Havering Educational Services Training & Development Programme for Education Providers 2016-17

Training and Development Programme For Education Providers Sept 2016 - Aug 2017

Foreword

“Supporting excellent learning outcomes for children, young people and adults” I am delighted to introduce you to our inaugural “hard copy” training directory for education professionals in both teaching and non-teaching roles. This new directory holds a considerable collection of our offering of courses and is designed to be your quick reference guide to the full suite of training programmes available to book via our Education Services Portal www.haveringeducationservices.co.uk.

It will provide you with relevant CPD opportunities suitable for your specific role or responsibilities to enable you maintain the highest possible standard that is expected under the revised Ofsted Inspection Framework and specifically for teaching staff, in relation to the Teacher Standards issued by the Department for Education.

As summed up in our strapline, Havering Education Traded Services over-riding focus is to improve outcomes for children and young people through the provision of high quality continuous professional development training for staff working with them. To achieve this, we have a large team of teaching practitioners, educational professionals and support staff who are fully committed to sharing their experience, expertise and best practices.

Havering Education Services is the unified brand representing the London Borough of Havering’s education traded services. Our service teams have an established history of providing highly valued and quality services to the education sector and our current portfolio comprises 25 service departments spread across the Council’s directorates providing expertise in areas such as Leadership and Governance, School Improvement and Curriculum, Facilities, Technical and Asset Management, Administration and Finance, Pupil and Staff Wellbeing. We have a strong customer base both in Havering and outside Havering with more than 100 non Havering establishments currently buying support services and training from our providers.

We are determined to strive to become your partner of choice for quality and innovative learning and development solutions. As a first step, we have significantly updated our self-help website (www.haveringeducationservices.co.uk) to give you an efficient booking experience and to enable your booking to be easily completed from the comfort of your own home or education setting. Looking into the future, we are exploring the development of additional innovative models of training delivery such as e-learning and mobile learning, as well as offering enhanced integrated learning solutions that will best utilise the diversified skill sets and expertise available from our teams to meet your current and future needs.

We look forward to welcoming you to one of our training venues or to visiting your site.

Yours Sincerely

Mary Phillips, Assistant Director for Learning and Achievement

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Contents Important Pre-Booking Information Key Please look out for these icons as you go through the course pages.

Whenever you come across the icons on a course page make sure you read the information on page 137.

Courses that can be tailored to local needs and requirements This course can be tailored to the specific requirements of your school/setting.

Courses without pre-defined subject matter Theme/ topic of this course may change or will be confirmed near the advertised date.

Courses that will be arranged on demand This course will be delivered depending on the level of interest/demand.

Leadership & Management

pg14-21

Teaching,Curriculum & Assessment

pg 22-45

pg46-67

Administration & Finance

pg 68-85

pg86-97

Learning & Development for TAs & HLTAs pg 98-109

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Inclusion

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Behaviour, Safety & Wellbeing

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Early Years

pg110-121

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First Aid Training by Green Cross

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pg122-133

Green Cross Terms and Conditions..................................pg134-135 Havering Education Services Terms and Conditions for Booking Courses....................................................................pg136 Important Pre-booking Information..........................................pg137 Publications - Our Partnership with Risng Stars...............pg138-139 Our full range of Additional Support Services............................pg140 3

Find courses to suit your role Senior Leaders Leadership & Management

Administration & Finance

Strategic Procurement - Passport to Procure (eLearning Tool)...... 15 Strategic Procurement - Introduction to Procurement.................... 15 Strategic Procurement - EU Regulations........................................... 16 Strategic Procurement - Contract Management.............................. 16 FMS - Finance Workshop for School Managers................................ 17 SIMS - SIMS for School Leaders......................................................... 17 FMS - Analysing your School Budget................................................ 18 FMS - Introduction to Financial Benchmarking................................ 18 FMS - Principles of Budgeting............................................................ 19 FMS - Finance for School Managers.................................................. 19 Hsis - Headteacher Forum.................................................................. 20 Hsis - Deputy & Assistant Headteacher Forum................................ 20 Hsis - Leaders of the Future - Primary.............................................. 21

SIMS - Assessment Analysis............................................................... 76 SIMS - Cover.......................................................................................... 85

Teaching, Curriculum & Assessment Hsis Computing - Using Twitter to Support Parental Engagement 26 Hsis Science - Chemistry in the Primary Curriculum....................... 30 Hsis Science - Working Scientifically in Science............................... 32

Inclusion SIMS - Special Educational Needs (SEN)........................................... 57 EMA/EAL Admission and Induction of Newly-Arrived Pupils with EAL..................................................................................... 61 EMA/EAL Meeting the Needs of Early-Stage EAL Learners Across the Curriculum in KS3 & 4....................................................... 62 EMA/EAL Developing the SMSC and British Values Dimension of the Curriculum.................................................................................. 64 EMA/EAL Cultural Inclusivity and British Values in your Everyday Teaching................................................................................ 65 EMA/EAL Learning EAL in the Early Years Foundation Stage.......... 66 EMA/EAL Talk to Writing Across the Curriculum A 5-Part Twilight Professional Development.................................... 66

Behaviour, Safety & Wellbeing Building Personal Resilience...............................................................87Health and Safety Awareness for Managers.....................................

87 Fire Extinguisher.................................................................................... 88 Fire Warden........................................................................................... 88 IOSH Managing Safely.......................................................................... 89 Manual Handling Assessor.................................................................. 89 Manual Handling Course..................................................................... 90 Risk Assessment................................................................................... 90 Hsis Safeguarding - Termly Update for CP/Designated Safeguarding Leads in Schools........................................................... 91 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions. 91 Hsis Safeguarding - Female Genital Mutilation................................ 92 Restorative Approaches 3 day Training.............................................. 93 Team Teach Positive Handling Training for Schools.......................... 94 ‘Healthy Schools London’ Bronze Award Workshop (two part)...... 95 ‘Healthy Schools London’ Silver Award Workshop (two part)......... 95 The Baby Milk Challenge: Changing Students’ Attitudes to Breastfeeding (two part).................................................................... 96

Brokerage First Aid Training by Green Cross AED Machine & Training Package.................................................... 123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)................... 125 Level 3 Award in First Aid at Work (QCF) ...................................... 126 First Aid Inset Training....................................................................... 127 Schools First Aid................................................................................. 129

Governors

Leadership & Management Strategic Procurement - Passport to Procure (eLearning Tool)...... 15 Strategic Procurement - Introduction to Procurement.................... 15 Strategic Procurement - EU Regulations........................................... 16 Strategic Procurement - Contract Management.............................. 16

Behaviour, Safety & Wellbeing Health and Safety Awareness for Managers..................................... 87 IOSH Managing Safely.......................................................................... 89 Manual Handling Course..................................................................... 90 Risk Assessment................................................................................... 90

Brokerage First Aid Training by Green Cross AED Machine & Training Package.................................................... 123 Level 2 Award in Emergency First Aid at Work (QCF) .................. 125

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Pastoral Officers

Subject Leaders

Leadership & Management

Teaching, Curriculum & Assessment

SIMS - SIMS for School Leaders.......................................................... 17

HSIS Computing - Leadership Development Twilight....................... 23 HSIS Computing - Subject Leader Network....................................... 23 HSIS Science - Subject Leader Network............................................. 31 Hsis Science - The New Science Subject Leader............................... 31 Hsis Mathematics - Assessing Pupil Progress in Primary Mathematics.......................................................................... 33 Hsis Mathematics - Developing the Role of the Mathematics Subject Leader............................................................... 33 Hsis Mathematics - Mathematical Challenge through Problem Solving................................................................................... 35 Hsis Mathematics - Primary Mathematics Subject Leader’ Network Meeting................................................................................. 36 Hsis RE - Subject Leader Network...................................................... 36 Hsis History - Subject Leader Network.............................................. 37 Hsis English - Reading for Pleasure at KS1........................................ 38 Hsis English - Curriculum Planning for KS1 and 2............................. 39

Behaviour, Safety & Wellbeing Building Personal Resilience............................................................... 87 Manual Handling Course..................................................................... 90 Hsis Safeguarding - Female Genital Mutilation................................ 92 Restorative Approaches 3 day Training............................................. 93 ‘Healthy Schools London’ Bronze Award Workshop (two part)...... 95 ‘Healthy Schools London’ Silver Award Workshop (two part)........ 95

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF).................... 125 Level 3 Award in First Aid at Work (QCF)........................................ 126 Level 3 Award in Paediatric First Aid (QCF).................................... 128 Schools First Aid................................................................................. 129

Designated Safeguarding Leads Behaviour, Safety & Wellbeing Hsis Safeguarding - Termly Update for CP/Designated Safeguarding Leads in Schools........................................................... 91 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions 91 Hsis Safeguarding - Female Genital Mutilation................................ 92

Early Years Child Protection for the Designated Person.................................... 111

Behaviour, Safety & Wellbeing Hsis Safeguarding - Child Protection & Safeguarding Extra Sessions....................................................................................... 91 Hsis Safeguarding - Female Genital Mutilation................................ 92

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF)....................................... 126 First Aid Inset Training....................................................................... 127 Schools First Aid................................................................................. 129

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Find courses to suit your role Teachers Leadership & Management Hsis - Deputy & Assistant Headteacher Forum................................ 20 Hsis - Leaders of the Future - Primary.............................................. 21

Teaching, Curriculum & Assessment HSIS Computing - Leadership Development Twilight...................... 23 HSIS Computing - Subject Leader Network....................................... 23 HSIS Computing - HSIS Computing - Online Safety Ensuring OFSTED and National Curriculum Compliance................... 24 HSIS Computing - Scratch for Intermediate Users KS2..................... 24 Hsis TA Computing and Online Safety - Skills for the Computing Curriculum......................................................................... 25 Hsis Computing - Creating Movies using Microsoft MovieMaker... 25 Hsis Computing - An Introduction to Creating Movies using iMovie on the iPad.................................................................... 26 Hsis Computing - Using Twitter to Support Parental Engagement. 26 Hsis Computing - Using LGfL Tools – J2Code and J2Webby to code and blog.................................................................................. 27 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Vloggers....................................................... 27 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Travel Writers............................................... 28 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Adventure Gamers...................................... 28 Hsis Computing - An app in an hour!

An Introduction to the Appshed platform......................................... 29 Hsis Computing - Programming through Science using Lego Education WeDo 2.0................................................................... 29 Hsis Science - Assessment in Science................................................ 30 Hsis Science - Chemistry in the Primary Curriculum........................ 30 HSIS Science - Subject Leader Network............................................ 31 Hsis Science - The New Science Subject Leader.............................. 31 Hsis Science - Outdoor Learning and Science................................... 32 Hsis Science - Working Scientifically in Science................................ 32 Hsis Mathematics - Assessing Pupil Progress in Primary Mathematics.......................................................................... 33 Hsis Mathematics - Developing the Role of the Mathematics Subject Leader...................................................................................... 33 Hsis Mathematics - Developing Key Stage 1 Mathematics........... 34 Hsis Mathematics - Developing Teacher Assessment.................... 34 Hsis Mathematics - Supporting the Learning and Using of Multiplication Tables............................................................................ 35 Hsis Mathematics - Mathematical Challenge through Problem Solving................................................................................... 35 Hsis Mathematics - Primary Mathematics Subject Leader’ Network Meeting................................................................................. 36 Hsis RE - Subject Leader Network...................................................... 36 Hsis Primary Assessment - Primary Assessment Leader Network.37

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Hsis History - Subject Leader Network.............................................. 37 Hsis English - Reading for Pleasure at KS1........................................ 38 Hsis English - KS2 Moderation of Writing for Year 6 Teachers........ 38 Hsis English - KS1 Assessment of Reading and Writing for Year 2 Teachers..................................................................................... 39 Hsis English - Reading and Comprehending Poetry at KS2............. 40 Hsis English - KS2 Assessment of Writing......................................... 40 Hsis English - Primary English Subject Network............................... 41 Hsis English - KS1 Moderation of Reading and Writing for Year 2 Teachers..................................................................................... 41 Hsis English - Shared Reading Texts and Approaches for KS2........ 42 Hsis English - Developing Writing at KS1.......................................... 42

Inclusion SENCo Refresher Session - Preparing for Challenge......................... 47 Colourful Semantics............................................................................. 52 Early Interaction Skills.......................................................................... 52 Elklan Communication Support for Children with Severe and Complex Needs.................................................................................... 53 Elklan Speech and Language Support for 5-11s............................... 53 Elklan Supporting Children and Adults using AAC............................ 54 Lego-Based Therapy Training.............................................................. 54 PECS....................................................................................................... 55 The Educational Psychology Literacy Project.................................... 55 Precision Teaching................................................................................ 56 The 5P Approach.................................................................................. 57 Working in Partnership through Early Support.................................. 58 EMA/EAL Talking Maths - An Intervention Programme for Learners of EAL............................................................................... 61 EMA/EAL Admission and Induction of Newly-Arrived Pupils with EAL..................................................................................... 61 EMA/EAL Talking Partners @ Primary - 2 Day Training................... 62 EMA/EAL Meeting the Needs of Early-Stage EAL Learners Across the Curriculum in KS3 & 4....................................... 62 EMA/EAL Talking Partners @ Secondary........................................... 63 EMA/EAL The Language of Maths - Challenges for EAL Learners.... 63 EMA/EAL Assessing and Improving the Writing of Learners of EAL 64 EMA/EAL Developing the SMSC and British Values Dimension of the Curriculum.............................................................. 64 EMA/EAL Cultural Inclusivity and British Values in your Everyday Teaching....................................................................... 65 EMA/EAL Learning EAL in the Early Years Foundation Stage.......... 66 EMA/EAL Talk to Writing Across the Curriculum - A 5-Part Twilight Professional Development.................................. 66

Administration & Finance SIMS - Cover.......................................................................................... 85

Higher Level Teaching Assistants Behaviour, Safety & Wellbeing

Learning & Development for TAs & HLTAs

Building Personal Resilience............................................................... 87 Fire Extinguisher................................................................................... 88 Fire Warden........................................................................................... 88 Manual Handling Course..................................................................... 90 Risk Assessment................................................................................... 90 Hsis Safeguarding - Termly Update for CP/Designated Safeguarding Leads in Schools........................................................... 91 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions 91 Hsis Safeguarding - Female Genital Mutilation................................ 92 Restorative Approaches 3 day Training............................................. 93 Team Teach Positive Handling Training for Schools......................... 94 ‘Cooking in the Curriculum’................................................................. 94 ‘Healthy Schools London’ Bronze Award Workshop (two part)...... 95 ‘Healthy Schools London’ Silver Award Workshop (two part)........ 95 The Baby Milk Challenge: Changing Students’ Attitudes to Breastfeeding (two part)............. 96

Hsis Mathematics - Primary HLTA Network Meeting.................... 108

Early Years Concepts Count! Extending Children’s Mathematical Thinking......112 Introduction to Child Protection........................................................112 Developing an Effective Learning Environment in the EYFS......... 113 Leading in the Early Year.................................................................. 114 Becoming an Early Writer..................................................................114 Coaching, Mentoring and Appraisal in the Early Years.................. 115 Come into the Garden - Raising Achievement Outdoors.............. 115 Managing Effective Transitions from Nursery to Reception..........117 Phonics in the EYFS Phase Two to Five........................................... 117 Positive Relationships: Engaging Adults, Managing Conflict and Creative Problem Solving...........................................................118 Schemas: Threads of Thinking in the EYFS......................................118 Treasure Baskets and Heuristic Play................................................ 119 Working with Two Year Olds Session One...................................... 119 Working with Two Year Olds Session Two...................................... 120 Working with two Year Olds Session Three.................................... 120

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF)........................................ 126 First Aid Inset Training.......................................................................127 Level 3 Award in Paediatric First Aid (QCF).................................... 128 Schools First Aid................................................................................. 129

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Find courses to suit your role Teaching Assistants Teaching, Curriculum & Assessment

Behaviour, Safety & Wellbeing

HSIS Computing - HSIS Computing - Online Safety Ensuring OFSTED and National Curriculum Compliance................... 24 HSIS Computing - Scratch for Intermediate Users KS2..................... 24 Hsis TA Computing and Online Safety - Skills for the Computing Curriculum......................................................................... 25 Hsis Computing - Creating Movies using Microsoft MovieMaker... 25 Hsis Computing - An Introduction to Creating Movies using iMovie on the iPad.................................................................... 26 Hsis Computing - Using Twitter to Support Parental Engagement. 26 Hsis Computing - Using LGfL Tools – J2Code and J2Webby to code and blog.................................................................................. 27 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Vloggers ...................................................... 27 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Travel Writers............................................... 28 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Adventure Gamers...................................... 28 Hsis Computing - An app in an hour!

An Introduction to the Appshed platform......................................... 29 Hsis Computing - Programming through Science using Lego Education WeDo 2.0................................................................... 29 Hsis Science - Chemistry in the Primary Curriculum........................ 30 Hsis Science - The New Science Subject Leader.............................. 31 Hsis Science - Working Scientifically in Science................................ 32

Building Personal Resilience............................................................... 87 Fire Extinguisher................................................................................... 88 Fire Warden............................................................................................88 Manual Handling Course..................................................................... 90 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions.. 91 Hsis Safeguarding - Female Genital Mutilation................................ 92 Mid-day Assistant Training - Positive Lunchtimes............................ 93 Restorative Approaches 3 day Training............................................. 93 Team Teach Positive Handling Training for Schools.......................... 94 ‘Cooking in the Curriculum’................................................................. 94 ‘Healthy Schools London’ Bronze Award Workshop (two part)...... 95 ‘Healthy Schools London’ Silver Award Workshop (two part)........ 95

Inclusion SENCo Refresher Session - Preparing for Challenge......................... 47 Colourful Semantics............................................................................. 52 Early Interaction Skills ......................................................................... 52 Elklan Communication Support for Children with Severe and Complex Needs............................................................................. 53 Elklan Speech and Language Support for 5-11s............................... 53 Elklan Supporting Children and Adults using AAC............................ 54 Lego-Based Therapy Training.............................................................. 54 PECS....................................................................................................... 55 The Educational Psychology Literacy Project.................................... 55 The 5P Approach.................................................................................. 57 EMA/EAL Talking Maths - An Intervention Programme for Learners of EAL............................................................................... 61 EMA/EAL Talking Partners @ Primary - 2 Day Training................... 62 EMA/EAL Talking Partners @ Secondary........................................... 63 EMA/EAL The Language of Maths - Challenges for EAL Learners.. 63 EMA/EAL Assessing and Improving the Writing of Learners of EAL 64

Learning & Development for TAs & HLTAs ADHD in the Classroom........................................................................99 Supporting Autism in the Classroom.................................................. 99 Behaviour Management: An Introduction for Teaching Assistants 100 Introduction to Supporting Dyslexia for Teaching Assistants..........100 Supporting EAL: A Toolkit Approach for Teaching Assistants..........101 Supporting English at Key Stage 2...................................................101 Supporting Maths at Key Stage 2.....................................................102 Understanding Mental Health in Young People..............................102 Introduction to Phonics for Teaching Assistants............................. 103 The Sex Factor - Gender and Learning Support..............................103 HSIS TA Computing - Making Effective use of iPads to Support Pupils’ Learning...............................................................104 Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Network Engineers...................................104 Hsis Computing - Appshed - Enhancing the Curriculum through Building Mobile Apps...................................... 105 Hsis Mathematics - Creating Mathematical Games Workshop.....106 Hsis Mathematics - Developing Mathematical Display................. 106 Hsis Mathematics - Planning for Mathematical Challenge........... 107 Hsis Mathematics - Understanding Mastery in Mathematics.......107 Training for Teaching Assistants........................................................108 Smaller Steps to Learning - Portage Workshop.............................. 109 EMA/EAL How to Support Pupils Learning EAL: A Certificated Course in 3 Parts for TAs........................................... 109

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF) ...................................... 126 First Aid Inset Training....................................................................... 127 Level 3 Award in Paediatric First Aid (QCF).................................... 128 Schools First Aid................................................................................ 129

Mid-day Assistants Behaviour, Safety & Wellbeing Mid-day Assistant Training - Positive Lunchtimes............................ 93

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Bursars & Business Managers

Assessment Co-ordinators

Leadership & Management

Leadership & Management

Strategic Procurement - Passport to Procure (eLearning Tool)......15 Strategic Procurement - Introduction to Procurement....................15 Strategic Procurement - EU Regulations...........................................16 Strategic Procurement - Contract Management..............................16 FMS - Finance Workshop for School Managers................................17 FMS - Analysing Your School Budget.................................................18 FMS - Introduction to Financial Benchmarking.................................18 FMS - Principles of Budgeting............................................................19 FMS - Finance for School Managers..................................................19

Hsis - Aspiring Deputy Head Teachers.............................................. 21 Hsis - Leaders of the Future - Primary............................................... 21

Administration & Finance SIMS Personnel 1 - The Basics............................................................ 74 SIMS Personnel 2 - Employment Details and Contracts.................. 74 SIMS Personnel 3 - School Workforce Workshop (New Users)....... 75 SIMS Personnel 4 - School Workforce Census Workshop (Existing Users)..................................................................................... 75 SIMS FMS 1 - Introduction, Orders, Invoice & Payments................. 80 SIMS FMS 2 - Petty Cash and Non Invoiced Income........................ 80 SIMS FMS 3 - Journals.......................................................................... 81 SIMS FMS 4 - Personnel Links, Payroll & Salary Calculators............ 81 SIMS FMS 5 - Monthly Reconciliation and Budget Adjustments.... 82 SIMS FMS 6 - Finance Termly Reconciliation..................................... 82 SIMS-FMS 7 - Equipment Register...................................................... 83 SIMS FMS 8 - Consolidation of FMS Finance Induction.................... 83 SIMS FMS 9 - End of Year Procedures................................................ 84 SIMS FMS 10 - Inputting the Budget................................................. 84

Behaviour, Safety & Wellbeing Building Personal Resilience............................................................... 87 Health and Safety Awareness for Managers..................................... 87 Fire Extinguisher................................................................................... 88 Fire Warden........................................................................................... 88 IOSH Managing Safely.......................................................................... 89 Manual Handling Assessor.................................................................. 89 Manual Handling Course..................................................................... 90 Risk Assessment................................................................................... 90

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Level 2 Award in Emergency First Aid at Work (QCF).................... 125

Finance Officers Administration & Finance FMS 1 - Introduction, Orders, Invoice & Payments........................... 80 SIMS FMS 2 - Petty Cash and Non Invoiced Income........................ 80 SIMS FMS 3 - Journals.......................................................................... 81 SIMS FMS 4 - Personnel Links, Payroll & Salary Calculators............ 81 SIMS FMS 9 - End of Year Procedures.................................................84 SIMS FMS 10 - Inputting the Budget..................................................84

Administration & Finance SIMS - Assessment New Academic Year Procedures.......................76 SIMS - Assessment Analysis................................................................76 SIMS - Assessment for Assessment Leads.........................................77

Behaviour, Safety & Wellbeing Building Personal Resilience............................................................... 87 Manual Handling Course..................................................................... 90

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Level 2 Award in Emergency First Aid at Work (QCF)................... 125

Exam Officers Administration & Finance FMS 1 - Introduction, Orders, Invoice & Payments........................... 80 SIMS - Exam Organiser for New Users...............................................85

Behaviour, Safety & Wellbeing Building Personal Resilience................................................................87 Manual Handling Course......................................................................90

Brokerage First Aid Training by Green Cross AED Machine & Training Package.................................................... 123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF)........................................ 126 First Aid Inset Training....................................................................... 127 Schools First Aid................................................................................. 129

Timetablers Administration & Finance SIMS Nova T6 - For New Users (Secondary Schools).......................78 SIMS Nova T6 - Maintaining the Timetable (Secondary Schools)...78 SIMS NovaT - Alternative Curriculum (Secondary Schools)............. 79 SIMS - Curriculum Management Student Options (Secondary Schools).............................................................................79 SIMS FMS 10 - Inputting the Budget..................................................84

Behaviour, Safety & Wellbeing Building Personal Resilience................................................................87 Manual Handling Course......................................................................90

Brokerage First Aid Training by Green Cross Level 2 Award in Emergency First Aid at Work (QCF)................... 125 Level 3 Award in First Aid at Work (QCF)........................................ 126

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Find courses to suit your role Administrative Staff Leadership & Management

Brokerage First Aid Training by Green Cross

SIMS - SIMS for School Leaders.......................................................... 17 FMS - Introduction to Financial Benchmarking.............................. 18 FMS - Finance for School Managers.................................................. 19

AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF)....................................... .126 First Aid Inset Training........................................................................127 Level 3 Award in Paediatric First Aid (QCF).................................... 128 Schools First Aid................................................................................. 129

Teaching, Curriculum & Assessment Hsis Computing - Using Twitter to Support Parental Engagement. 26 Hsis Science - Chemistry in the Primary Curriculum........................ 30 Hsis Science - Working Scientifically in Science................................ 32

Inclusion SIMS - Special Educational Needs (SEN)........................................... 57

Administration & Finance SIMS Attendance 1 - The Basics......................................................... 69 SIMS Attendance 2 - Beyond the Basics........................................... 69 SIMS 1 - Introduction to the SIMS Pupil Database............................70 SIMS 2 - Additional Pupil Data Including SEN and Exclusions......... 70 SIMS 3 - Preparing Data and Completing Termly School Census.... 71 SIMS 4 - Common Transfer Files (CTFs) Including New Intake....... 71 SIMS 5 - Basic Reporting Using Existing Reports.............................. 72 SIMS 6 - Intermediate Reporting - Designing Reports.....................72 SIMS 7 - School Census Workshop for Existing Users.......................73 SIMS 8 - End of Year Procedures Workshop.......................................73 SIMS Personnel 1 - The Basics............................................................74 SIMS Personnel 2 - Employment Details and Contracts...................74 SIMS Personnel 3 - School Workforce Workshop (New Users)....... 75 SIMS Personnel 4 - School Workforce Census Workshop (Existing Users).....................................................................................75 SIMS - Assessment New Academic Year Procedures.......................76 SIMS - Assessment Analysis................................................................76 SIMS - Assessment for Administrative Staff...................................... 77 SIMS - Assessment for Assessment Leads.........................................77 SIMS Nova T6 - Maintaining the Timetable (Secondary Schools)...78 SIMS NovaT - Alternative Curriculum (Secondary Schools)............. 79 SIMS - Curriculum Management Student Options (Secondary Schools).............................................................................79 SIMS FMS 5 - Monthly Reconciliation and Budget Adjustments..........................................................................................82 SIMS FMS 6 - Finance Termly Reconciliation.....................................82 SIMS-FMS 7 - Equipment Register.......................................................83 SIMS FMS 8 - Consolidation of FMS Finance Induction.....................83 SIMS - Cover...........................................................................................85 SIMS - Exam Organiser for New Users...............................................85

Behaviour, Safety & Wellbeing Building Personal Resilience............................................................... 87 Fire Extinguisher................................................................................... 88 Fire Warden........................................................................................... 88 Manual Handling Assessor.................................................................. 89 Manual Handling Course..................................................................... 90 Risk Assessment................................................................................... 90 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions.. 91 Hsis Safeguarding - Female Genital Mutilation................................ 92

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Attendance Officers Behaviour, Safety & Wellbeing Attendance Guidance and Support.....................................................92

Health & Safety Co-ordinator Behaviour, Safety & Wellbeing Building Personal Resilience............................................................... 87 Health and Safety Awareness for Managers..................................... 87 Fire Extinguisher................................................................................... 88 Fire Warden.......................................................................................... 88 IOSH Managing Safely.......................................................................... 89 Manual Handling Assessor.................................................................. 89 Manual Handling Course.................................................................... 90 Risk Assessment................................................................................... 90

