Events and training

Aimed at: This is a one-day course for senior and subject managers, teachers, and other educational professionals.

This is a one-day course for senior and middle leaders, teachers, and other educational professionals. It is practical and skill based. Participants are taught to use structured observation as part of school self-evaluation. The training includes applying inspection criteria to lessons observed, evaluating the quality of learning and of teaching and linking the two, evaluating the pupil outcomes, completing evidence forms, feeding back to teachers, and planning action to bring about improvement. Being able to observe lessons and other aspects of provision purposefully, efficiently and effectively is essential to good management. Lesson observation is integral to school self-evaluation and invaluable when diagnosing the causes of strengths and weakness in school performance. This course explores issues surrounding the use of observation as a management tool for gathering information and evaluating effectiveness.

Participants are helped to:

·       develop skills of lesson observation and of evaluating the quality of provision using pupil outcomes;

·       know where to pitch judgements;

·       record observations clearly and unambiguously;

·       understand what constitutes a good lesson evidence form;

·       apply the methodology of focused lesson observations;

·       become familiar with the Inspection Framework where it is relevant to evaluating provision;

·       formulate protocols for lesson observations and develop a code of conduct;

·       feedback to teachers and other stakeholders relevant findings;

·       collate data from lesson observations to identify strengths, weaknesses and aspects for improvement.

The course is a mix of direct tuition and skill based learning involving tasks and workshops. The practical activities are mainly completed in groups of two or three participants so that thoughts and evaluations can be shared and compared. Each day has five hours of tuition, divided into four blocks of 1.25 hours.

Tutor

Bruce McAlpine has managed the Company for 16 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a trainer.

Or

Adrian Francis

Following fifteen years as a successful Headteacher of three primary schools Adrian now works as an independent consultant, supporting school development. Adrian is an experienced headteacher and has worked in high achieving schools. He has been seconded to two schools placed in Ofsted categories. He is an experienced school inspector and lead inspector and is also an accredited School Improvement Partner, currently working in this role in two local authorities. His areas of expertise lie across the primary curriculum.

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Benefits of attending

Do you want to teach about London's 2012 Games, but are short of time? Do you want to run a field trip to London, but can't get out of school? How about coming on a virtual field trip to east London? In this two-hour session, Bob Digby and David Holmes will:

• provide the geographical background to London's 2012 Games, and to east London
• take you on a virtual field trip, together with activities that you can use to explore the economic, social and environmental impacts of the Games
• suggest a range of classroom activities and enquiries for different age ranges
• each delegate will receive a downloadable pack of resources, including photos, activity sheets and websites ready for you to take your students 'virtually' to east London

Course Presenters

Bob Digby
David Holmes

Aims of the Day

The course will give you:

·      practical advice on the new content for paper 1 and paper 2

·      practical advice on preparing, presenting and marking the extended essay

·      advice in applying the standards for the new Scottish Higher

·      an opportunity to quiz the examiners

·      a clearer understanding of the new marking schemes for paper 2

Delegates will receive detailed notes and materials, which will be of immediate use in the classroom

Course Presenters

John Kerr
Simon Wood

Aims of the Day

The early years of a child’s life are very important as they provide the basic foundations for future development. Without solid foundations a child’s life can be negatively affected. Support provided in the home plays a key role in a child’s development and education in pre-school
establishments is of equal importance.

The Early Years Foundation Stage (EYFS) was introduced in 2008 to provide an essential framework to ensure high quality in the provision of education at this early stage. The EYFS has now been reviewed, and a final document will be released in Spring 2012.
 

This event has been developed to examine the final EYFS recommendations provided in the Spring 2012 document and to offer practical advice on how to implement all key priorities by September 2012.
This must-attend conference invites practitioners to focus on tangible ways to put in place key requirements in time.

You will hear from the leading experts and practitioners within early years education on:

·      How to implement reviewed EYFS regarding assessment and record keeping

·      Ways to manage and record usable observational assessments

·      What really makes a difference in professional practice?

