This month’s spotlight teams are science and MFL; we take a look at what each team is currently working on and the training that is available.

Meet the teams

p.2 p.6p.3 p.7

Read about HfL’s work to tackle the teacher recruitment issues faced by schools; HfL is also excited to introduce several new advisers and services in this issue.

Latest HfL headlines

An overview of what’s on to support BME pupil achievement. Just in case you missed them – HfL’s Early Years conference and national poetry conference and are also reviewed.

The pick

Hertfordshire schools have received much publicity this month, with a visit from the BBC and impressive Holocaust Memorial Day events.

Herts schools

Inside this issue

TRAINING TIMEShertsforlearning.co.uk Issue 9

An update from the FSS team

This is a busy time of year for all involved in school finance. Schools’ budget shares are currently being worked on. Primary and secondary schools maintained by Hertfordshire will be issued with the budget share document for the schools block element of their funding at the end of February 2015; budget shares for early years, special schools and education support centres will follow.

The Hertfordshire Schools Forum plays a key role in a range of financial and budget matters. Details of your representa-tives on the Schools Forum, records of meetings and programmes of work can be accessed here: http://bit.ly/1FSv9ZK

Among topics recently considered by the Schools Forum is the funding formula for special schools. It is proposed to introduce a simpler system for calcu-lating the per pupil “top up” element of special school budget shares.

The DfE is currently undertaking an exercise to establish a formula for distrib-uting the grant which funds high needs SEND provision between local authority areas. We will update you with news on this area as it becomes available.

For more information from FSS please see: http://bit.ly/HfL-FSS

Well-designed school classrooms ‘boost academic success’

The BBC is reporting a new study that suggests well designed classrooms boost the academic performance of primary school children… Researchers from Salford University said that layout, construction and decoration of classes had a significant impact on reading, writing and maths: http://bit.ly/TTMarchClassDesign

We would like to hear your views on this topic for a future article on classroom designs that you think are making a real difference in Hertfordshire schools.

A Fascinating Assortment

Jessica BroadbentHerts for Learning Journalist

The Department for Education (DfE) has announced a new focus on building character, resilience and grit in pupils in order to prepare them for life in modern Britain. Several measures have been put in place to support schools with this, including millions in funding for former armed services projects and awards for schools. Education Secretary Nicky Morgan commented: “Delivering the best schools and skills is a key part of our long-term economic plan that is turning Britain around. As well as high academic standards, this means providing oppor-tunities for all young people to develop the character and resilience they need to succeed in modern Britain.” This new focus follows a 2014 report by the University of Birmingham, Schools of Character, which states the benefits of this kind of education and provides case studies of seven schools nationally. Kings Langley School near Hemel Hempstead was one of the seven case studies; Headteacher Gary Lewis has been working on these values in his school for the past 13 years. Since taking his current position he has been focus-sing on creating a strong school ethos and a feeling of identity through what he says is the most important thing in life: “Your ability to deal with many situ-ations and to manage your behaviour”. Kings Langley embeds three main values into school life: ‘stickability’ – learning to stick at things and cope with failure; self-regulation – learning to have control over actions; and empathy. Within these three areas the school advocates the practice of excellent manners and positive body language. Pupils have developed a sense of pride in their school through interventions such as close attention to personal pres-entation; this includes maintaining high standards of the school uniform and a focus on communication, specifically covering language, vocabulary, tone of voice and smiling! In an Ofsted inspection just before Christmas, Kings Langley received outstanding for the ‘behaviour and safety of pupils’. Inspectors commented that

“students are well motivated, respectful of each other and of staff and cooperate particularly well in lessons. They do not give up when they find the work is difficult”, and “they wear their uniform with pride”. This notion of not giving up is key to building resilience from an early age. Goldfield Infants’ and Nursery School in Tring works on pupil perseverance from Early Years in order to begin preparing

pupils for life beyond school. Head-teacher Debora Stevens works with a cluster of Tring schools to develop independent learners, using Guy Clax-ton’s Building Learning Power model. The school uses superhero personas to embed its core values for learning and for life: Polly Perseverance, Chloe Cooperation, Roger Resourcefulness and Ryan Reflectiveness. Pupils and parents have embraced this style of learning, one parent recently quoting that their child had been “Polly Persevering” with their work. Pupils are encouraged to value their own and their peers’ individuality in the way they work, with self-reflectiveness key to their learning: “Reflectiveness gives children the opportunity to see how they are evolving as people,” said Debora. The superhero skills set children up to become lifelong learners; the idea that learning can happen anywhere helps children to understand that all skills learned can be helpful in life. With this in mind, Goldfield pupils partake in numerous projects and lessons outside the classroom. Each year they run a joint project with local busi-nesses, where pupils learn the basics of running a business and create their own business cards. “It’s important that when they walk down the street they know what is going on behind those doors,” said Debora, “Projects like this reflect what you need to be successful in life, not just school.” The DfE suggests that this sort of character education should be put on a par with academic learning. Gary agrees: “You can’t expect children to improve academically without the right emotional skills to handle whatever they may face in life.” However, he said, academic skills and character go hand in hand: “Strong academic achieve-ment is one of the best vehicles to

show strength of character; it’s all in the studying, revision, doing homework and learning about failure.” Since re-launching the school with character education at the forefront, Gary says he has seen academic stand-ards double. He feels it’s given Kings Langley a “uniqueness”, and can’t praise enough the impact of helping pupils to develop these skills: “I’d rather a pupil get a grade B but have a whole array of leadership qualities and teamwork skills, than achieve an A* and sacrifice all those other skills.” The first allocation of the £5 million set aside to help schools build character is seen in the character awards. The DfE states: “Schools that develop and build character, resilience and grit in their pupils will also be recognised for the first time through the new character awards.” Character, it advises, can be developed through any medium from citizenship lessons to Duke of Edinburgh Awards to military ethos projects (projects run by former armed services personnel). As we go to press 27 winners of £15,000 awards have just been revealed

- with King’s Langley amongst them! Congratulations to all winners, who will be receiving the award from the secre-tary of state on 16th March. A further award of £20,000 for one school will be announced later this month.