Site/Maintenance Staff Behaviour, Safety & Wellbeing Building Personal Resilience............................................................... 87 Fire Extinguisher.................................................................................... 88 Fire Warden........................................................................................... 88 Manual Handling Assessor...................................................................89 Manual Handling Course......................................................................90 Risk Assessment................................................................................... 90 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions.91 Hsis Safeguarding - Female Genital Mutilation..................................92

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)................... 125 Level 3 Award in First Aid at Work (QCF)....................................... 126 First Aid Inset Training........................................................................127 Level 3 Award in Paediatric First Aid (QCF).................................... 128 Schools First Aid................................................................................. 129

SENCo/ Inclusion Manger Inclusion

Behaviour, Safety & Wellbeing

SENCo Day............................................................................................. 47 SENCo Refresher Session - Preparing for Challenge......................... 47 SENCo Refresher - Introduction to Procedures & Processes............ 48 SENCo Refresher - Meeting Literacy Needs...................................... 48 SENCo Refresher - Meeting Speech and Language Needs............. 49 SENCo Refresher - Provision Management - SEN Audit.................. 49 SENCo Refresher - SEN Pupil Tracking and Progress........................ 50 SENCo Refresher - Short Breaks and Local Offer............................... 50 SENCo Refresher - Screening New Pupils and Preparing for OFSTED............................................................................................. 51 SENCo Refresher - Transition – Person Centred Approaches (Primary & Pre-school)........................................................................ 51 Colourful Semantics............................................................................. 52 Early Interaction Skills.......................................................................... 52 Elklan Communication Support for Children with Severe and Complex Needs.................................................................................... 53 Elklan Speech and Language Support for 5-11s............................... 53 Elklan Supporting Children and Adults using AAC............................ 54 Lego-Based Therapy Training.............................................................. 54 PECS ...................................................................................................... 55 The Educational Psychology Literacy Project.................................... 55 Person Centred Planning .................................................................... 56 Precision Teaching................................................................................ 56 The 5P Approach.................................................................................. 57 SIMS - Special Educational Needs (SEN)........................................... 57 EMA/EAL Talking Maths - An Intervention Programme for Learners of EAL............................................................................... 61 EMA/EAL Admission and Induction of Newly-Arrived Pupils with EAL..................................................................................... 61 EMA/EAL Talking Partners @ Primary - 2 Day Training................... 62 EMA/EAL Meeting the Needs of Early-Stage EAL Learners Across the Curriculum in KS3 & 4....................................................... 62 EMA/EAL Talking Partners @ Secondary........................................... 63 EMA/EAL The Language of Maths - Challenges for EAL Learners... 63 EMA/EAL Assessing and Improving the Writing of Learners of EAL...64 EMA/EAL Developing the SMSC and British Values Dimension of the Curriculum.................................................................................. 64 EMA/EAL Cultural Inclusivity and British Values in your Everyday Teaching................................................................................ 65 EMA/EAL How to Manage EAL Support and Provision in your School....................................................................................... 65 EMA/EAL Learning EAL in the Early Years Foundation Stage.......... 66 EMA/EAL Talk to Writing Across the Curriculum A 5-Part Twilight Professional Development.....................................66

Building Personal Resilience............................................................... 87 Manual Handling Course..................................................................... 90 Risk Assessment................................................................................... 90 Hsis Safeguarding - Termly Update for CP/ Designated Safeguarding Leads in Schools............................... 91 Hsis Safeguarding - Child Protection & Safeguarding - Extra Sessions.. 91 Hsis Safeguarding - Female Genital Mutilation................................ 92 Restorative Approaches 3 day Training............................................. 93 Team Teach Positive Handling Training for Schools.......................... 94 The Baby Milk Challenge: Changing Students’ Attitudes to Breastfeeding (two part)..................................................................... 96

Early Years Child Protection for the Designated Person.................................... 111

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF)........................................126 First Aid Inset Training ......................................................................127 Schools First Aid.................................................................................129

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Find courses to suit your role SENCo/Early Years Practitioners

PVI Setting Staff & PVI Owners/Managers*

Inclusion

Inclusion

5P Approach Introductory Course - Level One.................................. 58 Working in Partnership through Early Support .................................58 Early Years SENCo Day.......................................................................... 59 Makaton Basic Awareness Workshop.................................................59 EMA/EAL Learning EAL in the Early Years Foundation Stage.......... 66

5P Approach Introductory Course - Level One.................................. 58 Working in Partnership through Early Support* ............................... 58 Early Years SENCo Day.......................................................................... 59 Makaton Basic Awareness Workshop.................................................59 EMA/EAL Learning EAL in the Early Years Foundation Stage........... 66

EAL Co-ordinators Inclusion EMA/EAL Talking Maths - An Intervention Programme for Learners of EAL.....................................................................................61 EMA/EAL Admission and Induction of Newly-Arrived Pupils with EAL..................................................................................... 61 EMA/EAL Talking Partners @ Primary - 2 Day Training................... 62 EMA/EAL Meeting the Needs of Early-Stage EAL Learners Across the Curriculum in KS3 & 4....................................................... 62 EMA/EAL Talking Partners @ Secondary............................................63 EMA/EAL The Language of Maths - Challenges for EAL Learners...63 EMA/EAL Assessing and Improving the Writing of Learners of EAL... 64 EMA/EAL Cultural Inclusivity and British Values in your Everyday Teaching................................................................................ 65 EMA/EAL How to Manage EAL Support and Provision in your School........................................................................................65 EMA/EAL Learning EAL in the Early Years Foundation Stage.......... 66 EMA/EAL Talk to Writing Across the Curriculum A 5-Part Twilight Professional Development.....................................66

Early Years An Introduction to the EYFS for PVI Settings...................................111 Child Protection for the Designated Person*.................................. 111 Concepts Count! Extending Children’s Mathematical Thinking......112 Introduction to Child Protection....................................................... 112 Getting ready for OFSTED for PVI Providers*...................................113 Developing an Effective Learning Environment in the EYFS......... 113 Leading in the Early Year.................................................................. 114 Becoming an Early Writer..................................................................114 Coaching, Mentoring and Appraisal in the Early Years*................ 115 Come into the Garden - Raising Achievement Outdoors .............115 Getting your SEF Right Session One* ............................................. 116 Getting your SEF Right Session Two - Workshop*.......................... 116 Managing Effective Transitions from Nursery to Reception*........ 117 Phonics in the EYFS Phase Two to Five*......................................... 117 Positive Relationships: Engaging Adults, Managing Conflict and Creative Problem Solving...........................................................118 Schemas: Threads of Thinking in the EYFS...................................... 118 Treasure Baskets and Heuristic Play*.............................................. 119 Working with Two Year Olds Session One*.................................... 119 Working with Two Year Olds Session Two*.................................... 120 Working with two Year Olds Session Three*...................................120

Brokerage First Aid Training by Green Cross AED Machine & Training Package.....................................................123 Anaphylaxis First Aid......................................................................... 124 Level 2 Award in Emergency First Aid at Work (QCF)....................125 Level 3 Award in First Aid at Work (QCF) ...................................... 126 First Aid Inset Training........................................................................127 Level 3 Award in Paediatric First Aid (QCF).................................... 128 Schools First Aid................................................................................. 129

12

13

Leadership & Management People in positions of leadership and management in schools and settings face a variety of challenges: funding constraints; budgetary pressures; changes in inspection framework and the curriculum; dealing with demanding stakeholders. You also have the responsibility for ensuring that staff are adequately equipped to deliver positive outcomes for children and young people.

Whether you are an aspiring or an established leader or manager, this section offers courses to help you in your professional development.

14 14

Strategic Procurement Passport to Procurement (eLearning Tool)

Strategic Procurement Introduction to Procurement

This course is recommended for

This course is recommended for

Senior Leaders, Governors, Bursars and Business Managers.

Senior Leaders, Governors, Bursars and Business Managers.

Overview

Overview

This session will give you the opportunity to undertake procurement training using an interactive eLearning tool called Passport to Procure.

It is designed to ensure effective, compliant procurement processes with the aim of achieving value for money on all contracts. Passport to Procure will provide best practice to those responsible for procurement and those who wish to learn more about procurement.

This session will provide an overview of procurement, to ensure those involved in the procurement process have a basic level of understanding of procurement in Havering and why it is important to get it right.

What will it cover?

The e-Learning framework adopts a modular approach in an easy to understand interactive format.

There are 3 key areas each comprising one or more modules.

The core areas are as follows: Module 1: Introduction to Procurement Module 2: Procurement Essentials Module 3: Effective procurement (Creating a Specification & Tender Evaluation, Contract Management & Sustainability) For certain modules, officers undertaking eLearning will be expected to have undertaken a pre-requisite module.

• • •

What will it cover?

This session will cover: the procurement regulatory and compliance framework the procurement cycle procurement within the context of LB Havering and various roles and responsibilities within the process procurement mechanisms and when they are used.

• • • •

Outcome By the end of this session you will: have a clear understanding of how procurement works in Havering be confident about how to obtain goods, works and services understand the process for dealing with issues when they arise.

• • •

Outcome You will be able to understand: various procurement concepts and begin to understand important procurement terms procurement regulatory and compliance framework The procurement cycle procurement within the context of LB Havering and various roles and responsibilities within the process Havering’s procurement rules and contract standing orders legislation governing procurement key considerations in planning for and carrying out procurement how to develop a specification the importance of sustainability throughout the procurement process contract management.

• • • • • • • • • •

Date(s): Available from September 2016 Time(s): N/A

Date(s): 05/10/16, 09/03/17, 07/07/17 Duration: 3hrs

Time(s): 09:30-12:30

Duration: 3hrs

Venue: Online training

Venue: Havering Town Hall, Main Road,

Romford RM1 3BB

Trainer Jean Coleman

Trainer Mike Parrott, Tracey Christian

Price excluding VAT £75.00 (Havering schools/colleges/settings) Not available (Non-Havering and Non-DSG funded schools)

Price excluding VAT £175.00 (Havering schools/colleges/settings) Not available (Non-Havering and Non-DSG funded schools) 15

Leadership & Management

Strategic Procurement EU Regulations

Strategic Procurement Contract Management

This course is recommended for

This course is recommended for

Senior Leaders, Governors, Bursars and Business Managers.

Senior Leaders, Governors, Bursars and Business Managers.

Overview

Overview

This session will give you the opportunity to learn about EU Regulations in light of the new EU Public Procurement Regulations.

It will assist those involved in the procurement of goods, works and services to comply with the legal requirement of procurement, as it is affected by EU Regulations.

Experience shows that sometimes the tender documents, method statements and other documents submitted by the company awarded the contract are forgotten once the operation of the contract begins, or it is difficult to identify and summarise all the commitments made by the supplier.

“EU Regulations was the most useful part of the event for me.”

• • • •

What will it cover?

What will it cover?

This session will cover: basic overview of EU Procurement the impact of the Public Procurement Regulations 2015 procurement not subject to EU Regulations access to contracts new rules for selection tender assessment and contract award.

• • • • • •

This session will: provide an opportunity for delegates to obtain a practical understanding of contract management strategies and methods used to monitor performance demonstrate how to ensure a smooth and timely progress of contractual obligations, including compliance within contract conditions show delegates how to manage risk of supplier failure.

Outcome

Outcome

This session will enable you to: apply EU principles to your procurement consider the changes that affects the various stages of the procurement process be confident in undertaking a procurement exercise.

• • •

Time(s): 09:30-12:30

• • •

By the end of this session delegates will be able to: establish a contract management strategy to effectively managing contracts manage risk of supplier failure build and improve effective supplier relationships apply the contract management toolkits to effectively manage contracts realise the full benefits of achieving value for money from contracts.

This course will take place three times throughout the academic year; delegates can select their preferred session.

• • • • •

Date(s): 14/09/16, 11/01/17, 11/05/17

Date(s): 27/09/16, 08/02/17, 07/06/17

16

This course will provide: an introduction to contract management contract management toolkits to effectively manage your contracts supplier negotiation how to secure improvements throughout the life of the contract.

Duration: 3hrs

Time(s): 09:30-12:30

Duration: 3hrs

Venue: Havering Town Hall, Main Road,

Romford RM1 3BB

Venue: Havering Town Hall, Main Road,

Romford RM1 3BB

Trainer David Pridmore

Trainer Jean Coleman

Price excluding VAT £175.00 (Havering schools/colleges/settings) £200.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £175.00 (Havering schools/colleges/settings) £200.00 (Non-Havering and Non-DSG funded schools)

FMS – Finance Workshop for School Managers

SIMS - SIMS for School Leaders

This course is recommended for

This course is recommended for

Senior Leaders, Bursars and Business Managers.

Senior Leaders, Administrative Staff and Pastoral officers.

Overview

Overview

This workshop is aimed at new and existing headteachers, senior staff and finance staff who have responsibility for monitoring the school budget. Delegates will log on to their FMS software to investigate their own school’s budget and financial position.

This course is designed as an introduction to SIMS for headteachers and members of school senior management team. Delegates will be shown what can be achieved within SIMS to support the smooth running of the school and whole school improvement. It will cover behaviour management, assessment, reporting, attendance and SIMS in the classroom.

What will it cover?

Delegates will gain: an understanding of budget profiling and its importance a greater understanding of your school’s financial position increased confidence in producing and analysing reports.

• • •

Outcome At the end of this session delegates will have the ability to: check FMS budget reports for accuracy analyse FMS report contents amend FMS accounts where necessary.

• • •

“The tutor was extremely helpful and explained the various reports well.”

Date(s): 22/11/16, 05/07/17 Time(s): 09:30-12:00

What will it cover?

Within this session you will experience: using SIMS in the classroom e.g. take register, behaviour management and assessment configuring the home page – attendance analysis, favourite reports, diary etc exploring the teacher view of pupil data using the links menu making use of SIMS.net reporting, including analysis reports presented in grid format the use of SIMS to record assessments for the new National Curriculum the benefits of using Discover to show graphically pastoral, attendance and assessment data.

• • • • • • •

Outcome After attending the course you will: have a greater understanding of the potential of using SIMS to support whole school improvement.

•

Date(s): 10/11/16, 22/02/17 Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Jan Evans

Trainer Jason Blair

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

17

Leadership & Management

FMS - Analysing your School Budget

FMS - Introduction to Financial Benchmarking

This course is recommended for

This course is recommended for

Senior Leaders, Bursars and Business Managers.

Administrative Staff, Senior Leaders, Bursars and Business Managers.

Overview This course is aimed at school staff with budget responsibilities, i.e. new headteachers/deputies, school bursars and senior finance staff whose budget responsibilities begin during the financial year.

This is a “hands-on” course.

Overview

What will it cover?

What will it cover?

This session will give you the opportunity to: learn about the budgeting process undertaken in April know which reports from FMS will be of most use to understand the financial performance of the school know how to obtain information from FMS to effectively monitor the budget.

This session gives you the opportunity to compare your school’s expenditure and income with other similar schools both within Havering and other LEAs. It will also enable you: to access the DfE Benchmarking database to interpret benchmarking statistics to draw conclusions about expenditure and income patterns to inform future budget development.

• • •

Outcome At the end of the session delegates will have a brief knowledge of the budget setting and adjustment procedure and be able to use FMS to produce budget management reports.

This course is aimed at headteachers, deputies and senior staff in school with the responsibility for budget development, financial planning and reporting.

• • •

Outcome At the end of this session delegates will be able to analyse and interpret schools’ benchmarking data produced by the LA and the DfE and to understand how your school’s CFR outturn and census returns are used to populate the data.

“Thank you – confident to report back to governors!”

Date(s): 17/11/16

Date(s): 29/11/16

Time(s): 09:30-12:00

18

Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Jan Evans

Trainer Jan Evans

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

FMS - Principles of Budgeting

FMS - Finance for School Managers

This course is recommended for

This course is recommended for

Senior Leaders, Bursars and Business Managers.

Senior Leaders, Administrative Staff, Bursars and Business Managers.

Overview This course introduces the principles of budget management and is suitable for new headteachers and other staff involved with budget setting. This is a “hands-on” course using training data.

What will it cover?

This course will give you the opportunity to understand the following: budgeting terminology fundamental issues of budgeting the HES Finance Support budget pro-forma the HES Finance Support budget pack school Financial Regulations.

• • • • •

“I especially liked the high needs calculator” Outcome At the end of this course delegates will be familiar with: school budgeting terminology the important issues for budget setting the Havering LA budget setting documentation and timetable.

• • •

Overview This course is aimed at new and existing headteachers, deputies and senior staff in school who wish to have an understanding of how to add, edit and monitor budgets in FMS. This is a “hands-on” course.

What will it cover?

This course will cover: inputting a budget making adjustments to an existing budget amending a budget structure adding users and giving appropriate access rights changing passwords using the audit trail producing basic reports.

• • • • • • •

“I was shown reports that I had never looked at before and the trainer was able to go through things with me in detail.”

Outcome Delegates will have had the opportunity to: understand how the school budget figures are transferred from the budget pro-forma to your school FMS accounting software use FMS to produce budget management reports.

• •

Date(s): 07/03/17

Date(s): 15/03/17

Time(s): 09:30-12:00

Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Jan Evans

Trainer Jan Evans

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

19

Leadership & Management

Hsis - Headteacher Forum This course is recommended for

This course is recommended for

Senior Leaders.

Senior Leaders.

Overview

Overview

The purpose of the forums is to provide primary headteacher colleagues with the opportunity to meet on a regular basis, receive school improvement updates and keynote inputs, followed by discussions, the sharing of practice and opportunities to network. Please come along prepared to discuss your own opinions and practice.

This is an opportunity for primary deputy and assistant Headteachers to meet on a regular basis to receive school improvement updates and keynote inputs, followed by discussions, the sharing of practice and networking. The content of each meeting will be determined by national and local developments and by the wishes of the group itself.

We are mindful that opportunities to explore and discuss pressing school improvement issues together are limited. We hope therefore that these forums will provide just such a platform and that headteacher colleagues will be prepared to share their own effective practice on such occasions. We will also use these forums to consult with you about future support and topics.

What will it cover?

What will it cover?

These sessions will include: sharing effective practice - are there things that you do, that others could benefit from? top tips and tools for leaders to introduce and develop updates on national, local and international initiatives, policy and practice opportunities for networking an opportunity for you to ask questions and shape future agendas.

• • • • •

Outcome The programme will: act as a support network for primary headteachers; share ideas, challenges and successes with each other; provide updates on the latest developments, both nationally and in Havering; share expertise between schools.

• • • • “The opportunity to collaborate with more experienced headteachers is always invaluable as being a head can be very lonely.”

20

Hsis - Deputy & Assistant Headteacher Forum

These sessions will provide: a support network for primary deputies and assistant headteachers opportunities to share ideas, challenges and successes with each other updates on the latest developments, both nationally and in Havering opportunities to share expertise between schools professional input across a range of senior leadership responsibilities, including: - role of the senior leader - working with staff, governors, parents - preparing for OFSTED - safeguarding - managing staff - including difficult ones!

- improving teaching and raising standards - action planning, monitoring and evaluation.

• • • • •

Outcome The programme will provide: a support network for primary deputy and assistant headteachers ideas, expertise, challenges and successes updates on the latest developments, both nationally and in Havering an opportunity for networking with other deputy and assistant headteachers professional development for those new to senior leadership and those aspiring to headship.

• • • • •

Date(s): 22/09/16, 19/01/17, 04/05/17

Date(s): 06/10/16, 23/02/17, 18/05/17

Time(s): 13:30-16:00,13:30-16:00, 09:00-12:00

Time(s): 09:00-12:00

Duration: 3hrs

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Trainer Grahame Smith

Trainer Grahame Smith

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis - Aspiring Deputy Head Teachers

Hsis - Leaders of the Future – Primary

This course is recommended for

This course is recommended for

Assessment Co-ordinators and Teachers.

Senior Leaders, Assessment Co-ordinators and Teachers.

Overview

Overview

As a successful middle leader or an AHT your next move may be a deputy headship. There will be opportunities to share ideas, challenges and successes and share expertise across schools.

Delegates must attend both sessions.

This programme is for staff having completed their first year in school or for more experienced staff who are aspiring to a leadership post i.e. new TLRs. There will be opportunities to share ideas, challenges and successes and share expertise across schools. Delegates must attend both sessions.

What will it cover?

The sessions will focus on the skills, practice and qualities required to be an effective DHT. The 2 day sessions will give you opportunities to: Receive professional induction across a range of DHT responsibilities including: - the role of the deputy headteacher - working with the headteacher, staff, governors and parents - managing staff – including difficult ones - improving teaching, raising standards and telling the story of your school through data - importance of coaching colleagues - what to put on application forms, interview techniques for the DHT Interview and the do’s and don’ts of presentations!

- how to handle OFSTED as a deputy headteacher these sessions will include updates on national developments in the leadership roles, opportunities to share good practice and concerns, and practical ideas for middle leaders looking to take the next step.

•

•

Outcome To provide guidance and opportunities to share good practice through using a variety of case studies, guidance and tasks to develop an understanding of the complexities of the role.

You will be able to: have opportunities for self-analysis and evaluate with confidence and accuracy if you could make a difference as a DHT.

•

Date(s): 12/01/2017 & 24/01/2017 Time(s): 09:00-16:00

What will it cover?

The sessions will focus on the skills, practice and qualities of staff aspiring to a leadership role. The 2 day sessions will give you opportunities to: receive professional induction to deepen teachers’ knowledge and understanding of the various roles within school to be able to further assist in leading learning and teaching within school and learning how to tell the story of the school through data using an enjoyable but thought provoking mix of activity, reflection and discussion, participants will learn how they can contribute to a leadership team these sessions will include updates on national developments in the leadership roles, opportunities to share good practice and concerns, and practical ideas for staff looking to take the next step.

• • • •

Outcome You will be able to: have opportunities for self-analysis and evaluate with confidence and accuracy if you could make a difference as a leader within a school to increase your ability to lead innovation and change in the context of your own school share with senior leaders, governors and inspectors the successes of learning and teaching in your subject, as well as clearly identifying the next steps to further improve implementation.

• • •

Date(s): 10/11/2016 & 16/11/2016 Duration: 2 days

Time(s): 09:00-16:00

Duration: 2 days

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Trainer Gill Stocker former Hsis Senior Inspector

– Leadership and Management

Trainer Gill Stocker former Hsis Senior Inspector

– Leadership and Management

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

21

Teaching, Curriculum & Assessment This section comprises courses and networking events designed to provide essential knowledge and practical skills for anyone involved in teaching and assessment. The training programmes are designed to develop thinking and practice related to schools and settings and equip you to effectively deliver the curriculum, teaching methods and assessment, as well as demands for accountability.

22 22

Hsis Computing – Leadership Development Twilight

Hsis Computing Subject Leader Network

This course is recommended for

This course is recommended for

Subject Leaders and Teachers.

Subject Leaders and Teachers.

Overview

Overview

This twilight session is for computing subject leaders. We will explore recent news and updates in primary computing as well as new curriculum activities.

This half-day course is for computing subject leaders. These sessions focus on developing the skills and attributes of the subject leader. We will explore recent news and updates in primary computing as well as new curriculum activities.

What will it cover?

This session will include: case study element - Havering Primary School, effective implementation of the computing curriculum sharing interesting practice - bring along ideas from your own school. Are there things that you do, that others could benefit from? training element - Taking an activity from ‘unplugged’ to the computer. How to transfer ideas from the classroom top tips and tools for subject leaders to introduce, develop and monitor the impact of your curriculum updates on national, local and international initiatives, policy and practice practical ideas linked to a key aspect of computing which you can take away and share with colleagues an opportunity for you to ask questions and shape future agendas.

• • • • • • •

Outcome You will be able to: report back to colleagues on the implications of new initiatives, policy and practice improve the quality of teaching and assessment of computing have an understanding of good practice across the local authority return to school to further enhance practice.

• • • •

“Excellent course. Pace and content very good. Enjoyed it.”

Date(s): 17/11/16, 01/03/17, 14/06/17 Time(s): 16:15-17:45

What will it cover?

This session will include: case study element - Havering Primary School, effective implementation of the computing curriculum sharing interesting practice - bring along ideas from your own school. Are there things that you do, that others could benefit from? training element - Taking an activity from ‘unplugged’ to the computer. How to transfer ideas from the classroom top tips and tools for subject leaders to introduce, develop and monitor the impact of your curriculum updates on national, local and international initiatives, policy and practice practical ideas linked to a key aspect of computing which you can take away and share with colleagues an opportunity for you to ask questions and shape future agendas.

• • • • • • •

Outcome You will be able to: report back to colleagues on the implications of new initiatives, policy and practice improve the quality of teaching and assessment of computing have an understanding of good practice across the local authority return to school to further enhance practice.

• • • •

Date(s): 09/11/16, 09/02/17, 08/06/17 Duration: 1.5hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: Rainham Village Primary School (Autumn)

Ardleigh Green Infant School (Spring)

Corbets Tey (Summer)

Venue: Rainham Village Primary School (Autumn)

Ardleigh Green Infant School (Spring)

Corbets Tey (Summer)

Trainer Amanda Jackson

Trainer Amanda Jackson

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

23

Teaching, Curriculum & Assessment

Hsis Computing – Online Safety - Ensuring OFSTED and National Curriculum Compliance

Hsis Computing - Scratch for Intermediate Users KS2

This course is recommended for

This course is recommended for

Teachers and Teaching Assistants.

Teachers and Teaching Assistants.

Overview

Overview

CEOP Online Safety Ambassador and Havering Education Service’s Computing and Online Safety Inspector Amanda Jackson will explore how to ensure OFSTED and National Curriculum compliance for Online Safety.

This course is for users who have had some experience of using Scratch before and can create a sprite and background and program their sprite to move.

What will it cover?

During the session we will look at the next steps in programming, particularly focusing on: how to use variables to store data in their programs how to use ‘if’ statements to make decisions in their programs how to broadcast messages between sprites how sprites can sense their environment.

During the session we will explore a range of issues facing pupils, staff and parents through the use of new technologies – including social media, sexting, online grooming and more. It will also signpost a range of resources to support online safety provision and how to engage with families regarding online safety issues to help ensure that this is a strength of your school.

What will it cover?

• • • •

Outcome

“A great course, always well executed.”

You will be able to: identify strengths and weaknesses in school provision and have generated an action plan to address this.

•

Outcome By the end of this session you will be able to create a program that runs a game. This will be linked to the Switched on Computing units for Years 4 and 5.

Date(s): 28/09/16

Date(s): 21/02/17 Time(s): 16:15-17:45

24

Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Amanda Jackson

Trainer Amanda Jackson

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Computing - TA Computing and Online Safety - Skills for the Computing Curriculum

Hsis Computing - Creating Movies using Microsoft MovieMaker

This course is recommended for

This course is recommended for

Teachers and Teaching Assistants.

Teachers and Teaching Assistants.

Overview

Overview

This is an ideas based session - signposting resources and ideas to support the National Curriculum for computing including hands-on with programmable robots, ‘unplugged’ activities, tablet apps and websites and reference to online safety. Come away ready to compute!

The course will help develop a range of skills when creating digital videos with pupils. Although a key part of the computing curriculum, video creation can assist in supporting pupils’ digital storytelling and collaborative skills across the wider curriculum.

Whether recording the outcomes of a science experiment or an educational visit, digital video offers a fun and engaging way for pupils to present what they have learned. Sharing videos safely to the internet is a concern for schools - find out more.

What will it cover?

During this afternoon session we will be exploring ideas for the classroom as well as an opportunity to get hands-on with some programs and equipment, for example programmable devices and the basics in Scratch. We will link this to Switched on Computing units, where relevant.

Outcome When supporting computing in the classroom it is important to understand the key teaching points and subject vocabulary so that you can effectively support pupils. You will be able to: support learning activities for EYFS and KS1 using programmable devices like Bee-bots and Pro-bots support learning activities within KS2 using programs such as Scratch understand the background for completing ‘unplugged’ activities and identify key teaching points identify online safety concerns that could arise during learning activities.