·      Recognising the partnerships and principles of good assessment in a young child

·      (24-36months)

·      Tips on using your current principles to improve standards and satisfy EYFS requirements

·      Understanding how to engage parents in children’s development

·      Involving parents in planning for transition

·      Using the EYFS to meet children’s learning needs

·      Supporting schools in being ready for reception

·      Programming transition visits

·      How the revised EYFS can contribute to a common language among multi-agency partners

·      How to prepare for inspection

Who should attend:
Heads, Managers, Directors and Owners of Nurseries and Children Centres, Sure Start Managers, Heads and Co-ordinators of Early Years within LEAs, Childminders and Carers, Heads and Managers of Children Services, Portage Workers, Health Visitors, Speech Therapists

EARLY BOOKING RATES AVAILABLE - contact the conference team on 01869 336 410 for more information

Course Presenters

Penny Tassoni, Chair for the day

Chris Barnham, Deputy Director for Early Years, Quality and Standards Division , Department for Education

Jan Dubiel, National Development Manager, Early Excellence

Kathryn Solly, Head Teacher, Chelsea Open Air Nursery School and Children's Centre

Marion Dowling, Independant Early Years Specialist

Brenda Spencer, Early Years Consultant

Vicky Hutchin, Author "Supporting Every Child's Learning Across Early Years Foundation Stage"

Lis Rook, Head, Eastwood Nursery School Centre for Children and Families, Roehampton, Wandsworth

Nancy Steward, Principal Consultant, Early Learning Consultancy

Anne Nelson, Early Years Consultant, formerly Chief Executive of Early Education

Liz Elsom, Early Years and Childcare Divisional Manager, Ofsted

Topic: Helping middle managers and subject leaders understand at a practical level the self-evaluation aspects of their role. The course helps participants to acquire the same basic skills used by inspectors so that they can successfully evaluate performance, make judgements, and identify priorities for improvement.

Aimed at: Middle managers and teachers with subject responsibilities.

This one-day course helps middle managers and subject leaders understand the practical aspects of their role and acquire the basic skills used by inspectors to evaluate performance, make judgements, and identify priorities for improvement.

The course objectives include:

·       roles and responsibilities;

·       the Ofsted criteria;

·       assessment, progress tracking, monitoring, work sampling, observation; basic data handling;

·       analysis, diagnosis, and synthesis;

·       making judgements;

·       quality assurance;

·       audits, performance profiles and SWOT analyses;

·       establishing priorities and developing action plans.

The course is a mix of direct tuition and practical, skill based learning. The practical activities are completed in groups of two or three participants so that experience can be shared.

Tutor: Bruce McAlpine has managed the Company for 16 years. He writes and develops training materials and tutors many of the courses. He was a full-time lead inspector for thirteen years. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language.

Periodically this course is taught by one of our other highly qualified consultants. Pen portraits are available upon request.   

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Topic: This module has been developed by Adoption UK to help meet the needs of educational practitioners who come into contact with adopted and looked after children.

Although the course was initially developed to assist practitioners working with adopted and looked after children, the areas covered are also highly relevant to educational practitioners supporting pupils through divorce, separation or loss. 

Aimed at: The course is aimed at any member of staff within an educational setting who has responsibility for, or contact with, adopted or looked-after children. The course is appropriate for Headteachers, Senior Leaders, SENCO’s, teachers, support staff and governors in educational establishments, including those from Virtual Schools. The course content can also be beneficial for members of staff who support children through separation, divorce or loss.

This one day workshop is designed to help participants to examine and understand the issues that arise in schools as a result of the separation, loss and trauma experienced by pupils who have been adopted, are ‘looked after’, those pupils whose parents have separated or are divorced, and those pupils who have experienced the loss of a parent. 

Participants will look at ways in which social and emotional difficulties may be the underlying cause of behavioural problems, which in turn can lead to learning difficulties. Participants will gain an understanding of the specific educational and emotional needs of vulnerable pupils in relation to attachment, trauma, separation and loss. Participants will identify ways in which these issues may be addressed.