Herts for Learning will be delivering courses to support

character education in the autumn term. Look out for the

autumn term CPD brochure spotlight section.

Professor Guy Claxton will be speaking at HfL’s national conference

for primary deputy and assistant headteachers on 18th June 2015

(see back page for details)

MARCH 2015

Grit Gets Grades Individual 2015/16 HfL contracts for schools and academies have now been sent to all settings. These

bespoke contracts sit within a contract services

brochure for schools and an academies range brochure for academies. Details of all HfL services are included.

Goldfield Superheroes

NEW

2 Herts for Learning Training Times March 2015

At a time of significant developments in the teaching of modern foreign languages (MFL) from Key Stage 1 right through to A Level, HfL is working with schools and academies across the UK to enhance their language provision and to ensure they are meeting statu-tory requirements. In the wake of these changes, HfL is providing training and consultancy to schools on the new programmes of study and GCSE/A-level examina-tion content. Training looks at how to embed languages within the primary and secondary curriculum, explor-ing cross-curricular opportunities. It focusses on raising achievement for all students, ensuring they foster life-long learning and a love of languages.

For more information about training and consultancy please visit:

http://bit.ly/Grid-MFL

Or contact Anne Coad: anne.coad@hertsforlearning.co.uk

Following the new requirement last September for all children in Key Stage 2 to be learning a language, HfL has developed the Primary Languages Quality Mark (PLQM). This tiered quality mark allows schools to apply for bronze, silver or gold status; it helps schools to audit, embed and evaluate their foreign language provision and has received national interest since its launch.

For more information about the PLQM visit: http://bit.ly/TTPLQM or

contact Jackie Rayment: jackie.rayment@hertsforlearning.co.uk

Meet the teams

MFLScience

The science team supports both primary and secondary schools and acad-emies in developing effective learning, appropriate curricula and responsive leadership in science. The team provides central training, bespoke training, coaching and mentor-ing, through network meetings, depart-mental reviews, self-evaluation and Ofsted preparation. Advice and guidance on safe practices within science and radi-ation monitoring is also available. Forthcoming courses focus around innovative approaches to: teaching and learning, Assessment for Learning, scientific ways of thinking, and deliv-ering cross-curricular content using outdoor activities. Specific CPD is avail-able for current and aspiring primary science subject leaders and NQTs.

For more information about science training and consultancy please visit:

http://bit.ly/Grid-Science or contact Anne Coad:

anne.coad@hertsforlearning.co.uk

Following the implementation of the new National Curriculum, the team has produced guidance to support primary schools with assess-ment of science under the new guide-lines. This is available as part of the primary core teaching, learning and assessment package in HfL’s web subscription service. The materials in the package add breadth to the skills highlighted in the DfE’s statements around progres-sion. They map out the requirements for each year group and suggest ways to embed scientific thinking into the science curriculum, using skills to track pupil progress. Resources for secon-dary schools are to follow.

For more information about the subscription service and to

subscribe please see: http://bit.ly/HfLwebsubscription

Or email: resources@hertsforlearning.co.uk

Jackie Rayment is the HfL Modern Foreign Languages Adviser and has been working with Hertfordshire schools since 2007. Jackie specialises in supporting MFL teachers across Key Stages 1 to 5. She works with NQTs, foreign language assistants, classroom teachers, heads of MFL and senior leaders to ensure that students maximise their potential in their modern foreign languages studies. Jackie has over 30 years’ experience in teaching languages, becoming a head of modern foreign languages and an associate member of SLT before joining the Hertfordshire advisory team. She has also been a successful internation-al coordinator in Essex, Havering and Hertfordshire schools, and is a ‘Links into Languages’ trainer. Jackie keeps abreast of all new initiatives and is co-author of the very successful On Track MFL resource. Her promotion of the British Council’s Inter-national School Award led to Hertford-shire winning ‘best local authority’ in the prestigious Link2Learn Awards.

This term Jackie ran a conference for an academy chain (E-ACT) on current issues affecting language teaching and learning. These include: raising achievement; delivering the key stage 3 programme of study through cross curricular themes; and spontaneous student talk. She will also be speaking at Language World at Newcastle University in March.

Joanna is the HfL Lead Teaching and Learning Adviser for Science and has been working with Hertfordshire schools since 2006. She manages HfL’s science CPD programme and provides support and consultancy to teachers at all levels regarding curriculum, assessment, pedagogy and health and safety. She maintains a consistent under-standing of innovative science practice through her affiliation with educational organisations at the forefront of scien-tific development. These include: the National Advisers and Inspectors Group

for Science (NAIGS), where she is Chair; the Association for Science Education, where she is regional secretary; and the Consortium of Local Education Authorities for the Provision of Science Services (CLEAPSS) where she sits on the steering committee. Previously, Joanna was a secondary science teacher and head of department before becoming a science consultant. For four years she worked as a consult-ant in the London Boroughs of Wands-worth and Islington, before moving to Hertfordshire. She has a postgraduate certificate in educational leadership, development and consultancy and an MA in school effectiveness and school improvement. With a continued drive for involvement in academic education improvement she completed a Graduate Diploma in assessing colleagues’ learning in 2009.