• • • •

What will it cover?

This session will give you opportunities to: explore the main tools within the Microsoft Windows MovieMaker software create and edit a short narrated video, including titles, credits and basic special effects gain an awareness of how LGfL VideoCentral HD can be used to share videos safely online.

• • •

Outcome You will be able to: consider requirements of the Switched on Computing units that involve MovieMaker have an understanding of how to create videos to support learning across the curriculum explore online safety issues relating to sharing videos on the internet.

• • •

“Time for hands on experience and time to discuss more things with colleagues.”

Date(s): 29/09/16 Time(s): 13:00–16:00

Date(s): 28/09/16 Duration: 3hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Amanda Jackson

Trainer Dave Smith

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

25

Teaching, Curriculum & Assessment

Hsis Computing - An Introduction to Creating Movies using iMovie on the iPad This course is recommended for

This course is recommended for

Teachers and Teaching Assistants.

Senior Leaders, Teachers, Administrative Staff and Teaching Assistants.

Overview The course will help develop a range of skills when creating digital videos with pupils. Although a key part of the computing curriculum, video creation can assist in supporting pupils’ digital storytelling and collaborative skills across the wider curriculum.

Whether recording the outcomes of a science experiment or an educational visit, digital video offers a fun and engaging way for pupils to present what they have learned. Sharing videos safely to the internet is a concern for schools - find out more.

What will it cover?

This session will give you opportunities to: explore the main tools within the iMovie app on the iPad create and edit a short narrated video, including titles, credits and basic special effects gain an awareness of how LGfL VideoCentral HD can be used to share videos safely online.

• • •

Outcome You will be able to: consider requirements of the Switched on Computing units that involve iMovie have an understanding of how to create videos to support learning across the curriculum explore online safety issues relating to sharing video on the internet.

• • •

Date(s): 06/10/16 Time(s): 16:15-17:45

26

Hsis Computing - Using Twitter to Support Parental Engagement

Overview The course will help develop an understanding of how to use Twitter to support parental engagement and school promotion.

If you have not used Twitter, or only used Twitter socially, this session will look at how you can use it as a professional development tool, help with home-school engagement, finding out about curriculum ideas, sharing practice and building professional networks. Avoid the pitfalls and acquire some useful hints and tips.

What will it cover?

This session will give you opportunities to: set-up a Twitter account for your school explore best practice from schools that use Twitter effectively understand how to use Twitter in the classroom find out how to build a network of followers and Tweeters to follow discover ways in which to use third-party tools to schedule tweets.

• • • • •

Outcome You will be able to: understand how to create a Twitter account for safe use use Twitter with confidence to engage with parents and promote your school decide whether to have an open or restricted follower policy.

• • •

Date(s): 11/01/17 Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Wes Jefferson

Trainer Dave Smith

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Computing - Using LGfL Tools – J2Code and J2Webby to code and blog

Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Vloggers

This course is recommended for

This course is recommended for

Teachers and Teaching Assistants.

Teachers and Teaching Assistants.

Overview

Overview

The course will help develop an understanding of the ways in which use the J2code coding and J2Webby blogging tools (included as part of the LGfL subscription) to support blogging and coding in the computing national curriculum. Blogging safety is a concern for schools - find out how the J2Webby tool can help pupils to blog quickly, effectively and safely. J2Webby harnesses the power of the most popular website creation and blogging site in the world (Wordpress). Just2easy removes the complexity that you do not need and added in some Online Safety and other features that you do need. The result is teachers can concentrate on being creative with their class, not the technology. J2Code is a new coding resource offering 3 different contrasting platforms that help pupils to develop their understanding of coding.

The course will help develop an understanding of how to teach the new Switched on Computing Unit - We are Vloggers.

Developed as an alternative pathway for Year 6, these units provide an opportunity to further support or extend existing computing practice with a focus on making and sharing a short screencast presentation on a cross-curricular topic using a variety of web-based content.

What will it cover?

This session will give you opportunities to: explore the main features of J2Webby and J2Code understand how to use the understand the key online safety factors involved in blogging.

• • •

What will it cover?

This session will give you opportunities to: explore the main features of the new Switched on Computing Year 6 Unit – We are Vloggers use a web search engine to research an unfamiliar topic plan a presentation, taking into account audience and purpose use search tools to locate appropriately licensed images, audio and video design, develop and record a short narrated presentation on the topic and consider assessment requirements.

• • • • •

Outcome

Outcome You will be able to: consider requirements of the Switched on Computing units that involve coding and blogging have an understanding of how to blog to support learning across the curriculum use J2code to support the coding elements of the computing curriculum.

• • •

You will be able to: consider requirements of the new Year 6 Switched on Computing units understand how to create a short screencast presentation create a short screencast presentation.

• • •

“The way in which we were able to practise the different programs.

Also the discussion with the trainer on how this can be used with the units and staff in the school.”

Date(s): 26/04/17 Time(s): 16:15-17:45

Date(s): 08/05/17 Duration: 1.5hrs

Time(s): 09:00-12:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Wes Jefferson

Trainer Wes Jefferson

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

27

Teaching, Curriculum & Assessment

Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Travel Writers This course is recommended for

This course is recommended for

Teachers and Teaching Assistants.

Teachers and Teaching Assistants.

Overview

Overview

The course will help develop an understanding of how to teach the new Switched on Computing Unit 6.6 - We are Travel Writers.

Developed as an alternative pathway for Year 6, these units provide an opportunity to further support or extend existing computing practice with a focus on developing an understanding of.

The course will help develop an understanding of how to teach the new Switched on Computing Unit 6.1 - We are Adventure Gamers. Developed as an alternative pathway for Year 6, these units provide an opportunity to further support or extend existing computing practice with a focus on developing the use of Python for programming. Come away ready to support pupils to code with another alternative programming language in the primary classroom.

What will it cover?

This session will give you opportunities to: explore the main features of the new Switched on Computing Year 6 Unit 6.6 - We are Travel Writers research a location online using a range of resources appropriately develop an understanding of the safe use of mobile technology including the GPS system capture images, audio and video whilst on location showcasing shared media content through a mapping layer.

• • • • •

Outcome You will be able to: consider requirements of the new Year 6 Switched on Computing units understand how to teach pupils about using media and mapping to document a trip.

• •

Date(s): 08/05/17 Time(s): 13:00-16:00

28

Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Adventure Gamers

What will it cover?

This session will give you opportunities to: explore the main features of the new Switched on Computing Year 6 Unit 6.1 - We are Adventure Gamers learn the fundamental features of the Python programming platform language and apply this to the classroom understand the meaning of key programming terminology and how this can be applied to pupils’ learning consider assessment requirements.

• • • •

Outcome You will be able to: consider requirements of the new Year 6 Switched on Computing units teach entry-level Python programming to pupils support pupils’ understanding of a new programming language.

• • •

Date(s): 16/01/17 Duration: 3hrs

Time(s): 09:00-12:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Wes Jefferson

Trainer Wes Jefferson

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Computing - An app in an hour!

An Introduction to the Appshed platform

Hsis Computing - Programming through Science using Lego Education WeDo 2.0

This course is recommended for

This course is recommended for

Teachers and Teaching Assistants.

Teachers and Teaching Assistants.

Overview

Overview

There is now seemingly an app for everything - especially when it comes to learning! This course will help develop an understanding of the fundamental features of effective apps. Explore how to create an app for a mobile device through an introduction to the Appshed platform for creating mobile apps, considering how to develop pupils’ skills in adding a variety of features to their apps .

Attendees will create a simple web app which can be downloaded to a mobile device, such as an iPad and find out how to access self-help videos to extend practice further.

Working with LEGO Education Academy Certified Trainer Stuart Swann, this course will provide an opportunity to develop programming through science using LEGO Education WeDo 2.0.

During the morning, attendees will become familiar with the LEGO Education WeDo 2.0 resource. We will explore the programming app which accompanies the LEGO elements and build and program robots. We will also work through a science-based project, building and programming a robot to carry out scientific enquiry.

What will it cover?

What will it cover?

This session will give you opportunities to: explore the main tools within the Appshed app creation platform create a simple app to support teaching and learning consider what makes a good app download an Appshed app to a mobile device.

This session will give you opportunities to: explore the main features of the Lego Education WeDo 2.0 resources consider how to use Lego Education WeDo 2.0 to support learning in science develop programming skills to support teaching and learning in computing program a robot to carry out a scientific enquiry.

• • • •

Outcome You will be able to: teach the requirements of the Year 6 Switched on Computing units that require the development of an app create a simple app for a mobile device recognise the key features of the Appshed app creation platform and use these to understand where to access online help and support.

• • • •

• • • •

“very interesting and enjoyable morning.”

Outcome You will be able to: identify ways that the Computing Curriculum can be delivered contextually and can enhance the wider curriculum understand how to use the Lego Education WeDo 2.0 resources and accompanying software/app in the classroom program a robot.

• • •

Date(s): 20/09/16 Time(s): 16:15-17:45

Date(s): 20/09/16 Duration: 1.5hrs

Time(s): 09:00-12:00

Duration: 3hrs

Venue: Pyrgo Priory Primary School

Venue: Pyrgo Priory Primary School

Trainer Stuart Swann

Trainer Stuart Swann

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

29

Teaching, Curriculum & Assessment

Hsis Science - Assessment in Science

Hsis Science - Chemistry in the Primary Curriculum

This course is recommended for

This course is recommended for

Teachers.

Senior Leaders, Teachers, Administrative Staff and Teaching Assistants.

Overview This course will highlight examples of good practice for assessment in science across London. Teachers will be given the opportunity to review pupils work and determine what “meeting” the National Curriculum for science looks like.

What will it cover?

We will look at effective ways of assessing children’s practical work and measuring progression between year groups through reviewing examples of pupils work from across London. Teachers will be given examples of good practice in assessment for science.

Teachers will be given access to pupils work from the Pan London Project, to help them feel more confident to assess science in their own schools.

Outcome This session will give opportunities to: find out about the latest DfE assessment guidelines in science reflect on and review your own school science assessment policy learn how practical science should be impacting on assessment.

• • •

Overview This course will allow teachers to look at new ideas for using Chemistry at KS1 and KS2 to develop pupils’ working scientifically skills. Teachers will work with the Royal Society of Chemistry to participate in their global experiment. This is a hands on practical session to support teachers in using RSC resources.

What will it cover?

This session will give you opportunities to: have a hands on practical INSET sharing free resources and experiments from the Royal Society of Chemistry.

•

Outcome You will be able to: take away new practical ideas in Chemistry to develop in their schools feel more confident about using RSC resources in the classroom.

• •

“the hands on aspect which helped teachers to realise which category of science it supported.”

Date(s): 07/12/16 Time(s): 13:00-16:00

30

Date(s): 19/01/17 Duration: 3hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Mina Patel

Trainer RSC and Mina Patel

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Science - Subject Leader Network

Hsis Science - The New Science Subject Leader

This course is recommended for

This course is recommended for

Subject Leaders and Teachers.

Subject Leaders, Teachers and Teaching Assistants.

Overview

Overview

This twilight session is for Science subject leaders. We will explore recent news and updates in primary Science as well as new curriculum activities.

This course will aim to support new subject leaders with their roles and responsibilities as a science subject leader. It will also look at strategies on how to raise standards in science across the school.

What will it cover?

This session will include: case study element - Havering Primary School, effective implementation of Science sharing interesting practice - bring along ideas from your own school. Are there things that you do, that others could benefit from? top tips and tools for subject leaders to introduce, develop and monitor the impact of your curriculum updates on national, local and international initiatives, policy and practice practical ideas linked to a key aspect of Science, which you can take away and share with colleagues an opportunity for you to ask questions and shape future agendas.

• • • • • •

What will it cover?

New Science subject leaders will be given a whole school audit to complete, and through discussion and set criteria complete a self assessment. Subject leaders will be able to review and plan their next steps to improve science teaching and learning across their schools.

Outcome New Science subject leaders will be able to: feel more confident about their roles and responsibilities return to school to further enhance practice.

• •

Outcome You will be able to: report back to colleagues on the implications of new initiatives, policy and practice improve the quality of teaching and assessment of Science have an understanding of good practice across the local authority return to school to further enhance practice.

• • • •

Date(s): 06/12/16

Date(s): 12/10/16, 18/01/17, 14/06/17 Time(s): 16:15-17:45

Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Mina Patel

Trainer Mina Patel

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

31

Teaching, Curriculum & Assessment

Hsis Science - Outdoor Learning and Science

Hsis Science - Working Scientifically in Science

This course is recommended for

This course is recommended for

Teachers.

Senior Leaders, Teachers, Administrative Staff and Teaching Assistants.

Overview The ‘outdoor classroom’ provides a meaningful way to engage learners in practical science. The wider educational benefits of teaching and learning science in the natural and built environments include motivation to learn and the potential to influence positively the choice of science as a future subject of study.

Overview

What will it cover?

This session will give you opportunities to: highlight examples of good practice for developing children’s WS skills in science look at ideas for measuring progression across KS1 and KS2 in science with hands on practical ideas.

This session will cover: what research states about outdoor learning and science working scientifically: activities to engage learning with the outdoors at KS1 and KS2 assessment and outdoor learning.

• • •

Outcome This session will give opportunities to: to have hands on experience of activities for outdoor science to review and consider research and assessment for outdoor learning and science.

• •

This course will highlight examples of good practice for developing children’s WS skills in science. We will look at ideas for measuring progression across KS1 and KS2 in science with hands on practical ideas linked to the primary curriculum.

What will it cover?

• •

Outcome This session will give opportunities to: learn about progression and the curriculum through WS across KS1, lower KS2, upper KS2 develop new strategies on how practical science should be impacting on assessment try out new ideas for practical science to support WS statutory requirements.

• • •

“The trainer was very knowledgeable and explained themselves very well.”

Date(s): 19/10/16 Time(s): 13:00-16:00

32

Date(s): 20/09/16 Duration: 3hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Mina Patel

Trainer Mina Patel

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Mathematics - Assessing Pupil Progress in Primary Mathematics

Hsis Mathematics - Developing the Role of the Mathematics Subject Leader

This course is recommended for

This course is recommended for

Teachers and Subject Leaders.

Teachers and Subject Leaders.

Overview

Overview

This course will consider how to assess and evidence progress against end of year age related expectations. You will be able to share good practice with other Havering schools and review any recent information from the DfE. During the session you will focus on formative and summative assessment, teacher assessment and tracking.

This session will explore the role of the Mathematics Subject Leader. You will consider the responsibilities linked to the role, including, data analysis, creating a mathematics development plan, monitoring and evaluating impact, curriculum design and supporting CPD. You will have the opportunity to consider planning for intervention, liaising with parents, raising the profile of mathematics, creating challenge for pupils of all abilities and supporting vulnerable groups.

What will it cover?

This session will provide opportunities to: consider ways to assess progress the variety of tracking systems being used discuss assessment tasks and formal assessments.

• • •

Outcome You will be able to: have an understanding of the National Curriculum programmes of study consider ways to assess progress across each key stage share good practice with other schools.

• • •

Date(s): 23/11/16 Time(s): 16:15-17:45

What will it cover?

This session will include: an overview of the role of Mathematics Subject Leader ideas to support curriculum and lesson design discussion around raising standards and increasing engagement strategies to support Learning Walks, Work Scrutinies and Subject Leadership.

• • • •

Outcome You will be able to: gain an understanding of the role of the Subject Leader develop effective approaches in monitoring and leadership enhance existing practice.

• • •

Date(s): 18/11/16 Duration: 1.5hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Trainer Kairen Raper

Trainer Kairen Raper

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

33

Teaching, Curriculum & Assessment

Hsis Mathematics - Developing Key Stage 1 Mathematics This course is recommended for

This course is recommended for

Teachers.

Teachers.

Overview

Overview

We will consider the Key Stage 1 Primary mathematics Programmes of Study and the subject knowledge and pedagogy to support the associated Teaching and Learning. We will consider a variety of activities that enhance Key Stage 1 mathematical teaching and learning. We will discuss ways to ensure challenge for all pupils. There will be opportunities to consider the Key Stage 1 mathematics learning journey and share existing good practice.

This course will develop Teacher Assessment for the National Curriculum Programmes of Study in Key Stages 1 and 2. We will consider the latest guidance from the DfE exploring how to make and evidence judgements. We will discuss the 2016 Teacher Assessment Exemplification materials and how these might support your judgements. You will have the opportunity to share good practice.

What will it cover?

What will it cover?

This session will give you opportunities to: consider Key Stage 1 mathematics subject knowledge explore activities and teaching strategies to support teaching and learning in Key Stage 1.

• •

This session will provide opportunities to: consider how to arrive at Teacher Assessment judgements how best to evidence judgements share good practice with other teachers.

Outcome

Outcome

You will: develop the appropriate subject knowledge for Key Stage 1 mathematics consider a variety of pedagogical approaches to ensure pupil progress in Key Stage 1.

• •

“A very informative and enjoyable course.

My colleague and I went back to school buzzing with new ideas.”

Time(s): 16:15-17:45

• • •

You will: feel more confident when making Teacher Assessments have a clear understanding of how to provide evidence to support your judgements become familiar with Teacher Assessment guidance materials.

• • •

“Really enjoyed the session and the trainer was motivating.”

Date(s): 22/02/17

Date(s): 04/07/17

34

Hsis Mathematics - Developing Teacher Assessment

Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Trainer Kairen Raper

Trainer Kairen Raper

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Mathematics - Supporting the Learning and Using of Multiplication Tables

Hsis Mathematics - Mathematical Challenge through Problem Solving

This course is recommended for

This course is recommended for

Teachers.

Teachers and Subject Leaders.

Overview

Overview

This course will consider a variety of approaches to the teaching, learning ,using and applying of multiplication tables. We will share information around the proposed multiplication tables tests for 2017. We will explore the use of multiplication tables in all strands of mathematics.

The aims of the National Curriculum state that all pupils should become fluent in the fundamentals of mathematics, reason mathematically and be able to solve problems. By supporting children as they develop their mathematical thinking and problem solving skills we can improve progress and raise standards. This course will investigate the use and creation of rich mathematical tasks to challenge and extend all pupils. You will also consider how rich tasks and problem solving activities can be used to support assessment.

What will it cover?

This session will provide opportunities to: discuss the new multiplication tables test and the implications this has on planning consider a variety of supporting strategies and activities explore the use of multiplication tables within mathematics.

• • •

Outcome You will: develop skills to support the teaching and learning of multiplication tables become more confident in selecting appropriate multiplication tables tasks explore a variety of related tasks.

• • •

What will it cover?

This session will provide opportunities to: engage with mathematical rich tasks consider the value of problem solving to develop mathematical thinking design and use problem solving tasks.

• • •

Outcome You will be able to: have an understanding of the importance of problem solving experience a variety of problem solving activities become more confident in including problem solving activities in lesson planning.

• • •

“It was fantastic that lots of practical tasks were demonstrated and then we discussed how to differentiate them.”

Date(s): 20/09/16

Date(s): 11/01/17 Time(s): 16:15-17:45

Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Kairen Raper

Trainer Kairen Raper

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

35

Teaching, Curriculum & Assessment

Hsis Mathematics - Primary Mathematics Subject Leaders’ Network Meeting This course is recommended for

This course is recommended for

Teachers and Subject Leaders.

Teachers and Subject Leaders.

Overview

Overview

Effective subject leadership is fundamental in ensuring rapid school improvement. This termly meeting will give mathematics subject leaders an opportunity to network and share good practice. This meeting will provide information on recent developments in; mathematics, teaching and learning, and national and local updates. A selection of mathematics activities will be shared.

This twilight session is for RE subject leaders. We will explore recent news and updates in primary RE as well as new curriculum activities.

What will it cover?

This session will provide opportunities to: network and share good practice explore the use of rich mathematical tasks to raise standards enhance understanding of recent developments in mathematics education work collaboratively on common areas of interest to Havering schools.

• • • •

Outcome You will be able to: have an understanding of good practice across the borough gain an insight into recent national and local subject specific developments have explored examples of rich mathematical tasks.

• • •

“I always enjoy these sessions as it is a good opportunity to find out what other schools are doing.”

Date(s): 12/10/16, 17/01/17, 13/06/17 Time(s): 16:15-17:45

36

Hsis RE - Subject Leader Network

What will it cover?

This session will include: case study element - Havering Primary School, effective implementation of RE sharing interesting practice - bring along ideas from your own school. Are there things that you do, that others could benefit from? top tips and tools for subject leaders to introduce, develop and monitor the impact of your curriculum updates on national, local and international initiatives, policy and practice practical ideas linked to a key aspect of RE, which you can take away and share with colleagues an opportunity for you to ask questions and shape future agendas.

• • • • • •

Outcome You will be able to: report back to colleagues on the implications of new initiatives, policy and practice improve the quality of teaching and assessment of RE have an understanding of good practice across the local authority return to school to further enhance practice.

• • • •

“Meeting with other subject leaders.

Meeting the wonderful trainer and being able to share ideas.”

Date(s): 28/09/16, 26/01/17, 26/04/17 Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: Newtons Primary School, Rainham Village Primary School, Branfil Primary School (in respective of dates)

Trainer Kairen Raper

Trainer Julia Diamond-Conway

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis Primary Assessment – Primary Assessment Leader Network

Hsis History - Subject Leader Network

This course is recommended for

This course is recommended for

Teachers.

Teachers and Subject Leaders.

Overview

Overview

This twilight session is for primary assessment leaders. We will explore recent news and updates in primary assessment both locally and nationally.

The HSIS Primary History Network forum is a proactive support measure, in helping primary History leaders to improve the effectiveness of subject provision in their schools. This termly forum assists subject leaders in considering how to effectively manage and implement the design, planning, teaching and assessment of KS1 and KS2 history. In addition, the forum provides an update on national and local history initiatives and is also used to provide ideas and share best practice, in order to enhance history provision, within the Primary sector.

What will it cover?

This session will include: updates on national, local and international initiatives, policy and practice where appropriate, there will be opportunities for schools to share what is working in their schools an opportunity for you to ask questions and shape future agendas.

• • •

Outcome You will be able to: report back to colleagues on the implications of new initiatives, policy and practice improve the quality of assessment have an understanding of good practice across the local authority return to school to further enhance practice.

• • • •

“It continues to be very useful to get together with colleagues and share ideas.”

Date(s): 02/11/16, 18/01/17, 07/06/17 Time(s): 16:15-17:45

What will it cover?

This session will provide an opportunity to: consider aspects of subject leadership, including planning, assessment and monitoring of teaching access presentations from external local and regional history agencies, e.g. Havering Museum learn from the inside - sharing of best practice within Havering Primary schools receive updates on National Curriculum strategy, news and events.

• • • •

Outcome Through attending the Primary History Network forum, you will be able to develop: improved strategic understanding of the History National Curriculum enhanced focus on planning, monitoring and assessment of history to support subject management enriched links with other subject leaders and external agencies. greater awareness of websites and other resources to support better teaching and learning.

• • • •

Date(s): 11/10/16, 07/02/17, 27/06/17 Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Trainer Mary Jones

Trainer Pat Fitzpatrick

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

37

Teaching, Curriculum & Assessment

Hsis English - Reading for Pleasure at KS1

Hsis English - KS2 Moderation of Writing for Year 6 Teachers

This course is recommended for

This course is recommended for

Teachers and Subject Leaders.

Teachers.

Overview

Overview

Reading for pleasure is at the heart of the new English curriculum and it is crucial that children get into the habit as early as possible.

This half day CPD session will consider different approaches to encouraging children to read for pleasure at KS1.

Publishers will be invited to exhibit their most recent and popular books.

An opportunity to become familiar with national standards for writing (following the interim arrangements) and to use them to assess your pupils’ writing with other colleagues. There will also be time to consider the most effective task-setting and assessment procedures and how they might be implemented in your school.

What will it cover?

What will it cover?

The course will enable teachers to discover new texts and consider effective strategies for encouraging children to read for pleasure.

This session will give you opportunities to: discover new texts consider effective approaches to developing independent reading alongside other KS1 teachers.

• •

This session will give you opportunities to: moderate your writing assessments against national expectations and exemplification with other schools share good practice in task-setting and marking.

Please bring examples of writing with you (either in books or on paper).

Outcome

Outcome

pupils will be encouraged to read for pleasure on • more a regular basis will be able to develop reading for pleasure both within • you your class and across the whole school.

• •

By the end of this session you will: be able to be more confident in your assessment of writing be more able to design effective writing tasks.

• •

“All information was beneficial and gave an overview for next year.”

Date(s): 13/10/16 Time(s): 13:30-16:00

38

Date(s): 24/05/17 Duration: 2.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Peter Ellison

Trainer Peter Ellison

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis English - Curriculum Planning for KS1 and 2

Hsis English - KS1 Assessment of Reading and Writing for Year 2 Teachers

This course is recommended for

This course is recommended for

Subject Leaders.

Teachers and Subject Leaders.

Overview

Overview

Effective curriculum planning is crucial to the coherence of your school’s approach to teaching English. This course provides an opportunity to review your curriculum plans alongside other subject leaders, benefiting from sharing good practice and new ideas.

During this course you will analyse the writing and reading exemplification materials and consider the implications for effective teaching approaches. The course will also provide ideas for tasks and methods of assessment most likely to increase pupils’ progress towards the end of the Key Stage.

What will it cover?

This course will support your development of an engaging and challenging English curriculum for KS1 and KS2.

This session will include: rationales which reflect your schools’ values and your pupils’ needs coverage of the National Curriculum (reading, writing, GPS) summative assessments - frequency and methods building in progress across Key Stages approaches to on-going assessment.

• • • • •

Outcome By the end of this session you will be able to: develop effective curriculums which suit the needs of your pupils reflect on the values of your school and the ways in which they inform your curriculum.

• •

“The trainer was well informed and able to clearly share their knowledge and skills with the group.”

Date(s): 11/07/17 Time(s): 13:00-16:00

“Very good and clear ideasfeel much clearer about what needs to be done and how to do it.”

What will it cover?

Teacher Assessment has changed a great deal since the abolition of levels. This course provides you with an opportunity to develop familiarity with the assessment criteria and exemplification materials for writing and reading. You will also have the opportunity to consider how to plan the final term before assessment to ensure that most children achieve the expected standards.

Outcome At the end of this session you will be able to: become more confident in assessing pupils be more able to plan effective reading and writing tasks for pupils.

• •

Date(s): 23/03/17 Duration: 3hrs

Time(s): 09:00-12:00

Duration: 3hrs

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Trainer Peter Ellison

Trainer Peter Ellison

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

39

Teaching, Curriculum & Assessment

Hsis English - Reading and Comprehending Poetry at KS2

Hsis English - KS2 Assessment of Writing

This course is recommended for

This course is recommended for

Teachers and Subject Leaders.

Teachers.

Overview

Overview

This twilight CPD session will develop the teaching of poetry - both reading and writing - at KS2. Teachers will have the opportunity to share engaging poems and teaching approaches.

The session will include effective teaching of the comprehension and critical appreciation of poetry as well as composition and performance.

During this course you will analyse the writing exemplification materials and consider the implications for effective teaching approaches. The course will also provide ideas for tasks and methods of assessment most likely to increase pupils’ progress towards the end of the Key Stage.

What will it cover?

Teacher Assessment of writing has changed a great deal since the abolition of levels. This course will provide you with an opportunity to develop familiarity with the assessment criteria and exemplification materials for writing. You will also have the opportunity to consider how to plan the final term before assessment to ensure that most children achieve the expected standards.

The course will enable teachers to share effective strategies for teaching children to understand and respond to poetry.

This session will give you opportunities to: discover new poems consider effective approaches to develop reading and writing poetry.

• •

What will it cover?

Outcome

“Different teaching ideas to use in the classroom.”

At the end of this session you will be able to: become more confident in your assessment of writing; and be more able to set effective writing tasks for pupils which will provide evidence of attainment.

