Communicate: In Print 2 - bso.bradford.gov.uk Wright/… · Web viewPackage. Teacher. Time....

From February 2014

bso.bradford.gov.uk/Q1

Welcome

Currently more than one in five children (21%) in this country are identified as having SEN but only 2.7% have statements. Changes to SEN legislation currently being considered will mean that ensuring the progress of these students is the responsibility of individual schools. Talking about these changes, Lorraine Petersen OBE, Chief Executive of the National Association for Special Educational Needs (NASEN), said:

We are pleased to see a clear emphasis on training and development for staff in schools – building on the schools white paper. We need our teachers to be well trained and confident to identify needs and barriers to learning and provide the right support early on.

Quality First aims to support schools to meet the needs of children who have learning needs, both with and without a statement of special educational need. The courses in this Quality First prospectus and the additional services offered will enable staff to increase their knowledge and skills in a wide range of areas, in order to improve outcomes for children with additional needs.

As Quality First grows we are able to provide an increasing range of courses and training opportunities for you. Take time to look through the prospectus and identify which course is right for you. If there is something you would like to see but that is not in the prospectus please let us know and we will do our best to oblige!

Regards

Ruth DennisActing Principal Educational Psychologist

QUALITY FIRST – THE TEAMSAs Quality First, the

Educational Psychology Team, SEN Services (formerly Learning Support Service), and Social, Emotional and Behavioural Difficulties Team

will provide you with high quality training and support in relation to vulnerable children and children and young people with Special Educational Needs and Disabilities (SEND).

Educational Psychology Team

Educational Psychologists (EPs) are professionally trained and have experience of working with children, schools and families. All of the EPs are registered with the Health Professionals Council (HPC) and are fully checked through the Criminal Records Bureau.

EPs use their knowledge of psychological theory and research combined with experience to find ways of developing and enhancing the learning and emotional wellbeing of children and young people. EPs also help to address schools’ concerns in relation to a wide range of child and adolescent development and SEN issues at an individual child or group level.

Using a range of approaches, EPs collaborate with parents and a range of other professionals, and engage with children and young people themselves, to ensure that they develop appropriate and meaningful interventions.

Each Bradford school receives a number of EP sessions (3 hour) per year free of charge. The number of sessions is based on school size and other indicators of need. The use of these sessions is negotiated throughout the year and may include a combination of statutory and development work. Bespoke training and group work can also be commissioned using this allocation of time.

SEN Service

SEN Service is made up of six teams of staff specialising in Autism, Deafness, the Early Years Foundation Stage, Specific and General Learning Difficulties, Physical and Medical Difficulties, and Visual Impairment.

The Service provides specialist support, advice and training to families and to early years settings and schools who have children with SEN in their classes.

All teams are staffed by highly experienced specialists within their field who have worked with families, settings and schools in Bradford for many years.

The Service is confident that it has staff with the knowledge, experience and expertise to offer a unique breadth and range of specialist training and services that can make a real difference to children and young people with SEN

Some of our services are available at no cost to settings and schools within Bradford Metropolitan District Council.

Social, Emotional and Behavioural Difficulties Team

The Team has seven Specialist Teachers and eight Peripatetic Inclusion Mentors who work alongside primary schools supporting children for whom full-time mainstream education is challenging owing to their emotional, behavioural and/or social difficulties.

The Team works in partnership with schools, parents/carers and other agencies such as Health, Social Services and other Children’s Service teams in meeting the needs of the pupil.

Schools refer pupils to the Team at school action plus of the SEN process and, in addition to the training courses contained within this prospectus, it can offer the following range of services to schools:- Detailed assessment of a pupil’s needs- Support and advice to schools, parents, pupils and other services- A period of intensive additional support from a Peripatetic Inclusion Mentor –

based within school for up to four half day sessions a week- Specific support for children with social, emotional, behavioural difficulties

around Y6/Y7 transition- Support for pupils at risk of exclusion- The coordination of nurture group provision across primary and secondary

schools in Bradford- The coordination of the Bradford Nurture Group Network

BESPOKE OPTIONS

Additional Educational Psychology Time

An effective way to plan strategically for children with complex needs is to commission the involvement of an EP in a school or setting throughout the year.

Schools can commission additional days from the EP Team, which can be used for work with individual children, interventions, training or development at a cost of £500 per day (two sessions per day). For example, a one off individual assessment is likely to require three sessions and can be commissioned for £750. This includes assessment of the child in context, meeting with parents and staff and production of a written report.