Jackie RaymentJoanna Conn

Science and MFL training

For more information and to book your place on one of the following

courses please visit:www.thegrid.org.uk/schoolworkforce

‘maximise their potential in their modern foreign

languages studies’

‘a consistent understanding of

innovative science practice’

Photos from top to bottom; Joanna Conn and Jackie Rayment

Meet the advisers

Science

New and aspiring primary science subject leaders

5th March 20159.30am – 3.30pm

(Science Learning Centre East of England, Bayfordbury)

and4th June 2015

9.30am – 3.30pm(Science Learning Centre East of

England, Bayfordbury)

14SCI/014P

This two day course is aimed at teachers new to the role of science subject leader or those aspiring to take on this role. The course will provide participants with an overview of the role in terms of monitoring, evaluating and developing science teaching in primary settings.

MFL

Go for bronze, silver, gold! The Primary Languages Quality Mark

20th May 20151.30pm – 3.30pm

(Hertfordshire Development Centre, Stevenage)

15MFL/005P

Suitable for primary teachers involved in delivering languages or for subject coordinators, this course is designed to support the Primary Languages Quality Mark process by providing extra guidance and support for schools applying for the Quality Mark at bronze, silver or gold level.

3Herts for Learning Training Times March 2015

Up and coming

The pick

Spring term at HfL

HfL provides a variety of support, training and consultancy for Black and minority ethnic (BME) pupils, with several exciting pupil workshops now available to schools. These include:

Raising aspirations pupil workshops

HfL is offering a programme of workshops that aim to raise pupil aspirations through exploring some of Oxford University’s Black scholars. These workshops are delivered in partnership with Pamela Roberts, historian, cultural heritage practi tioner and author of The Untold Stories of Oxford University’s Black Scholars. Pixmore Junior School in Letch-worth included the workshops in their Black History Month celebrations for Year 4–6 pupils. During the interactive series of workshops pupils undertook

various exercises linked to Oxford University’s Black scholars and their achievements. They learned about Susan Rice, the first Black woman to become United States Ambassador to the United Nations. They then explored the role, skills and attributes required to be an ambassador, and its similarities to Pixmore’s School Council. They also looked at strategies for building and achieving their goals, concluding with an inspirational excerpt from Nelson Mandela’s inaugural speech: “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure.” Pupils reflected that they had particu-larly enjoyed learning about the Black inventors and the first Black woman to attend Oxford University, Kofoworo-la Moore. Pupils said: “I found Nelson Mandela’s speech interesting because

he said, ‘You all have talents’”, and “I was inspired hearing who invented peanut butter and the ironing board and then the traffic lights as well”.

Spiritual, moral, social and cultural (SMSC) and achievement pupil

workshops

This programme discusses aspects of SMSC that impact upon BME students’ achievement. It is aimed at: students in KS3 and KS4 with low self-esteem and/or confidence for learning; students with social and emotional aspects of learning impacting on achievement; and students not working to their full potential. The gold thread running through the sessions is the link to achievement. Students have said that following the workshops “I believe that I can get better results”, and have learned the

importance of “self memos, and different types of learning skills.” The programme comprises a series of six workshops for up to six students, and two three-hour sessions involving in depth discussions with individual students.

To find out more about HfL’s BME support, contact: noah.kaindama@

hertsforlearning.co.ukTo book either of these workshops

contact: linda.lovett@ hertsforlearning.co.uk

School leaders said they were “inspired” at HfL’s Ready for Early Years Pupil Premium and Ofsted Inspection of Early Years confer-ence in February. The conference was held in response to requests from headteachers for information about the new three to four year old pupil premium funding that will be allocated from April 2015. Speakers across the day addressed headteachers and senior leaders on how to plan for the use of the early years pupil premium and how to prepare for a successful early years Ofsted inspection. Delegates found the day hugely useful in consolidat-ing and reinforcing ideas around pupil

premium, and sharing these ideas with their colleagues. One delegate said, “Events like this conference give value to Early Years and the work that we do”, and another,

“It’s about networking for professional development and sharing practice with people in different school structures.” All settings are free to decide how they use their funding, but must be able to justify their spending decisions in an Ofsted inspection. In view of this, HfL’s Early Years team arranged for Ofsted inspector Gill Jones to give a keynote speech. Gill is currently the Deputy Director for Early Education involved in developing the 2015 common framework for inspections, writing

guidance and training for inspectors. This framework will apply to schools and all early years settings. Delegates found that, “Gill’s talk was a good insight into what’s expected and what’s coming. It made us think about how we can show impact for our pupil premium children”. Her talk motivated her audience to see “how creative you can be with a small amount of money”. Peter Rogers from the national charity 4children and Marcus Cooper, Lead Adviser, Virtual School for Children Looked After also inspired the audience. Workshops focussed on evidencing the impact of leadership in early years, tracking and reading progress data and innovative provision to

maximise the impact of limited resources. Following the conference, delegates were buzzing with conver sation. Comments included: “The workshops we have been to were relevant and interesting; they repackaged some things we were already doing and formalised them, which reinforced our good practice” and “The thing about the Early Years team is that they are always there for us to answer questions, and if they don’t know the answer they’ll go and find out.”