• •

Outcome You will be able to: teach your pupils to understand the way that complex ideas are expressed poetically encourage pupils to express themselves clearly in poetic forms.

• •

Date(s): 21/09/16 Time(s): 16:15-17:45

40

“Very informative and now I have a clear focus on changes needed for our curriculum to align with new expected standard assessments.”

Date(s): 22/03/17 Duration: 1.5hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Peter Ellison

Trainer Peter Ellison

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Hsis English - Primary English Subject Network

Hsis English - KS1 Moderation of Reading and Writing for Year 2 Teachers

This course is recommended for

This course is recommended for

Teachers and Subject Leaders.

Teachers.

Overview

Overview

Effective subject leadership is fundamental to ensuring rapid school improvement. This termly meeting will give English subject leaders the opportunity to network and share good practice. It will provide information about new developments in the subject and national and local updates.

Teacher assessment of reading and writing has undergone many changes since the implementation of the new curriculum.

“Ideas of how to address the changes that the new curriculum has had on how we assess English in our school went very well.”

What will it cover?

This session will give you opportunities to: network and share good practice consider the implications of test results and performance data explore effective approaches to teaching and learning English work collaboratively on common areas of interest to Havering schools enhance your understanding of recent developments in English.

• • • • •

Outcome You will be able to: report back to your senior leadership team about the implications of any new developments improve the quality of the teaching and assessment of English in your school.

What will it cover?

This session will offer Year 2 teachers an opportunity to moderate their pupils’ reading and writing against national expectations and exemplification with other schools.

The session will also enable teachers to share good practice in task setting and marking.

Please bring reading records and examples of writing with you (either in books or on paper).

Outcome By the end of this session you will: be more secure in your assessments of reading and writing have had the opportunity to explore a number of effective teaching approaches.

• •

“Very useful to be able to talk through all the various issues with other teachers in Key Stage 1.”

• •

Date(s): 12/10/16, 09/03/17, 13/06/17 Time(s): 16:15-17:45

Date(s): 25/05/17 Duration: 1.5hrs

Time(s): 16:15-17:45

Duration: 1.5hrs

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Trainer Peter Ellison

Trainer Peter Ellison

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

41

Teaching, Curriculum & Assessment

Hsis English - Shared Reading Texts and Approaches for KS2 This course is recommended for

This course is recommended for

Teachers.

Teachers and Subject Leaders.

Overview

Overview

Shared reading is crucial to the new reading curriculum but it isn’t always easy to enable every child to access challenging literature.

This twilight CPD session will support KS2 teachers to develop shared reading at KS2, enabling more pupils to access challenging texts. KS2 teachers will have the opportunity to share successful books and approaches.

Publishers will be invited to display a range of their most recent shared reading books.

Many pupils find writing at KS1 both stressful and frustrating – and this often sets the tone for KS2. This course will provide KS1 teachers with a range of approaches to writing which will engage and challenge pupils in the early stages of learning to write.

“Shared ideas on how to cover and improve on reading and writing. Extremely relevant and very informative!.”

What will it cover?

The twilight session will enable teachers to: share successful approaches to whole-class reading share their experiences of successful whole-class texts discover engaging new texts.

• • •

Outcome You will be able to: introduce new texts and approaches to your class and school develop the effectiveness of your shared reading sessions.

• •

Date(s): 10/11/16 Time(s): 16:15-17:45

42

Hsis English - Developing Writing at KS1

What will it cover?

This half day course will support you in developing pupils’ writing during Y1 and 2. It will focus on: motivation and attitude composition (ideas, vocabulary, planning and editing) grammatical features transcription and application of phonic knowledge (spelling and punctuation) assessment and marking for learning.

• • • • •

Outcome By the end of this session you will: have developed a range of effective and engaging approaches to teaching writing at KS1 be able to plan and assess your writing curriculum more effectively.

• •

“It was good to go over the key elements, I have come away thinking about the impact of my guided reading in order to prepare.”

Date(s): 08/02/17 Duration: 1.5hrs

Time(s): 13:30-16:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Peter Ellison

Trainer Peter Ellison

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses. Please refer to page 45 for more details.

43

Teaching, Curriculum & Assessment Newly Qualified Teachers (NQTs) Induction Training Programme offered for EYFS/KS1 and KS2.

Overview The Primary NQT Induction Programme is designed specifically for teachers in Early Years/KS1 and KS2. It provides NQTs with an opportunity to reflect on their practice and integrate further ideas and approaches to impact on their teaching.

The programme will also provide a basis for ongoing professional development.

A range of sessions are included in the programme, for example: literacy and numeracy science managing behaviour child protection teaching physical education - games; gymnastics race, culture and diversity computing and online safety meeting the needs of pupils with EAL early years foundation stage - assessment; quality environments and adult interaction getting started with the teaching of primary languages As well as covering key themes, bringing the NQTs together develops important professional relationships early in their careers. It allows them to share experiences and create supportive networks.

• • • • • • • • • •

For more information, please contact the Hsis Team: Phone - 01708 433 813 Email - hsis@havering.gov.uk

44 44

CPD Packages available from Havering School Improvement Services Package 1 This comprehensive package covers many of the ongoing training and development needs of staff in schools and academies, including: unlimited access to CPD courses termly Subject/Aspect Leader Networks for English, Maths, Science, Computing and Online Safety, Early Years, Assessment and History Headteacher and Deputy Headteacher Forums Senior and Middle Leader development training NQT Training Programme access to new Switched on Computing publications when published. Please refer to page 23 to view the full suite of Switched on Computing publications.

• • • • • •

Package 3 This service enables schools to buy in to the ‘CPD’ package and the ‘School Based Consultancy & Support’ package combined, at a heavily discounted rate.

Price Guide

*Example annual cost:

No. of pupils

Training Package 1

Number of courses available to subscribers

Training and School Based Consultancy and Support Package 3

Number of courses available to subscribers

One form entry

210

£3,253

101

£4,505

101

Two form entry

420

£4,396

101

£6,409

101

Three form entry

630

£5,538

101

£8,314

101

Additional in-school support offer Havering School Improvement Service can also offer a wide range of bespoke school improvement days at whole school level and for curriculum subjects and aspects.

For a quote or to find out more, please email hsis@havering.gov.uk

Price Guide for School Based Consultancy & Support Package

Price

One form entry

Two form entry

Three form entry

£2,252

£3014

£3,775

*We are able to provide you with a personalised quote based on your specific pupil numbers on request.

Option to buy additional days for tailored school improvement if purchasing one of the above packages from Havering School Improvement Services: 1-3 additional days at £508 per day 4+ additional days at £457 per day

• •

45

Inclusion This section is designed for people working in a mainstream setting or special school with responsibility for ensuring that children and young people with SEND and those with English as an additional language (EAL) achieve positive outcomes in learning and attainment. We offer a range of courses to support you in developing your knowledge, skills and expertise and to equip you to stretch and challenge learners with a variety of needs.

46 ?

SENCo Day

SENCo Refresher Session Preparing for Challenge

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager.

SENCo/Inclusion Manager, Teachers and Teaching Assistants.

Overview

Overview

This day enables staff from all schools to network with other school SENCos and support staff while gaining up-to-date advice and support.

The day will consist of presentations and talks from members of the CAD 5-19 team or an external presenter. A varied and relevant agenda will be on offer. Refreshments and lunch will be provided (included in the price).

This training day will support school staff receiving Reception aged children in September 2016 with social communication needs including speech and language concerns. Delegates will only need to attend one session.

What will it cover?

• • • • • • • • • •

This session will cover: gain up to date advice and support on current legislation enable SENCos to network with other colleagues and professionals a variety of talks from internal/external presenters an opportunity to raise current issues and concerns.

• • • •

Outcome You will be able to: return to your school with the ability to plan the next steps review existing practice at your school in relation to SEN acquire new contacts and information to support your role as SENCo.

• • •

What will it cover?

The day will include a series of workshops on developing person centred planning and support in the areas of: communication including speech and language targets associated behaviours sensory issues motivators making choices using PECS work stations visual schedules/timetables curriculum planning establishing ‘communication/social communication friendly’ environments.

Outcome The training will promote: understanding the child’s communication profile knowing the child’s speech and language targets strategies and interventions relevant for the child resources and software recommendations progress.

• • • •

“Information provided during this session has been invaluable for my current post.”

Date(s): 21/06/17 Time(s): 09:00-16:00

Date(s): 07/09/16, 12/07/17 Duration: 7hrs

Time(s): 09:00-15:30

Duration: 6.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £35.00 (Havering schools/academies/colleges/settings) Not available (Non-Havering and Non-DSG funded schools)

Price excluding VAT £25.00 (Havering schools/academies/colleges/settings) Not available (Non-Havering schools/colleges/settings) 47

Inclusion

SENCo Refresher - Introduction to Procedures & Processes

SENCo Refresher - Meeting Literacy Needs

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager.

SENCo/Inclusion Manager.

Overview

Overview

The training is an introduction to procedures, processes and services around Special Educational Needs and Disability (SEND).

Both sessions will be identical, so delegates will only need to attend one session.

This course is an introduction to meeting literacy needs and will look at ways of screening phonological reading and writing skills.

Different interventions that may be used will be looked at.

Strategies for supporting developments of literacy will also be discussed.

What will it cover?

This session will offer an introduction to Havering SEND procedures and will provide participants with an understanding of processes and services for SEND. Participants will be provided with up-to-date information on recent legislation and guidelines.

The training will include guidance on managing pupils with medical conditions in schools.

What will it cover?

This session will give you the opportunity to: have an understanding of a pupil and their literacy needs evaluate a range of interventions look at strategies to support literacy development.

• • •

Outcome

Outcome Participants will: gain a better understanding of Havering SEND processes, procedures and services be aware of the most up-to-date information on recent legislation and guidelines for SEND have an understanding for managing pupils with medical conditions.

• • •

You will be able to: feel confident in identifying areas of need feel equipped to support pupils with their literacy development be able to screen for phonological reading and writing skills be able to identify appropriate interventions to support in the classroom.

• • • •

“Informative assessment ideas and opportunities to share effective practises and look at existing tracking methods.”

Date(s): 14/09/16

Date(s): 14/09/16, 21/09/16 Time(s): 13:00-16:00

48

Duration: 3hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) Not Available(Non-Havering schools/colleges/settings)

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) £75.00(Non-Havering schools/colleges/settings)

SENCo Refresher - Meeting Speech and Language Needs

SENCo Refresher - Provision Management - SEN Audit

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager.

SENCo/Inclusion Manager.

Overview

Overview

This training is an introduction to ‘The Role of the SENCo in Meeting Speech and Language Needs in Mainstream Settings’ (supporting speech and language difficulties, planning interventions and monitoring progress).

This course is an introduction to Provision Management in schools.

This will include; the SEN audit, management programme, intervention and use of Teaching Assistants.

What will it cover?

•

This session will give you the opportunities to: develop understanding of speech and language difficulties in general, including key terminology identify children with speech and language needs in your school prepare for the SLCN caseload meeting in school (Sept /Jan) maximise impact of Speech and Language Therapist reports identify interventions suitable for your school (needs of children/staff available/space available) develop a summary of interventions and resources available track progress of pupils ( within interventions and via National Curriculum descriptors).

• • • • • • •

Outcome You will be able to: fully support pupils in the classroom with speech and language difficulties be able to plan interventions confidently monitor pupil’s progress.

• • •

Date(s): 19/10/16 Time(s): 13:00-16:00

What will it cover?

This session will cover: provision Management – this will help participants to understand the funding arrangements that underpin the work of SEN within schools SEN audit management programme intervention and use of Teaching Assistants.

• • •

Outcome Following the session, you will: understand the SEN audit management programme be able to implement interventions be able to fully utilise the skills of your Teaching Assistants.

• • •

“I now feel confidence to introduce intensive interaction into my daily schedule in school.”

Date(s): 16/11/16 Duration: 3hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) Not Available(Non-Havering schools/colleges/settings)

Price excluding VAT £00.00 (Havering schools/colleges/settings) Not available (Non-Havering and Non-DSG funded schools) 49

Inclusion

SENCo Refresher - SEN Pupil Tracking and Progress This course is recommended for

This course is recommended for

SENCo/Inclusion Manager.

SENCo/Inclusion Manager.

Overview

Overview

This course is an introduction to SEND Pupil Tracking and Progress and will look at outcome setting, tracking and evaluation of pupil progress. There will be an opportunity to look in depth at tracking systems used in Havering.

This course is an introduction to the short breaks procedures and processes for children and young people with SEND. The Local Offer for Havering will also be looked at during this training session.

What will it cover?

What will it cover?

This session will cover: SEND Pupil Tracking and Progress.

This session will give you the opportunities to have an understanding of the Short Breaks procedures and processes in Havering explore the Local Offer and consider how it supports children, young people and parents/carers in our schools.

•

Outcome You will: be better informed of the SEND Pupil Tracking and Progress system be able to implement the skills you have learnt from the training to track SEND pupils in your schools/setting monitor the progress of these pupils confidently gain an understanding of the tracking systems currently in use within Havering.

• • • •

Date(s): 18/01/17 Time(s): 13:00-15:30

50

SENCo Refresher - Short Breaks and the Local Offer

• •

Outcome You will: be better informed around the procedures and processes for Short Breaks applications. be able to navigate the Local Offer for Havering with confidence.

• •

Date(s): 19/04/17 Duration: 2.5hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: Corbets Tey School, Harwood Hall Lane, Upminster,

Essex RM14 2YQ

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings Not Available(Non-Havering schools/colleges/settings)

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) Not Available(Non-Havering schools/colleges/settings)

SENCo Refresher - Screening New Pupils and Preparing for OFSTED

SENCo Refresher - Transition - Person Centred Approaches (Primary & Pre-School)

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager.

SENCo/Inclusion Manager.

Overview

Overview

This training covers two key topics for SENCos. The session will provide an introduction to the screening of new or moved in pupils, and will also provide advice for preparing for OFSTED inspections with particular reference to SEND.

This course is an introduction to using Person Centred Approaches to support key transition processes. This will cover both Pre-school into Primary and Primary into Secondary transitions.

What will it cover?

This session give you the opportunities to: understand the role that Person Centred Approaches played in supporting and planning for the transition of vulnerable pupils over main key stages.

The session will provide participants with the opportunity to look at which tools to use to screen new/moved in pupils. The session will also provide participants with opportunities to reflect on OFSTED expectations based on the OFSTED handbook and to look at data and evidence schools use to track pupil progress. There will also be the opportunity to talk to SENCos who have recently experienced OFSTED.

What will it cover?

•

“It helped me to feel more confident about dealing with transitions from pre-school.”

Outcome By the end of the session you will: be aware of tools available for screening new pupils be organised and prepared for any potential OFSTED inspection.

• •

“It was very useful to share ideas and examples with schools that have recently been visited by OFSTED.”

Date(s): 22/02/17 Time(s): 13:00-15:30

Outcome Once attending the training you will: develop a clear picture of what a person centred review looks like practice using key person centred tools such as the one page profile understand your role in preparation for the review, and if appropriate, as facilitator.

• • •

Date(s): 22/03/17 Duration: 2.5hrs

Time(s): 13:00-16:00

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £00.00 (Havering schools/colleges/settings) £75.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) Not Available(Non-Havering schools/colleges/settings) 51

Inclusion

Colourful Semantics

Early Interaction Skills

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, Teachers and Teaching Assistants.

SENCo/Inclusion Manager, Teachers and Teaching Assistants.

Overview

Overview

Colourful Semantics is an intervention regularly recommended by the Speech and Language Therapy team. It uses a colour coded approach to support sentence construction and understanding question words. It is simple to use and can be adapted for all levels. It can be used individually and in the classroom.

This training session is designed to support school staff receiving Reception aged children with social communication needs, including speech and language concerns. The training will promote attention and listening, awareness of others and responding to sensory stimulus. The session consists of two workshops: Intensive Interaction, which is a child specific approach to establishing early interaction skills; and Sensory Journey/Tac Pac, which is a multi-sensory approach to developing self-awareness and response to stimuli.

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

“This training has provided me with lots of ideas to use as interactive activities in the classroom.�

Date(s): To be confirmed depending on demand Time(s): TBA

52

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Date(s): To be confirmed depending on demand Duration: 3hrs

Time(s): TBA

Duration: 2hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Elizabeth Dunnett

Trainer Speech and Language Therapist and Advisory Teacher

Price excluding VAT Full details of costs will be provided on the portal when available.

Price excluding VAT Full details of costs will be provided on the portal when available.

Elklan Communication Support for Children with Severe and Complex Needs

Elklan Speech and Language Support for 5-11s

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

Overview

Overview

This is a practical training course for staff working with children with severe and complex learning needs. It will equip them with innovative tools and methods to develop and encourage pupil’s interaction and communication. It is designed for practitioners working with children at the pre-intentional and intentional stages of communication who are beginning to develop the skills required for purposeful communication.

This ten week course is designed for any SENCo, class teacher or support assistant working with children in primary schools.

It provides information and strategies to develop the communication skills of all children but especially those with speech, language and communication needs.

“I have found the course extremely useful and informative and have enjoyed every session.”

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Accreditation Accredited through Apt Awards - a Level 3 or Level 2 nine credit Award in Knowledge and Practice to Support the Communication Skills of 5-11s.

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Accreditation Accredited through Apt Awards - a Level 3 or Level 2 Award in Knowledge and Practice to Support the Communication Skills of those with Severe and Complex Needs.

Date(s): To be confirmed depending on demand

Date(s): To be confirmed depending on demand

Time(s): TBA

Time(s): TBA

Duration: 8 x 2.5hrs

Duration: 10 x 2.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Speech and Language Therapist and Advisory Teacher

Trainer Speech and Language Therapist and Advisory Teacher

Price excluding VAT Full details of costs will be provided on the portal when available.

Price excluding VAT Full details of costs will be provided on the portal when available.

* This

course is not available to out of borough schools

53

Inclusion

Elklan Supporting Children and Adults using AAC

Lego-Based Therapy Training

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

Overview

Overview

This six week course is designed for any SENCo, class teacher or support assistant working with children using AAC, to equip them with tools and methods to develop and encourage communication. Augmentative and Alternative Communication (AAC) refers to any means by which an individual can supplement or replace spoken communication. Communication may range from body language, eye pointing, BSL, PECS, objects of reference or communication devices, to name just a few.

This Lego-based therapy training session is aimed at teachers and teaching assistants working with children with social communication difficulties. Lego-based therapy has proved to have a significant impact on the development of social skills for children with ASD.

“The teachers have experience of using AAC and this was reflected in their delivery of the course.”

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

“I enjoyed the practical activities that helped me to relate to how the children felt.”

Accreditation A Level 3 or Level 2 Ascentis qualification at nine credits in ‘Supporting Children and Adults using AAC’.

54

Date(s): To be confirmed depending on demand

Date(s): To be confirmed depending on demand

Time(s): TBA

Time(s): TBA

Duration: 6 x 2hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Speech and Language Therapist and Advisory Teacher

Trainer Elizabeth Dunnett

Price excluding VAT Full details of costs will be provided on the portal when available.

Price excluding VAT Full details of costs will be provided on the portal when available.

Duration: 2hrs

PECS

The Educational Psychology Literacy Project

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, Teachers and Teaching Assistants.

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

Overview

Overview

The Picture Exchange Communication System (PECS) is a successful approach that uses pictures to develop communication skills for children with a range of learning and social communication difficulties. This is a two-day PECS Level 1 Training Workshop for teachers and teaching assistants. The workshop will provide participants with the foundation and essential tools to implement the six phases of the system through demonstrations, videos and role-play. The training will be led by Pyramid Educational Consultants, the only official training provider of PECS.

This is designed to boost and secure the early literacy skills of children and young people. The content and delivery of the programme has been developed from evidence-based psychological research and the programme has successfully been used with pupils from Key Stage 1 to Key Stage 4. This is an 8-week programme that includes initial training for a teacher/ SENCo and a teaching assistant, followed by weekly/two-weekly in-school visits by an Assistant Educational Psychologist to monitor, problem solve and model the approach. The programme will include precision teaching and the Havering Early Reading Skills Analysis.

The programme is designed to be delivered to each pupil by a teaching assistant on a daily basis (15 minutes) for at least 8 weeks.

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

“An extremely interesting, informative and inspirational two days.”

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

“Very useful resources provided along with the re-assurance of ongoing EP support.”

Date(s): To be confirmed depending on demand

Date(s): To be confirmed depending on demand

Time(s): TBA

Time(s): TBA

Duration: 2 days

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Pyramid Educational Consultants

Trainer Educational Psychologist

Price excluding VAT Full details of costs will be provided on the portal when available.

Price excluding VAT Full details of costs will be provided on the portal when available.

* This

course is not available to out of borough schools

Duration: 2hrs

55

Inclusion

Person Centered Planning

Precision Teaching

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager.

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

Overview

Overview

The expectation in the DCSF guidance is that some form of person centred planning is appropriate for everybody with a learning disability. A Person Centred Review (PCR) provides an opportunity to gather information about what is important to the young person now and in the future, what support they need and what is/is not currently working well. There are opportunities to review a young person’s statement and draw up an action plan. They start by completing a ‘One page profile’ and involve the participation of families and carers, professionals and the young person. PCRs are a fundamentally different way of seeing and working with vulnerable young people.

This is a teaching and intervention programme that is based on the premise that all pupils can learn. It helps to identify the method that is most appropriate for a particular child. The programme is designed to be delivered daily and aims to develop a pupil’s accuracy and fluency to help them master a skill. It builds on success and develops self-esteem by setting achievable targets and helping the pupil to recognise the progress they made by involving them in this process. Precision Teaching is appropriate for skills that follow a sequenced hierarchy and simple recall, such as sight words, phonic skills, number facts, spelling, handwriting and more.

Outcome

Outcome

This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Date(s): To be confirmed depending on demand Time(s): TBA

56

Date(s): To be confirmed depending on demand Duration: 2hrs

Time(s): TBA

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Educational Psychologist

Trainer Educational Psychologist

Price excluding VAT Full details of costs will be provided on the portal when available.

Price excluding VAT Full details of costs will be provided on the portal when available.

Duration: 2hrs

The 5P Approach

SIMS – Special Educational Needs (SEN)

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, Teaching Assistants and Teachers.

Senior Leaders, Administrative Staff and SENCo/Inclusion Manager.

Overview

Overview

This introductory one day certified course outlines the 5P Approach for children with social communication and behaviour difficulties.

It starts by exploring the nature of behaviour issues in children and young people with autism/social communication difficulties and introduces the 5P stages. This practical workshop describes the 5P materials and provides opportunities for attendees to practise each stage of the 5P Approach. This course is aimed at school staff currently working with children with autism/social communication difficulties and/or challenging behaviour.

This full day course is suitable for the school SENCo, senior staff responsible for overseeing special needs provision and/or administrative staff responsible for the day to day maintenance of the SEN register.

“A good opportunity to speak to other schools about their experiences and their ideas” Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Accreditation Delegates will be issued with a certificate after attendance of the course.

What will it cover?

This session will give you the opportunity to: edit the SEN Defaults maintain look-ups link adults, agents and agencies to student add/edit Reviews, Needs, Events and Provisions add notes/documents to SEN add a statement referral set up Quick Letters produce SEN Reports send SEN messages record gifted and talented.

• • • • • • • • • •

Outcome At the end of the course you will be able to make the most of the SEN section of SIMS to assist with the management and administration of SEN provision in school.

Date(s): To be confirmed depending on demand

Date(s): 30/09/16

Time(s): TBA

Time(s): 09:30-15:30

Duration: 1 day

Duration: 6hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Educational Psychologist

Trainer Sue Dungate

Price excluding VAT Full details of costs will be provided on the portal when available.

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support) * This

course is not available to out of borough schools

57

Inclusion

5P Approach Introductory Course - Level One

Working in Partnership through Early Support

This course is recommended for

This course is recommended for

SENCo/Early Years Practitioners and PVI Setting Staff.

SENCo/Early Years Practitioners, Teachers and PVI Setting Staff.

Overview

Overview

Preparing for Challenge: This basic one day certified course introduces the 5P Approach.

It begins by exploring the nature of behaviour issues in autism or social communication difficulties and introduces the 5P stages.

This practical workshop introduces the 5P materials and provides opportunities for attendees to practise each stage of the 5P Approach. Delegates will only need to attend one session.

What will it cover?

This training will cover: introduction to the 5P Approach ASD and behaviour putting behaviour into perspective, the autistic mind in the Green Zone – building the foundations of best practice the 5P Stages case studies.

• • • • • •

Outcome The training will support: to explore how autistic thinking affects behaviour to explore how behaviour problems can be avoided to identify what is required to build the foundations of best autism practice to introduce the principles of the 5P Approach to behaviour intervention to introduce and have experience of each stage of the 5P approach to gain practical experience of using the 5P Approach in behaviour intervention.

• • • • • •

Date(s): 18/10/16, 20/04/17 Time(s): 09:30-16:00

58

Early Support is a way of working, underpinned by 10 principles that aim to improve the delivery of services for disabled children, young people and their families. It enables services to coordinate their activity better and provide families with a single point of contact and continuity through key working.

Early Support ensures that service delivery is child, young person and family-centred. It focuses on enabling services and practitioners to work in partnership with children, young people and their families.

Delegates will only need to attend one session.

What will it cover?

The training will promote: Understanding of a partnership model of working and the helping process Explore the key worker role and its functions, including the use of Early Support materials Confidence in becoming a key worker Understanding of the importance of multi-agency working and placing the family at the centre of this process.

• • • •

Outcome The purpose of the course is to share information on Early Support and partnership working, and to enable participants to develop the skills needed to become an Early Support key worker for families of children with additional needs.

Date(s): 15/11/16, 04/05/17 Duration: 6.5hrs

Time(s): 09:30-16:00

Duration: 6.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £25.00 (Havering schools/academies/colleges/settings) £50.00 (Non-Havering schools/colleges/settings)

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) £25.00 (Non-Havering schools/colleges/settings)

Early Years SENCo Day

Makaton Basic Awareness Workshop

This course is recommended for

This course is recommended for

SENCo/Early Years Practitioners and PVI Setting Staff.

SENCo/Early Years Practitioners and PVI Setting Staff.

Overview

Overview

The sessions gives the opportunity for all special educational needs co-ordinators (SENCo’s) in private, voluntary and independent settings, to update on new developments relevant for children with special educational needs and /or disabilities.

It also provides the opportunity to network and share good practice. The day will include a series of presentations and/or workshops on relevant topics, this provides opportunities to work with other SENCo’s and learn new skills.

Makaton is a language programme for children with communication needs. Using signs as well as speech has been shown to encourage the development of communication and language skills. Makaton can help children understand what is being said to them and give them a tool to communicate with in addition to speech, which in turn can ease frustration. Delegates will only need to attend one session.

What will it cover?

What will it cover?

This session will cover: Up to date advice and support on current legislation Enable SENCos to network with other colleagues and professionals A variety of talks from internal/external presenters An opportunity to raise current issues and concerns.

• • •

Outcome

• Return to your settings with the ability to plan the next steps • Review existing practice at your setting in relation to SEN new contacts and information to support your role • Acquire as SENCo.

Date(s): 03/10/16, 14/03/17, 28/06/17 Time(s): 09:30-15:00

This session will give you the opportunity to practice and learn basic Makaton signs and consider how they can be used in settings, particularly with children who have communication needs. There will be an exploration of how Makaton can support all children including those with speech and language delay and/ or additional language. The session is very interactive and will include signing practice, activities and advice on how to incorporate Makaton into the routine of the setting generally as well as for specific children.

Outcome The training will help delegates to: explain why Makaton gestures can help children with communication needs feel confident in using Makaton signs in Early Years settings identify and use the signs that could be most useful to help young children communicate identify which signs to prioritise for children with communication needs look at how these signs can be introduced within their own setting.