A reduction in cost is available when larger amounts of time are booked in advance. For example, 10 days extra time (20 sessions), agreed 9 term weeks in advance will cost £450 a day. Block commissioning of time by groups of schools can also be negotiated.

The EP Team also provide bespoke research and evaluation services focusing on improving outcomes for children and young people. EPs are trained to undertake robust scientific research and to use the same skills to evaluate interventions. An evaluation or research package can be negotiated according to your needs.

If you wish to discuss commissioning extra EP Team time please ring Ruth Dennis (Acting Principal EP) on 01274 385788.

Additional Support from the Social, Emotional and Behavioural Difficulties Team

The Social, Emotional and Behavioural Difficulties Team (SEBD) is now in a position to negotiate with individual headteachers a range of bespoke packages, examples of which are outlined below. Each package contains an indication of the time investment required and the projected costs.

Within these packages of support there will be an emphasis on quality assurance. Delivery will be negotiated with headteachers, as will an agreement on the means by which both quality of programme delivery and impact will be assessed.

Package TeacherTime

Optional Inclusion

Mentor Time

Anticipated Costs

1 The development of a Nurture Group in either a primary or a secondary school from scratch to fully operational with self review and the achievement of Quality Mark accreditation within 2 years in place.

10 half days over an academic year

6 half days over a term

With teacher support only: £1,800

Total package: £2,340

2 Support for an Inclusion Manager/ SENCo to develop and extend systems in school for the effective management of social, emotional and behavioural difficulties

10 half days over an academic year

N/A £1,800

3 The development of a Buddying system in a primary school as an effective way to develop/extend positive lunchtime experiences for pupils

4 half days over a term

6 hours over a term

With teacher support only: £720

Total package: £870

4 The development of quality circle time provision in school as a way to further develop pupils’ behaviour towards and respect for other young people and adults and to ensure pupils are able to share their successes and concerns in a safe, non-threatening environment

5 half day sessions 6 hours over a term

With teacher support only: £900

Total package: £1,050

5 The development/extension of Social, Emotional Aspects of Learning (SEAL) small group work in school as a way to support pupils at wave 2 and 3 with a range of SEN (particularly SEBD)

4 half day sessions; or

2 half day sessions plus 6 Inclusion Mentor sessions as stated

6 half day sessions

4 sessions teacher support only: £720

2 teacher sessions plus PIM time: £900

6 Preparation for Ofsted in relation to Behaviour and Safeguarding, supporting school to: Ensure “the systematic and

consistent management of behaviour”

So that “all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity”

(Ofsted Evaluation Schedule 2012)

4 half day sessions N/A £720

If you wish to discuss commissioning extra SEBD time please ring Alison Smith on 01274 385913.

Additional Support from the Learning Difficulties Team

SEN ICT training

Schools can request in-house training on some of the key software used to support children with SEN. The primary audience for the courses is teaching staff. However, they are also suitable for higher level support assistants. They can be delivered at beginner, intermediate and advanced levels. Schools can also request bespoke training.

Sessions are 2½ hours long. Ideally they should be split over two visits.

Clicker 6: This is a literacy support tool aimed at primary schools. It can support children with reading and recording at all levels of ability. It includes a word-processor with text-to-speech, text prediction, sentence support, word bars and writing frames. In addition, it provides easy to use tools to create on-screen matching, story writing, and oral story-telling and vocabulary development activities.

Communicate: In Print 2 : This is a desktop publishing tool for making symbol-supported materials, accessible documents, flashcards, worksheets, books etc. It is highly versatile and resources can be easily adapted to the needs of the pupil. When creating resources text can be copied and pasted from Word and other programmes and easily symbolised. It provides a large bank of curriculum-based images which can be used to create curriculum resources for all children irrespective of their level.

Communicate: SymWriter 2 : Communicate: SymWriter is an easy-to-use symbol writing program which can be used by both teachers and pupils. Symbols appear above the words as you type and ‘smart symbolising’ analyses the text to help select the correct symbols. You can drop in photos and images to illustrate your document, or add them to a word to replace a symbol for more specific meaning. SymWriter features text-to-speech and a spell checker with symbol support. It also includes interactive on-screen grids to make writing accessible to users that need additional help. These enable the user to select items from the grids (using a mouse, keyboard, touch screen or switches) to be automatically added to their document, switch to another grid, or to perform a range of actions. There are a range of templates which can be easily adapted to support pupils across the curriculum. (Please note if you have the first edition of SymWriter you can download the upgrade for SymWriter 2 from Widgit’s web-site free of charge – this version has lots of additional features and is much easier to use.)

