: Teaching assistants or teachers working with groups of up to 4 pupils in Year 2 or 3 who are working below year expectations. This catch up programme can be used with Year 1 children in the summer term What is the intended impact for To develop teaching assistants’ confidence and ability to support you? mathematics learning throughout their work in school. To enable the Link Teacher to support the catch up programme and cascade some of the strategies for misconceptions in school. 1stClass@Number resource box which includes 5 topic books with What will you take away with detailed scripted lessons, 2 handbooks, practical prepared resources, you? e.g. resources, learning and resource master book. The training runs alongside the delivery of points etc. the programme so teaching assistants are able to deliver the lessons on return to school. Contact: Diana Murphy Teaching School: Frederick Bird Primary School Tel: 024 7622 1920 Email: [email protected]

Costs: £900 inclusive for the Link Teacher and a teaching assistant,

Sessions Date Time Venue Brief Outline

Frederick Bird All day for teaching assistants, morning only for Session 1 21.9.16 9.00 – 3.00 Link teachers Primary School Morning: All About 1stClass@Number Afternoon: Counting and Topic 1

Frederick Bird For teaching assistants. Review Topic 1 Session 2 12.10.16 9.00 – 12.00 Primary School Explore Place value and Topic 2

Frederick Bird For teaching assistants. Review Topic 2 Session 3 9.11.16 9.00-12.00 Primary School Explore Calculation and Topic 3 and 4

Frederick Bird For teaching assistants. Review Topic 3 and 4 Session 4 30.11.16 9.00-12.00 Primary School Explore Multiplication and Division and Topic 5

For teaching assistants and Link Teachers. Frederick Bird Session 5 11.1.17 1.00-2.30 Review the programme. Evaluate the impact. Primary School Next Steps

st 1 Class@Number2

Brief Overview: The updated 1st Class@Number2 programme, in line with the new mathematics curriculum is part of Edgehill University’s Every Child Counts programme, backed by the DfE. It improves children’s understanding of number and develops early calculation skills. 1stClass@Number2 is a proven successful catch up programme, delivered by a well- trained teaching assistant to small groups of children who are working below year 2 expectations. Diana Murphy ECC Lead Trainer Frederick Bird Primary School Who is it suitable for: Teaching assistants or teachers working with groups of up to 4 pupils in KS2 or Year 7 What is the intended impact for To develop teaching assistants’ subject knowledge, enhance their you? questioning skills and wider effectiveness. To enable the Link Teacher to support the intervention and cascade some of the strategies for misconceptions in school. 1stClass@Number2 resource box which includes 5 topic books with What will you take away with detailed scripted lessons, 2 handbooks, practical prepared resources, you? e.g. resources, learning and resource master book. The training runs alongside the delivery of points etc. the programme so teaching assistants are able to deliver the lessons on return to school. Contact: Diana Murphy Teaching School: Frederick Bird Primary School Tel: 024 7622 1920 Email: [email protected]

Costs: £900 inclusive for the Link Teacher and a teaching assistant

Sessions Date Time Venue Brief Outline

All day for teaching assistants, morning only for Frederick Bird Link teachers Session 1 28.9.16 9.00 – 3.00 Primary School Morning: All About 1stClass@Number Afternoon: Counting and Topic 1

Frederick Bird For teaching assistants. Review Topic 1 Session 2 19.10.16 9.00 – 12.00 Primary School Explore Place value and Topic 2

For teaching assistants. Review Topic 2 Frederick Bird Session 3 16.11.16 9.00-12.00 Explore Calculation and Topic 3 and 4, Primary School Addition and Subtraction

Frederick Bird For teaching assistants. Review Topic 3 and 4 Session 4 1.12.16 9.00-12.00 Primary School Explore Topic 5, Multiplication and Division

For teaching assistants and Link Teachers. Frederick Bird Session 5 11.1.17 9.00-11.30 Review the programme. Evaluate the impact. Primary School Next Steps

Developing Resilience for Problem Solving

Brief Overview: This practical and motivational one morning course is full of advice to help TAs use effective higher order questioning and ideas that promote positive learning dispositions and greater resilience in mathematics. There is a strong focus on exploring collaborative talk through reasoning and problem solving activities. Facilitator: Name School Diana Murphy ECC Lead Trainer Frederick Bird Primary School Who is it suitable for: KS1 and KS2 Teaching Assistants

What is the intended impact for Greater confidence in asking higher order questions so pupils can you? articulate their thinking about mathematics. Enhanced understanding of ‘growth mindset’. A deeper understanding of problem solving activities and phrases that can promote resilience and positive attitudes to learning. To have a bank of strategies that promote collaborative talk.

What will you take away with A range of resources will be shared that will enable pupils to be engaged you? e.g. resources, learning in trial and error problem solving activities including: points etc. • question stems to promote deeper thinking, • ‘growth mindset‘ feedback phrases • problem solving activity booklet x 2 one for the TA and one for the class teacher Contact: Diana Murphy Teaching School: Frederick Bird Primary School Tel: 024 7622 1920 Email: [email protected]

Cost: £100

Sessions Date Time Venue Brief Outline

Frederick Bird Session 1 5.10.16 9.00 – 12.00 Primary School One morning session Key foci include: • the use of skilful questioning • exploring the underpinning principles of ‘ ‘growth mindset’ and resilience strategies for learning Or • investigating activities that promote Frederick Bird collaborative talk through reasoning and Session 2 8.1.17 9.00 – 12.00 Primary School problem solving

Success@Arithmetic

Brief Overview: Success@Arithmetic is part of Edgehill University’s Every Child Counts programme, backed by the DfE. It is a very effective numeracy catch up programme in line with the new curriculum for pupils in upper Key Stage 2 and in Key Stage 3 who need support to understand and develop fluency with formal written methods. Facilitator: Name School Diana Murphy ECC Lead Trainer Frederick Bird Primary School Who is it suitable for: A teaching assistant or a teacher implements the steps with a small group of up to 3 pupils. A link teacher and teaching assistant attend the training sessions. What is the intended impact for Success@Arithmetic promotes partnership between teachers and you? teaching assistants to raise achievement. It develops teaching assistants’ confidence and ability to support mathematics learning throughout their work in school. The programme enables the Link Teacher to support the TA and cascade catch up strategies strategies into class and whole school.

What will you take away with A Success@Arithmetic resource box which includes 4 topic books with you? e.g. resources, learning detailed scripted lessons, 2 handbooks, practical prepared resources points etc. and a number rod pack. Online guidance and downloadable resources. Sessions include how to introduce number rods and bar modelling. The training runs alongside the delivery of the programme so teaching assistants are able to deliver the lessons on return to school. Contact: Diana Murphy Teaching School: Frederick Bird Primary School Tel: 024 7622 1920 Email: [email protected]

Costs: £950 inclusive for the Link Teacher and a teaching assistant, (£875 for ECC schools) £400 when sending additional staff for schools who have accessed this training before and using the resource box previously purchased

Sessions Date Time Venue Brief Outline

Frederick Bird Introduction to the catch up programme Session 1 15.9.16 9.00 – 12.00 Primary School Diagnostic Assessment

Frederick Bird Diagnostic Assessment Session 2 6.10.16 9.00 – 3.30 Primary School Explore the Addition and Subtraction topics

Frederick Bird Review the Addition and Subtraction topics. Session 3 17.11.16 9.00-3.30 Primary School Explore the Multiplication and Division topics