For more information about the team and all EYFS training and con -

ferences, see: www.hertsforlearning.co.uk/team/early-years

Britain’s Poet Laureate Dame Carol Ann Duffy and Liverpool poet Roger McGough entertained delegates from across the country at HfL’s national poetry conference, The Power in Poetry: Language as Play, in February. The conference was organised by HfL English Teaching and Learning Advisers in response to the increased profile of poetry in the National Curriculum; it aimed to inspire delegates to go back to their schools with new and refreshed approaches to this versatile form. Carol Ann Duffy performed a set of poetry and music with musician John Samson. They worked creative-ly through countless poems, weaving them all into a larger narrative poem about a princess. This performance is often done for children, keeping them engaged with the movement between spoken word and music and with audience participation. When asked about the importance of children having access to poetry Carol’s

opinion was indisputable: “Poetry is the music of life”, she said, “It is essential to allow children to express themselves and splash around in language.” She spoke of the universal nature of poetry that means it can be applied across the curriculum, saying, “What pleases us is when schools take some of the ideas and use them in all subjects, not just English but geography too, for example.” Roger McGough concurred:

“Poetry doesn’t have to belong anywhere,” he said, commenting that there is no need for it to be confined to literacy lessons. Roger also performed myriad poems, from comical accounts of having to talk to pupils in school to a poem he had drafted only the day before the conference. He reminded delegates of the flexibility of poetry, which can take many forms and convey any mood, and urged teachers not to shy away from using it in lessons. He views poetry as an essential tool for children’s learning: “We have

to create a generation of children for whom poetry is a part of their life…poetry helps slow readers, it’s malleable, you can create it however you want to – poetry is a vehicle for children to surprise you.” Workshops were also run through-out the day, focussing on deliver-ing practical and engaging poetry activities for pupils. These included: Exploring narrative poetry through drama with Alison Dawkins; Free verse to ignite the reluctant writer with Jane Andrews; Extending the range of appreciation and composi-tion in Year 6/7 with Martin Galway; Writing cinquains with a hist orical theme with Michelle Nicholson; Using colour poems as a stimulus with Ruth Goodman.

For more information about the English team and what’s on this term,

please see: www.thegrid.org.uk/learning/english/

Hertfordshire schools prepare for early years pupil premium

Splashing around in language

What’s on and what you might have missed

What’s on for BME pupils?

Recently at HfL In case you missed anything…

Carol Ann Duffy during book signings

4 Herts for Learning Training Times March 2015

Supporting better behaviour

– supporting better learning

12th March 2015

14BFL/034A

Under the current framework, Ofsted have significantly increased their focus on systematic, skilled and consistent behaviour management by all staff. All staff must understand, and use consistently, the behaviour management strategies agreed by the governing body and the school community.

This course offers an opportunity for support staff to further develop, refresh and improve their skills in managing behaviour to ensure a good and safe learning environment. Firm boundaries and consequences are an essential part of behaviour management; we’ll explore how to apply these in a framework of fairness, support and mutual respect.

By attending, delegates will:• discover the six key preventative

strategies to reduce behaviour problems in groups, classrooms and beyond

• gain a better understanding of the National Curriculum and the new programme of study

• support pupils to think for themselves, make good choices and discover the benefits to be found in responsible, considerate behaviour

A taste of our forthcoming courses

Safeguarding in a digital world – eSafety for

primary schools10th March 2015

14COM/010P

Using Fischer Family Trust in Key Stages 3, 4

and 59th March 2015

14ASS/118S

Keeping children and young people safe online and teaching them about the appropriate and responsible use of the internet are essential parts of a school’s safeguarding role. The proliferation of mobile devices over recent years means most children are online at home for an increasing amount of time. It’s therefore never been more important that they are taught how to keep themselves safe from the risks that exist online.

Section 5 of the Ofsted Framework from September 2014 states that inspectors will include eSafety in their discussions with pupils and what measures the school takes to promote safe use and combat unsafe use, both proactively and reactively.

This course looks at what schools need to do to in order to make eSafety a priority across all areas of the school.

By attending, delegates will:• look at young people’s use

of the internet and the latest online trends

• consider how the teaching of eSafety can be embedded into the curriculum

• cover the expectations from Ofsted around eSafety and how to meet these

• consider how schools can engage with parents around eSafety

• discuss the policies and procedures relating to eSafety which schools should have in place

This course will look at how the FFT reports can be used for school self-evaluation, improvement and target setting. The course aims to show how these reports can complement other data analysis tools such as RAISEonline and Post 16 analyses, and provide an extra dimension to the analysis of school attainment data.

By attending, delegates will:• gain an understanding of how to

interpret the FFT self-evaluation report

• use the FFT report to consider key aspects of attainment and progress with a view to updating the SEF and evaluating subjects

• understand how to use the FFT pupil estimate data to inform target setting

Aimed at Year 6 teachers, this inno-vative one day course will support teachers in using assessment to inform their planning and teaching of reading, writing, speaking and listening. The day will include a range of exemplified strategies in speaking and listening and reading writing. There will be opportu-nities to explore progression from level 5 to level 6 and consider the practical issues of teaching level 6 within a Year 6 curriculum. There will be a focus on guided and shared writing and a wealth of practical ideas to use back in the classroom.