If you wish to discuss commissioning extra time from the Learning Difficulties Team please ring Fiona Whitaker on 01274 385833.

http://www.widgit.com/products/inprint/index.htm

COURSE CONTENTS

Educational Psychology Team 21st Century Teens

Bullying in Schools – Are You Doing Enough?

Children with Additional Needs in the Early Years – Using the Early Years SEN Support Grid

Children’s Development in the First Five Years of Life

Computer Gaming: What is Reasonable?

Dyscalculia - Supporting Children in Maths

Neurological Development in the First Five Years of Life

Neuroscience in Education – A Cautionary Approach

Progress for Children with Complex Needs

Pupil Premium - How to Achieve Maximum Impact

Teaching at the Edge of Exclusion

Understanding and Addressing Self Harm in Secondary Schools

Wise Before the Event: Responding to Sad Events

SEN Services (formerly Learning Support Service) SCERTS – An Assessment and Planning Framework for Children with Social

Communication Needs/Autism

Social, Emotional and Behavioural Difficulties Team Anger Management Training for Learning Mentors, Teaching Assistants and Support

Staff

Building Positive Lunchtime Experiences and Implementing a Buddying Scheme

Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting

THE COURSES

Educational Psychology Team

Title 21st Century Teens

Course numberQ1013P/36

Description of CourseIntended outcomes for participants:Participants will be able to identify some of the new pressures on teenagers and ways in which we, as adults, can support them better.

Content of the course:A course which looks at the new and different pressures faced by teenagers growing up in today's world.

Intended Participants Pastoral staff, Heads of Year, Form Tutors, Heads of HousePhase of education: SecondaryDate/s 01.07.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Helen Chilton, Educational Psychology Team - Internal Tutor

Title Bullying in Schools - Are You Doing Enough?


Description of CourseIntended outcomes for learners: Changes in the Ofsted framework and the Equalities Act mean that schools have increased duties to keep children safe in school. This course will provide an overview of the current understanding of what is meant by "bullying", along with a review of the most effective and appropriate ways of responding, intervening and - ideally - preventing bullying.

Intended outcomes for participantsDelegates will: Understand how "bullying" is currently defined and understood Understand the evidence base behind a range of interventions and approaches Consider how this applies in your own setting

Intended Participants Managers, SENCOs and Pastoral staffPhase of education: AllDate/s 10.06.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Dr Ruth Dennis - Internal Tutor

Title Children with Additional Needs in the Early Years - Using the Early Years SEN Support Grid


Description of CourseIntended outcomes for participants:By the end of the course you will have: Developed a clear understanding of the Early Years SEN Support Grid Explored how to track progress using the grid Practiced setting challenging targets for young children with SEN in the Early Years

Content of the course:How do you know when children with additional needs in the Early Years are making good progress? At what point do you need to consider statutory assessment?

These and many more questions can now be answered using the Early Years SEN Support Grid. This course will look in depth at this tool and, through use of a number of case studies, explore how you can use this to maximum impact.

Intended Participants Teachers/Managers/SENCosPhase of education: Early YearsDate/s 01.04.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Ruth Dennis, Educational Psychology Team - Internal Tutor

Title Children’s Development in the First Five Years of Life


Description of CourseIntended outcomes for learners: An introductory course aimed at the non-specialist, those new to early years’ education and those working with older children who want to know more about children in the early years as a foundation for their work.

Intended outcomes for participants:Participants will have an overview of typical child development, an introduction to developmental differences and the main methods and frameworks for assessing children’s development.

Content of the course:Participants will be introduced to developmental milestones in: Physical and motor development Perceptual development Cognitive development Language development Social development

Participants will have a summary of developmental differences including: Developmental delay Atypical development

Intended Participants Pastoral staff, Heads of Year, Form Tutors, Heads of HousePhase of education: Early YearsDate/s 10.07.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Jo Haines, Educational Psychology Team - Internal Tutor

Title Computer Gaming: What is Reasonable?


Description of CourseIntended outcomes for participants:Participants will be presented with a case study which will help them think through how best to support pupils and the families of pupils who engage in online and excessive game playing. Participants will leave with background knowledge of the positive and negative impact of computer game playing and how best to use this knowledge.