Talk 4 Number

Brief Overview: An ECC ‘light touch’ intervention for a small group of up to 4 pupils who need support to improve their understanding and confidence in the use of the language of number particularly with reasoning and generalising. Diana Murphy ECC Lead Trainer Frederick Bird Primary School Who is it suitable for: Teaching assistants working with pupils mainly in year 3 and 4 who need support and encouragement to use and understand mathematical language and to talk fluently about their mathematics. A Link Teacher will accompany the teaching assistant to 2 half days of the Talk 4 Number training. What is the intended impact for To develop teaching assistants’ ability to support mathematics learning you? throughout their work in school. To enable the Link Teacher to support the further development of the language of number throughout the school

What will you take away with Talk 4 Mathematics resource box which includes 4 topic books with you? e.g. resources, learning detailed scripted lessons, 2 handbooks, practical prepared resources, points etc. resource master book and a big book. The training runs alongside the delivery of the intervention so teaching assistants are able to deliver the lessons on return to school. The link teacher has access to a prepared staff meeting to share the lessons from Talk 4 Number with colleagues in school. Contact: Diana Murphy Teaching School: Frederick Bird Primary School Tel: 024 7622 1920 Email: [email protected]

Costs: £600 inclusive for the Link Teacher and a teaching assistant,

Sessions Date Time Venue Brief Outline

All day for teaching assistants, morning only for Frederick Bird Link teachers Session 1 10.1.17 9.00 – 3.00 Primary School Morning: All About Talk 4 Number Afternoon: Preparation for the Introductory Activities and Topic 1

Frederick Bird Teaching assistant only Session 2 31.1.17 9.00 – 12.00 Primary School Review the programme Preparation for Topics 2 and 3

Teaching assistant and Link Teacher Review the programme Frederick Bird Session 3 7.3.17 9.00-12.00 Preparation for Topic 4 Primary School Explore and adapt the Talk 4 Number staff meeting to suit school needs

Primary Science Subject Leaders

Brief Overview: The role of the subject leader is crucial to raise standards and support teachers and children. Good leadership will in turn have a positive impact on the quality of science teaching.

You will explore a range of strategies to audit and lead science in your school, understand your role more fully and be able to identify and promote effective primary science. Facilitators: Janette Catton, SLE specialising in Primary Science and Literacy, Frederick Bird School

Who is it suitable for: Primary Science Subject Leaders

What will you take away with Each session will provide you with a CPD package for you to deliver you? e.g. resources, learning back at school. points etc. What is the intended You will be able to: impact for you?  set and manage processes for leading science effectively lead change in your school to support delivery of the new primary curriculum  Help make improvements in the teaching and learning in science across the school  Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £75 per delegate per session

Sessions Date Time Venue Session 1 03/11/15 9am-12pm Frederick Bird Primary School 1pm-4pm Session 2 02/02/16 9am-12pm Frederick Bird Primary School 1pm-4pm Session 3 15/06/16 9am-12pm Frederick Bird Primary School 1pm-4pm

Primary Science Quality Mark

Brief Overview: PSQM enables a school to develop high quality science provision by:  raising the profile of science in primary schools  providing schools with a framework and professional support for developing leadership, teaching and learning  facilitating local networks to provide support for primary science

It is a quality mark that is highly regarded by Ofsted and has the backing of the Science learning Centre and ASE.

Facilitators: Janette Catton, SLE specialising in Primary Science and Literacy, Frederick Bird School

Who is it suitable for: Primary Science Subject Leaders

What will you take away with  The documentation needed to support your submission for an you? e.g. resources, learning award points etc. What is the intended  Expert guidance and advice from an experienced hub-leader impact for your school?  Raised profile of science in your school  Access to resources to enable effective teaching and learning in science  Questioning and scientific enquiry is fully embedded  Implementation of self-assessment strategies to enable children to monitor their improvements  Suggestions for appropriate resources linked to specific learning points

Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: TBC Dates: Dates to be agreed with the facilitator

Using Ipads in Science (KS2) Brief Overview:  The aim of this course is to enable teachers and technicians to explore a range of ideas for teaching topics across the KS2 Science curriculum.  Through hands-on activities you will undertake new and established strategies and relevant practical techniques to make students' learning more effective. Facilitators:  Deepika Soni: Advanced Teaching and Learning Consultant and SLE for Science  Amy Desmond Williams: Assistant Principal Who is it suitable for:  Primary Teachers  Science Coordinators/Leaders  Secondary Teachers  Teaching professionals new to using Ipads in the classroom.

What will you take away with You will be able to: you? e.g. resources, learning points etc.  Understand how ICT and other technologies can support, enhance and extend teaching and learning.  Develop effective approaches to teaching and learning using these types of technologies.  Make informed choices about the educational value of a range of ICT applications.  Develop expertise and confidence in the use of different software application to support learning in science.  Create lesson activities using different software applications.  Create a plan for how you will incorporate mobile technology into your teaching.

Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 Autumn 9am-11am SSA As above TBC

Improving Science literacy Brief Overview:  You will explore the curriculum links between literacy and science.  You will also consider how to develop literacy skills to improve the quality of children’s written explanations in science.  This course will explore a range of strategies designed to improve children’s ability to use scientific language

Facilitators:  Deepika Soni: Advanced Teaching and Learning Consultant and SLE for Science

Who is it suitable for:  Primary Teachers  Secondary Teachers  Science Coordinators/Leaders  Teaching Assistants  Literacy co-ordinators  EAL teachers/co-ordinators

What will you take away with  Relevant resources will be emailed after the course you? e.g. resources, learning  Gain an awareness of the nature and breadth of opportunities for points etc. What is the linking science and literacy. intended impact for you and  Develop strategies for raising attainment in science through your school? developing.  Speaking, listening and writing skills and to communicate scientific learning begin to identify progression in science and literacy.  Curriculum links between literacy and science. Develop literacy skills to improve the quality of children’s written explanations in science thereby improving quality of written work and an overall impact on teaching and learning in Science.

Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 Spring 9am-11am SSA As above TBC

Leading and managing the primary curriculum for geography Brief Overview:  This course will help you to successfully lead geography at your school and to raise the standard of geography teaching in your class and school.  The session will develop your understanding of geography knowledge and skills  Help to plan information and stimulating lessons for the year ahead  Opportunity to network and share knowledge and practice with other Subject Leaders. Facilitators: Lars Waldron: Subject Leader at Frederick Bird Primary School

Who is it suitable for: Subject Leaders

What will you take away with  Relevant resources to be emailed after the session. you? e.g. resources, learning  Peer network established to enable the sharing of good practice points etc. What is the intended  Increased geography subject knowledge and skills that can be impact for you? utilised to extend yours and others practice. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150 for sessions 2 and 3 £225 for three sessions

Sessions Date Time Venue Brief Outline Session 1 22/11/16 1-4pm SSA Coverage of the curriculum and how the curriculum has changed. Gap task set.

Session 2 26/04/17 1-4pm Frederick Bird Progression and assessment through the Primary School curriculum.

Session 3 22/06/17 1-4pm SSA Creating an action plan for the next academic year and strategies for developing geography across KS1 and KS2.