The course identifies ways in which the school can work in partnership with parents to maximise support for vulnerable pupils by addressing their learning and emotional needs.

During the course, participants will develop effective strategies for supporting vulnerable pupils within the school.

Participants will:

·         Gain an understanding of the specific educational needs related to attachment, trauma, separation and loss as experienced by adopted and looked after pupils, and those pupils whose parents have separated, are divorcing, or who have experienced the loss of a parent.

·         Examine and address possible areas of learning difficulty for adopted and looked after children, and those facing the trauma of divorce or loss

·         Examine ways to empower educational professionals and adoptive parents to work together to address the learning and emotional needs of pupils

·         Gain a greater appreciation of how our own experiences might affect the way we support children in school.

·         Examine some of the possible causes of behavioural problems and school-related difficulties.

·         Consider how behavioural difficulties impact on relationships, within the classroom.

·         Gain effective strategies and tools for supporting pupils, and meeting their needs in school.

Tutor: A number of tutors deliver this course. In addition to their professional expertise, all trainers are adoptive parents, who are able to provide a unique perspective into living with hurt children.

The training team for this course is managed by Garry Lucas Training Manager with Adoption UK, a national charity run by and for adopters, providing self-help information, advice, and support on all aspects of adoption and adoptive parenting. 

Principle Tutor: Garry Lucas

Prior to this appointment Garry ran his own training and consultancy business working both as an associate consultant and also with his own clients with a range of organisations. His clients included the NHS, automotive, leisure, retail, education, central and local government, utilities, pharmaceuticals, distribution and finance sectors. Gary has worked with PBM for some 5 years delivering a range of workshops.

For 15 years, Garry worked in management and leadership development where he delivered interventions for a range of individuals and organisations, helping them achieve personal, professional and business goals. His specialist areas are leadership and management development, team development and 1:1 coaching. His industry experience includes telecommunications, defence, power, transport, construction, leisure, central and local government, education, charitable and finance sectors.

He completed his MBA in 1992 and is a Chartered Member of the Chartered Institute of Personnel & Development and a member of the Association for Coaching.

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Benefits of attending

Delegates will be able to download material and take part in interactive activities to help with the delivery of two important parts of the specification using techniques to engage and promote student learning. The session will:

• provide delegates with all they need to plan and teach this aspect of the specification
• Give ideas on how to use the materials given, to promote interactive learning, to improve results! and to engage your students

Course Presenters

Carl Atherton
Mike Murray

Aims of the Day

The focus is on NQTs and teachers new to teaching Politics. The day will offer:

• a range of ideas and strategies to enable you to become a successful and effective Politics teacher
• new approaches to stimulate and engage your students
• a wide range of practical solutions to the problems of motivating pupils of all abilities

Course Presenters

Paul Cordey
Eric Magee

The course is aimed at Head teachers, Governors, senior staff and managers responsible for the recruitment and employment of individuals who come into contact with and/or work alongside children in schools and other childcare settings, plus administrative staff who support the Recruitment and HR function within the organisation.

There are no pre-requisite qualifications required in order to attend and gain the certificate but as part of the ‘next steps’ element of the course, delegates may be advised to undertake a minimum of ‘Child Protection-Level 1’ training if it is appropriate to their job role or function and they have not already done so.

Acknowledgements: The course was commissioned by the DCSF, created by the National College (formerly NCSL) and now promoted by the Children’s Workforce Development Council (CWDC).

The ‘Safer Recruitment…’ training materials, initially developed to be accessed and completed by Head teachers and Governors is offered to eligible delegates on-line and free of charge through the CWDC.

http://www.cwdcouncil.org.uk/safeguarding/safer-recruitment

If you do not meet the eligibility criteria to access the on-line training or would prefer to attain the qualification through group participation and contribution, the ‘Workshop’ offers an alternative route to the same certification.

The Workshop provides an opportunity to share experience and best practice and review and refine process and procedure in support of a safer school culture.