Content of the course:To provide participants with information regarding the psychological underpinning of gaming – i.e. why our pupils engage in computer gaming. This will consider gender differences and statistics, the benefits of computer gaming (including participation in online multiple player games), addiction and dependence.

Intended Participants This course is designed for pastoral staff, parental involvement workers, year heads and other professionals in secondary schools who come into contact with parents. It is designed primarily for KS3 and KS4 although Y6 teachers may also find this course useful.

Phase of education: Y6 Staff and Secondary School StaffDate/s 10.04.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Nicola Hawthorne Jones, Educational Psychology Team - Internal Tutor

Title Dyscalculia - Supporting Children in Maths


Description of CourseIntended outcomes for learners: Improving outcomes

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of how children learn maths and why some children find this difficult Increased your knowledge of a range of strategies aimed at improving progress in maths Developed a structure to support this group of children in your school

Content of the course:Specific difficulties with maths are often under identified and rarely considered. This course will help you to explore why some children fail to grasp basic mathematical concepts and struggle to make progress. You will learn about the psychological basis of mathematical development, and how you can support children to develop specific skills in this area.

Intended Participants Teachers/other adults working directly with children and young peoplePhase of education: AllDate/s 07.05.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Ashraf Seedat, Educational Psychology Team - Internal Tutor

Title Neurological Development in the First Five Years of Life


Description of CourseIntended outcomes for learners: Improving outcomes

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of neurological development in the first five years of life Increased your knowledge of a range of brain based early learning strategies Developed a structure to implement this in your setting

Content of the course:For decades researchers have been aware of the extraordinary development of a child's brain during the first five years of life. Recent advances in neuroscience have helped crystallise earlier findings, bringing new clarity and understanding to the field of early childhood brain development.

This course will explore how brain development in children affects behaviour and how early learning strategies can be adapted to support learning.

Intended Participants Practitioners working in the Foundation StagePhase of education: Early YearsDate/s 04.03.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Vickie Jones, Educational Psychology Team - Internal Tutor

Title Neuroscience in Education – A Cautionary Approach


Description of CourseIntended outcomes for participants: To be aware of ‘neuromyths’ which have developed over the last 10 years and be able to critically evaluate the

claims made by some ‘brain based packages’. To use knowledge of ‘sensitive periods’ during infancy and adolescence to develop appropriate systems of

support. To use knowledge of neuroscience as part of a package of support for children with specific disorders, behavioural

issues and/or learning difficulties. To begin to recognise the impact of early trauma on brain development.

Content of the course:In the past decade there has been rapid interest amongst educators in how an understanding of the brain can be used in classroom teaching and learning. This has led to some ‘brain based packages’ based on limited evidence, however, within ‘a cautionary approach’ neuroscience can offer insight into general whole class practices as well as provide insight into specific conditions. The course will outline how insight and knowledge about neuroscience can contribute to better outcomes for children and young people.

Intended Participants SENCOs/Inclusion Managers/Class TeachersPhase of education: Primary and SecondaryDate/s 10.06.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Nazam Hussain, Educational Psychology Team - Internal Tutor

Title Progress for Children with Complex Needs


Description of CourseChildren with complex needs and statements of SEN are increasingly educated in mainstream classrooms. This often challenges teachers both in terms of planning for these children and demonstrating progress. This course will support teaching staff to explore best practice in this area and gain valuable skills.

Intended outcomes for participants:At the end of the course, participants will: Have a shared understanding of children with complex needs Feel confident in using a variety of tools to show progress Be able to record progress effectively and set appropriate targets

Intended Participants Teachers, SENCos, Teaching Assistants in mainstream primary or secondary working with children who have identified complex needs

Phase of education: AllDate/s 21.05.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Dr Philippa Grace – Internal Tutor

Title Pupil Premium - How to Achieve Maximum Impact


Description of CourseIntended outcomes for participants:By the end of the course you will have: Explored a range of uses of Pupil Premium Identified examples of best practice Identified ways of measuring and demonstrating the impact of Pupil Premium

Content of the course:A number of schools are now benefiting from funding via the Pupil Premium. This money is intended to improve outcomes for vulnerable groups and monitored by Ofsted.

This course will explore a range of interventions that have been put in place using Pupil Premium and help identify those which represent best outcomes and value for money.