• • • • •

Date(s): 01/11/16, 07/03/17, 20/06/17 Duration: 5.5hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer TBA

Price excluding VAT £00.00 (Havering schools/academies/colleges/settings) Not Available (Non-Havering schools/colleges/settings)

Price excluding VAT £25.00 (Havering schools/academies/colleges/settings) Not Available (Non-Havering schools/colleges/settings) 59

Inclusion

60

EMA/EAL Talking Maths - An Intervention Programme for Learners of EAL

EMA/EAL Admission and Induction of Newly-Arrived Pupils with EAL

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, EAL Co-ordinators, Teachers and Teaching Assistants.

SENCo/Inclusion Manager, EAL Co-ordinators, Teachers and Senior Leaders.

Overview Success in mathematics depends on the ability to think creatively.

Speaking and listening activities, geared around the use of academic vocabulary and language for thinking, can help children use language to process their mathematical ideas.

Talking Maths is a 10-week intervention programme, based on the Talking Partners programme, targeting speaking and listening skills in the context of mathematical language for children in Y1 - Y7.

The programme typically benefits pupils who show mathematical competence but who need to develop their use and understanding of mathematical language. It is particularly effective for learners in the intermediate phase of learning EAL who need help to process difficult word problems and to articulate their ideas.

What will it cover?

This session will give you opportunities to: consider the challenges of mathematical language become familiar with the structure of the Talking Maths programme try out the range of activities within the programme; and be equipped with the tools and resources to run the Talking Maths programme in your school.

• • • •

Outcome By the end of this session, you will: understand the importance of speaking and listening in enabling learners to access the mathematics curriculum and achieve their full potential; and be able to run the Talking Maths programme in your school.

•

• “It was interesting to learn that this is not necessarily aimed that the under achievers in maths but those who have language difficulties which would impact on their understanding.”

Date(s): 17/11/16 Time(s): 9:30-15:30

“Thank you for the course – it was great to have time to think properly about EAL.” Overview It is vital to ensure that EAL learners, and their families, have the best possible start when they are admitted to a new school in the UK. This is a process that centres around two-way information-sharing to ensure that appropriate pastoral and academic support can be put in place.

This course offers an opportunity to review best practice guidance in relation to both strategic and operational induction processes for newly-arrived EAL learners.

What will it cover?

We will consider: what practice is already in place at your school with relation to ensuring new families feel safe, settled and valued how admission meetings can be used to best effect to share important information what further systems can be put in place to meet the needs of new arrivals; and how induction teaching can be set up to meet the language-learning needs of early-stage EAL learners.

• • • •

Outcome You will be able to: review existing practice at your school in relation to the admissions and induction of new EAL learners; and return to your school being able to plan the next steps in this area.

• •

Date(s): 29/06/17 Duration: 1 day

Time(s): 13:30-16:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Carol Rockey

Trainer Carol Rockey

Price excluding VAT £198.00 Havering LA maintained primary schools £305.00* all other schools

Price excluding VAT £00.00 Havering LA maintained primary schools £109.00* all other schools

Duration: 3hrs

61

Inclusion

EMA/EAL Talking Partners @ Primary 2 Day Training

EMA/EAL Meeting the Needs of Early-Stage EAL Learners Across the Curriculum in KS3 & 4

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, EAL Co-ordinators, Teaching Assistants and Teachers.

SENCo/Inclusion Manager, EAL Co-ordinators, Senior Leaders and Teachers.

Overview

Overview

Academic success is closely linked to both vocabulary knowledge and fluency in the use of grammatical structures and many children need enhanced opportunities to develop these through structured speaking and listening activities.

Talking Partners @ Primary is the latest version of the Talking Partners oral language programme which has proven effectiveness in raising levels of achievement in writing for speakers of English as an additional language as well as other groups of learners whose spoken English is restricting their academic potential.

This 2-day course will provide you with all the materials and strategies required to set up and run this intervention. Please note that it is recommended that 2 delegates from each school attend: 1 senior/middle leader to co-ordinate the intervention and 1 teaching assistant to deliver it.

EAL learners, entering into UK education for the first time in the secondary phase, face additional challenges compared to children transferring to the UK in the primary phase. A consistent approach to differentiation across a secondary school can ensure that children are clear of teacher expectations and better able to cope with the increasing demands and challenges of the curriculum.

This session will focus on the difficulties early-stage learners of EAL encounter in secondary schools in order to draw out consistent strategies that can be applied across a range of subjects in order to facilitate access. It is particularly appropriate for English, humanities and science teachers.

What will it cover?

There will be opportunities to: reflect on what effective speaking and listening development consists of as part of quality-first teaching; review and try out the strategies that make up the intervention; and consider the organisation of Talking Partners @ Primary as an intervention.

• • •

Outcome By the end of the course, you will: be familiar with the structure of Talking Partners @ Primary; and be able to run this as an intervention in your school.

What will it cover?

There will be opportunities to: consider the challenges and benefits of learning EAL within a mainstream environment assess the learning needs of early-stage EAL learners in order to identify the next steps; and consider effective differentiation for early-stage EAL learners.

• • •

Outcome By the end of the course you will: be familiar with a range of strategies for addressing learners’ needs; and be more confident in assessing the needs of EAL learners and planning learning activities to ensure progression.

• •

• •

Date(s): 08/03/17, 15/03/17 Time(s): 09:30-15:30

62

Date(s): 07/06/17 Duration: 12hrs

Time(s): 13:30-16:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Michelle Wain

Trainer Michelle Wain

Price excluding VAT £264.00 Havering LA maintained primary schools £492.00* all other schools

Price excluding VAT Not available to Havering LA maintained primary schools £109.00* all secondary schools and academies.

* 10%

discount if subscribed to the EMA service.

* 10%

discount if subscribed to the EMA service.

EMA/EAL Talking Partners @ Secondary

EMA/EAL The Language of Maths - Challenges for EAL Learners

This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, EAL Co-ordinators, Teaching Assistants and Teachers.

SENCo/Inclusion Manager, EAL Co-ordinators, Teaching Assistants and Teachers.

Overview

Overview

Following the success of Talking Partners @ Primary in Havering schools, the EMA team presents Talking Partners @ Secondary, a nationally-recognised programme designed specially for secondary schools.

This course will provide you with the resources and training required to successfully run Talking Partners @ Secondary as an intervention to accelerate the language acquisition of learners with EAL and other children that are struggling with the language demands of the curriculum. It is designed to help vulnerable learners (such as those with EAL, speech & language and behavioural needs) develop key speaking and listening skills to support their communication in the classroom.

The course fee includes: training for 2 delegates and one set of resources per school. It is recommended that attendees consist of 1 senior/middle leader to co-ordinate the intervention and 1 TA to deliver it.

Although mathematics may appear to be a universal language, mathematical problem-solving requires children to use very precise language in order to clarify their thinking. EAL learners may often have good arithmetic ability but may struggle with other areas of the curriculum and, in particular, with access to word problems.

This session will focus on the difficulties learners of EAL encounter when coping with the linguistic demands of maths at KS1/2.

We will particularly consider how guided talk in maths lessons can be used to reinforce key vocabulary and help children develop their thought processes.

What will it cover?

There will be opportunities to: become familiar with the structure of the intervention; and trial the use of some of the resources.

• •

Outcome By the end of the course you will: know how to use the associated materials; and be able to run Talking Partners @ Secondary as an intervention in your school.

• •

Date(s): 15/06/17, 22/06/17 Time(s): 13:30-16:30

What will it cover?

There will be opportunities to: explore the language demands of different mathematical concepts; and discuss strategies for addressing learners’ needs.

• •

Outcome By the end of the course you will: understand the challenges faced by EAL learners in relation to the language of maths know how to begin to address these challenges; and recognise the opportunities to teach language through the medium of maths.

• • •

Date(s): 04/05/17 Duration: 6hrs

Time(s): 13:30-16:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Michelle Wain

Trainer Michelle Wain

Price excluding VAT Not available to Havering LA maintained primary schools £300.00* all secondary schools and academies.

Price excluding VAT £00.00 Havering LA maintained primary schools £109.00* all other schools

* 10%

* 10%

discount if subscribed to the EMA service.

discount if subscribed to the EMA service.

Duration: 3hrs

63

Inclusion

EMA/EAL Assessing and Improving the Writing of Learners of EAL This course is recommended for

This course is recommended for

SENCo/Inclusion Manager, EAL Co-ordinators, Teaching Assistants and Teachers.

SENCo/Inclusion Manager, Senior Leaders and Teachers

Overview

The Spiritual, Moral, Social and Cultural (SMSC) dimension of the curriculum is not a new area of provision having always been a core aspect of the work schools do to ensure that their pupils develop into well-rounded individuals; however, the requirement to actively promote fundamental British values has placed a responsibility on schools to ensure that this good work, which may be implicit across the curriculum, should become explicit so that pupils and visitors to the school know what skills are being developed to encourage respect for democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

This course will help you to audit your practice in this area in order to help you evidence SMSC across the curriculum and to consider how the British values are actively promoted and celebrated at your school.

Research, commissioned by Ofsted, revealed that there are some consistent areas in which EAL learners often encounter difficulties in relation to writing. This applies to children from a range of backgrounds and different ages.

The teaching units to support guided sessions for writing in English as an additional language are an archived, downloadable National Strategy resource aimed at addressing specific grammar and vocabulary-extension needs of advanced EAL learners in developing writing (Y2-6). This session is aimed at helping EAL co-ordinators, teachers and teaching assistants to become familiar with the teaching units and to trial the use of some of the resources.

What will it cover?

This session will give you opportunities to: consider the difficulties that EAL learners face in relation to writing develop awareness of strategies for supporting EAL pupils in writing; and trial the use of some of the teaching units.

• • •

Outcome You will be able to: personalise your teaching or support to meet the needs of EAL learners; and use the units as an intervention for meeting the needs of small groups of learners, if desired.

• •

“My attendance at the course has given me an insight as to the problems EAL children experience, in particular the more advanced learners.”

Date(s): 23/03/17 Time(s): 13:30-16:30

64

EMA/EAL Developing the SMSC and British Values Dimension of the Curriculum

Overview

What will it cover?

This session will give you opportunities to: explore the key issues in developing the SMSC dimension with reference to British values reflect upon your school’s current provision; and consider appropriate strategies and planning in order to further develop inclusive practice.

• • •

Outcome You will be able to: identify your school’s successes in this area; and know what steps your school can take in further developing the SMSC dimension.

• •

Date(s): 08/06/17 Duration: 3hrs

Time(s): 13:30-16:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Michelle Wain

Trainer Carol Rockey

Price excluding VAT £00.00 Havering LA maintained primary schools £107.00* all other schools

Price excluding VAT £00.00 Havering LA maintained primary schools £109.00* all other schoolsw

* 10%

if subscribed to the EMA service.

* 10%

discount if subscribed to the EMA service.

Duration: 3hrs

For bookings and information: 01708 431 133 or email support.educationservices@havering.gov.uk

EMA/EAL Cultural Inclusivity and British Values in your Everyday Teaching

EMA/EAL How to Manage EAL Support and Provision in your School

This course is recommended for

This course is recommended for

Senior Leaders, SENCo/Inclusion Manager, EAL Co-ordinators and Teachers.

SENCo/Inclusion Manager and EAL Co-ordinators.

Overview

The EAL Co-ordinator has a vital role in ensuring that, on a day-to-day basis, children with EAL feel safe and settled at school and their language-learning needs are met. However, the operational aspects of the role will only be fully successful if strategic action has been taken to ensure that relevant systems and procedures are in place.

This two-part course will focus on the roles and responsibilities of the EAL co-ordinator. There will be opportunities to review systems and procedures in your school for the induction of new arrivals and the on-going tracking of EAL learners. There will be a short gap-task to complete before part 2 of the course.

The demographic of Havering and neighbouring boroughs is changing rapidly. Schools need to ensure that their curricula are fully inclusive of children from a range of backgrounds and that all children are taught to respect and tolerate different viewpoints and perspectives. This has become particularly important within the context of the Prevent duty whereby schools must have “due regard to the need to prevent people from being drawn into terrorism”. Schools can help children learn to question what they see and hear and to handle discussions with respect and tolerance.

This course will focus on how to make your classroom inclusive for a range of learners; there will also be a focus on practical classroom strategies that teachers can employ to help pupils question and reflect on what they see and hear in the media.

What will it cover?

This session will give you opportunities to: explore the key issues surrounding cultural inclusivity and the promotion of British values reflect upon your current classroom practice; and develop awareness of how to enable pupils to understand and value diversity.

• • •

Overview

What will it cover?

We will consider the role of the EAL co-ordinator in relation to: management and provision for new arrivals assessment and target setting support for class teachers partnership working; and distinguishing between EAL and SEN.

• • • • •

“The well informed trainers effectively delivered a lot of information in a short time!”

Outcome You will be able to know: what constitutes an inclusive classroom; and; how to include British values routinely within your planning and classroom practice.

• •

Outcome By the end of the two sessions you will: have an overview of the role and responsibilities of the EAL co-ordinator have reviewed the management of provision for new arrivals (including Ofsted expectations) have awareness of how to assess pupils learning EAL and set suitable targets; and be more confident to identify appropriate interventions and track progress.

• • • • Date(s): 01/12/16 Time(s): 13:30-16:30

Date(s): 21/09/16, 11/01/17 Duration: 3hrs

Time(s): 13:30-16:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Carol Rockey

Trainer Carol Rockey

Price excluding VAT £00.00 Havering LA maintained primary schools £107.00* all other schools

Price excluding VAT £00.00 Havering LA maintained primary schools £213.00* all other schools

Duration: 3hrs

65

Inclusion

EMA/EAL Learning EAL in the Early Years Foundation Stage This course is recommended for

This course is recommended for

Senior Leaders, SENCo/Inclusion Manager, EAL Co-ordinators, Teachers, PVI Setting Staff and SENCo/Early Years Practitioners.

SENCo/Inclusion Manager, Senior Leaders, EAL Co-ordinators and Teachers.

Overview

Overview

An increasing number of children are entering UK nurseries and Reception classes with little or no English; many of these children have a good level of development in their first languages whilst others have limited first-language development.

This course will provide a chance to explore specific issues relating to the acquisition of EAL in the Foundation Stage including the importance of developing children’s first languages. There will be opportunities to consider strategies for facilitating language development and how to build positive partnerships with parents and carers. There will also be opportunities to discuss issues relating to the assessment of EAL learners.

Academic success, from the end of KS2 to degree level and beyond, partly depends on gaining control of a range of registers in order to ensure that academic writing is appropriate for the audience and generic purpose of different text types.

This 5 part course focuses on how to prepare children in the upper primary and throughout the secondary phase for academic writing with reference to strategies, many of which are talk-based for developing a knowledge of register.

This course will help you work with a range of learners including the more able and advanced learners of EAL. It will also help inform your own use of written language if, for example, you are undertaking further professional study.

The last session will allow opportunities to consolidate what you have learned and consider practical applications back in the classroom.

What will it cover?

We will consider: how children learn first and additional languages strategies for facilitating language acquisition; and partnerships with parents and carers.

• • •

Outcome By the end of the course, you will: be familiar with strategies for addressing learners’ needs; and be more confident in assessing the needs of EAL learners and planning learning activities to ensure progression.

• •

“Strategies for supporting learning of EAL pupils have been put in place and followed by the school which has been very effective.”

Date(s): 24/11/16 Time(s): 13:30-16:30

66

EMA/EAL Talk to Writing Across the Curriculum A 5-Part Twilight Professional Development

“I have understood the main objectives of the course and found it a stimulating, engaging experience that will impact my teaching.”

What will it cover?

We will consider: how to develop a greater understanding in students of audience and purpose and how these impact writing choices how to use speaking & listening activities to maximise literacy skill development how to support students to adopt a more academic writing style how to use knowledge obtained throughout the course to raise attainment in writing.

• • • •

Outcome This course will help you: develop your ability to understand and use a range of academic writing styles; and enable students to improve their writing, raising attainment and the potential to achieve higher grades.

• •

Date(s): 22/09/16, 29/09/16, 06/10/16, 13/10/16, 20/10/16 Duration: 3hrs

Time(s): 16:15-17:45

Duration: 7.5hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Michelle Wain

Trainer Michelle Wain

Price excluding VAT £00.00 Havering LA maintained primary schools £107.00* all other schools

Price excluding VAT £203.00 Havering LA maintained primary schools £305.00* all other schools

67

Administration & Finance Administration and Finance staff perform a wide range of operational support duties that are critical to the successful running of a school or setting including ensuring effective management and deployment of finances, resources, facilities, contracts and recruitment. It is therefore important that you are able to fulfil your role confidently, effectively and sensitively.

This section offers a variety of courses designed to support you in developing your expertise and professional competence in relation to the role.

Courses delivered by SIMS Accredited Team

68 68

SIMS Attendance 1 - The Basics

SIMS Attendance - Beyond the Basics

This course is recommended for

This course is recommended for

Administrative Staff.

Administrative Staff.

Overview

Overview

This half day course is for new and existing users with responsibility for the day to day operation of the Attendance module (electronic pupil registration). There is a follow up course, Attendance Beyond the Basics.

This half day course is for existing users with the responsibility for day to day operation of the Attendance module (electronic pupil registration). Delegates will have the opportunity to design and produce attendance letters and certificates, set up groups and investigate the various attendance reports and analysis.

What will it cover?

• information regarding the statutory use of attendance codes • enter data into a register • enter comments and minutes late • block manual entry • enter codes over a date range • add exceptional circumstances • process part time pupils • edit reason for change of mark • print official registers • add training and bank holidays • produce basic attendance reports.

Outcome At the end of the course the delegate will be able to undertake the essential routines in Attendance/SIMS to record and report on the statutory attendance marks for pupils.

Date(s): 07/09/16, 03/01/17, 20/04/17 Time(s): 13:30-16:00

What will it cover?

This course will give you the opportunity to be able to: set up attendance groups produce letters edit and produce new and existing letters produce certificates report and analyse pupil attendance.

• • • • •

Outcome At the end of the course the delegate will be able to undertake all the routines in Attendance/SIMS.net to record, report and monitor pupil attendance; and understand the statutory responsibility and regulations relating to pupils’ attendance.

“Very excited to know all these new things can be done to improve our job.”

Date(s): 12/10/16 , 02/02/17, 23/05/17 Duration: 2.5hrs

Time(s): 13:30-16:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Jason Blair

Trainer Jason Blair

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support) 69

Administration & Finance

SIMS 1 - Introduction to the SIMS Pupil Database

SIMS 2 - Additional Pupil Data Including SEN and Exclusions

This course is recommended for

This course is recommended for

Administrative Staff.

Administrative Staff.

Overview

Overview

This course is for new office staff with responsibility for the management and day to day operation of the SIMS pupil database. It is an introduction to pupil data and will cover entering and amending basic details into SIMS and relevant background information including data protection and health and safety.

This course is for new staff with responsibility for the management and day to day operation of the pupil database, including updating data for the termly school census. This session is also suitable for existing users who would benefit from a refresher. It follows on from the Introduction to the SIMS Pupil Database course and can be combined with Preparing and Completing Termly School Census course in the afternoon.

What will it cover?

This course will give you the opportunity to: navigate the menus in SIMS.net edit pupil’s parent/contact details edit home address data – move pupil, and enter additional address edit basic pupil details from data collection sheet .e.g. free school meals, ethnic and medical information enter leaving details re-admit a pupil gain background knowledge on the operation of the pupil database including statutory Common Transfer Files (see separate training course on CTF) receive a summary of Data Protection and Health & Safety issues relating to use of computers/pupil database.

• • • • • • • •

Outcome At the end of this session delegates will have learned how to: add and edit basic pupil details in SIMS some background information relating to computer equipment, data protection and health and safety.

What will it cover?

This session will give you the opportunity to: manage exclusions add special educational needs, gifted and talented indicators identify the data items that are statutory for the census returns use the bulk update facility to edit data link documents add photographs view history.

• • • • • • •

Outcome At the end of the course you will be able to: enter/edit the additional pupil data required for the termly school census use the Links menu.

• •

• •

“The trainer has been extremely helpful and pleasant throughout and has given me confidence in beginning to work with SIMS at my present school.”

Date(s): 08/09/16, 04/01/17, 27/04/17 Time(s): 09:30-15:30

70

Date(s): 22/09/16, 12/01/17, 09/05/17 Duration: 6hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

SIMS 3 - Preparing Data and Completing Termly School Census

SIMS 4 - Common Transfer Files (CTFs) Including New Intake

This course is recommended for

This course is recommended for

Administrative Staff.

Administrative Staff.

Overview

Overview

This course is for new school office staff with responsibility for preparing pupil data and completing the statutory termly school census. It is also suitable for existing users who would benefit from a refresher. Delegates will log on to their school’s network and work on ‘live data’. This session can be combined with the morning course ‘Additional Data for Census including SEN and Exclusions’.

A Common Transfer File (CTF) allows the transfer of pupil data from any Management Information System electronically from one establishment to another. It is a statutory requirement that a CTF is sent to the receiving school within 15 days of a pupil leaving. Pupils’ statutory end of key stage assessments are sent via CTFs to the local authority and/or National Assessment Agency. CTFs are also used for many other data transfer processes.

This course is suitable for new staff with responsibility for the day to day management of the pupil database and as a refresher to existing users.

What will it cover?

Delegates will log on to their school’s SIMS data to: establish what data is required for the census run reports to check that the data to be submitted is up-to-date look at the bulk update facility to edit pupil data complete a dry run of their school’s census investigate and resolve any errors generated.

• • • • •

“Explained very clearly and I understood much more about the census.”

This session will give you the opportunity to: access the Edubase website to search for school details add additional destination schools set up admission groups for the new intake export and import single and multi-pupil CTFs upload and download CTFs using AnyComms (Havering) or the Secure Access/S2S website use the Export and Import logs tidy CTF folders.

• • • • • • •

Outcome

Outcome At the end of this session you will understand what data is required for the census and you will have logged on to your school’s network to: produce reports to check the accuracy of your census data run anycomms and import the latest fileset enter and edit pupil data as required create a ‘dry run’ of the school.

• • • •

Date(s): 22/09/16, 12/01/17, 09/05/17 Time(s): 13:00-15:30

What will it cover?

At the end of the course you will be able to: set up a new intake record school and other destinations import and export CTFs transfer CTFs using S2S.

• • • •

“As always, this course has met all my objectives. The paperwork and presentation was excellent.”

Date(s): 14/09/16, 25/01/17, 04/05/17

Duration: 2.5hrs

Time(s): 9:30-15:30

Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Monica Franks

Trainer Verity Brome

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support) 71

Administration & Finance

SIMS 5 - Basic Reporting Using Existing Reports

SIMS 6 - Intermediate Reporting – Designing Reports

This course is recommended for

This course is recommended for

Administrative Staff.

Administrative Staff.

Overview

Overview

This full day course is a basic introduction to SIMS.net reporting.

Delegates will learn how to run, preview and filter existing reports. A follow up course for users who wish to learn how to edit existing reports and design their own report is also available.

This is a follow up course for users who have attended the Basic Reporting course and wish to edit existing reports and design their own from scratch. It is also suitable for existing users who have experience of running and previewing reports in SIMS.net.

What will it cover?

What will it cover?

In this session delegates will learn how to: import and export reports run existing reports run new student reports understand basic filtering organise favourite reports preview reports using exclude output reports to Word or Excel.

This session will give you the opportunity to: revise how to run reports and use filters modify an existing report create a new report using the report design wizard format reports in Excel including using page breaks use mail merge to produce labels or letters customise the look of your reports using user-defined templates add sub-reports to the report design produce basic analysis reports organise and back up your reports.

• • • • • • •

• • • • • • • • •

Outcome At the end of the course you will be able to: preview and run reports in SIMS.net understand how filtering affects the output change the output as required to Word or Excel.

• • •

“I will come across all aspects of what I have learnt during a usual day in the office.”

Date(s): 09/11/16, 08/02/17, 06/06/17 Time(s): 09:30-15:30

72

“A very good training day, got lots out of it. Tutor was very helpful and friendly.”

Outcome At the end of the course you will have learned how to: modify existing reports create reports to use for labels and mail merge letters create reports with sub reports from scratch.

• • •

Date(s): 30/11/16, 23/02/17, 28/06/17 Duration: 6hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Verity Brome

Trainer Verity Brome

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

SIMS 7 - School Census Workshop for Existing Users

SIMS 8 - End of Year Procedures Workshop

This course is recommended for

This course is recommended for

Administrative Staff.

Administrative Staff.

Overview

Overview

This workshop is for existing users who will prepare and produce the statutory termly School Census. Delegates will log on to their school’s SIMS database to identify any missing/incorrect data and complete a dry run of the census.

This course is for new users and will cover the procedures required to set up the new academic year in SIMS. These processes are extremely important to ensure that the pastoral structure and student data is accurate and ready for the start of the new academic year. Delegates will log on to their school’s SIMS database and undertake the end of year procedures from the training room.

“I found it helpful, working on own data to prepare census without interruptions and the security of the LMS team to support and advice when needed.”

What will it cover?

Delegates will log on to their school’s SIMS data to: establish what data is required for the census run reports to check that the data to be submitted is up-to-date complete a dry run of their school’s census investigate and resolve any errors generated.

• • • •

Outcome At the end of this session you will understand what data is required for the census and you will have logged on to your school’s network to: produce reports to check the accuracy of your census data run Anycomms and import the latest fileset enter and edit pupil data as required create a ‘dry run’ of the School.

• • • •

Date(s): 04/10/16, 17/01/17, 16/05/17 Time(s): 09:30-12:00

What will it cover?

Delegates will be able to: add/edit the new academic year and pastoral structure add/edit the new intake set up promotion mappings for moving students to their new registration groups process leavers admit new pupils set up attendance set up housekeeping routines.

• • • • • • •

Outcome Delegates attending this session will: understand the processes required to successfully set up the new academic year in SIMS ready for the new academic year be able to carry out the majority of the setups for the new year on their own SIMS database.

• •

Date(s): 27/06/17 Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Monica Franks

Trainer Sue Dungate

Price excluding VAT £65.00 (All schools without annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools without annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support) 73

Administration & Finance

SIMS Personnel 1 - The Basics

SIMS Personnel 2 - Employment Details and Contracts

This course is recommended for

This course is recommended for

Administrative Staff, Bursars and Business Managers.

Administrative Staff, Bursars and Business Managers.

Overview

Overview

This half day course is for new users with responsibility for the management of the personnel section of the SIMS database.

It is also suitable for existing users who need a refresher.

There is a statutory annual School Workforce Census (SWC) in November. It is important that data recorded in the Personnel module is accurate and up to date. This course will give you the ability to manage staff data.

Recording absences is extremely important for schools using Havering payroll because absences recorded in SIMS are automatically extracted and uploaded to Havering Oracle payroll system each month.

This full day course is for users with responsibility for adding personnel contract and employment details into SIMS. This session follows on from the Basic Personnel course.

All employment details held for staff will be included in the training, in particular the entering and amending of staff contracts.

Accurate details are very important for the School Workforce Census and Personnel/Finance Links. It is suitable for new users who have attended the basic course or existing users who would benefit from a refresher.

What will it cover?

• • • • • • • • •

This session will give you the opportunity to: add/edit staff details add, modify and move addresses record staff qualifications record staff absences and review procedures for the Havering payroll absence extract record inset record checks e.g. DBS understand data required for SWC understand links between personnel, cover and manage classroom staff (Secondary).

• • • • • • • •

Outcome At the end of the course you will be able to: enter and edit the basic and professional staff details in the personnel section of SIMS.net prepare for the monthly absence return for schools using the Havering payroll.

• •

“I found the entire course very useful.

I am new to the role so the step by step notes in the hand-outs are ideal.”

Date(s): 16/09/16, 27/01/17, 23/05/17 Time(s): 13:30-16:00

74

What will it cover?