Leading and managing the primary curriculum for history Brief Overview:  This course will help you to successfully lead history at your school and to raise the standard of history teaching in your class and school.  The session will develop your understanding of history knowledge and skills  Help to plan information and stimulating lessons for the year ahead  Opportunity to network and share knowledge and practice with other Subject Leaders. Facilitators: Lars Waldron: Subject Leader at Frederick Bird Primary School

Who is it suitable for: Subject Leaders

What will you take away with  Relevant resources to be emailed after the session. you? e.g. resources, learning  Peer network established to enable the sharing of good practice points etc. What is the intended  Increased history subject knowledge and skills that can be utilised to impact for you? extend yours and others practice. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150 for sessions 2 and 3 £225 for three sessions

Sessions Date Time Venue Brief Outline Session 1 22/11/16 9am-12pm SSA Coverage of the curriculum and how the curriculum has changed. Gap task set.

Session 2 26/04/17 9am-12pm Frederick Bird Progression and assessment through the Primary School curriculum.

Session 3 22/06/17 9am-12pm SSA Creating an action plan for the next academic year and strategies for developing geography across KS1 and KS2.

Local History

Brief Overview: Subject: Local History Date: 12th September 2016 Time: 4.00 – 5.00

We invite you to the launch of a scheme of work for a local history project based on the restoration of the Joseph Levi clock. Attendees will hear about the restoration project and the work done with local schools to share the information with the children. They will receive a curriculum map demonstrating how a local history project can be the woven in to a wide variety of subjects and a pack of resources about the Stoke area, including photographs and census data. Members of school staff and members of the restoration project group will be on hand to answer questions at the end. This will be of particular interest to schools within the locality of the Joseph Levi clock, but schools outside of this area will benefit from learning about the partnership work between local history groups and schools.

Facilitators: Staff from Sacred Heart and Pattison College

Who is it suitable for: Primary History subject leaders or any school staff interested in a local history project

Contact: Linsey Rae Teaching School: Blue Sky TSA Tel: 024 76 453314 Email: [email protected] Costs: Free

Primary NQT Programme

Brief Overview: The programme will support NQTs continue to improve teaching and learning in their classrooms. This course provides a range of skills and understanding suitable for all sectors and supporting colleagues in completing their induction year.

 This course is designed to support NQTs and consists of seven sessions through-out the year delivered by colleagues from the primary sector.  Between sessions the NQTs will be encouraged to meet with other NQTs from their School Improvement Network  Elements of some sessions will have a subject specific focus

Facilitators: The Swan and Blue Sky Teaching School Alliances are delighted to offer a Newly Qualified Teacher Programme for primary practitioners. It is delivered by our outstanding team of facilitators who are SLEs, senior leaders and practitioners responsible for teaching and learning. Who is it suitable for: Primary Newly Qualified Teachers.

What will you take away with  Developed resources and strategies. you? e.g. resources, learning  Support NQTs to consolidate their skills and move to consistently points etc. What is the intended good or better teaching impact for you?  Empower teachers to transform the lives of children  Improved teaching and learning  Additional capacity to support the development of NQTs

Contact: Joanne Emmerson Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £350

Foundation Stage and KS1 NQT’s:

Sessions Date Time Venue Brief Outline

Session 1 Wed 9am-12pm Sacred Heart Planning for engagement & progression 21/09/16 Session 2 Tues 9am-12pm Sidney Stringer Relationships with others 18/10/16 Academy Session 3 Tues 9am-12pm Sidney Stringer Behaviour for Learning 01/11/16 Academy Session 4 Wed 9am-12pm Sacred Heart Understanding Assessment 25/01/17 Session 5 Thur 9am-12pm Sacred Heart Challenge & differentiation 16/03/17

Session 6 Fri 8:15am-12pm Sidney Stringer Reflection/ Appraisal/ progression 26/05/17 Academy Celebratory breakfast served from 8:15am

KS2 NQT’s:

Sessions Date Time Venue Brief Outline

Session 1 Thur 9am-12pm Sacred Heart Planning for engagement & progression 22/09/16 Session 2 Wed 9am-12pm Sidney Stringer Relationships with others 19/10/16 Academy Session 3 Wed 9am-12pm Sidney Stringer Behaviour for Learning 02/11/16 Academy Session 4 Tues 9am-12pm Sacred Heart Understanding Assessment 24/01/17 Session 5 Tues 9am-12pm Sacred Heart Challenge & differentiation 14/03/17 Session 6 Thur 8:15am-12pm Sidney Stringer Reflection/ Appraisal/ progression 25/05/17 Academy Celebratory breakfast served from 8:15am

Primary ICT and Computing

Brief Overview:  How to make the most of what you already do to meet the curriculum requirements for ICT and Computing  How to break down the requirements of the curriculum  Practical strategies and methods to teach the new aspects of the curriculum Facilitators: Amy Desmond-Williams, Assistant Head Teacher ICT at SSA

Who is it suitable for: Primary teachers and coordinators of ICT who want to

What will you take away with Relevant resources will be emailed after the session. you? e.g. resources, learning points etc. What is the intended impact for  Improved knowledge and understanding of the ICT and Computing you? aspect of the curriculum at KS1 and KS.  Practical ideas for how it can be applied. What is the intended impact for ICT embedded in to and across the curriculum in both KS1 and KS2 your school?

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 02/02/17 9-11am SSA As above

Digital Learning – iPads and Beyond

Brief Overview: A range of sessions aimed at enhancing and transforming learning using iPads and other new technologies.

Facilitators: Name School Andy Compton Sidney Stringer Academy Samantha Faill Sidney Stringer Academy Who is it suitable for: Any teaching staff who would like to learn more about using iPads and digital technologies effectively to impact on learning. Suitable for any level of skill and any subject or key stage.

What is the intended impact for you? Staff will use a range of generic and subject specific apps and What will you take away with you? tools to use in a range of contexts and with hands on e.g. resources, learning points etc. experience of using these and troubleshooting any potential problems, so that they can be immediately embedded into classroom practice. Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Costs: £50 per session Sessions Session Title Date Time Venue Brief Outline Session 1 Digital 11/10/16 9-11am SSA This session is aimed at those Assessment getting started with iPads in the and Feedback classroom. How can we use iPads for AfL? How can student work be evidenced? How can effective feedback be given? No previous iPad experience is required. Session 2 Managing 08/11/16 9-11am SSA Technical session aimed at IT iPads - support staff to enable them to Configurator understand the use of Apple & MDMs configurator and MDM’s to manage sets of iPads or individual iPads in 1-1 schemes. Session 3 Science with 22/11/16 9-11am SSA Exploring how to use iPads to iPad transform T&L in the primary science curriculum. This session will include both specific activities designed for primary science lessons and more general ways to creatively teach science with the iPad. Session 4 Supporting 13/01/17 9-11am SSA The iPad’s wide range of SEN pupils accessibility features, and apps and reaching that can be used to support SEN all learners learners will be explored on this course. Ideal for both teachers

working specifically with students with SEN needs as well as for any classroom teacher or LSA. Help make learning accessible to all! No previous iPad experience required. Session 5 Beginning a 14/02/17 9-11am SSA Getting started with a 1-1 iPad 1-1 iPad deployment: Managing the iPads, project training staff, measuring success. This course is designed for Senior Leaders considering a 1-1 iPad project in their school. Session 6 Revision with 21/03/17 9-11am SSA Do you want to foster iPad - building independence in your students and independence ensure they revise in a productive and individual manner? This session will look at tools and strategies to encourage students to be independent in their revision, to get the most from it. No previous iPad experience required. Session 7 Literacy and 13/06/17 9-11am SSA A focussed session on the best English with apps and ideas for using iPads to iPad teach Literacy and support the English curriculum across the Key Stages Session 8 Numeracy 30/06/17 9-11am SSA A focussed session on the best and Maths apps and ideas for using iPads to with iPad teach Numeracy and support the Maths curriculum across the Key Stages

Making the most of learning outdoors

Brief Overview:  This session will show you how to transform the learning opportunities for staff and children by maximising the outside environment.   It will involve practical sessions with children from Nursery to Year 6 – be prepared to get muddy and supported in developing outside learning opportunities back at your school.   This is 100% outside regardless of the weather!