Please note that from January 2010, it became mandatory for at least one member of a school appointment panel to have successfully completed the course and Ofsted will require evidence that this has been undertaken.

Background information:

The Bichard Enquiry into the Soham Murders made 31 Recommendations to central government, all of which were accepted.

The following Recommendations relate to a ‘consistent, national standard of training’ in support of the recruitment process as hi-lighted by the failings of those in the Soham College procedures.

16) Head teachers and school governors should receive training on how to ensure that interviews to appoint staff reflect the importance of safeguarding children.

17) From a date to be agreed, no interview panel to appoint staff working in schools should be convened without at least one member being properly trained.

18) The relevant inspection bodies should, as part of their inspection, review the existence and effectiveness of a school’s selection and recruitment arrangements.

Method of Tuition:

These are face-to-face, taught sessions offered as an alternative to the on-line training course and aimed at delegates not eligible to access the on-line training and those who prefer to access and complete the course in a classroom environment.

The day is predominantly workshop based, focusing on group work in applying best policy, procedure and practice to working examples, when resourcing and recruiting individuals to work with or alongside children.

The training provides valuable background information, advice about supporting a safer school culture, best practice suggestions and practical advice to strengthen safeguards against employing unsuitable people.

Course Details:

The Course is broken down into 4 sessions, the core elements of sessions 2 and 3 relating to the features of a safer recruitment process, and sessions 1 and 4 present the context or framework of the course.

Sessions 2 and 3 stimulate the most debate, controversy and questions, particularly around job adverts, application forms, the CRB process and the government announcement on 11 February 2011 in relation to the review of the criminal records regime and the Vetting and Barring Scheme (VBS).

All resource and supporting documentation is provided and the session content is précised as follows.

Course Objectives:             

Expected Learning Outcomes.

The course aims to provide delegates with an understanding and, or working application of:

What is ‘abuse’? Definitions of the Children Act 2004/levels of intent as defined in criminal law.

The features of a Safer Recruitment Process.

How to make the right recruitment decisions.

How to promote and maintain an ongoing culture of vigilance within the organisation.

The day will also include a practical discussion relating to the review of the criminal records regime and the Vetting and Barring Scheme (VBS).

Entry requirements: There are no pre-requisite qualifications required in order to attend and gain the NCSL qualification but as part of the ‘next steps’ element of the course, delegates may be advised to undertake a minimum of ‘Child Protection-Level 1’ training if it is appropriate to their job role or function and they have not already done so.

Tutor: Debbie Smith

Debbie Smith is a Member of the Chartered Institute of Personnel and Development (MCIPD), has worked in the field of HR and recruitment for 18 years, initially in the private sector to include running her own highly successful recruitment consultancy and latterly as an Independent Consultant within the public sector.

She has worked with the General Teaching Council (GTC) as part of their HR Policy team and over the last four years, as a Recruitment & HR Business Partner for a large local authority.

For the last 2 years, Debbie has represented the West Midlands region to the Home Office on behalf of the ‘Local Authority Consultative Forum’, a role that has enabled group members to proactively contribute to proposed policy and practice relating to the emerging role and function of the Independent Safeguarding Authority (ISA) and Vetting & Barring Scheme (VBS).

Debbie is a Lead Counter-Signatory for an Umbrella Body registered with the CRB to undertake checks on behalf of non-registered organisations, providing them with proactive support, advice and guidance on the CRB process, ISA and VBS. She is also Principal HR Consultant for ‘ACT Education Ltd’, an organisation founded in 2009 by a group of like-minded Primary Head teachers in pursuing primary Academy status.

Debbie is a former lecturer from the University of Wolverhampton Business School and an accredited trainer for the Children’s Workforce Development Council (CWDC) ‘Safer Recruitment’ programme. She also provides consultancy support to organisations in relation to the review of the criminal records regime and the Vetting and Barring Scheme (VBS).

As part of our quality assurance policy, and to ensure courses are always up to date we reserve the right to update alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.