This session will give you the opportunity to: import pay related definitions review service terms add employment information add contract details amend allowances add posts apply annual increments globally run Personnel Reports transfer Contract Reports from SIMS to HR.

“I found this course very helpful as personnel is really new to me but especially useful was the training on uploading the contracts electronically.”

Outcome At the end of the course you will be able to: enter and edit employment details for all staff enter and edit contract details for all staff have an understanding of the pay related definitions.

• • •

Date(s): 27/09/16, 24/02/17, 13/06/17 Duration: 2.5hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

SIMS Personnel 3 - School Workforce Census Workshop (New Users)

SIMS Personnel 4 - School Workforce Census Workshop (Existing Users)

This course is recommended for

This course is recommended for

Administrative Staff, Bursars and Business Managers.

Administrative Staff, Bursars and Business Managers.

Overview This session is for users who will be responsible for preparing, completing and submitting the statutory School Workforce Census (SWC) to DfE for the first time. There is a separate session for existing users who require a refresher. Delegates will log on to their school’s SIMS data to prepare and create their school’s census with an expert on hand for support and assistance.

What will it cover?

On this workshop delegates will be able to: log on to their school’s SIMS personnel database understand the scope of the school workforce census (SWC) identify what personnel data is required for SWC add and edit personnel records including contract details create and prepare a SWC and deal with any failures/errors understand how to submit SWC to the DfE collect website.

• • • • • •

“It was the updating of everything that was needed to ensure that the SWC is accurate and does not have failures.”

Outcome This course will enable delegates to: understand the scope of the school workforce census (SWC) prepare personnel data in SIMS for the SWC create and complete a SWC correct any census errors submit the SWC to DfE using collect website.

• • • • •

Date(s): 18/10/16 Time(s): 13:30-16:00

“Excellent time spent to work through census and errors - now ready for census.”

Overview This session is for users who have previously completed a School Workforce Census (SWC). Delegates will log on to prepare and create a SWC on their own school’s data with an expert on hand for support and assistance. There is a separate session for new users who will be completing a SWC for the first time.

What will it cover?

On this workshop delegates will be able to: log on to their school’s SIMS personnel database understand the scope of the school workforce census (SWC) identify what personnel data is required for SWC add and edit personnel records including contract details create and prepare their SWC and deal with any failures/errors understand how to submit SWC to the DfE collect website.

• • • • • •

Outcome This course will enable delegates to: review the scope of the school workforce census (SWC) prepare personnel data in SIMS for the SWC create and complete a SWC correct any census errors submit the SWC to DfE using collect website.

• • • • •

Date(s): 01/11/16 Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Monica Franks

Trainer Monica Franks

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support) 75

Administration & Finance

SIMS - Assessment New Academic Year Procedures

SIMS - Assessment Analysis

This course is recommended for

This course is recommended for

Administrative Staff and Assessment Co-ordinators.

Senior Leaders, Administrative Staff and Assessment Co-ordinators.

Overview

Overview

This course will cover the procedures required to set up Assessment Manager in SIMS for the new academic year to include some housekeeping and an overview of simple analysis and filtering.

This course will give delegates the opportunity to analyse assessment data recorded via marksheets created for the Havering POS, HSYM and SYM assessment systems. Delegates will work with their own data accessing this from our training room.

What will it cover?

What will it cover?

This session will cover: bulk deletion of old marksheets importing new templates for the new National Curriculum creating marksheets for the new National Curriculum the use of locking results sets creating user defined groups using Key to Success site to obtain historical data editing user defined groups to add new pupils or end membership as necessary finding your way around the SIMS marksheets, including using the filters and simple analyses of data mapping in data from Excel spreadsheets.

The key objectives of the course are that delegates will be shown how to: display their data for reading, writing and maths as a count or percentage for all groups for a particular term – aspect analysis use a results set analysis to display the data over time use tracking grids to show the pupils’ progress by name use the summary information in the assessment marksheets and how to filter the data by vulnerable groups.

• • • • • • • • •

Outcome

• • • •

“The hybrid progress report is brilliant – thank you!”

Outcome

Delegates will be able to: delete unwanted marksheets create new class marksheets create, edit and update user defined groups understand simple analysis and filtering.

• • • •

By the end of the session the delegates will be able to: have a good understanding of the resources available to them to better analyse their assessment data.

•

“Opportunity to spend time with SIMS under the watchful eye of very knowledgeable tutors.”

Date(s): 12/10/16 Time(s): 09:30-16:00

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Date(s): 01/02/17 Duration: 6.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer James Patient/Verity Brome

Trainer James Patient/Verity Brome

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Access

Review

Assessment Cycle

Plan

Do

SIMS - Assessment for Administrative Staff

SIMS - Assessment for Assessment Leads

This course is recommended for

This course is recommended for

Administrative Staff.

Administrative Staff and Assessment Co-ordinators.

Overview

Overview

This course is suitable for members of the administrative staff who will support the assessment lead and class teachers in the use of SIMS to record their assessment judgements.

This course is suitable for members of staff who act as an assessment lead or other senior members of staff with an interest in the recording of assessments in SIMS. An assessment lead may wish to attend with a member of the administrative staff who may work in support.

What will it cover?

Delegates will be shown how to: import resources provided by the LA create marksheets from the pre-defined templates create and update user defined groups and teaching groups access any statutory results imported via a Common Transfer File (CTF) access the Key to Success web site to obtain missing Key Stage results use the review marksheets to filter the outcomes by vulnerable or other groups.

• • • • • •

Outcome At the end of the course delegates will: understand the assessment process and terminology have a good understanding of the processes needed to support the assessment lead in his or her work.

• •

What will it cover?

Delegates will be shown how to: import resources provided by the LA create marksheets from the pre-defined templates create and update user defined groups and teaching groups access any statutory results imported via a Common Transfer File (CTF) access the Key to Success web site to obtain missing Key Stage results use the review marksheets to filter the outcomes by vulnerable or other groups use the aspect and results set analysis grids and tracking grids.

• • • • • • •

Outcome At the end of the course delegates will: understand the assessment process and SIMS terminology have a good understanding of the processes used in SIMS and be able to manage the data and its analysis.

• •

“Thank you for explaining everything so explicitly! SIMS will make my job a lot easier.”

Date(s): 15/11/16 Time(s): 09:30-12:00

Date(s): 21/09/16 Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer James Patient/Verity Brome

Trainer James Patient/Verity Brome

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support) 77

Administration & Finance

SIMS Nova - T6 For New Users (Secondary Schools)

SIMS- Nova T6 - Maintaining the Timetable (Secondary Schools)

This course is recommended for

This course is recommended for

Timetablers.

Administrative Staff and Timetablers.

Overview

Overview

Nova T6 is a timetable program for constructing and maintaining the school timetable. Delegates should have some prior knowledge of timetable principles but prior knowledge of Nova T6 is not required. The course will be delivered over four days (one day a week) followed by a half day workshop in the Summer term-date to be arranged. It is expected that delegates will work on their own school timetable between training days as much as possible. Delegates will have to attend all four sessions.

Nova T6 is a timetable program for constructing and maintaining the school timetable. This course is suitable for the timetabler and for other members of staff who will be responsible for maintaining the timetable on a regular basis. A working knowledge of the Academic Management area of SIMS and a very basic knowledge of timetabling and Nova T6 is a requirement.

What will it cover?

This course will give you the opportunity to: define a timetable cycle manage base data – teachers, subjects, rooms, sites and automatic rooming requirements create the curriculum model – bands, blocks and transferring the curriculum resource classes define sessions create non-class codes prepare for scheduling scheduling edit the timetable – rooming and staffing links between T6 and SQL generate a range of reports.

• • • • • • • • • • •

Outcome At the end of this course delegates will have learned how to: make effective use of Nova T6 to construct a school timetable edit and maintain the school timetable easily and efficiently.

• •

What will it cover?

This course will give you the opportunity to: change the room and teacher of a timetabled class add additional staff to classes manage the carousel process for teachers and/or rooms for classes in a block deal with the arrival of new staff maintain the integrity of data between Nova T6 and SIMS.net.

• • • • •

“Using the carousel function for rotating Tech students - I didn’t realise you could set this up for the whole academic year - very useful to know.”

Outcome By the end of this course delegates will be able to: edit teachers and rooms on a completed timetable establish student carousels implement communication between Nova T6 and SIMS.net understand the use of non-class codes.

• • • •

“Hands on style and pace was ideal.”

78

Date(s): 26/01/17, 03/02/17, 07/02/17, 21/02/17

Date(s): 25/11/16

Time(s): 09:30-15:30

Time(s): 16:15-17:45

Duration: 6hrs x 4 days

Duration: 7.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £520(All schools with annual subscription for SIMS support) £800 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

SIMS NovaT - Alternative Curriculum (Secondary Schools)

SIMS - Curriculum Management Student Options (Secondary Schools)

This course is recommended for

This course is recommended for

Administrative Staff and Timetablers.

Administrative Staff and Timetablers.

Overview

“I liked all of it! This will help me prepare for the timetable next year!”

This session will give delegates the ability to withdraw students from ‘normal’ lessons and assign them to alternative provision, using the functionality in SIMS and the Nova Timetable (NovaT) module. A working knowledge of the Academic Management area of SIMS and a very basic knowledge of timetabling and NovaT is required.

What will it cover?

This session will demonstrate how to: create alternative activities in NovaT allocate staff and rooms to the activities export to SIMS assign students on a period by period basis use additional SIMS reports appreciate the possible issues with attendance and assessment.

• • • • • •

Outcome This course will give you the ability to: create, staff and new room activities in NovaT place students in alternative provision at particular periods for a specific date range be aware of possible issues in other SIMS modules use relevant SIMS reports.

• • • •

Overview This course is suitable for the person who will undertake the Options process. Delegates are required to have a basic knowledge of academic year end processes and an understanding of the Options process in schools and its relationship to the timetable.

What will it cover?

This session will give you the opportunity to: create the new academic year set up promotion paths place students into the appropriate band in SIMS.net create an implementation import the curriculum into Options from Nova T6 and importing students from SIMS.net into Options update the curriculum structure in SIMS.net enter and analyse student choices create classes and place students into a blocking structure allocate students to classes modify the structure transfer the final solution.

• • • • • • • • • • •

Outcome At the end of this course you will be able to:

prepare for the new academic year in SIMS.net including • student promotions prepare Options for the new academic year • prepare Nova T6 for the new academic year including • transferring the curriculum carry out the exporting and importing from the appropriate • modules in order to produce a final solution for option choices in the new academic year.

Date(s): 01/12/16

Date(s): 13/12/16 Time(s): 9:30-12:00

Duration: 2.5hrs

Time(s): 9:30-15:30

Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support) 79

Administration & Finance

SIMS FMS 1 - Introduction, Orders, Invoice & Payments This course is recommended for

This course is recommended for

Finance Officers, Bursars and Business Managers.

Finance Officers, Bursars and Business Managers.

Overview

Overview

This full day course is for newly appointed finance officers and office staff who will undertake some or all of the computerised financial tasks. It is also appropriate for staff who will provide backup cover for, or assistance to, the finance officer.

This is the second session of the induction course for new Finance Officers and it is also suitable for staff that will provide backup cover for, or assistance to, the Finance Officer.

What will it cover?

This course will give delegates the knowledge to: deal with petty cash expenditure and reimbursements record non-invoiced income receipts record the paying slip to match the amount paid into the bank run relevant reports.

This course will give you an insight into: the background to the budget structure intrroduction to school financial regulations raising, editing and printing orders/pdf orders adding suppliers processing standard invoices and non-order invoices processing credit notes processing cheques/BACS payments running relevant reports.

• • • • • • • •

Outcome Delegates will gain an understanding of: the terminology used in school finance processing orders, invoices, cheque runs/BACS payments.

• •

“A great combination of theory, best practice and worked examples.

Doing the exercises gave me confidence.”

80

SIMS FMS 2 - Petty Cash and Non Invoiced Income

What will it cover?

• • • •

“This course reflected the reality of handling school finance. The trainer is experienced and was able to understand what I needed to know and tailor delivery to be truly relevant.”

Outcome By the end of this course delegates will be able to: understand how to record petty cash expenditure and reimbursements understand how to record non invoiced income receipts and paying in slips on SIMS FMS.

• •

Date(s): 12/09/16, 05/01/17, 25/09/17

Date(s): 19/09/16, 11/01/17, 02/05/17

Time(s): 09:30-15:30

Time(s): 09:30-12:00

Duration: 6hrs x 4 days

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £800.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

SIMS FMS 3 - Journals

SIMS FMS 4 - Personnel Links, Payroll & Salary Calculators

This course is recommended for

This course is recommended for

Finance Officers, Bursars and Business Managers.

Finance Officers, Bursars and Business Managers.

Overview

Overview

This half day course follows on from the morning session on Petty Cash and Non-invoiced Income. It is a component of the Finance Officers Induction Course and is also suitable as a reminder to existing finance staff on the various types of journals and how and when to use them.

This full day course is suitable for newly appointed finance officers (or a reminder for existing FMS users) on how to set up and use FMS/Personnel Links, apply the payroll in FMS and use the Havering Salary Calculators to explore staff costs.

What will it cover?

This session will enable you to: prepare data for FMS/Personnel Links in SIMS.net prepare data for FMS/Personnel Links in FMS define salary apportionments apply the payroll using personnel links in FMS use the Havering Salary Calculators.

This course will cover: how and when to add cash book journals, normal journals and vat reimbursements processing fund to bank journals setting up and using journal templates setting up and using recurring journals.

• • • •

What will it cover?

• • • • •

Outcome

“The hands-on aspect of the training to get a proper feel of the role is what I found most useful.”

Outcome Delegates will learn how to: raise journals and understand the difference between the various types of journals and when it is appropriate to use them set up and use templates and recurring journals.

• •

Date(s): 19/09/16, 11/01/17, 02/05/17 Time(s): 13:00-15:30

Delegates will learn how to: set up and use FMS/Personnel Links apply the payroll to FMS use the Havering Salary Calculators to explore staff costs.

• • •

“This has helped me a great deal.

Looking forward to the next session.”

Date(s): 03/10/16, 24/01/17, 12/05/17 Duration: 2.5hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £65.00(All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

81

Administration & Finance

SIMS FMS 5 - Monthly Reconciliation and Budget Adjustments This course is recommended for

This course is recommended for

Administrative Staff, Bursars and Business Managers.

Administrative Staff, Bursars and Business Managers.

Overview

Overview

This full day course is for newly appointed finance officers or existing FMS users who need to understand the importance of regular reconciliation, monitoring of the budget and reporting to the headteacher and governors. The termly reconciliation process undertaken in July/September, December/January and March are covered in a separate course.

This course is only suitable for Havering maintained schools*.

No previous knowledge of FMS is required but an understanding of school budgets would be desirable.

This session is aimed at new finance staff with responsibility for undertaking the termly finance cheque book reconciliation process.

It is also suitable for existing staff who require a refresher. On the course delegates will work through and complete a termly ‘Havering’ cheque book reconciliation using their school’s financial data. Delegates should be familiar with the monthly reconciliation procedures or have attended the Monthly Reconciliation training course.

What will it cover?

This session will give you the opportunity to: reconcile bank statements to FMS prepare and complete a termly cheque book reconciliation produce finance reports from SIMS FMS reconcile cash received from the LA with FMS complete the termly reconciliation spread sheet and submit to the LA with the relevant reports.

This session will cover the following: adding bank statements and reconciling them to the system producing all reports to complete the reconciliation process completing the monthly return to the LA using the outputs from FMS and the salary calculator to effectively monitor the profiled budget design school specific profile models budget adjustments using the audit trail.

• • • • • • •

Outcome By the end of this course delegates will be able: to complete a monthly reconciliation of FMS run reports for monitoring the budget and use the salary calculator.

• • •

Time(s): 09:30-15:30

What will it cover?

• • • • •

“The whole course was very beneficial and the trainer is a star!”

Outcome By the end of this course delegates will: understand the cheque book reconciliation process be able to prepare and complete the monthly and termly cheque book reconciliation.

• •

Date(s): 11/10/16, 10/02/17, 15/05/17

82

SIMS FMS 6 - Finance Termly Reconciliation

Date(s): 09/09/16, 06/01/17, 19/04/17 Duration: 6hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

SIMS FMS 7 - Equipment Register

SIMS FMS 8 - Consolidation of FMS Finance Induction

This course is recommended for

This course is recommended for

Administrative Staff, Bursars and Business Managers.

Administrative Staff, Bursars and Business Managers.

Overview

Overview

Equipment Register assists in keeping a complete inventory of all equipment in school. This includes records of equipment details, inspections, stock takes and disposals. It enables you to maintain a record of where your school’s valuables and resources are located and who is responsible for them. To aid in this process equipment can be divided into different categories and insurance information recorded.

This course is for new finance staff who have completed the FMS finance induction course and as a refresher for established finance staff. The aim is to reinforce the previous training and give delegates the opportunity to revise and improve their knowledge.

What will it cover?

This course will give you the opportunity to: create and maintain a comprehensive record of all equipment in your school keep track of who is responsible for valuable resources import equipment from FMS keep track of where the equipment should be carry out stock checks allocate insurance policy details automatically.

• • • • • •

Outcome

What will it cover?

This session will cover: hints and tips in the day to day use of FMS additional budget monitoring, including user defined reports and personnel links to FMS chart of accounts review and other reports in FMS quarterly reports required by LMS capital expenditure journals, funding, income, profiling, budget adjustments and virements closing periods the use of the Havering salary calculators.

• • • • • • • •

“There were a lot of useful tips and reminders”

At the end of the course the delegate will be able to undertake the processes within equipment register to enable the school to monitor the equipment within the school and to be able to do a yearly stock take to keep in line with audit requirements.

Outcome

“A big job to start but as always information and course very helpful”

Date(s): 08/11/16, 31/01/17, 26/04/17 Time(s): 09:30-12:00

Delegates attending this course will have: reinforced and built on their knowledge gained in previous finance courses become more confident in the use of FMS explored areas previously causing them concern.

• • •

Date(s): 10/05/17 Duration: 2.5hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Jason Blair

Trainer Sue Dungate

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

83

Administration & Finance

SIMS FMS 9 - End of Year Procedures

SIMS FMS 10 - Inputting the Budget

This course is recommended for

This course is recommended for

Finance Officers, Bursars and Business Managers.

Finance Officers, Bursars and Business Managers.

Overview

Overview

This “hands-on” course is aimed at new users who will undertake the end of year processes in FMS, or existing staff who require a refresher.

The end of year procedures include the closing down of the 2016/2017 accounts and the creation of the new financial year FMS.

This session is aimed at users who will input the budget into SIMS FMS for the first time, or existing users who require a refresher.

What will it cover?

The course will cover: the preparation for closedown the setting up of the new financial year the preliminary closedown a brief overview of accruals (there is a separate overview course for accruals).

• • • •

What will it cover?

This course will cover: the structure of the finance chart of accounts how to add and edit ledger codes and cost centres how to input the new year budget into FMS from the Havering budget statement how to make cost centre allocations from the budget proforma how to add, edit and allocate budget profiles.

• • • • •

“The whole workshop is a must!

It is so important to get the budget right, so its great to have a competent trainer to guide you through the process.”

Outcome At the end of the session delegates will: be able to carry out all the procedures required to preliminary close down the financial year and create a new financial year.

•

“The interaction and the questions arising between attendees and course tutor adds depth to the session and is always very useful.”

Date(s): 14/03/17 Time(s): 09:30-15:30

84

Outcome By the end of the session the delegates will: Input the school funding into FMS and allocated to the cost centres Use budget profiles.

• •

Date(s): 28/03/17 Duration: 2.5hrs

Time(s): 09:30-12:00

Duration: 2.5hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY

Trainer Sue Dungate

Trainer Sue Dungate

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

Price excluding VAT £65.00 (All schools with annual subscription for SIMS support) £90.00 (All schools without annual subscription for SIMS support)

* This

course is not available to out of borough schools

* This

course is not available to out of borough schools

SIMS - Cover

SIMS - Exam Organiser for New Users

This course is recommended for

This course is recommended for

Administrative Staff, Senior Leaders and Teachers.

Administrative Staff and Exam Officers.

Overview

Overview

This course is suitable for staff with who will be taking on the management of arranging staff cover or as a refresher for existing members of staff.

The course includes implementing SIMS Cover to manage all aspects of classroom staff absence and explore the dynamic links of the software to other areas of SIMS, e.g. Personnel.

This course is for exam officers and administrative staff in secondary schools with responsibility for external examination entry and organisation. It will explore all aspects of managing external examinations, using SIMS Examinations Organiser.

What will it cover?

• • • • • • • • • •

This session will cover: global settings available to customise the module links to Personnel managing supply cover declaring teaching absence and arranging cover managing room closures due to examinations printing the cover arrangements statistics and impact summaries.

• • • • • • •

Outcome By the end of the session the delegates will be able to: deal appropriately with supply staff in respect of personnel records create and modify reasons for absence and closure maintain optional rotas define classes that do not require cover or should be suspended manage the expectations that certain staff should be required to more cover than others add absences and room closures and provide appropriate cover/invigilation book and use supply staff and agencies publish arrangements analyse statistics for absences, covers and the impact on particular classes and students.

• • • • • • • • •

Date(s): 10/07/17 Time(s): 09:30-15:30

What will it cover?

This session will cover: set up the Exam Organiser in SIMS investigate the use of seasons import and organise base data add internal and external candidates to seasons allocate Exam numbers and UCIs create marksheets for entries enter candidates for examinations and record forecast grades and coursework marks create submission files for EDI (Electronic Data Interchange) deal with clashes and students with special arrangements use the seating organiser.

Outcome This course will enable delegates to: to make effective use of the Exam Organiser in SIMS enter candidates for exams and record forecast grades and coursework marks submit data to the exam boards import exam results from the exam boards.

• • • •

Date(s): 16/01/17, 30/01/17, 08/03/17 Duration: 6hrs

Venue: LMS Training Room, Bower Park Academy,

Romford, RM1 4YY Trainer Sue Dungate Price excluding VAT £130.00 (All schools with annual subscription for SIMS support) £180.00 (All schools without annual subscription for SIMS support)

Time(s): 13:30-16:00, 9:30-15:30, 9:30-12:00 Duration: Two half days and one full day Venue: LMS Training Room, Bower Park Academy, Romford, RM14YY Trainer Jason Blair Price excluding VAT £260.00 (All schools with annual subscription for SIMS support) £310.00 (All schools without annual subscription for SIMS support) 85

Behaviour, Safety & Wellbeing This section comprises of a variety of courses designed to support schools and settings in ensuring that Health, Safety and Wellbeing of staff and pupils are at the centre of all they do. These courses are designed to equip school leaders, teaching and non teaching staff, especially those with designated responsibilities for behaviour for learning, Health & Safety and Wellbeing with the knowledge, skills and practical interventions necessary to fulfil their responsibilities.

86 86

Building Personal Resilience

Health & Safety Awareness for Managers

This course is recommended for

This course is recommended for

Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Administrative Staff, Assessment Co-ordinators, Bursars and Business Managers, Exam Officers, Pastoral Officers, Teachers, Timetablers, Health & Safety Co-ordinator and Exam Officers.

Senior Leaders, Governors, Health & Safety Co-ordinator, Bursars and Business Managers.

Overview Personal resilience is the capacity to maintain well-being and work performance under pressure, including being able to bounce-back from setbacks effectively. Resilience is a combination of personal characteristics and learned skills. This course utilises the approach & systems developed by Robertson Cooper (one of the UK’s leaders in stress management) to help delegates understand, build and develop their resilience in order to be able to respond effectively to the challenges of their roles.

Prior to the course, delegates must complete a confidential on-line questionnaire.

What will it cover?

This course will assist individual employees to: understand the relationship between work pressure, performance, morale (wellbeing) and resilience learn how to build and maintain high levels of personal resilience identify specific actions to take forward for your development and to improve morale, resilience and performance.

• • •

Overview This course is an introduction to the subject and will make managers & supervisors aware of their responsibilities in relation to managing health & safety in the workplace.

What will it cover?

This session will give you the opportunities to: have an understanding of the Council’s/School’s Health & Safety Management System know the general health & safety responsibilities of managers and know how to ascertain what their job’s specific health & safety duties are.

• • •

Outcome You will: understand the role of the manager in ensuring effective health & safety management review recent case law develop hazard and unsafe act & omission identification skills gain an insight into accident causation & investigation.

There is a short written test at the end of this course.

Successful delegates will be issued with a certificate.

• • • •

Outcome You will be able to: have a greater understanding of the areas where you can draw personal strength from learn a number of techniques to improve your personal resilience.

As part of the course each delegate will receive their own personalised i-resilience report, which will highlight areas of their personality/response to situations which will either help or hinder their ability to cope.

• •

Date(s): 12/10/16, 11/05/17 Time(s): 09:00-12:30

Date(s): 22/11/16, 28/02/17, 14/06/17 Duration: 3.5hrs

Time(s): 09:00-12:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Robert Train

Trainer Nicola Wilstead

Price excluding VAT £112 (Subscribers) £140 (Non-Subscribers)

Price excluding VAT £60 (Subscribers) £75 (Non-Subscribers)

Duration: 3.5hrs

87

Behaviour, Safety & Wellbeing

Fire Extinguisher

Fire Warden

This course is recommended for

This course is recommended for

Senior Leaders, Teaching Assistants, Site/Maintenance Staff, Administrative Staff, Bursars and Business Managers, Teachers and Health & Safety Co-ordinator.

Senior Leaders, Teaching Assistants, Site/Maintenance Staff, Administrative Staff, Bursars and Business Managers, Teachers and Health & Safety Co-ordinator.

Overview

Overview

Participants of this course will develop an understanding of when it is safe to tackle fires and learn the properties of various types of extinguishers. This course is divided into a theory and practical element. The practical element will allow delegates to have hands on experience of using different types of equipment (foam & CO2) on real fires in a controlled situation (delegates tackling the fire will be instructed 1:1, whilst the gas-fuelled fire simulators are controlled by our fire technician).

This course has been designed to develop the delegate’s competence in the role and responsibilities of a fire warden and in the use of portable fire fighting equipment. The course is divided into a theory and practical element. The practical element will allow delegates to have hands on experience of using different types of equipment on real fires in a controlled situation.

Delegates tackling the fire will be instructed 1:1, whilst the gas-fuelled fire simulators are controlled by our fire technician.

What will it cover?

What will it cover?

This course has been designed to develop the delegate’s competence in the use of portable fire fighting equipment and will cover the following topics: fire awareness classes of fire extinguishers (theory of, types, jet & spray extinguishers, siting, maintenance requirements, safe use of) the speed of fire and smoke spread.

This session will give you the opportunities to: gain a greater knowledge of fire safety awareness and the role of a fire warden in the event of a fire have hands-on experience of operating fire extinguishers

• • • •

Outcome Delegates will be assessed during the practical element of the course. Delegates which demonstrate appropriate knowledge and skill will be provided with a certificate of competence.

This course will be repeated throughout the day, delegates can select their preferred session.

Date(s): 05/10/16, 07/06/17 Time(s): 09:00, 11:00, 13:30, 15:30

88

• •

Outcome You will be able to: increase your understanding of the fire warden’s role learn how fires start and spread know when it is safe to tackle a fire with a portable extinguisher; know the classes of different fire extinguishers and the class of fire it is suitable for gain practical experience of handling extinguishers.

• • • • •

Delegates will be assessed during the practical element of the course and will complete a short multiple-choice paper. Successful delegates will be provided with a competence certificate.

Delegates will have the option of attending a morning or afternoon session for this course.