What will it cover?  Forest Schools  DfE Commando Joe Programmes  Mud Kitchens Community Gardens  ECO Schools  Volunteering Programmes  Bees

Facilitators: Richard Machin, Head Teacher/ LLE- Finham Primary School

Who is it suitable for: Anyone interested in developing learning opportunities outside.

What will you take away with  Understanding of how to use your outside space in the best possible you? e.g. resources, learning way to develop learning opportunities. points etc. What is the intended  Strategies and tips on how to involve staff and children of all ages. impact for you?  Ideas for school wide opportunities to enable children to learn outside. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Session 1 06/10/15 9am-3:30pm Finham Primary

Session 2 07/06/2015 9am-3:30pm Finham Primary

Trainee teacher preparation

Brief Overview: This course will help to fully prepare you to access a teacher training course in the near future. It is a practical guide to being an excellent applicant for teacher training. Facilitators: Name School Gemma Earles Sidney Stringer Academy Nuala Berry Sidney Stringer Academy Jeanette Hiatt Stoke Heath Primary Who is it suitable for: Anyone who is looking to become a trainee teacher in the near future.

What is the intended impact for  We will show you practically how to apply to be a teacher you?  We will explain the various routes into teacher training What will you take away with  We will give you the basis of excellent teaching and learning such as you? e.g. resources, learning lesson planning, planning for progress, behaviour management and points etc. engagement. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline Session 1 12/10/16 2-4pm SSA  An explanation of what the various routes into teaching are.  An overview and explanation of finance and bursaries  How to plan for progress Session 2 08/12/16 2-4pm SSA  How to ensure effective behaviour management systems in the classroom including a learning walk where you can see effective behaviour management taking place. Session 3 16/02/17 2-4pm SSA  How to ensure effective engagement in your lessons including a learning walk of where you can see best practice.  A summary of everything learned so far and the joint creation of an action plan to enable you to be a good applicant for teacher training.

Training for KS1 statutory assessments- teachers new to year 2 Brief Overview:  This training is for teachers who are new to Year 2 and the related processes of end of Key Stage 1 statutory assessments. It is designed to inform and guide delegates through the process of teacher assessment. It will inform teachers about the new statutory tests that will be administered in May 2016.  It will also provide the opportunity for teachers to become familiar with new end of key stage standards.

Facilitators:  Lynne Burns: SLE specialising in English  Andrea Blundred: SLE specialising in maths  Janette Catton: SLE specialising in science  Working in collaboration with the Local Authority Who is it suitable for: This training is for teachers who are new or returning to teach in Year 2.

What will you take away with Any materials used in this session will be available for teachers on the you? e.g. resources, learning day- national and local guidance will be sent to delegates after the points etc. session What is the intended impact for To ensure that teachers new to teaching in year 2 fully understand the you? statutory assessment arrangements for the end of KS1 in 2016.

What is the intended impact for Head teachers will be assured that teachers who are new to teaching in your school? Year 2 will understand the end of KS1 statutory assessment procedures.

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Session 1 Autumn 9am-3:30pm SSA 2 TBC

Training for KS2 statutory assessments- Teachers new to year 6 Brief Overview:  This day training is for teachers who are new to Year 6 and the related processes of end of Key Stage 2 statutory assessments.  The focus of the session is on teacher assessment related to on- going teaching and learning throughout the year.  The course is designed to inform and guide delegates through the process of teacher assessment and to consider how on-going teaching and learning will support pupils for the end of key stage assessments.. Facilitators:  Michelle Porter: SLE for English- reading and writing  Rebecca Chandler: SLE specialising in maths  Janette Catton: SLE specialising in science  Working in collaboration with the Local Authority Who is it suitable for: This training is for teachers who are new or returning to teach in Year 6.

What will you take away with Delegates will have guidance materials used during the course that can you? e.g. resources, learning be used to support teaching and learning in Year 6 points etc. What is the intended impact for To ensure that teachers new to teaching in year 6 fully understand the you? statutory assessment arrangements for the end of KS2 in 2017.

What is the intended impact for Head teachers will be assured that teachers who are new to teaching in your school? Year 6 will understand the end of KS2 statutory assessment procedures.

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Session 1 Autumn 9am-3:30pm SSA 2 TBC

KS1 standardisation and familiarisation with new National Curriculum standards for the end of KS1 Brief Overview:  Reading, maths and writing  These familiarisation and standardisation meetings are designed to help promote accurate and consistent judgements in relation to statutory final teacher assessments for reading, writing, maths and science.  This half-day training will include standardisation activities utilising the exemplification materials produced by the Standards and Testing agency to ensure national consistency with regard to the teacher assessment judgements Facilitators:  Lynne Burns: SLE specialising in English  Andrea Blundred: SLE specialising in maths  Working in collaboration with the Key stage 1 moderation manager

Who is it suitable for:  All year 2 teachers

What will you take away with  knowledge about how to assess children against the teacher you? e.g. resources, learning assessment framework for reading writing and maths points etc. What is the intended impact for  Understanding of how to make accurate judgements for reading, you? writing, maths

What is the intended impact for  Head teachers will be confident that Y2 teachers understand and are your school? familiar with the standards at the end of the key stage and therefore will be able to apply this understanding to assess their own pupils at the end of the key stage.. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £75

Sessions Date Time Venue Session 1 Spring 1 9am-12pm SSA TBC

KS2 standardisation and familiarisation with National Curriculum standards in writing, reading and maths for the end of KS2 Brief Overview:  This familiarisation and standardisation meeting is designed to help promote accurate and consistent judgements in relation to statutory final teacher assessments for reading, writing and maths.  This half-day training will include standardisation activities utilising the exemplification materials produced by the Standards and Testing agency to ensure national consistency with regard to the teacher assessment judgements Facilitators:  Michelle Porter: SLE for English- reading and writing  Rebecca Chandler: SLE specialising in maths  Working in collaboration with the Key stage 2 moderation manager

Who is it suitable for:  All year 6 teachers

What will you take away with  Knowledge about how to assess pupils using the teacher you? e.g. resources, learning assessment framework for the end of KS2 points etc.  Resources to support teaching learning and assessment at the end of KS2 What is the intended impact for  To gain an understanding of how to make accurate judgements for you? reading, writing, and maths

What is the intended impact for  Head teachers will be confident that Y6 teachers are understand and your school? are familiar with the standards at the end of the key stage.

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £75

Sessions Date Time Venue Session 1 Spring 1 9am-12pm SSA TBC

Phonics: Year 1 screening check- administering the check in 2017 for teachers who are new to Year 1 Brief Overview: This training will support new practitioners in knowing how to administer the Year 1 Phonics Screening check correctly according to the guidance from DfE. The session will provide increased subject knowledge and understanding of phonics and application across the curriculum Facilitators: Lynne Burns: SLE specialising in English

Who is it suitable for: Year 1 teachers and anyone who is administering the phonics screening check for the first time

What will you take away with Any materials used on the course will be sent electronically to delegates you? e.g. resources, learning after the session. points etc. Resources to support teaching, learning in phonics What is the intended impact for Ability to administer the year 1 screening checks correctly to ensure that you? you are compliant with national guidelines.