By attending, delegates will:• use assessment strategies to

improve reading writing• embed modelled, shared and

collaborative writing in the teaching sequence

• use practical strategies to improve text structure, purpose, and sense of audience

• identify techniques used to control writing

Addressing mathematical

misconceptions in Key Stage 1

10th March 2015

14MAT/110P

Many pupils experience difficulties in developing some aspects of their mathematical understanding and particularly struggle to make crucial connections in their learning. In many cases, these problems affect the learning of other concepts causing greater distress. Probing this further can reveal where the misconceptions lie and supports the identification of the most important next steps in learning. In addition to this, the raised pitch of the new curriculum will also increase the likelihood that even more children struggle.

By attending, delegates will:• identify and explore the key

misconceptions that arise• develop strategies to probe

this further to find where the difficulty lies

• enhance teaching approaches to move learning on

• engage in practical activities and tasks that will provide daily opportunities for children to improve their reasoning in your classroom

Proving progresswithin lessons in Key Stage 2 and 3: assessment to enhance learning

10th March 2015

14ASS/077A

A key factor when Ofsted observe lessons is that pupils make progress within lessons. As National Curriculum levels are being removed, this course will explore the ways to gain and demonstrate progress within lessons for teachers of Years 3, 4, 5, 6, 7, 8 and 9. The course will begin with a discussion based around the reasons for the removal of level descriptors. We will consider the implications, both positive and negative, and how to demonstrate progress without them.

We will then focus on: strategies to give effective feedback that scaffolds improvement and avoids labelling; a range of questioning strategies to promote progress in lessons; techniques to develop pupil centred learning, pupil generated success criteria and self and peer assessment/collaborative improvement which lead to progress within the lesson.

By attending, delegates will:• understand how labels limit

progress • gain practical strategies for

immediate use in the classroom, leading to progress within lessons

Are you wanting to: make your Learning Journals work for you? Set up time efficient planning systems? Meet the needs of all your children?

If so, this is the course for you.

By attending, delegates will:• consider effective and

manageable systems for planning• understand how to plan for

adult-led activities and enhanced continuous provision

• discuss how to respond to children’s interests

Effective and efficient planning

in the EYFS17th March 2015

14EAY/048P

Moving level 5 writers to level 6

in Year 617th March 2015

14ENG/079P

Defining leadership

growth18th March 2015

14MAN/127A

This half day course is delivered by HfL’s new consultant Nicci Statham, and is designed for everyone from aspiring leaders to current members of the school leadership team.

The course will explore where you are currently in your leadership skills, and identify areas of growth both for now and in the future.

It will enable you to have a proactive approach when working with the different challenges of school leadership. It will explore how to build upon your ability to respond to varying contexts by adapting your approaches.

By attending, delegates will:• identify leadership skills• explore areas to grow

techniques and skills

5Herts for Learning Training Times March 2015

For more information, to book your place or to see our full range of training courses visit:

www.thegrid.org.uk/schoolworkforce/training/courses/booking.shtml

For further information about our training programmeplease contact Mark Green: 01438 844788 or mark.green@hertsforlearning.co.uk

The Singapore Bar method provides children with a proven flexible visual model which they instinctively understand, and which puts them in control of routine and non-routine problems building their confidence and creating a ‘can do’ attitude.

During these exciting, fast paced twilights we will be sharing examples of Hertfordshire children’s learning to illustrate strategies you can use immediately for teaching problem solving, mastering word problems, developing higher-order thinking and assessing children’s conceptual understanding.

By attending, delegates will:• begin to explore the potential

of the Singapore Bar method to support pupils’ understanding

• provide hands on activities and ideas which can be used immediately in the classroom

Aligned with the new National Curriculum, this course is aimed at Key Stage 1 class teachers and Key Stage 2 based subject leaders who are new or wish to develop their understanding of the writing process in Year 1 and Year 2. You will explore the importance of rich reading experiences in creating successful written outcomes. A range of quality texts to support the writing process will be explored and key strategies for scaffolding the writing process exemplified. The use of assessment information to move pupils’ writing forward will be a central theme of the day, exploring shared writing in detail.

By attending, delegates will:• develop understanding of the

teaching sequence for writing • be able to support children

in exceeding age related expectations in Year 1 and Year 2

• take away practical ideas to move pupils’ writing forward

• develop confidence in scaffolding the writing process through strategies

Maths: Singapore Bar

method17th March 2015

14MAT/101P

18th March 2015

14MAT/102P

19th March 2015

14MAT/103P

Everything you need to know

about PSHE and the new National

Curriculum20th March 2015

14PSE/019P

The course is aimed at teachers who have the role of PSHE subject leader. It will enable teachers to develop the skills, confidence and subject knowledge to successfully lead PSHE provision in their schools.

By attending, delegates will:• explore how to lead and

develop PSHE provision within the new National Curriculum

• receive up to date advice, information and guidance on recent developments within PSHE

• consider Ofsted expectations of the subject and how this relates to other areas

• apply knowledge and understanding to classroom activities and ideas for PSHE

Reading and writing in MFL

18th March 2015

14MFL/021P

Assessment for Learning for

EYFS and Key Stage 1

18th March 2015

14ASS/078P

This course is for the Foundation Stage and Key Stage 1 teachers wanting to develop Assessment for Learning in their classrooms.

We will explore what we mean by the term Assessment for Learning and look at the practical ideas that have been tried and tested with Foundation Stage and Key Stage 1 children.

The day will focus on pre-planning, modelling, learning intentions, success criteria, feedback and the most crucial element of creating a learning classroom.

By attending, delegates will:• understand the key principles

of Assessment for Learning in an Early Years and Key Stage 1 context

• look at a range of ideas and have confidence to experiment with some of the techniques

Teaching for independence in KS1 (literacy

focus)24th March 2015

14NQT/045P

Independent learners are active and curious, ask good questions, support others, understand how well they are doing and have a go, knowing that making mistakes and ‘being stuck’ are part of learning.