Date(s): 10/10/16, 06/06/17 Duration: 1.5hrs

Time(s): 09:00-12:00, 13:00-16:00

Venue: Havering Town Hall, Main Rd

Romford RM13 8EU

Venue: Havering Town Hall, Main Rd

Romford RM13 8EU

Trainer Simon Maher

Trainer Simon Maher

Price excluding VAT £40.50 (Subscribers) £45.00 (Non-Subscribers)

Price excluding VAT £72.00 (Subscribers) £90.00 (Non-Subscribers)

Duration: 3hrs

IOSH Managing Safely

Manual Handling Assessor

This course is recommended for

This course is recommended for

Senior Leaders, Governors, Health & Safety Co-ordinator, Bursars and Business Managers.

Senior Leaders, Site/Maintenance Staff, Administrative Staff, Health & Safety Co-ordinator, Bursars and Business Managers.

Overview

Overview

IOSH Managing Safely is a nationally recognised course for managers and supervisors. It develops the basic skills which are required to effectively manage health and safety. As the course is designed for all industries the presentation itself is not school specific, the trainers will provide supplementary examples which are school-based where practicable. Delegates sit a written Assessment (multiple choice and short answer) and submit a project within two weeks of the course finish. OneSource offer the condensed 4-day version of the course. Delegates are require to attend a minimum number of teaching hours, which means they must attend all of the sessions in order to sit the assessment.

The course is normally run in two blocks of two days on consecutive weeks.

Note: OneSource requires all Headteachers to attend this course as the minimum standard.

This course will enable participants to understand their role in managing the risks associated with manual handling activities undertaken by the staff they manage. This also includes undertaking risk assessments.

What will it cover?

This is a nationally recognised health & safety management course for managers and supervisors to gain the skills they need to tackle safety and health issues in the workplace.

“It has changed my view on how I approached health & safety.”

Outcome You will: understand the criminal and civil implications for both the organisation and as an individual develop hazard identification and risk assessment skills be aware of the benefits and disadvantages or proactive and reactive monitoring have an insight into environmental management.

IOSH (institution of Occupational Safety and Health) Managing Safely Certificate.

• • • •

What will it cover?

This session will give you the opportunities to: develop an understanding of your legal duties in relation to the manual handling activities undertaken by your Team understand what constitutes safe and unsafe handling practice develop manual handling risk assessment skills.

The course includes practical elements on safe handling technique and manual handling risk assessment. Delegates must therefore be in reasonable health.

Delegates will be assessed during the manual handling skills practical and there is a written test at the end of this course.

Successful delegates will be issued with a certificate.

• • •

Outcome You will: understand the risk factors which manual handling tasks pose to your staff be able to use safe handling techniques be aware of the legislative requirements in relation to manual handling activities be able to undertake simple manual handling assessments.

• • • •

Date(s): C1: 17/11/16, 18/11/16, 24/11/16, 25/11/16

C2: 09/03/17, 10/03/17, 16/03/17, 17/03/17

C3: 08/06/17, 09/06/17, 15/06/17, 16/06/17

Date(s): 20/10/16, 30/06/17

Time(s): 09:00-17:00

Time(s): 09:00-17:00

Duration: 4 days

Duration: 1 day

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Stephen Catley

Trainer Stephen Catley

Price excluding VAT £468.00 (Subscribers) £520.00 (Non-Subscribers)

Price excluding VAT £120.00 (Havering schools/colleges/settings) £150.00 (Non-Havering and Non-DSG funded schools) 89

Behaviour, Safety & Wellbeing

Manual Handling Course

Risk Assessment

This course is recommended for

This course is recommended for

Senior Leaders, Teaching Assistants, Site/Maintenance Staff, Governors, SENCo/Inclusion Manager, Administrative Staff, Assessment Co-ordinators, Bursars and Business Managers, Exam officers, Pastoral Officers, Teachers, Timetablers, Exam Officers and Health & Safety Co-ordinator.

Senior Leaders, Site/Maintenance Staff, Governors, SENCo/Inclusion Manager, Administrative Staff, Bursars and Business Managers, Teachers and Health & Safety Co-ordinator.

Overview This assessed course is aimed at employees who have to undertake manual handling tasks. This course includes large practical elements.

“I found the course really interesting” What will it cover?

This session will give you opportunities to: develop the understanding of what the term “manual handling” means learn about the health risks associated with manual handling operations learn about the actions to be avoided to prevent injury know various safe handling techniques and have the opportunity to practise these.

Delegates will be assessed during the practical element of the course and successful delegates will be issued with a competence certificate.

• • • •

Outcome You will: be aware of both your and your employers duties under the legislation pertaining to manual handling understand the types of injury which manual handling tasks present be aware of the factors which increase the risk of injury know the actions which must be avoided to minimise the risk be able to undertake tasks using a range of safe handling techniques.

• • • • •

Date(s): 09/10/16, 23/02/17, 05/07/17 Time(s): 09:00-12:30

90

Overview This course is designed to enable employees to be able to develop the skills necessary to be able to undertake basic risk assessments. The course includes practical sessions where delegates can gain hands-on experience of the risk assessment process.

What will it cover?

Employers are legally required to undertake risk assessments covering their work activities. This course will give delegates the knowledge and skills to be able to undertake basic risk assessments, and importantly to understand the limitations of their competence.

There is a short written test at the end of the course.

Successful delegates will be issued with a certificate.

Outcome By the end of the course participants will: be familiar with the legislation that requires risk assessments to be undertaken know and understand the meaning of hazard and risk as used in risk assessment be able to undertake general risk assessments be aware of their limitations and be able to identify where additional training or specialist help may be required.

• • • •

“Very informative and practical. Found the group activity very helpful!”

Date(s): 01/12/16, 08/02/17, 06/06/17 Duration: 3.5hrs

Time(s): 09:00-12:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Nicola Wilstead

Trainer Robert Train

Price excluding VAT £60 (Subscribers) £70 (Non-Subscribers)

Price excluding VAT £60 (Subscribers) £75 (Non-Subscribers)

Duration: 3.5hrs

Hsis Hsis-Safeguarding Child Protection - Termly & Safeguarding update for–CP/ Extra Designated Sessions Safeguarding Leads in Schools

Hsis Safeguarding - Child Protection and Safeguarding - Extra Sessions

This course is recommended for

This course is recommended for

Senior Leaders and SENCo/Inclusion Manager, Designated Safeguarding Leads and Teachers.

Teachers, Subject Leaders, Pastoral Officers, Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Designated Safeguarding Leads and Administrative Staff.

Overview This course is designed to provide advance knowledge whilst including a clear understanding of all aspects of their role, its responsibilities, child protection procedures, supporting of other staff and the essential need to work effectively with other agencies. Delegates must attend a minimum of one session.

What will it cover?

This session will provide the opportunity to: review relevant updated guidance and legislations discuss case studies and scenarios review processes and procedures review record keeping, confidentiality.

• • • •

Outcome By the end of this session you will know: the current changes concerns locally and nationally the agreed national and local safeguarding procedures and policies in Havering (including the whistleblowing policy).

• •

Overview This course will reinforce the understanding that safeguarding is everybody’s responsibility. Within a school there is a large number of teaching and non-teaching staff who must take effective steps in protecting children and young people from a range of harm.

They must also be aware of the risks that exist in our society.

Delegates must attend a minimum of one training session.

What will it cover?

This session will provide the opportunity to: discuss case studies and scenarios explore a range of risk factors share good practice.

• • •

Outcome You will know: the categories, signs and indicators of abuse the agreed national and local safeguarding procedures and policies in Havering (including the whistleblowing policy) who to contact at Havering and other external agencies what relevant legislation and guidance exists.

• • • •

“The interaction between other people in the profession. The lady running the course kept it under control and was clear with what she was telling us.”

Date(s): 13/10/16, 09/02/17, 11/05/17 Time(s): 09:00-11:45

Date(s): 13/10/16, 09/02/17, 11/05/17 Duration:2.45hrs

Time(s): 16:15-17:45

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Nora Hammond

Trainer Nora Hammond

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Duration:1.5hrs

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Behaviour, Safety & Wellbeing

Hsis Safeguarding - Female Genital Mutilation

Attendance Guidance and Support

This course is recommended for

This course is recommended for

Teachers, Subject Leaders, Pastoral Officers, Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Designated Safeguarding Leads and Administrative Staff.

Attendance Officers.

Overview This course will highlight the various risk factors related to Female Genital Mutilation (FGM) and there must be some understanding of the cultural context. However, the reinforced understanding is that FGM is a severe form of child abuse and violence against girls/women and is therefore a safeguarding issue and safeguarding remains everybody’s responsibility.

What will it cover?

This session will provide the opportunity to: understand what FGM is and the mandatory duty discuss case studies and scenarios explore a range of risk factors share good practice.

• • • •

Outcome You will have an understanding of: what myths exists and the facts how to work together with other agencies to help prevent it from happening the agencies and helplines that are available.

• • •

Overview Attendance Guidance and Support Training is delivered by one of our experienced officers, ensuring that school staff follow set procedures regarding pupil non-attendance, offering suggested step by step process of contact with parents.

We can ensure that School Attendance Officers are fully aware of the meaning of DfE Attendance Coding and Guidelines, including information and guidance from HES on Persistent Absence Threshold, Term Time Leave and preparation for Ofsted.

The trainer will also advise on maximising the use of the SIMS Software, encouraging further LMS Training where necessary. This also includes, supplying model attendance letter templates, and reviewing/updating letters currently in use by the school.

“We are always impressed with the professionalism and knowledge the team provides when dealing with cases that have proved to be complex and challenging.”

What will it cover?

This practical and interactive on-site training is delivered in your school with your School Attendance Officer.

This half day will cover: access to School SIMS system school procedure regarding non-attendance the use of school based letters and early intervention guidance.

• • •

Outcome By the end of this session you will have: a greater understanding of the demanding role that an Attendance Officer undertakes in their everyday work. an increased confidence that decisions are made in accordance with DfE and Borough Guidelines.

• • Date(s): 12/10/16 Time(s): 15:30-18:00

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Date(s): On request* Duration:2.5hrs

Time(s): On request*

Duration: 4hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: Romford Town Hall or we provide an in-house option.

Trainer Nora Hammond / ARC Theatre

Trainer All of our Team teach Trainers are accredited tutors.

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Price excluding VAT £260.00(Havering schools/colleges/settings) £360.00 (Non-Havering and Non-DSG funded schools). * to

suit school requirements

Mid-day Assistant Training – Positive Lunchtimes

Restorative Approaches 3 day Training

This course is recommended for

This course is recommended for

Teaching Assistants and Mid-day Assistants.

SENCo/Inclusion Manager, Pastoral Officers, Senior Leaders and Teaching Assistants.

Overview An interactive presentation is delivered in a relaxed, fun and morale building way that enhances team work and fosters good working relationships. Following this we will join the Mid-Day Assistants on duty in both the dinner hall and playground, guiding lunchtime staff to identifying any potential risks or identify new learning objectives.

Staff are then asked to join the two facilitators for a ‘working lunch’ (we ask that the school provide lunch which could be as simple as a platter of sandwiches). During this time we offer feedback, guidance and support. This training also compliments our Whole School Restorative Approaches Training.

“Really beneficial to discuss our role in a group scenario” What will it cover?

Course content will cover: responsibilities in the playground and staffs duty of care how effective is our communication in school? de-escalating difficult behaviour playground tips, strategies and games enabling staff to feel more confident and competent in their management of pupils, including pupils with ‘challenging’ behaviour.

• • • • •

Outcome By the end of the session you will: know the importance of actively working within the guidelines of school policy understand the lines of communication when reporting incidents and concerns confidence to reward and sanction pupils appropriately and in line with policy develop skills to encourage and initiate play, to develop positive skills and active problem-solving.

• • • •

Date(s): On request Time(s): 09:30-14:00

Overview Restorative Approaches have been found to be effective in improving behaviour and learning in both primary and secondary schools. Havering has launched a Restorative Approach Partnership, which supports schools in using restorative approaches to manage behaviour, relationships and conflict.

This three day interactive training explores the positive impact to relationship building and addressing harmful behaviour.

What will it cover?

As part of our ‘Whole School Restorative Approach Training’ we are able to offer the opportunity for schools to take part in the three-day restorative approach training. This training will provide a platform to develop the skills required for effective practice and explore the merits in enabling students to own their problems and find their own solutions. This course encompasses in-school citizenship programmes and self-led learning interventions.

The course will cover the following: key listening skills models of intervention in dispute using restorative language/questions effective peer mentoring solution focussed classroom behaviour management.

• • • • •

“We found their training to be dynamic and interactive”

Outcome Course participants will be able to: evidence effective skills for to facilitate of restorative meetings. understand the significance of this practice and the impact upon emotional literacy see first-hand the amazing contribution restorative practice makes to self-discipline and resilience within a school community rationalise issues such as the use of exclusions/punishments.

• • • •

Date(s): Trainings are facilitated quarterly Duration: 4.5hrs

Time(s): 09:00-16:00

Duration: 3 days

Venue: In a participating school

Venue: Romford Town Hall or we provide an in-house option.

Trainer 2 specialist Attendance and Behaviour Team members.

Trainer 2 Specialist Attendance and Behaviour Team members.

Price excluding VAT £299.00 (Havering schools/colleges/settings) £399.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £150.00 (Havering schools/colleges/settings) £200.00 (Non-Havering and Non-DSG funded schools) 93

Behaviour, Safety & Wellbeing

Team Teach Positive Handling Training for schools

‘Cooking in the Curriculum‘

This course is recommended for

This course is recommended for

Senior Leaders, SENCo/Inclusion Manager, Teaching Assistants and Teachers.

Teachers and Teaching Assistants.

Overview

An inspiring, practical, one-day ‘Cooking in the Curriculum’ course that equips teachers and teaching assistants with the skills, confidence and resources required to successfully deliver Key Stage 1 and 2 National Curriculum objectives.

This course is for primary school non-specialist food teachers and teaching assistants who are responsible for teaching, cooking and nutrition within the Design and Technology curriculum.

Havering’s Behaviour and Attendance Team provides training excellence in positive behaviour management and physical intervention, for all schools, academies, early years providers and alternative provisions.

Team Teach is BILD accredited training for schools which also supports your behaviour policy and keeps staff and children safe.

We are licensed to lead 6 & 12 hour accredited Team Teach courses.

Working in close partnership with senior school leadership and management, we are actively committed to reducing restraint and risk. All Team Teach techniques have undergone a thorough legal, medical and tactical risk assessment review.

What will it cover?

This course will provide you with the opportunity to cover personal safety, risk reduction strategies and positive handling and legal guidance: Course outline background to Team-Teach the Legal Framework understanding Aggression how Feelings Drive Behaviours de-escalation and Diffusion personal Safety positive handling, guiding and escorting safety repair, Reflection and Review.

• • • • • • • •

Certificates accredited for 36 months

Outcome Course participants will be able to: understand and utilise the use of dynamic risk assessments in your school setting increase confidence for all school staff in addressing and dealing with challenging behaviour and the use of physical interventions an active understanding of the law and the duty of care have more confidence in diffusing challenging situations with students.

• • • •

Date(s): On request Time(s): 08:30-16:00

Overview

What will it cover?

The course focuses on developing confidence in teaching and learning practical cooking skills, including age-appropriate knife skills and other food preparation techniques. We also consider methods of classroom management and organisation when undertaking food activities, appropriate for both permanent and temporary cooking areas/classrooms.

Delegates will receive a copy of the ‘Cooking Matters’ toolkit, a detailed resource to guide teaching cooking skills to primary school pupils. Lunch is provided.

“The ‘Cooking Matters’ guide with skills progression grid and recipes is a fantastic resource” Outcome From this session you will be able to: develop the skills and confidence of teachers when cooking with pupils develop safe food preparation techniques understand different approaches to planning and managing cooking in the classroom explore cooking and nutrition skills that should be taught to pupils at different ages consider and explore appropriate resources and equipment for the primary classroom.

• • • • •

Date(s): 26/06/2017 TBC Duration: 6/12hrs

Venue: Romford Town Hall or we provide an in-house option.

Time(s): 09:30-15:30

Duration: 6hrs

Venue: The Campion School, Wingletye Lane, Hornchurch RM113BX Trainer Healthy Schools Coordinator

Trainer All of our Team teach Trainers are accredited tutors.

Price excluding VAT Upon application (Havering schools/colleges/settings) Upon application (Non-Havering and Non-DSG funded schools).

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Price excluding VAT £595* (Havering schools/colleges/settings) £595 (Non-Havering and Non-DSG funded schools) *

10% discount offered to schools that have already purchased the Havering Health and Wellbeing in Schools Service Core Offer package.

‘Healthy Schools London‘ Bronze Award Workshop (two part)

‘Healthy Schools London’ Silver Award Workshop (two part)

This course is recommended for

This course is recommended for

Senior Leaders, Pastoral Officers, Teachers and Teaching Assistants.

Senior Leaders, Pastoral Officers, Teachers and Teaching Assistants.

Overview

Overview

This course is for staff leading their school’s work to achieve the Healthy Schools London (HSL) Bronze Award.

The HSL programme enables schools to effectively identify and meet pupils’ health and wellbeing needs and to produce clear evidence of this in line with Ofsted criteria. It embodies a whole school approach and promotes pupil voice, British values and SMSC development. The bronze award reviews current policy and practice, and focuses on ensuring minimum “Healthy Schools” standards are in place.

This course is for staff leading their school’s work to achieve the Healthy Schools London (HSL) Silver Award.

The HSL programme enables schools to effectively identify and meet pupils’ health and wellbeing needs and to produce clear evidence of this in line with Ofsted criteria. It embodies a whole school approach and promotes pupil voice, British values and SMSC development. The silver award supports schools to develop action plans to address needs, incorporating measurable outcomes so progress can be tracked and evidenced.

What will it cover?

What will it cover?

Part 1: This session begins by introducing the HSL programme and explaining bronze, silver and gold award progression. It then provides detailed guidance on completing each section of the Bronze Award Review Tool. Delegates leave with an outline draft of their award application and a set of clear actions to facilitate continued completion.

Part 2: This workshop provides feedback on draft applications and an opportunity to share progress with other schools. Following this, examples of best-practice taking place in schools to improve children’s health are presented during a networking session.

Email and telephone support to complete applications is available to all delegates, before and after each session.

Outcome You will complete a HSL Bronze Award Review Tool in preparation for online submission.

Accreditation will be awarded by the Healthy Schools London team after submission and approval of a completed Bronze Award Review Tool.

Part 1: During this session, guidance is provided on writing the needs analysis and delegates are supported to plan project ideas - identifying outcomes and how to measure these, and developing activities to ensure a positive impact. Delegates’ take away outline actions plan to develop in detail.

Part 2: This workshop provides feedback on draft applications and an opportunity to share ideas with other schools. During the networking session, silver-awarded schools present examples of best-practice activities that are taking place to improve children’s health.

Email and telephone support to complete applications is available to all delegates, before and after each session.

Outcome You will complete a HSL Silver Award Planning Tool which can then be submitted online for approval.

Accreditation will be awarded by the Healthy Schools London team after submission and approval of a completed Silver Award Planning Template.

“The bronze workshop was really useful in guiding us through the application process and in helping us to identify our strengths”

“The support we received helped us shape our ideas into meaningful actions”

Date(s): 12/10/2016+17/11/2016,31/01/2017+08/03/2017,

15/05/2017+20/06/2017

Date(s): 12/10/2016+17/11/2016,01/02/2017+08/03/2017,

16/05/2017+20/06/2017

Time(s): P1:13:00-16:00, P2:13:00-15:30

Time(s): P1:13:00-16:00, P2:14:30-17:00

Duration: 5.5hrs

Duration: 5.5hrs

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Trainer Healthy Schools Coordinator

Trainer Healthy Schools Coordinator

Price excluding VAT £595* (Havering schools/colleges/settings) £595 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £595* (Havering schools/colleges/settings) £595 (Non-Havering and Non-DSG funded schools)

*

For Havering schools this training is offered as part of the ‘Health and Wellbeing in Schools Service’ Core Offer and the £595 is inclusive of other benefits within this.

*

For Havering schools this training is offered as part of the ‘Health and Wellbeing in Schools Service’ Core Offer and the £595 is inclusive of other benefits within this.

95

Behaviour, Safety & Wellbeing

The Baby Milk Challenge: Changing Students’ Attitudes to Breastfeeding (two part) This course is recommended for Senior Leaders, SENCo/Inclusion Manager and Teachers.

Overview Breastfeeding has numerous health benefits for infants and women, financial benefits for families and wider environmental benefits. Havering has the lowest breastfeeding rates in London with just 36.6% women breastfeeding at 6-8 weeks compared to 60.9% for London as a whole.

Best practice recommends that infant feeding is covered within the school curriculum as attitudes towards breastfeeding at school age influence practice in later life. The Baby Milk Challenge is a single-lesson intervention which was developed in 2011 and piloted in ten schools in Havering. The evaluation demonstrated an important change in attitudes. It is best placed to be used within the PSHE curriculum in year 10.

"Everyone was getting involved with the topic of breastfeeding. Good lesson!"

What will it cover?

This session will give you the opportunity to explore infant feeding with students. It will equip you to deliver this 1-off evidencebased session with a comprehensive lesson plan, and all necessary resources: The package of training includes: term 1: teachers attend a training day term 2: teachers deliver a session observed by the trainer, for support and attend half-day further training term 3: teachers deliver sessions in schools. Email and telephone support is available directly between teachers and the trainer. Project is evaluated.

• • •

Outcome You will be able to measure changes in attitude to breastfeeding and there will be student feedback and focus groups.

Licence to use copyrighted materials for two years, after which a short training update session will be required at a smaller cost to school.

Date(s): 03/11/16 - 27/04/17 Time(s): S1: 09:00-16:00, S2: 09:00-12:00 Duration: 1.5 days Venue: In a participating school Trainer Lucy November, Public Health Midwife Price excluding VAT £420 (Havering schools/colleges/settings) £420 (Non-Havering and Non-DSG funded schools) Additional Offer: £700 per 2 teachers per school 96

97

Learning & Development for TAs & HLTAs The role of Teaching Assistants (TAs) and Higher Level Teaching Assistants (HLTAs) has evolved over the years. You are more likely to have an active and involved role in the delivery of lessons, the management of behaviour and providing support to students with special or additional needs.

This section offers a range of courses designed to support you in developing your effectiveness in the role. You may also find our courses aimed at classroom teachers are relevant to your role.

98 98

For bookings and information: 01708 554 016 or email brittonsadultcollege@havering.gov.uk

ADHD in the Classroom

Supporting Autism in the Classroom

This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

Teaching Assistants sometimes feel ill-equipped to support children with ADHD and this course aims to provide them with essential strategies as well as a deeper appreciation of ADHD as a learning difficulty. This single INSET CPD session will be of benefit to both new and experienced Teaching Assistants. Where schools do not have sufficient numbers to warrant booking on-site training, we may be able to accommodate TAs in our existing programme of evening and weekend classes.

This course is targeted at those working alongside pupils living with autism and provides an essential toolkit to support staff.

It will provide TAs/LSAs with a greater awareness of autism and participants will work together to identify strategies for providing meaningful support. This single INSET CPD session will be of benefit to both new and experienced Teaching Assistants. Where schools do not have sufficient numbers to warrant booking on-site training, we may be able to accommodate TAs in our existing programme of evening and weekend classes.

What will it cover? This session will give you opportunities to: Develop support strategies for working with children with ADHD Appreciate the impact of ADHD on children’s learning

• •

Outcome You will be able to: approach ADHD support more confidently apply strategies that help to support children with ADHD to reach their educational potential.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• •

Date(s): To be arranged with school Time(s): To be arranged with school

What will it cover?

This session will give you opportunities to: develop your understanding of autism as a spectrum disorder identify strategies for providing meaningful support to children on the autistic spectrum.

• •

Outcome You will be able to: approach supporting children and young people with autism more confidently use specific strategies to provide meaningful support in school.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• •

Date(s): To be arranged with school Duration: 3hrs

Time(s): To be arranged with school

Duration: 3hrs

Venue: Participating School

Venue: Participating School

Trainer Brenda Hunt

Trainer Brenda Hunt

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £350 (Havering schools/colleges/settings) £350 (Non-Havering and Non-DSG funded schools) 99

Learning & Development for TAs & HLTAs

Behaviour Management: An Introduction for Teaching Assistants This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

Teaching Assistants who want to develop their skills in behaviour management and become more confident in their classroom practice will find this course a useful introduction. The course will consider how our own behaviour can impact positively and negatively on the behaviour of children and young people and how the use of positive behaviour management techniques can lead to calmer, more purposeful learning environments.

TAs are often assigned as support for children with dyslexia and feel they have little or no knowledge of how to do this effectively.

This course will be of benefit to those who are interested in learning about supporting children with dyslexia.

What will it cover?

This session will give you opportunities to: learn how children’s behaviour can be managed through positive approaches, consider the principles of using rewards and sanctions as tools for behaviour management discuss some of the causes of inappropriate behaviour in school.

• • •

Outcome You will be able to: approach behaviour management more positively use rewards and sanctions consistently and fairly recognise how your own attitudes and behaviours can contribute to negative behavioural responses.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• • •

Date(s): To be arranged with school Time(s): To be arranged with school

100

Introduction to Supporting Dyslexia for Teaching Assistants

What will it cover?

This session will give you opportunities to: learn some of the signs that may indicate dyslexic tendencies consider strategies to help you to support children with dyslexia experience what dyslexia might feel like recognise the importance of viewing dyslexia as a difference and not a disability.

• • • •

Outcome You will be able to: support children and young people with dyslexia more confidently understand how the experience of dyslexia is different for individuals use strategies that will make support of children and young people with dyslexia more effective.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• • •

Date(s): To be arranged with school Duration: 3hrs

Time(s): To be arranged with school

Duration: 3hrs

Venue: Participating School

Venue: Participating School

Trainer Joanne Mead

Trainer Joanne Mead

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

For bookings and information: 01708 554 016 or email brittonsadultcollege@havering.gov.uk

Supporting EAL: A Toolkit Approach for Teaching Assistants

Supporting English at Key Stage 2

This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

Many Teaching Assistants feel ill-prepared to support EAL pupils.

This single INSET CPD session will be of benefit to both new and experienced Teaching Assistants who want to feel better equipped to support effectively children whose first language is not English.

Where schools do not have sufficient numbers to warrant booking on-site training, we may be able to accommodate TAs in our existing programme of evening and weekend classes.

Teaching Assistants can feel that their own lack of confidence in English impacts on the support that they can provide to children in Key Stage 2. This course sets out to equip TAs/LSAs with some of the essential skills that are required to effectively support children from 7 to 11 years old to develop their spoken language, reading, writing and vocabulary.

What will it cover?

This session will give you opportunities to: consider the demands of the Primary English curriculum in KS2 English and how English language skills impact on a child’s ability to access to the whole curriculum. identify own gaps in knowledge in relation to the curriculum develop some of the skills needed to provide effective support.

This session will give you opportunities to: consider a range of strategies that can be used to scaffold language and learning explore how best you can support children whose first language is not English understand the importance of promoting the idea that all languages and cultures are seen to make a positive contribution to the life of the school, enhancing and enriching the school community.

• • •

Outcome You will be able to: approach EAL support more positively apply strategies that help to support second language acquisition.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• •

Date(s): To be arranged with school Time(s): To be arranged with school

What will it cover?

• • •

Outcome You will be able to: use new skills, knowledge and understanding to support children’s acquisition of English in Key Stage 2 recognise where further training is needed to develop own skills further understand how fluency in the English language is an essential foundation for success in all subjects.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• • •

Date(s): To be arranged with school Duration: 3hrs

Time(s): To be arranged with school

Duration: 3hrs

Venue: Participating School

Venue: Participating School

Trainer Joanne Mead

Trainer Joanne Mead

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools) 101

Learning & Development for TAs & HLTAs

Supporting Maths at Key Stage 2

Understanding Mental Health in Young People

This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

Teaching Assistants can feel that their own lack of confidence in maths impacts on the support that they can provide to children in Key Stage 2. This course sets out to equip them with an introduction to some of the mathematical skills that are required to effectively support children from 7 to 11 years old to develop their fluency in the fundamentals of mathematics, reason mathematically and solve problems.