What is the intended impact for •understand your statutory requirements for the phonics screening check your school? •plan for the check •administer the check •submit your school’s check Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date 2-3:30pm Venue Session 1 04/05/17 9am-12pm SSA

Leading English (Secondary)

Brief Overview: An opportunity to share and explore best practice regarding leading a Secondary department.

Facilitators: Name School Jenny Jays Sidney Stringer Academy Who is it suitable for: Leaders of English/Line Managers of English in KS3/4/5

What is the intended impact for  Exploring strategies to achieve or embed good outstanding practice you? in English. It will cover teaching and learning, assessment, What will you take away with curriculum development and staff CPD and monitoring. you? e.g. resources, learning points etc. Contact: Linsey Rae Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Costs: £50 per session

Sessions Date Time Venue Brief Outline Session 1 1-3pm SSA Teaching and Learning

Session 2 1-3pm SSA Assessment and curriculum development

Session 3 1-3pm SSA Staff CPD and quality assurance

New to Leading English

Brief Overview: A support package for new post holders

Facilitators: Name School Jenny Jays Sidney Stringer Academy Who is it suitable for: New or nearly new leaders of English looking for support with the challenge of leading their team

What is the intended impact for  Enabling new leaders to develop outstanding practice. you?  Will include auditing skills, strategic planning and implementation What will you take away with you? e.g. resources, learning points etc. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline Session 1 9-12 noon Sidney Stringer Academy

Reading and SPAG tests in Year 7

Brief Overview: How to accelerate the progress of those not at the expected standard.

Facilitators: Name School Jenny Jays Sidney Stringer Academy Gemma Clark Grangehurst Primary Who is it suitable for: Year 7 teachers and KS3 English Leads preparing students for SATs re- sits

What is the intended impact for  To develop knowledge of the challenges new Year 7s face and you? share best practice to help children prepare. What will you take away with you? e.g. resources, learning points etc. Teaching School: Blue Sky Tel: 02476 453314 Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline Session 1 9-12 noon Sidney Stringer Looking at this years exam paper, grade Academy boundaries and new standards

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A level Mathematics Subject Knowledge

Brief Overview: Develop your understanding of the Mathematics in the new AS/A level Mathematics and Further Mathematics courses.

Facilitators: Led by Loren Spencer Assistant Principal – Sidney Stringer Academy

Facilitated by Mathematics Specialists from across the Teaching School Alliance. Who is it suitable for: Any teacher due to be teaching the new AS/A level Mathematics or Further Mathematics courses.

What is the intended impact for  Improve your subject knowledge in preparation for teaching new you? specifications. What will you take away with  Exact topics will be decided based on need but will most likely focus you? e.g. resources, learning on any new content. points etc. Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline 2/3 TBA – 3:45-5pm Sidney Stringer Focus on the key mathematical concepts in the sessions June/July Academy new A level specifications, particularly any new based on 2017 content. Each session will be on a specific need area of the specification, to be decided based on need/interest closer to the time.

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Pedagogy in Mathematics

Brief Overview: This is an opportunity to develop your Maths-specific pedagogy and find new ideas to implement in your classroom. Topics will include AfL and Feedback, Questioning and Differentiation.

Facilitators: Led by Loren Spencer Assistant Principal - Sidney Stringer Academy

Facilitated by Mathematics Specialists from across the Teaching School Alliance. Who is it suitable for: The course will be aimed at teachers in their first 2/3 years of teaching, but any secondary Mathematics teachers would be welcome (including trainees and non-specialists teaching Mathematics). What is the intended impact for Do you ever struggle to apply whole-school CPD to Mathematics? In you? these sessions you will develop your Maths-specific pedagogy and learn What will you take away with how you can apply training you may have already received on the above you? e.g. resources, learning topics to Mathematics. You will have an opportunity to share ideas, points etc. evaluate and refine your practice. Teaching School: Swan

Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £75

Sessions Date Time Venue Brief Outline Session 1 11/10/16 3:45-5pm Sidney Stringer Learn how to implement a range of strategies Academy in AfL & feedback, questioning and differentiation in your Mathematics classroom. Share ideas with teachers at similar stages in their careers from other schools. Session 2 07/02/17 3:45-5pm Sidney Stringer Feedback on strategies trialled since the Academy previous session. Look more in-depth at how to make strategies as effective as possible.

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Chemistry for non-specialists Brief Overview:  The course covers a wide range of topics in theoretical and practical chemistry, as well as supporting teachers in challenging both students, and their own, misconceptions in chemistry.  Lab sessions provide hands-on opportunities to explore and refine experiments and demonstrations.  Support is provided both during and after the course to help participants embed their learning and understanding Facilitators:  Deepika Soni: Advanced Teaching and Learning Consultant and SLE for Science  Lead Practitioners and Science Specialists Who is it suitable for: This course is designed to provide teachers with the confidence, flair and enthusiasm to teach chemistry at Key Stages 3 and 4. It is specifically aimed at those who are not chemistry specialists.

What will you take away with  Lab sessions provide hands-on opportunities to explore and refine you? e.g. resources, learning experiments and demonstrations. A large bank of resources will be points etc. What is the supplied to enable participants to increase their chemistry intended impact for you? repertoire back in their school  An increased your understanding of chemistry topics at Key Stage 3 and 4  To become more confident and competent in the teaching of chemistry  Rehearsed relevant and interesting practical experiments and demonstrations to help inspire and engage your students.  Developed and understanding of common student misconceptions and how these can be addressed.  Developed the effective use of scientific models relevant to the teaching of chemistry

Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

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Biology for non-specialists Brief Overview:  The course covers a wide range of topics in theoretical and practical Biology, as well as supporting teachers in challenging both students, and their own, misconceptions in Biology.  Lab sessions provide hands-on opportunities to explore and refine experiments and demonstrations.  Support is provided both during and after the course to help participants embed their learning and understanding Facilitators:  Deepika Soni: Advanced Teaching and Learning Consultant and SLE for Science  Lead Practitioners and Science Specialists Who is it suitable for: This course is designed to provide teachers with the confidence, flair and enthusiasm to teach Biology at Key Stages 3 and 4. It is specifically aimed at those who are not Biology specialists.

What will you take away with  Lab sessions provide hands-on opportunities to explore and refine you? e.g. resources, learning experiments and demonstrations. points etc. What is the  A large bank of resources will be supplied to enable participants intended impact for you? to increase their Biology repertoire back in their school.  An increased your understanding of Biology topics at Key Stage 3 and 4  To become more confident and competent in the teaching of Biology  Rehearsed relevant and interesting practical experiments and demonstrations to help inspire and engage your students.  Developed and understanding of common student misconceptions and how these can be addressed.  Developed the effective use of scientific models relevant to the teaching of Biology Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline Session 1 Autumn 9am- SSA As above term- 3:30pm TBC

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Science teaching for NQT/RQT Brief Overview: Hone your skills in delivering challenging and inspirational practical activities and develop your teaching skills further to inspire and engage your students.