Intended Participants SENCos/Senior ManagersPhase of education: AllDate/s 21.05.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Linda Chavasse, Educational Psychology Team - Internal Tutor

Title Teaching at the Edge of Exclusion


Description of CourseIntended outcomes for participants:By the end of the course you will have: Considered the legal position of schools in relation to exclusion and children’s entitlement to educational provision Explored the importance of the teaching relationship in particular to children at risk of exclusion Devised an individual timetable implementing a range of approaches and strategies

Content of the course:How can schools work effectively with children and young people who are at risk of exclusion? This course provides a brief outline of the legal position of schools with regard to exclusion and children’s educational entitlement.

A central part of the course will be to look at the importance of the teaching relationship and its role in engaging children who are experiencing difficulties participating in school life. We will then consider a range of strategies and approaches aimed at engaging these children in school.

We will look at the place of any learning or social difficulties or disability the child may be experiencing, and the possible effects on the child’s engagement and self esteem. We will then consider a range of approaches and strategies to help the child engage in their learning.

There is an emphasis on this course on practical activities and problem solving for participants to engage actively in their learning!

Intended Participants SENCos, Senior Management, Class/Subject Teachers, Pastoral StaffPhase of education: AllDate/s 18.06.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Magdalen Maguire, Educational Psychology Team - Internal Tutor

Title Understanding and Addressing Self Harm in Secondary Schools


Description of CourseIntended outcomes for learners: Learners who have self harmed will be supported by confident, skilled staff who are able to respond sensitively to the needs of learners who self harm.

All learners will have information about self harm, including support and strategies which may help them to deal with their life challenges.

Intended outcomes for participants:Participants will: Understand the causes and consequences of self harm Help young people who self harm Understand the contagion effect in self harm Develop and implement a school policy to address self harm

Content of the course: Understanding and defining self harm Research focus: Who self harms and why Practical strategies to support learners who self harm The role of specialist CAMHS and specialist CAMHS referrals A school policy to address self harm

Intended Participants Senior Leaders, Inclusion Managers and Pastoral Staff in Secondary SchoolsPhase of education: AllDate/s 19.03.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Philippa Grace, Educational Psychology Team - Internal Tutor

Title Wise Before the Event: Responding to Sad Events


Description of CourseIntended outcomes for learners: A robust school policy means learners will have appropriate support from confident and knowledgeable staff following bereavement or a critical incident.

Intended outcomes for participants: Staff will be confident in responding to the needs of learners and staff following a critical incident or bereavement. Staff will be able to implement a robust school policy.

Content of the course: A case study of a critical incident – do’s and don’ts in school Practical steps in a critical incident policy Practical steps following bereavement in the school community Research focus: The nature and effects of grieving Research focus: Understanding and recognising post traumatic stress disorder

OverviewAccidents, traumatic events and bereavement can affect all members of a school community. This course helps school staff to prepare for such events, with research based evidence about appropriate and effective practical steps to respond to the needs of pupils, parents and staff.

The course also considers the possible psychological impact of loss and bereavement on children and young people, and how to identify, understand and respond to their needs.

Intended Participants Pastoral Managers and Senior School LeadersPhase of education: AllTarget audience and prior experience:

Pastoral staff, Heads of Year, Form Tutors, Heads of House

Date/s 12.09.14 Times 09.00-12.00 Venue Future House No of sessions

1

Cost £90 per person Tutor Philippa Grace - Educational Psychology Team - Internal Tutor

SEN Services (formerly Learning Support Service)

Title SCERTS – An Assessment and Planning Framework for Children with Social Communication Needs/Autism


Description of CourseSchools and settings are required to make reasonable adjustments for children with additional needs (Equality Act 2010). This course will support learners to effectively assess and plan for children with social communication needs/ autism.

Intended outcomes for participants:Participants will develop: A robust understanding of why children and young people on the Autism Spectrum/social communication needs

continuum may not be available for learning and what factors need to be addressed to support progress An understanding of the theory behind the SCERTS framework and how this supports assessment and planning

for children with autism/social communication needs Knowledge of the practical components of the SCERTS framework and how these might be used in practice

Content of the course:This course will: Develop an understanding of the different learning styles and range of needs of children and young people on the

Autism Spectrum or who have social communication needs Give the theory behind why some children with these needs are not able to learn effectively Provide information and support on how to use the SCERTS framework to support assessment and planning

Any course follow up: Support will be provided for professionals within the Bradford District in the form of a SCERTS support group, comprised of professionals from a number of fields who are using this framework.