Children do not become independent learners by themselves; we need to teach them how. You will focus on the key skills, habits and attitudes which teachers and pupils require for independent learning and develop opportunities and experiences within the revised English curriculum, in order to build learner motivation, curiosity, self-confidence and self-reliance.

By attending, delegates will:• explore what it means to be an

independent learner in KS1• identify essential learning skills • reflect on your teaching

environment to develop independent learners

• gain awareness of effective research based methods

• build your personal toolkit of teaching strategies for independent learning

Using data for school

improvement Key Stages 1

and 223th March 2015

14ASS/082P

If you are new to a leadership role and need an overview of the key data analysis tools, this is the course for you. The course will focus on using the Hertfordshire assessment profile, RAISEonline and Fischer Family Trust (FFT) data to analyse end of key stage results and inform school improvement priorities and self-evaluation. The tracking of pupil progress throughout the key stages will also be explored.

By attending, delegates will:• understand the core subject

data presented in the assessment profile and in RAISEonline

• understand how to analyse the data to identify key strengths and weaknesses

• be aware of the key features of the FFT data, including its use in target-setting

• have the opportunity to spend time analysing your data supported by advisers

Metal machine safety course:

S2HS and S6HS 24th March 2015

25th March 2015

26th March 2015

14DET/010S

This three day course allows teachers, NQTs, technicians and site staff to demonstrate, through practical activities, their capability in using the process of:

- the centre lathe for metal cutting (S2HS) – types of functions, particularly safe holding, selection and mounting of tools

- the milling machines and machining centre (S6HS) – using both the horizontal and vertical milling machines, including computer controlled machines and machining centres

You will learn the correct procedures for using each of the above machines, routine maintenance requirements, the types, parts and functions, particularly the controls and safety devices.

By attending, delegates will:• gain the TTA and DATA Health

and Safety qualification for centre lathe, for metal cutting (S2HS) and milling machines and machining centres (S6HS)

Active and engaging

strategies for teaching

primary RE 19th March 2015

14NQT/042P

This lively one day course will give primary NQTs the opportunity to trial a range of active and engaging strategies for teaching RE. We will explore the legal framework for RE in Hertfordshire and the sources of support available to you in delivering this curriculum area. We will also consider creative approaches to cross-curricular work, setting appropriate learning objectives and assessing pupils’ work.

By attending, delegates will:• become familiar with the

Hertfordshire Agreed Syllabus for RE

• gain a greater understanding of the skills pupils are expected to develop

• develop an understanding of assessment in RE

6 Herts for Learning Training Times March 2015

Other news from HfL

The Teach in Herts Teacher Recruit-ment Fair is being sponsored by HfL and will be taking place on Saturday 14th March at Hertfordshire Develop-ment Centre, Stevenage. The recruitment fair is supported by a national and regional advertising campaign covering press and online. A two week radio campaign with Heart 4 Counties will also be running from 2nd March. Advertising is targeted at current, past or new teachers, or anyone

considering a career change to teaching. Hundreds of schools from across the county will be exhibiting, promot-ing their school and their current/future teacher vacancies. Workshops will also be running for attendees focussed on progressing your leadership career, NQT support in Hertfordshire, increasing your subject knowledge, returning to teaching, changing your career and re-training to be a teacher, plus unmissable tips on applying for your first teaching job.

The National College of Teaching and Leadership will be running Train to Teach sessions; the University of Hert-fordshire will be available to advise on routes into teaching, and School Direct providers will be attending. If your school is interested in attending, but has not yet booked an exhibition stand, please email teachinherts@hertsforlearning.co.uk. Stands are free to book and are restricted to Hertfordshire schools

only. No external teacher recruitment companies will be attending.

For further information on the event, see www.teachinherts.com

Parents working as partners with schools in the learning process can potentially improve pupil outcomes, thereby supporting the school improvement agenda. By participat-ing in Parent2Parent®, schools will be able to actively support and promote parental engagement, without creating additional workload for their staff, and can apply for HfL’s new Investor in Parents status. Investor in Parents has been developed to highlight schools that are committed to, and are actively

involved in, engaging with parents. Three status levels are available: bronze, silver and gold. Investor in Parents may be applied for and awarded where there is clear evidence that a range of activities and programmes adopted by the school or setting are having a demonstrable impact on a child’s learning as a result of working in partnership with parents/carers. As greater impact and reach to more children and parents/carers can be demonstrated, silver and gold awards may be applied for.

Involvement in the Parent2Parent®

programme will contribute to achiev-ing the award.

Parent2Parent® will rolled out to all Hertfordshire primary schools

in the summer term 2015.

For more information on Parent2Parent® or Investor in

Parents, contact Julie Garstang: p2p@hertsforlearning.co.uk or

call: 01438 844853

In addition to sponsoring the high profile Teach in Herts Recruitment Fair on 14th March (see article above), there are several other important strands of work taking place to encourage and attract high quality teachers into Hert-fordshire, driven by an overall steering committee made up of headteachers and HfL staff.

The five strands of work are:1. Encouraging young people to

join the profession – working with pupils in our schools to ensure that

they are considering teaching as a really worthwhile career choice. Mater ials are being developed and a range of suggested activities will be shared widely in the coming months.

2. Appointing a Recruitment Manager to lead and champion this work to make sure Hertfordshire schools have access to the best possible pool of teachers available and ensuring that people coming to work in Hertfordshire have support in settling and living here. We expect

to have this appointment in place early in the summer term 2015.