Facilitators:  Deepika Soni: Advanced Teaching and Learning Consultant and SLE for Science  Lead Practitioners and Science Specialists Who is it suitable for: Secondary Practitioners NQT/RQT/ Return to teaching

What will you take away with  This course will enable you develop your confidence and review a you? e.g. resources, learning range of strategies to engage and enthuse your students. points etc.  This course will enable you to develop practical ideas to help you address the many concerns that are at the start of your teaching career.  Responding to the challenges of the early years in teaching  Developing an effective home-school partnership with your students’ parents and carers.  Creating a positive and engaging classroom environment.  How to plan and deliver a safe practical session with a class.  What makes for effective assessment? Useful strategies for managing marking, record keeping and record keeping.  Taking your first step on the career ladder – planning for your progression and development as a teacher.

Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline Session 1 Spring 9am- SSA As above TBC 3:30pm

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Facilitators:  Deepika Soni: Advanced Teaching and Learning Consultant and SLE for Science

Who is it suitable for:  Primary Teachers  Secondary Teachers  Science Coordinators/Leaders  Teaching Assistants  Literacy co-ordinators  EAL teachers/co-ordinators

Contact: Victoria Hastie Teaching School: Swan Alliance Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 Spring 9am-11am SSA As above TBC

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Secondary NQT Programme “Some great ideas to try back in school, all well-presented and great subject knowledge” Coventry NQT “I could have spent all day in this workshop and be engaged and learn new strategies” Coventry NQT Brief Overview: The programme will support NQTs continue to improve teaching and learning in their classrooms. This course provides a range of skills and understanding suitable for all sectors and supporting colleagues in completing their induction year.

 This course is designed to support NQTs and consists of seven sessions through-out the year delivered by colleagues from the secondary sector.  Between sessions the NQTs will be encouraged to meet with other NQTs from their School Improvement Network  Elements of some sessions will have a subject specific focus Facilitators: All three Teaching School Alliances, in partnership with Coventry LA, are delighted to offer a Newly Qualified Teacher Programme for secondary practitioners. It is delivered by our outstanding team of facilitators who are SLEs, senior leaders and practitioners responsible for teaching and learning. Who is it suitable for: Secondary Newly Qualified Teachers.

What will you take away with Developed resources and strategies. you? e.g. resources, learning points etc. What is the intended impact for  Support NQTs to consolidate their skills and move to consistently you? good or better teaching  Provide Induction tutor with training to support them in their role.  Empower teachers to transform the lives of children Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £350

Sessions Date Time Venue Brief Outline Session 1 29 2.30 – 5pm Caludon Castle Planning for engagement & progression September School 2016 Session 2 3 2.30 – 5pm Caludon Castle Behaviour for Learning November School 2016 Session 3 10 Jan 17 2.30 – 5pm Caludon Castle Understanding Assessment School Session 4 23 March 2.30 – 5pm Caludon Castle Challenge & differentiation 2017 School Session 5 27 April 2.30 – 5pm Caludon Castle Relationships with others 2017 School Session 6 25 May 2.30 – 5pm Caludon Castle Reflection/ Appraisal/ progression 2017 School

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Trainee teacher preparation

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Vertical Tutoring

Brief Overview: To gain an insight in to how vertical tutoring system works, how to set one up and how to make sure it provides effective support for students.

Facilitators: Name School Pauline Noble Sidney Stringer Academy

Who is it suitable for: Any school wanting to set up a vertical tutoring system. Senior leaders, Middle leaders and Pastoral leaders

What is the intended impact for  Comprehensive understanding of the SSA vertical tutoring model you? and its impact on pastoral support and standards. What will you take away with  Tutor information packs you? e.g. resources, learning  Samples of the tutorial programme and its resources points etc.  Practical guide on how to set up your own vertical tutoring system

Teaching School: Swan

Tel: 024 7625 1756 (Ext. 1714)

Costs: £75

Sessions Date Time Venue Brief Outline Session 1 10/10/16 9am-12pm SSA As above

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Digital Learning – iPads and Beyond

Brief Overview: A range of sessions aimed at enhancing and transforming learning using iPads and other new technologies.

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Primary ICT and Computing

Who is it suitable for: Primary teachers and coordinators of ICT who want to

Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £50

Sessions Date Time Venue Brief Outline Session 1 02/02/17 9-11am SSA As above

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ASD Theory and Practice

Brief Overview: A combination day of theory and practice that includes classroom observations.

Facilitators: Senior managers and teachers at Baginton Fields School

Who is it suitable for: Teachers, Teaching Assistants, Lunchtime Supervisors, Mentors, Parent Support staff.

What will you take away with  Handouts and presentation notes to support understanding. you? e.g. resources, learning  Examples of teaching strategies. points etc.  Contact and reference details. What is the intended impact for  Overcoming barriers to learning for pupils with Autism. you?  Strategies for inclusive learning in the classroom.  Facilitating communication to minimise the impact of behaviour for pupils with Autism.  Personalising learning for success.  Understanding behaviours presented by pupils with ASD.

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £150 per session

Sessions Date Time Venue Brief Outline Session 1 Tuesday 1 9.30am – 3pm Baginton Fields School Individual whole day November 2016 session Session 2 Tuesday 7 March 9.30am – 3pm Baginton Fields School Individual whole day 2017 session Session 3 Tuesday 20 June 9.30am – 3pm Baginton Fields School Individual whole day 2017 session

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Supporting Specific Literacy Difficulties

Brief Overview: Supporting specific literacy difficulties in the classroom

Facilitators: Name School Claire Jones Courthouse Green Primary

Who is it suitable for: LSAs, TAs

What is the intended impact for Identifying children with specific literacy difficulties you? How these can impact upon learning and self-esteem What will you take away with How to support these difficulties you? e.g. resources, learning Practical tips and resources points etc. Teaching School: Castle Phoenix - Carol Harris Tel: 024 7644 4822 Ext 107 Costs: £50

Sessions Date Time Venue Brief Outline Session 12th 1pm – 3pm Courthouse To explore specific literacy difficulties and how January Green Primary these impact upon children. Look at ways to 2017 support children both in the classroom and during intervention that enable them to succeed. Practical tips and tools alongside useful resources to develop current practice within your school.

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Improving Learning Behaviour

Brief Overview: Analysis of your practice and how to improve it for the benefit of your children’s progress

Facilitators: Rachael Lilley, SLE specialising in Inclusion, Finham Primary School Elaine Jenkinson-Bennett, SLE specialising in Behaviour, The Key at Frederick Bird, LAWSS Who is it suitable for: NQTs and RQTs

What will you take away with An in-depth analysis of your classroom, the environment, your time you? e.g. resources, learning management, behaviour management, safeguarding, communication points etc. with parents, data and what it means, interventions and planning. What is the intended impact for  For you to gain a more in depth understanding of your practice and you? how to improve  To be able to assess the needs of your class  To form a plan of action and next steps What is the intended impact for  For your NQT/RQT to gain a network of peers to work with and have your school? access to  To gain a class teacher with greater understanding of the needs of their class Contact: Victoria Hastie Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Email: [email protected] Costs: £150

Sessions Date Time Venue Brief Outline Session 1 01/12/16 9am-3:30pm SSA As above