Intended Participants SENCOs, Inclusion Managers, Curriculum Managers, Specialist Communication and Interaction Professionals, professionals involved in planning and assessment for children with autism

Phase of education: AllTarget audience and prior experience:

Working with children and young people with social communication needs and autism.

Date/s 17.09.1418.09.14

Times 09.00-16.0009.00-16.00

Venue Future HouseFuture House

No of sessions

2

Cost £250 per person Tutor Emily Rubin – External TutorCarol Shiret – Internal Tutor

Social, Emotional and Behavioural Difficulties Team

Title and Narrative ChangeTitle Anger Management Training for Learning Mentors, Teaching Assistants and Support Staff


Description of CourseIntended outcomes for participants:Participants will: Understand the underlying reasons for children routinely showing angry feelings Learn the cycle of anger Learn at what point to best provide support to help children manage angry feelings Learn some practical strategies for 1:1 support and small group interventions Understand what support is available for the children in your school on the special needs register whose primary

need is around behaviour

Content of the course: Understand the cycle of anger and the interventions that can be used at each stage Reflecting upon practice and informing procedures and policies Practical paperwork: documents that inform practice for the individual pupil

Any course follow up: Participants will be given resources to support any children they are working with in schools. Participants will be encouraged to link via email to share ideas and resources.

Intended Participants Support Staff - Teaching Assistants, Higher Level Teaching Assistants, Inclusion Mentors and Learning Mentors

Phase of education: Primary and SecondaryTarget audience and prior experience:

Individuals who work with children who need to learn to show us their angry feelings safely


1

Cost £75 per person Tutor Martina Walsh - Internal Tutor

Title Building Positive Lunchtime Experiences and Implementing a Buddying Scheme


Description of CourseIntended outcomes for participants: Staff in school will feel more confident to develop and implement strategies to improve the lunchtime experience

for all children. Staff will be able to plan and implement their own buddying scheme. Staff will be able to sustain an effective buddying programme. Participants will be able to support children in becoming more responsible for their own behaviour, making good

choices, being role models developing social skills and emotional resilience. You will learn how to use Pupil Voice within the context of promoting positive lunchtimes and buddying.

Content of the course:This course will provide resources, information and support for staff, as they seek to develop and extend their systems for the effective management of positive lunchtime provision in school.

We are presenting a morning full of ideas and strategies to make lunchtimes a more positive experience for the children in your school. We will look closely at helping you to set up your own buddying scheme.

This course will support you in promoting positive ‘pupil attitudes to learning and conduct in lessons and around the school’ while promoting ‘pupil behaviour towards, and respect for, other young people and adults…’ (considerations within the Ofsted Evaluation Schedule 2012).

Lunch will be provided as part of the course.

Intended Participants SENCos, Inclusion Managers, Learning Mentors or other support staff with a responsibility for promoting positive lunchtimes

Phase of education: PrimaryDate/s 11.06.14 Times 09.00-13.00 Venue Future House No of

sessions1

Cost £85 per person Tutor Justine Burnhill (SEBD Team) - Internal Tutor

Title Six Stages of a Crisis: De-escalating and Diffusing, Repairing and Reflecting


Description of CourseIntended outcomes for participants: Participants will be shown ways to plan for behaviour crises within their classrooms They will have a clear understanding of strategies at all six stages of crisis They will take away useful documents that will enable reflection and inform their practice They will learn how to implement procedures for individuals within their class The nurturing principles of practice will underpin the training

Content of the course: Understanding the six stages of crisis and the interventions that can be used at each stage Reflecting upon practice and informing procedures and policies Practical paperwork: documents that inform practice for the individual pupil

Any course follow up: Participants will be given a reading list and encouraged to develop their CPD by doing further reading An evaluation of the course will be done Participants will be encouraged to link via email to share ideas and resources regarding effectively planning for

explosive behaviour and the management of it

Intended Participants Teachers, Teaching Assistants, Learning Mentors, SLT, NQTs and SENCOsPhase of education: Primary, Secondary and Behaviour Specialist Provisions (PRU, Centres)Target audience and prior experience:

Individuals who feel that they now need to develop their tool box further so that they are more equipped to deal positively with behaviour management within their settings


1

Cost £150 per person Tutor Sara Burgess and Anna Robinson - Internal Tutors

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