3. Redesigning and retendering the Teach in Herts website to make it more informative, user friendly and able to act as the electronic ambas-sador for recruitment into Hertford-shire. The new website is scheduled to be ready for September 2015.

4. Running recruitment fairs and advertising campaigns – maximising opportunities from university recruit-ment fairs to encourage graduates into Hertfordshire has already been taking place, through HfL and headteach-ers attending the fairs and following up potential candidates with good

effect. Consideration of another big county Recruitment Fair in 2016 will be dependent upon the success of the event on 14th March 2015.

5. Developing exciting programmes to upskill and fast track subject knowl-edge for potential returners, career changers and for existing teachers wishing to change phase or subject. These programmes are already being shaped and will be launched at the Recruitment Fair on 14th March.

If you have other ideas or would like to throw your weight behind any of these initiatives please get

in touch with: perdeep.kaur@hertsforlearning.co.uk

The four main contract services availa-ble to schools are:

• SBM consultancy• business management reviews• recruitment support• an induction package for newly

appointed SBMs

The service also supports SBMs through CPD opportunities, training, conferenc-es and networking events.

The service is led by Natalie Dalvarez, who manages the training/

conference programme and a team of primary and secondary SBM consultants. She also works with HfL colleagues when required to assist with schools causing concern.

Natalie has several years’ experi-ence as a school business manager in both maintained and academy primary schools, and as a cluster SBM. Along-side her new strategic role she still spends time working as an SBM in order to maintain her acute under-standing of the current needs of the role.

Previously she worked in the private sector, managing ICT procure-ment for KPMG and SAP. She joined HfL in February 2014 and since then has been working to formalise HfL’s services for SBMs.

This year’s National Conference for school business managers will take place on: 8th June at Sopwell

House, St Albans

To book your place please visit:www.thegrid.org.uk/schoolworkforce

HfL is keen to hear about the type of support you would like to

see from the SBM service. If you have any comments or suggestions please

contact: natalie.dalvarez@herts-forlearning.co.uk

Not to be missed… the Teach in Herts Teacher Recruitment Fair

Invest in parents through Parent2Parent®

Addressing teacher recruitment issues in Hertfordshire

School business manager services now available

The increasing shortage of high quality teachers across all phases and curriculum areas is being raised as an important national issue. HfL, working with its share-holding schools in Hertfordshire, has been proactively addressing and funding this agenda rather than waiting for national policy to solve the problems.

HfL is excited to have fully launched its service for school and academy business managers (SBMs), led by Head of School Business Manager Services, Natalie Dalvarez. Access to an SBM can relieve pressures on other members of SLT, enabling them to focus on teaching and learning. The service aims to support school improvement, raise the profile of SBMs and help standardise a role that is still new to many schools.

Natalie Dalvarez

As detailed in the January/February edition of Training Times, Parent2Parent® will be available to Hertfordshire primary schools after Easter and information packs have been sent to schools detailing the programme and how to subscribe.

7Herts for Learning Training Times March 2015

Latest Herts schools news

Following the praise in Ofsted’s recent report for Hert-fordshire schools, BBC Look East shone a spotlight on Hertfordshire highlighting the impressive work that has been done across all Hertfordshire schools. They were particularly interested in the school company model, the work of HfL within the county and the impact the company is having.

The BBC visited Broom Barns Community Primary School in Stevenage in order to see some of this work in action. They filmed a selec-tion of children showcasing their learning, with a focus on writing – an area Broom Barns has seen significant improve-ment in. Pupils from several year groups were involved in the filming, with an extended

shoot of a Year 2 pupil during his one-on-one creative writing surgery session. Also filmed were Headteacher Tina Jarman, HfL District School Effectiveness Adviser Tracy Warner and Hert-fordshire County Councillor Chris Hayward. Each spoke about the changes seen in Broom Barns over the past few years and their journey to a good Ofsted judgement with outstanding for behaviour and safety of pupils. Broom Barns has worked closely with HfL to help raise standards across the school and has been involved in initia-tives such as the RANGe project, of which Tina spoke at the Hertfordshire headteachers’ conference in October. “We draw upon HfL to help support our vision for the school” said Tina. “The schools company model works for us and I couldn’t see why it wouldn’t work for others”.

The interviews were aired on BBC Look East and BBC Three Counties Radio, and can be accessed here:

http://bit.ly/BBC_BroomBarns

BBC features Broom Barns

Watford Lions Club has provided funding to enable four local schools to take part in the Hertfordshire Healthy Schools (HHS) programme. Berice Andrews, President of the Watford Lions, presented each school with a cheque for £700 at the annual pres-entation evening on 28th January 2015. The schools are: Parkgate Junior School in Watford, Bedmond Village Primary and Nursery School in Abbots Langley, Central Primary School in Watford and Holywell Primary School in Watford. The Watford Lions Club is a service organisation providing practical help and assistance to those in the local area and beyond. The club champions the cause of young people, raising funds to educate them about a variety of issues. HfL works with the Watford and Harpenden Lions Clubs to promote the learning of life skills for young people in Hertfordshire; this involves supporting

schools to complete the HHS programme, coordinat-ed by HfL adviser Kate Stockdale. The programme enables schools to review the delivery of health and wellbeing across the school and identify a priority area for a developmental piece of work. The first phase of the programme works towards the Hertfordshire Healthy Schools Status. Schools who have achieved Hertfordshire Healthy Schools Status can then choose to work towards an enhanced status in their second year on the programme.