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Safer Recruitment in Education “Very good trainer” “Session very informative” “As a Governor, never realised that a person would go through a number of stages to secure the trust of many people” “Much better understanding of my responsibilities when interviewing and appointing staff. Much greater awareness of safeguarding issues around recruitment.” Participants from Previous Courses Brief Overview: School leaders have been advised to renew their Safer Recruitment training every five years—each school interview panel should include a member of staff who has up-to-date safer recruitment training. Do you need to renew your Safer Recruitment qualification? Coventry Local Authority is no longer providing training on Safer Recruitment. Facilitators: Bill Hedges, Ex-Coventry Local Authority Advisor Who is it suitable for: This course is for any school leader involved in recruiting in schools and academies to increase your knowledge and awareness of this very important process of school life, including:  Headteachers  Deputy Headteachers  Designated Senior Staff  Business/HR Managers  School Governors  All those involved in the recruitment and interview process What will you take away with  An extensive Safer Recruitment staff handbook you? e.g. resources, learning  Safer Recruitment certificate, including your end of day points etc. accredited assessment mark What is the intended impact for To be fully conversant in statutory framework and able to fulfil statutory you and your school? obligations in terms of safer recruitment. To help schools fulfil their responsibility to have in place safe recruitment and selection practice within the wider context of keeping children safe in education. It covers:  Advertising posts Selecting the right people  Assessing the risk How to remain vigilant  Recognising different types of abuse  Inappropriate behaviour and unsafe practice  How to develop appropriate policies and procedures for your organisation A Safer Recruitment assessment will be conducted on the day Contact: Carol Harris Teaching School: Castle Phoenix Teaching School Alliance Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £95

Sessions Date Time Outline Venue Session 1 Thursday 10 9.00am – 4.00pm Individual Caludon Castle November 2016 Session School

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Session 2 Tuesday 7 9.00am – 4.00pm Individual Caludon Castle February 2017 Session School Session 3 Thursday 4 May 9.00am – 4.00pm Individual Caludon Castle 2017 Session School

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Safeguarding

Brief Overview: A suite of courses aimed to support schools with a range of safeguarding functions.

Facilitator: Tim Rogers is one of the leading authorities in the UK for the protection of children. He is a former Detective for Warwickshire Police, as well as being a Graduate of the CEOP (Child Exploitation Online Protection Centre) Academy.

He provides consultant training for a variety of bodies across the UK and has considerable experience in delivering training including: Introduction to Child Protection; Level 1 to 4 Child Protection/ Safeguarding training; DSO (Education and All Sectors). Who is it suitable for: Head teachers/ Senior and middle leaders

What is the intended impact for  Increased understanding and awareness of child protection and you? safeguarding issues. What will you take away with you? e.g. resources, learning points etc. Teaching School: Swan Tel: 024 7625 1756 (Ext. 1714) Contact: [email protected] Costs: See below for details

Course title Date Time Venue Brief Outline Level 2 3 9am- SSA To develop awareness of current issues in child protection safeguarding sessions 4:00pm and skills in assessment and multi-agency working for training clinical staff working with children, young people and their 12/10/16 families. (£150 per delegate) 08/02/17 Learning Objectives By the end of this training course, delegates will be able to: 21/06/17  Identify signs of sexual, physical, or emotional abuse or neglect in children  Contribute to inter-agency assessments, the gathering and sharing of information and where appropriate analysis of risk  Document concerns in a manner that is appropriate for safeguarding/child protection and legal processes  Recognise previous learning from serious case reviews/case management reviews/ and child death reviews and contribute to these processes in future should the need arise  Review own safeguarding/child protection practice as appropriate to role

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 Work with other professionals and agencies when there are safeguarding concerns  Advise others on appropriate information sharing

Course title Date Time Venue Brief Outline Level 3 2 9am- SSA To familiarise participants with the role and responsibilities of (2 day sessions 4pm the designated safeguarding Officer and develop competence training) and confidence in carrying out this role. 25th & (£300 per 26th Objectives delegate) October  Describe the role of the designated safeguarding Officer 2016 (DSO) and state key areas of responsibility  Describe the key legislation and guidance affecting the 20th University's response to concerns about a child’s or &21st adult’s safety or welfare March  State own values regarding abuse and explain the impact 2017 of these on professional practice  State the blocks inhibiting victims from disclosing abuse and respond effectively to a person who does disclose  State the blocks to staff reporting concerns and develop methods of overcoming them  Make appropriate decisions about the action to take when informed of a range of concerns about a child or adult  Explain the issues in connection with recording and sharing of information, including that of confidentiality, and state how a referral to social care should be made  State what is likely to happen following a referral to social care and the role the university has in the multi-agency child/adult protection process  Demonstrate an awareness of the emotional dimension of safeguarding work and identify ways in which the designated senior person can support staff. Level 3 DSO 2 9am- SSA To update participants with the role and responsibilities of the update sessions 4pm designated safeguarding officer and develop competence training (1 and confidence in carrying out this role. day training) 01/12/16

(£150 per 27/04/17 delegate)

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Allegations 16/02/17 9am- SSA  To enable participants to become familiar with the role against staff 12pm and responsibilities of managing allegations against staff and develop competence and confidence in carrying out (£75 per this role. delegate)  Describe the role and key areas of responsibility when responding to allegations against staff.  Understand the issues surrounding professionals who may exploit their contact with children and young people in order to abuse them.  State the blocks to staff reporting concerns and develop methods of overcoming them.  Understand the difference between professional standards and allegations of abuse.  To gain an insight into the process of investigating and our role within. Course title Date Time Venue Brief Outline Protecting 21/03/17 9am- SSA To enable education staff to develop awareness of current children on 12pm safeguarding issues for children and young people using new line technologies (for activities such as gaming, social networking, cyber bullying and accessing inappropriate material) and to (£75 per develop effective strategies to increase the resilience of delegate) children and young people in the local area.

By the end of this course, participants will be able to:  Describe the benefits and risks for children and young people who access the internet, social media, mobile phones and games  List a range of websites which may create additional risks and vulnerabilities for children and young people online  Explain and use the online grooming features model to child protection work  List vulnerable groups of children and young people who access the online world  Describe the potential for risk and harm for children and young people who access the internet, social media, mobile phones and games • Explain and relate how technology can be used in assessment, treatment and support for children and young people • Describe and apply a number of tools and resources for children and young people to use to enhance their online resilience • Demonstrate how to apply the practical skills to your work with children, families, carers and foster carers

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First Aid for Visit Leaders

Brief Overview: Many of your staff and pupils will be going on off-site trips/ educational visits throughout the year. It is vital that staff know what to do in a medical emergency on a visit – in addition to a First Aider.

As you may be aware the LA are no longer able to offer the more specific First Aid for Visit Leaders course.

If you require a particular course for staff who are leading trips off-site, this is a one off certificated First Aid for Visit Leaders course delivered in a one day session. Facilitators: First Aid International Who is it suitable for: Primary and Secondary Teachers, Teaching Assistants, staff leading / accompanying an educational visit off site.

What is the intended impact for The following areas will be covered with a focus around off-site educational you? visits / residential trips: What will you take away with  Severe bleeding you? e.g. resources, learning  Choking points etc.  Asthma attack  Anaphylaxis – EpiPen®  CPR  Unconsciousness  Burns  Minor bleeding  Ankle injuries  Hot and Cold injuries

Teaching School: Caludon Castle Teaching School Tel: Carol Harris 024 7644 4822 extension 107 Costs: £90 for one day course

Sessions Date Time Venue Session Tuesday 14th February 2017 9 - 4pm Caludon Castle

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Outstanding Teacher Programme (OTP)

“I have been inspired to question, evaluate and reflect on my own practice. Already this has had an impact as I have put in place many of the golden nuggets I have gleamed each week, not just in my own class but within my school.” Coventry Primary Teacher

Brief Overview: The Outstanding Teacher Programme:  Provides in-depth coaching to deepen teachers’ understanding of outstanding classroom practice. Participants improve through facilitated practice activities as structured opportunities to reflect on teaching approaches and their quality and impact  Introduces and consolidates new knowledge and skills, and focuses on what makes teaching and learning outstanding  Requires learning 3s to prepare and present at an outstanding level to the whole delegate group for evaluation against DR ICE  Forms part of the school’s professional development provision as this supports the implementation of agreed best practice and national agendas  Provides strong input on the progression against the professional standards of excellence and advanced skills teachers. This programme is crucial for teachers involved in developing Leadership in Teaching and Learning.

Facilitators: Experienced and successful school leaders from Castle Phoenix, Swan and Blue Sky Teaching Schools who are trained and experienced OTP facilitators.

Who is it suitable for: The Outstanding Teacher Programme gives good (and outstanding) teachers a set of high level skills and strategies that enable them to become consistently and sustainably outstanding. It is open to teachers with the potential and capacity to consistently deliver outstanding lessons from primary, special needs, early years and secondary phases

What will you take away with Strategies and resources to secure outstanding teaching and learning. you? e.g. resources, learning points etc. What is the intended impact for It will help you to: you and your school?  Demonstrate higher level understanding of teaching and improve learning for pupils  Increase the job satisfaction and create opportunities for further leadership and career progression.  Enable you to coach colleagues in your own school and in other schools to raise performance levels  Create a proactive school culture where the quality of teaching and learning is observed, discussed, challenged and enhanced

What is the intended impact for your school?

Costs: £615

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Sessions Date Time Venue Session 1 Wednesday 11 January 9.00am – 12.00pm Caludon Castle School 2017 Session 2 Wednesday 18 January 9.00am – 4.00pm Caludon Castle School 2017 Session 3 Monday 23 January 2017 1.00pm – 4.00pm Caludon Castle School

Session 4 Thursday 2 February 9.00am – 12.00pm Your own school 2017 Session 5 Thursday 9 February 9.00am – 1.00pm Caludon Castle School 2017 Session 6 Thursday 16 February 9.00am – 12.00pm Your own school 2017 Session 7 Thursday 2 March 2017 1.00am – 4.00pm Caludon Castle School

Session 8 Tuesday 21 March 2017 9.00am – 4.00pm Caludon Castle School

Session 9 Tuesday 28 March 2017 9.00am – 12.00pm Your own school

Session 10 Monday 3 April 2107 1.00pm – 4.00pm Caludon Castle School

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Enhanced Teacher Programme

Brief Overview: Coventry Teaching Schools’ Network is delighted to offer a new CPD programme for recently qualified teachers. It will provide the opportunity to engage in a support programme that will help to update their knowledge, skills and ability in key areas that are essential in becoming an effective and competent teaching practitioner.

This course will run over 4 whole day sessions covering:

 Challenge and Engagement in Teaching and Learning  Knowing your learners  Assessment  Developing Yourself

It will provide delegates with the opportunity to share good practice and learn from one another. Participants will need to attend all sessions and have an in-school mentor.

Facilitators: All are accredited facilitators/trainers: Hayley Williams - Sacred Heart Catholic Primary School, Rachel Peavoy - Sacred Heart Catholic Primary School, Megan Hill - St Thomas More Catholic Primary School, Ann Rayns - Caludon Castle School, Lynne Burns - Spon Gate Primary School, Liz Pyne - Finham Park School Who is it suitable for: Teachers who have completed their NQT year and are in their second or third year of teaching. Available to primary, secondary, EYFS and special educational needs colleagues. What will you take away with  A wealth of ideas and resources that can be brought back to the you? e.g. resources, learning classroom points etc. What is the intended impact for  Develop your role in the school, forge strong relationships, plan for you? your future  To be supported in maximising the impact of your lessons.  Improve skills and confidence as you continue your teaching careers  Develop teaching and learning strategies  Opportunities for colleagues to network with other recently qualified teachers from their area.

Contact: Carol Harris Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £575

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Sessions Date Time Venue Brief Outline Session 1 1 Full day Caludon Castle Challenge and Engagement in Teaching and November session School Learning 2016  Starters and plenaries  Differentiation and match  Questioning  Role modelling  Promoting independent learning  Lesson observation with a focus on challenge and engagement  Skills audit for above areas Session 2 Friday 2 Full day Sacred Heart Knowing your learners December session Catholic Primary  Presentation of starter activities 2016 School  Behaviours for learning  Lesson observation with a focus on inclusion and differentiation and match  During the afternoon, there will be a workshop session run by an Educational Psychologist, discussing vulnerable groups and student behaviour.  Skills audit for areas linked to inclusion Session 3 Tuesday Full day Caludon Castle Assessment 31 session School  Sharing of work in school around January behaviours for learning and around 2017 inclusion of all learners  Assessment of learning  Assessment for learning  Effective marking and feedback  Pupil self-evaluation  Setting effective learning intentions  Target setting  Analysing data (RAISE)  Lesson observation with a focus on AfL  Skills audit linked to assessment Session 4 Friday 24 Full day Primary participants Developing Yourself March session hosted in Sacred  Sharing work on promoting pupil self- 2017 Heart Catholic assessment from last session Primary School  Short presentation from a teacher who is three or four years in to their career Secondary  Personality traits participants hosted  Lesson observation linked to participants in Caludon Castle own subject area and/or year group School  Phase specific areas e.g. effective use of TAs in primary and subject leadership and working as part of a team for secondary  Evaluation of skills audit  Setting a six month action plan with their mentor (mentors to attend for part of the afternoon session)

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Effective Teaching Assistant Practice for Outstanding Learning Brief Overview: Coventry Teaching Schools’ Network is delighted to offer a new CPD programme for Teaching Assistants. It will provide the opportunity for teaching assistants at all levels to develop their potential to improve the quality of teaching and learning across the school.

The course will cover the following sessions:

 Effective Teaching Assistants for outstanding learning  Assessment for and of learning  Differentiation  Questioning  Looking back, moving forward

The programme will enable teaching assistants to:-

 Develop a range of methods and strategies of support to challenge learners  Become more effective in engaging learners to achieve  Develop a greater understanding of the purpose and value of the strategies to best support learners  Become more expert in the planning and assessment for learners they support

Facilitators: Laura Stevenson - Sacred Heath Primary School Kevin Blow – Sidney Stringer Academy

Who is it suitable for: Teaching Assistants at all levels, from primary, secondary, special educational needs and EYFS phases.

What will you take away with Practical ideas and resources to enhance your practice you? e.g. resources, learning points etc. What is the intended impact for Enhanced progress and development to support effective intervention you? for raising student achievement.

Contact: Claire Donnelly Teaching School: Castle Phoenix Tel: 024 7644 4822 extension 107 Email: [email protected] Costs: £375

Sessions Date Time Venue Brief Outline Session 1 Thursday 6 9.00am – 12.00pm Sidney Stringer Differentiation October 2016 Academy

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Session 2 Wednesday 19 1.00pm – 4.00pm Sacred Heart Effective Teaching Assistants October 2016 Catholic Primary for outstanding learning Session 3 Tuesday 8 9.00am – 12.00pm Sidney Stringer Questioning November Academy 2016 Session 4 Monday 21 1.00pm – 4.00pm Sacred Heart Assessment for and of learning November Catholic Primary 2016 Session 5 Monday 5 9.00am – 12.00pm Sidney Stringer Looking back, moving forward December Academy 2016

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