For more information on the Healthy Schools Programme contact: shelagh.jennings@

hertsforlearning.co.uk

Lions Club funds four Hertfordshire Healthy Schools

If you have any events coming up that you would like us to cover, get in touch with Jessica Broadbent: 01438 844331 or jessica.broadbent@hertsforlearning.co.uk

Two Hertfordshire schools were selected to host one of 70 memorial candles commissioned by the Holo-caust Memorial Trust to mark the anniversary – one to represent each of the years since the liberation. These schools, St Joan of Arc Catholic School in Rickmans-worth and Watford Grammar School for Girls, both hosted Holocaust survivors who spoke about their experiences in Nazi-occupied Europe. The Hertfordshire Standing Advisory Council on Religious Education (SACRE) annual commemora-tion was held at St Joan of Arc Catholic School this year and sponsored by several local organisations. Pupils and guests heard from Holocaust survivor Nelly Ben-Or Clynes, who gave a personal testimony of her Holocaust experiences, a time that she calls “a horrific stain on human history”. She told moving accounts of several terrifyingly close escapes, describing the reali-ties of human genocide. “Being Jewish was a death sentence,” Nelly said, as she spoke of having to masquerade as a Polish Catholic in order to evade the clutches of the Nazis. “A crazy ideology can lead to inhumanity and insanity,” she warned her audience. “Beware of crazy ideologies…we are all human beings and we must respect each other; that is what was lost.” Both schools saw performances by students show-casing their own responses to their Holocaust learning. St Joan of Arc Catholic School hosted 12 participating Hertfordshire primary, middle and secondary schools who performed a variety of drama, film, music, art, dance, readings and poetry. Alongside hearing from

Holocaust survivor Hannah Lewis, Watford Grammar School pupils sang, danced, and performed a number of readings, including a poem written by a Year 11 student who won the Anne Frank poetry competition. Artist Cindy Lass was also present at St Joan of Arc Catholic School, and returned to present a lithograph of a painting she created for the Anne Frank House in Amsterdam, Anne had no time to blossom. Cindy spoke to pupils in one of a series of assemblies that shared some of the HMD performances with pupils who were not in attendance on the night. Cindy spoke to students about her visit to Anne Frank’s house and of the inspiration for her painting – the importance of being allowed to grow and blossom freely. Whilst reflecting upon the themes of this year’s HMD commemorations, she reminded pupils of the resonance of our actions: “Remember to be respect-ful to the person next to you”, she said, “because they reflect and mirror who you are.” Both schools are continuing their work to keep the memory alive and share the messages learned through their HMD work. St Joan of Arc Catholic School is taking a group to the Jewish Museum in London later this term as well as hosting another Holo-caust survivor to talk to pupils. Watford Girls School is holding a conference later in the year, where survivors will come and talk to delegates.

For more information about the Holocaust Memorial Day Trust visit:

http://hmd.org.uk

Holocaust Memorial Day 2015 – a legacy of hope

Students across Hertfordshire gathered on Thursday 29th January 2015 to commemorate the 70th anni-versary of the liberation of Auschwitz-Birkenau, the largest Nazi death camp in Europe. The theme of Holocaust Memorial Day (HMD) this year was ‘keep the memory alive’, and events were held to reflect upon the responsibility of current generations to champion the memory of the Holocaust and all subse-quent contemporary genocides.

Above: Pupils from Little Green Junior School in The Little Boy Star

Below: Nicholas Watt from Watford School of Music plays the piano before the memorial candle is lit

Representatives of the presentation eveningFind your nearest Lions Club at: www.lionsclubs.co

Representatives from Watford Lions Club, the schools and Watford Borough Council

Tina Jarman Tracy Warner during filming

If you have any feedback or suggestions about Training Times, would like to include a news story in the next issue, or you would like any additional copies please contact

Jessica Broadbent: jessica.broadbent@hertsforlearning.co.uk

All information correct at time of going to press.

“Creative, curious and courageous: embracing the leadership challenge!”

Thursday 18th June 2015, 9.15am to 4.00pmThe Auction House, Luton LU2 0AH

This one day national conference will explore the leadership role of deputy and assistant headteachers in the context of current educational change and challenge, including how to:• maintain and develop creativity, providing pupils with an inspiring curriculum

that develops both key skills and values – but which at the same time has the potential to unlock doors to future life chances

• remain curious about the relationship between pedagogy and leadership and the impact on this of high quality professional development

• be empowered to risk-take, searching out opportunities to actively research, apply and evaluate new ideas and thinking.

Course code: 15CON/001P For further information please contact Danielle Wallington, Events Coordinatoremail: danielle.wallington@hertsforlearning.co.uk or telephone 01438 844535

£185 Early bird booking offer. Book by 18th April 2015

A national conference for primary deputy and assistant headteachers

Jonathon Lear Matthew SyedProfessor Guy Claxton

Keynote speakers include:

Conferences

Growing Minds Conference – a day with James Nottingham

Tuesday 17th March 2015Fielder Centre, Hatfield

14ASS/088A

Behaviour for Learning Promoting and supporting the learning

behaviour of our children and young people – are we there yet? Thursday 19th March 2015

Hertfordshire Development Centre15BFL/038A

SIMS Managers’ ConferenceWednesday 8th July 2015

Hertfordshire Development Centre15SIT/033S

For further information about our upcoming conferences please

contact Danielle Wallington on: danielle.wallington@

hertsforlearning.co.uk