This course will be of benefit to anyone working in a support role in schools who wants to extend their knowledge of child and adolescent mental health. This single INSET CPD session will be of benefit to both new and experienced Teaching Assistants.

Where schools do not have sufficient numbers to warrant booking on-site training, we may be able to accommodate TAs in our existing programme of evening and weekend classes. Dates for our college courses are advertised in the college prospectus and website.

What will it cover?

This session will give you opportunities to: consider the demands of the Primary Maths Curriculum in KS2 and how mathematics provides children with essential skills for everyday life identify own gaps in knowledge in relation to the curriculum develop a basic understanding of some of the skills needed to provide effective support, including written methods for all four operations, working with fractions, decimals and percentages, the classification of shapes with complex geometric properties and the vocabulary of maths.

• • •

Outcome You will be able to: use new skills, knowledge and understanding to support children’s learning of maths in Key Stage 2 analyse where training gaps remain recognise the importance of maths in everyday life, how it is critical to science, technology and engineering, as well as essential for financial literacy and most forms of employment.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• • •

Date(s): To be arranged with school Time(s): To be arranged with school

102

What will it cover?

This session will give you opportunities to: become aware of the psychological and emotional needs of children and young people who are experiencing mental and emotional distress understand the importance of promoting emotional well-being and the factors that help to safeguard children and young people from harm in relation to their mental health.

• •

Outcome You will be able to: approach supporting children and young people with mental health issues more confidently promote emotional well-being recognise the role that support staff play in addressing the mental health needs of pupils.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• • •

Date(s): To be arranged with school Duration: 3hrs

Time(s): To be arranged with school

Duration: 3hrs

Venue: Participating School

Venue: Participating School

Trainer Joanne Mead

Trainer Brenda Hunt

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

For bookings and information: 01708 554 016 or email brittonsadultcollege@havering.gov.uk

Introduction to phonics for Teaching Assistants

The Sex Factor Gender and Learning Support

This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

Many Teaching Assistants feel ill-prepared to support children to develop their early reading and writing and this course aims to provide TAs and LSAs with essential facts about phonics.

This single INSET CPD session will be of benefit to both new and experienced Teaching Assistants who want to feel better equipped to support children effectively in the classroom. Where schools do not have sufficient numbers to warrant booking on-site training, we may be able to accommodate TAs in our existing programme of evening and weekend classes.

There is very little difference in what girls and boys can learn, but there is emerging evidence that there are differences in how they learn. This course is suitable for Teaching Assistants currently supporting teaching and learning in Key Stages 1 and 2 and will look at the perceived difference between boys’ and girls’ attitudes to learning and how this might impact on the support provided.

The course also considers gender identity as a wider social debate and the impact that this might have on supporting teaching and learning. This single INSET CPD session will be of benefit to both new and experienced Teaching Assistants. Where schools do not have sufficient numbers to warrant booking on-site training, we may be able to accommodate TAs in our existing programme of evening and weekend classes.

What will it cover?

This session will give you opportunities to: understand the principles of synthetic phonics practical approaches to use when supporting phonics learning, including ideas for games.

• •

Outcome You will be able to: approach phonics support more confidently apply strategies that help to support development of early reading and writing skills.

This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• •

Date(s): To be arranged with school Time(s): To be arranged with school

What will it cover?

This session will give you opportunities to: reflect upon your own attitudes towards supporting boys and girls consider whether different approaches are needed when supporting boys and girls think about the impact that the current gender debate may have on supporting teaching and learning

• • •

Outcome You will be able to: apply good practice principles relating to gender identity in the classroom apply strategies that help to support children, regardless of gender, to reach their educational potential This course is run by Havering Adult College and the CPD training we offer is usually delivered on the premises of the participating school/setting.

Please email brittonsadultcollege@havering.gov.uk or call 01708 554016 to make a booking or to discuss alternative models of delivery.

• •

Date(s): To be arranged with school Duration: 3hrs

Time(s): To be arranged with school

Duration: 3hrs

Venue: Participating School

Venue: Participating School

Trainer Joanne Mead

Trainer Joanne Mead

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools)

Price excluding VAT £350.00 (Havering schools/colleges/settings) £350.00 (Non-Havering and Non-DSG funded schools) 103

Learning & Development for TAs & HLTAs

Hsis Computing - Making effective use of iPads to support pupils’ learning

Hsis Computing - Supporting Year 6 Switched on Computing Unit We are Network Engineers

This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

We will explore practical ideas for using iPads to support pupils’ learning across the curriculum to help narrow the achievement gap, with a particular focus on English and maths.

The course will help develop an understanding of how to teach the new Switched on Computing Unit 6.4 – We are network engineers. Developed as an alternative pathway for Year 6, these units provide an opportunity to further support or extend existing computing practice with a focus on developing an understanding of computer networks and the way in which they work – including an opportunity to explore tools used by network technicians.

“A very worthwhile course, pitched at the correct level. Enjoyed the hands-on activities and excellent training.”

What will it cover?

During this course we will be looking at how a range of Apps can be used to support pupils. There will be lots of opportunities during the session for delegates to try out Apps for themselves.

Outcome You will be able to: identify ways that an iPad can support pupils’ learning.

Delegates will also be provided with a list of Apps to share back in school.

•

What will it cover?

This session will give you opportunities to: explore the main features of the new Switched on Computing Year 6 Unit 6.4 – We are network engineers understand the physical hardware connections necessary for computer networks to work understand some features of internet protocols and how to teach these understand some diagnostic tools for investigating network connections develop a basic understanding of how domain names are converted to IP addresses consider assessment requirements.

• • • • • •

Outcome You will be able to: consider requirements of the new Year 6 Switched on Computing units understand how to teach pupils about the fundamentals of computer networks support pupils’ understanding of computer networks.

• • •

“We covered a lot of ground in an afternoon, all which was very informative.”

Date(s): 08/02/17 Time(s): 13:00-16:00

104

Date(s): 16/01/17 Duration: 3hrs

Time(s): 13:00-16:00

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Amanda Jackson

Trainer Wes Jefferson

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Duration: 3hrs

Hsis Computing - Appshed - Enhancing the Curriculum through Building Mobile Apps This course is recommended for Teaching Assistants.

Overview Mobile apps are everywhere these days – especially when it comes to enhancing learning. In this more in-depth session, we will look at how mobile app creation can enhance the wider curriculum and empower pupils to design, create and publish real-world content. Attendees will leave the afternoon session having built a mobile app using the Appshed platform, and will have downloaded it to their mobile device. We will also explore how the Appshed teacher tools enable pupils to work in a safe environment.

What will it cover?

This session will give you opportunities to: explore the main tools within the Appshed app creation platform create a simple app to support teaching and learning consider what makes a good app download an Appshed app to a mobile device.

• • • •

Outcome You will be able to: teach the requirements of the Year 6 Switched on Computing units that require the development of an app create a simple app for a mobile device recognise the key features of the Appshed app creation platform and use these to understand where to access online help and support.

• • • •

“The trainers are really interesting to talk to and learn from.”

Date(s): 20/09/16 Time(s): 13:00-16:00

Duration: 3hrs

Venue: Pyrgo Priory Primary School Trainer Stuart Swann Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

105

Learning & Development for TAs & HLTAs

Hsis Mathematics - Creating Mathematical Games Workshop This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

This workshop will provide teachers with the opportunity to try a variety of mathematical games and activities designed to raise standards. We will consider aspects of challenge, mathematical content and classroom management linked to the use of games and puzzles within the mathematics classroom. We will explore how to ensure the choice of activity supports mathematical learning. We will then work, collaboratively to develop and share tasks to be used in school.

This course will provide a variety of ideas to support the use of display to enhance mathematics provision in primary schools.

We will consider the purpose of maths displays and explore how display can be used to celebrate children’s work, exemplify the mathematical learning journey, increase engagement and raise the profile of mathematics. We will consider how to use displays from other areas of the curriculum to support mathematics and will discuss how to ensure all subject display enhance mathematical learning.

What will it cover?

This session will provide opportunities to: explore a variety of maths games and consider how they support progress and understanding create games and activities to suit your own teaching groups. share ideas and good practice with others.

• • •

Outcome You will: feel confident to use games and other activities to enhance mathematical learning have an understanding of how best to use such activities to engage and challenge create activities for use in school.

• • •

Time(s): 13:00-16:00

What will it cover?

This session will provide opportunities to: consider ways to use display to raise the profile of mathematics discuss the role of display in engagement and the enhancing of learning identify how to ensure the value of mathematics display.

• • •

Outcome You will: increase your ability to use display to enhance mathematics provision feel confident to decide on appropriate display content have considered a variety of approaches to display.

• • •

Date(s): 02/05/17

Date(s): 25/04/17

106

Hsis Mathematics - Developing Mathematical Display

Duration: 3hrs

Time(s): 16:15-17:45

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Trainer Kairen Raper

Trainer Kairen Raper

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Duration: 1.5hrs

Hsis Mathematics - Planning for Mathematical Challenge

Hsis Mathematics - Understanding Mastery in Mathematics

This course is recommended for

This course is recommended for

Teaching Assistants.

Teaching Assistants.

Overview

Overview

This course will consider how to develop challenge in Primary Mathematics lessons. We will discuss the National Curriculum, mathematical pedagogy and planning. We will consider a number of activities and strategies which ensure challenge for all pupils.

We will discuss the work of teachers as informal assessors and the use of gap analysis to identify pupils’ areas of need. We will consider challenge within the mastery classroom.

This session will give you the opportunity to consider what is meant by Mastery in Mathematics and what teaching for mastery looks like in the classroom. You will know how to support teaching for mastery, strategies for mastery interventions and resources to support teaching for mastery. Questions, tasks and activities to support assessments and challenges will be shared.

What will it cover?

This session will provide opportunities to: consider challenge for all in mathematics lessons explore a selection of rich mathematical tasks which support challenge Plan for mathematical challenge.

• • •

This session will include: an overview of Mastery in Mathematics ideas to support learners as they work towards mastery resources to support assessment of mastery consideration of differentiation and intervention with a mastery curriculum.

Outcome

Outcome

You will: become more confidence in planning for mathematical challenge develop skills to support mathematical challenge.

• •

What will it cover?

• • • •

You will be able to: gain an understanding of mathematics mastery develop effective approaches to supporting and assessing for mastery enhance existing practice.

• • •

“Really enjoyed the afternoon.

Thank you and looking forward to implementing the challenges into my class”

Date(s): 02/11/16

Date(s): 07/02/17 Time(s): 13:00-16:00

Duration: 3hrs

Time(s): 13:30-16:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Kairen Raper

Trainer Kairen Raper

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Duration: 3hrs

107

Learning & Development for TAs & HLTAs

Hsis Mathematics - Primary HLTA Network Meeting

Training for Teaching Assistants

This course is recommended for

This course is recommended for

Higher Level Teaching Assistants.

Teaching Assistants.

Overview

Overview

The role of the HLTA is a highly significant one in our schools.

This meeting will provide opportunities for HLTAs to network with others employed in the same role and to share existing good practice. During the network meeting we will consider questions pertinent to your role and work to identify areas for further Professional Development. You will be given updates on current educational practice and ideas to support your work in schools.

Training sessions are organised throughout the year that are specifically aimed at Teaching Assistants and Learning Support Assistants. These will be arranged according to need and examples of previous sessions include: deaf Awareness and Supporting Hearing Impaired Pupils at School – including understanding deafness, grommets, hearing aids, cochlear implants and strategies for classroom support the SEND Code of Practice and the Role of the TA in the classroom – including interventions available.

What will it cover?

This session will provide opportunities to: network and share good practice consider recent developments in education develop an understanding of numerous aspects of the role of the HLTA.

• • •

• •

Outcome This training session will be arranged over the course of the year, according to need and demand. This training will be advertised on the portal as each session is organised.

Outcome You will be able to: gain insight into effective HLTA practices in other schools be aware of recent educational developments have identified areas for personal professional development.

• • •

Date(s): 29/09/16 Time(s): 13:00-15:00

108

Date(s): To be confirmed depending on demand Duration: 2hrs

Time(s): TBA

Venue: CEME, Marsh Way,

Rainham, Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Kairen Raper

Trainer Advisory Teacher

Price excluding VAT Is available as part of a package of courses.

Please refer to page 45 for more details.

Price excluding VAT Full details of costs will be provided on the portal when available.

Duration: 3hrs

Smaller Steps to Learning Portage Workshop

How to Support Pupils Learning EAL: A Certificated Course in 3 Parts for TAs

This course is recommended for

This course is recommended for

Teaching Assistants and PVI Setting Staff.

Teaching Assistants.

Overview

Overview

This three day accredited course focuses on the portage model of small steps to learning for children with special educational needs and/or disabilities aged 0-5. Delegates will need to attend all three sessions.

Teaching Assistants often have a crucial role to play in providing support for both early-stage and more advanced EAL learners.

This is a developmental course with gap-tasks which will allow you to develop expertise in this area. As the course takes place over three sessions, you will have opportunities to reflect on and develop your practice over time and to network with colleagues in order to share good ideas.

What will it cover?

The course content includes how to use the portage model and principles of support when working with children with SEN/ disabilities in the Early Years Foundation Stage. There will be a focus on working in partnership with families, setting achievable goals, planning, sharing and recording achievements and how to break tasks down into manageable steps for young children.

Additional modules focus on supporting the development of play and positive approaches to children’s behaviour.

Outcome The training will promote: portage principles and model of support a smaller steps approach to learning application of portage skills in own workplace knowledge of materials and resources available working together using the portage model.

• • • • •

What will it cover?

There will be opportunities to: consider how a second language is acquired and begin to assess pupils (session 1) consider some practical strategies for supporting pupils (session 2); and be able to put what you have learnt into practice (session 3).

• • •

Outcome By the end of the course you will: know how children acquire an additional language; be aware of how pupils with little or no English can be assessed; and be aware of best practice for meeting the needs of both early-stage and advanced learners of EAL.

• • •

“Lots of different practical ideas, and varied ways of presenting the information.”

Date(s): 11/01/17, 18/01/17, 25/01/17

Date(s): 18/05/17, 19/05/17, 04/07/17 Time(s): 9:15-16:00

Duration: 6.5hrs

Time(s): 9:30–11:30

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBA

Trainer Carol Rockey

Price excluding VAT £150.00 (Havering schools/academies/colleges/settings) £250.00 (Non-Havering schools/colleges/settings)

Price excluding VAT £00.00 Havering LA maintained primary schools £175.00* all other schools * 10%

discount if subscribed to the EMA service.

Duration: 6hrs

109

Early Years Early years practitioners play an essential role in children’s development and in providing high-quality early education. This section offers a variety courses for Early Years Educators. The courses have been developed in line with the Department for Education (DfE) and Ofsted requirements to improve the quality of early years provision.

110 110

An introduction to the EYFS for PVI Settings

Child Protection for the Designated Person

This course is recommended for

This course is recommended for

PVI Setting Staff.

SENCo/Inclusion Manager, PVI Setting Staff, PVI Owners/Managers and Designated Safeguarding leads.

Overview The Early Years Foundation Stage (EYFS) is the curriculum for children from birth to five. All settings and schools that educate young children must implement the EYFS. To do this effectively all staff must have knowledge and understanding of the EYFS and their responsibilities when working with young children. This course is aimed at those who are new to the EYFS. It is specifically aimed at practitioners working in PVI settings.

This course will give an overview of the EYFS. You will have the opportunity to look at the prime areas of learning and think about how you would plan activities that support development. You will consider what observation means and how you can become an effective observer of young children. You will have the opportunity to consider how you may effectively link planning to observations.

This is an introductory course and is not suitable for those who are more experienced or those who are working in schools.

What will it cover?

This session will give you opportunities to: explore the EYFS become familiar with the prime areas of learning within the EYFS consider observation and planning within the EYFS.

• • •

Outcome

Overview This course is designed for all DSL who lead on safeguarding children in their setting. It will provide the knowledge and skills to embed a consistent approach to the development and implementation of policy and procedures within the setting.

It will focus on keeping staff ‘up to date’ and ensuring that the key message that ‘child safeguarding is everybody’s responsibility’ is understood by all staff. Delegates will only need to attend one session.

What will it cover?

This session will increase knowledge and understanding of: what constitutes an environment that provides the best opportunity to keep children safe the role of the DSL in developing and maintaining this safe environment policies and procedures – the existence and implementation in the setting where to go if you need help or support. effective communication and how it can support you in a variety of situations keeping staff knowledge and skills up to date how to present key messages to staff and parents and carers.

• • • • • • •

Outcome

You will be able to: carry out observations of young children be familiar with the planning cycle contribute to next steps for young children.

• • •

You will be able to: review your settings’ policy and procedures and ensure they are being understood and implemented by all staff access a variety of areas of support within the borough when needed share appropriate information when necessary develop staff appropriately – know how to present the settings’ policy and procedures and how/when to access external development communicate effectively and make informal presentations to achieve positive outcomes.

• • • • •

Date(s): 01/11/16 Time(s): 09:30-12:30

Date(s): 06/12/16, 09/03/17, 08/06/17 Duration: 3hrs

Time(s): 09:30-16:30

Duration: 7hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer TBC

Price excluding VAT Havering Early Years Settings - up to 1 free place per setting - additional place £65.

Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65 111

Early Years

Concepts Count! Extending Children’s Mathematical Thinking This course is recommended for

This course is recommended for

PVI Setting Staff and Teachers.

PVI Setting Staff and Teachers.

Overview

Overview

Children’s development of a range of mathematical concepts is rooted firmly in the rich and varied experiences that they encounter. Children need opportunities to revisit and build upon concepts and ideas, they need to encounter problems and be able to apply their own systems and strategies in solving them. During this training day practitioners will gain a greater understanding of how to plan for and sustain opportunity filled provision. They will develop the confidence and skills to be responsive to and supportive of, children’s interests whilst igniting deep levels of mathematical thinking.

This training is designed for all staff working in pre-school or nursery settings. It will support the development of a consistent approach to child safeguarding within a setting and give all staff the knowledge and understanding to embed child safeguarding in their day to day practice. Delegates will only need to attend one session.

What will it cover?

This session will give you the opportunity to consider: the importance of problem solving and how continuous provision can provide opportunities for children to solve problems planning systems that support the development of early mathematical skills how children’s interests can be a starting point for mathematical exploration the role of the adult in supporting mathematical thinking.

• • • •

Outcome Following this session you will be able to: reflect upon the quality of existing provision and consider how this may be enhanced consider how children’s mathematical development can be supported through continuous provision embed problem solving experiences within continuous provision.

• • •

Date(s): 13/10/16 Time(s): 09:30-15:30

112

Introduction to Child Protection

What will it cover?

This session will provide knowledge and understanding of: your role in keeping children within your setting safe from harm. the 4 categories of abuse; their signs and indicators; particularly non verbal what actions to take when you have a concern how effective communication can help you gather appropriate information your own perceptions and beliefs and their impact on your actions keeping the child in focus whilst dealing with the challenges of speaking to parents/carers/DSL when you have a concern.

• • • • • •

Outcome You will be able to: recognise signs of potential child abuse and be able to escalate your concern communicate appropriately and confidently with the child and their parents/carers to establish facts to support the need for further action by the setting raise a concern with your DSL using your settings policy and procedures understand how decision are made by Children Services seek advice from the Early Help Team or Havering’s Multi Agency Safeguarding Hub.

• • • • •

Date(s): 06/12/16, 09/03/17, 08/06/17 Duration: 6hrs

Time(s): 09:30-16:30

Duration: 7hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Early Excellence

Trainer TBC

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Getting ready for OFSTED for PVI Providers

Developing an effective learning environment in the EYFS

This course is recommended for

This course is recommended for

PVI Setting Staff and PVI Owners/Managers.

PVI Setting Staff and Teachers.

Overview

Overview

In September 2015 Ofsted introduced a new inspection framework for the inspection of PVI settings. Contemporary issues are found within this framework for the first time; for example the use of Early Years Pupil Premium to narrow the gap, British values and the Prevent strategy. The new inspection framework focuses upon teaching within the early years and places great importance in effective leadership and management.

This course is suitable for all those leading and managing a setting that is due for inspection or for leaders and managers who want to review their practice in light of Ofsted requirements. There will be opportunity for Owners and Managers to review their practice and to explore the Ofsted notion of effective leadership and management. Delegates will only need to attend one session.

We know it is essential that the continuous provision we provide for our children needs to be inviting, age appropriate and well organised. This practical course will dig deeper, looking at how already established continuous provision can be enhanced to provoke and develop more independent thinking, learning and questioning. We will look at how much key learning can be introduced and reinforced through well planned provision.

This course is designed for teachers and practitioners who are continually striving for ways to improve their provision and provide rich experiences in their classroom. It will also look briefly at the role that adults play in this process.

What will it cover?

• • • •

This session will give you opportunities to: review the Leadership and Management elements of your SEF become familiar with the Inspection framework in relation to Leadership and Management share ideas with other leaders and managers consider practical matters relating to your Ofsted Inspection draw up an Ofsted action plan.

• • • • •

Outcome You will be able to: review existing practice at your setting in relation to Ofsted readiness return to your setting and be able to plan the next steps in this area.

• •

What will it cover?

This session will give you opportunities to: explore how continuous provision supports learning and development discover how to enhance continuous provision consider how children’s independence can be developed through continuous provision explore the role of the adult in developing continuous provision.

Outcome You will be able to: review existing practice at your setting return to your setting and be able to plan the next steps in this area.

• •

“The content presentation and the open forum for discussion enabled me to hear what strategies other settings had in place to better prepare for an Inspection.”

Date(s): 13/10/16 Time(s): 09:30-15:30

Date(s): 20/10/16, 20/01/17, 24/05/17 Time(s): 09:30-12:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU Trainer TBC Price excluding VAT Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Duration: 6hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU Trainer Early Excellence Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65 113

Early Years

Leading in the Early Years

Becoming an Early Writer

This course is recommended for

This course is recommended for

PVI Setting Staff and Teachers.

PVI Setting Staff and Teachers.

Overview

Overview

Leadership in the EYFS: Empowering Young Children as Learners The quality of teaching in early years is significantly enhanced by confident, knowledgeable and inspiring leaders who are able to support and challenge best practice. The particular focus of this day is empowering young children as learners. The Early Years Foundation Stage highlights the importance of the balance between adult-led and child-initiated learning, delivered through a range of indoor and outdoor play experiences. This course offers participants the opportunity to investigate how to develop contexts which promote high quality learning, to explore children’s predictable interests, and how we can understand, tune in and respond to these. Practitioners will review their current provision and practice, and also consider how we can empower children as independent learners tapping into their natural curiosity. The recent Ofsted best practice guide, teaching and play in the early years; and a balancing act, will be explored during this course.

Delivered by Early Education this full day course is for those who are passionate about supporting children to be engaged and imaginative writers. This is a full day course and participants are encouraged to bring with them examples of good practice within their classroom. There will be the opportunity for these to be shared and for discussion of particularly successful strategies employed by participants.

During the day there will be discussion of the skills involved in early writing and the journey from phonological awareness, oral language to early mark making and then writing. A number of themes related to early writing will be explored; how adults can give children the self-confidence to freely write. A second theme that will be explored is the importance of creating meaningful writing experiences for children; writing for a purpose in a variety of different scenarios.

What will it cover?

What will it cover?

This session will give leaders the opportunities to: reflect on practice within their setting consider how to encourage staff to empower children as learners.

• •

Outcome You will be able to: review existing practice at your school/setting in relation to return to your school/setting able to plan the next steps in this area.

• •

Date(s): 05/10/16 Time(s): 09:30-15:30

114

During the day you will gain knowledge and understanding of: phonological awareness the skills involved in early writing development from oral language to early writing storytelling the role of the adult in modelling & scribing an enabling environment for writing in play, inside and outside.

• • • • • •

Outcome Following this course you will be able to: assess your current practice and consider how you may enhance your environment.

•

Date(s): 02/03/17 Duration: 6hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer Early Excellence

Trainer TBC

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Coaching, Mentoring and Appraisal in the Early Years.

Come into the Garden Raising Achievement Outdoors.

This course is recommended for

This course is recommended for

PVI Setting Staff, Teachers and PVI Owners/Managers.

PVI Setting Staff and Teachers.

Overview

Overview

This full day course is designed for those who lead practice within the Early Years Foundation Stage (EYFS). The day centres on management skills/experiences that are particularly useful when supervising staff; coaching, mentoring and appraisal. These one to one professional encounters can be beneficial for both the manager and staff member. It has been suggested that effective supervision can raise morale and increase job satisfaction.

This course explores how these encounters may be most effectively managed. There will be definition of coaching, mentoring and appraisal and consideration of how each process works. There will be discussion of questioning and how questions can guide and support professional encounters. There will be exploration of difficult scenarios through role play activities and group discussion.

Delivered by Early Education this full day course is for those who are passionate about offering exciting opportunities outdoors for all children. Participants are encouraged to bring with then examples of good practice within their setting. There will be opportunities for these to be shared and for discussion of particularly successful strategies employed by participants.

The outdoors offers the potential for rich learning opportunities for all children. This course will consider the value of first hand experiences and how practitioners can ensure that the outdoor environment offers these. There will be discussion of the importance of children being immersed in nature and how loose parts play can encourage all children to be creative outdoors.

Whilst considering the role of the practitioner there will be exploration of the meaning of child led learning and how this can be encouraged and supported.

What will it cover?

This session will give you the opportunity to consider the following: what is coaching, mentoring and appraisal? how coaching, mentoring and appraisal can be embedded in practice how you can be an effective supervisor strategies to deal with difficult situation.

• • • •

Outcome Following this course you will: understand what coaching, mentoring and appraisal are understand how to carry out coaching, mentoring and appraisals be able to act as an effective supervisor of staff within the EYFS be confident when dealing with difficult situations.

• • • •

Date(s): 09/05/17 Time(s): 09:30-15:30

What will it cover?

During the day the following will be explored: the importance of real, first hand experiences the benefits of free flow and child-led learning loose parts, nature and creativity.

• • •

Outcome Following this course you will be able to: assess your current practice and consider how you may enhance your environment be confident in your ability to offer first hand experiences outdoors that allow children to explore their creativity.

• •

Date(s): 22/02/17 Duration: 6hrs

Time(s): 09:30-15:30

Duration: 6hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer TBC

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65 115

Early Years

Getting your SEF Right Session One

Getting your SEF Right Session Two - Workshop

This course is recommended for

This course is recommended for

PVI Setting Staff and PVI Owners/Managers.

PVI Setting Staff and PVI Owners/Managers.

Overview

Overview

This course will focus upon the Ofsted Self Evaluation form (SEF).

The course consists of two sessions with a gap task that should be undertaken after the first session and brought to the second session. Participants are required to book onto both session one and session two. Please bring a copy of your current SEF to session one.

During session one you will be asked to reflect upon your practice and consider if best practice is represented in your SEF. Examples of clear and effective “SEF writing” will be considered.

However this course is not just about writing your SEF. We will consider the wider question of what it means to be reflective and reflexive. Gibbs reflective cycle will be used as a model in relation to professional practice.

The gap task is for you to reflect upon your SEF with all professionals within the setting and bring to the second session your amendments and rewrites.

This is the second session of a two part course that looks at the Ofsted Self Evaluation form (SEF). Participants are required to book onto both session one and two. Please book onto this session if you have attended or intend to attend session one. During session one you were asked to reflect upon your practice and consider if best practice was represented in your SEF. The gap task was to begin to rewrite your SEF to ensure that your best practice is reflected within the document. This session is a workshop. You are invited to come into the session at any time between 9.30am to 12.30pm and members of the QA team will work through your SEF with you offering advice and suggestions.

What will it cover?

Following this course you will: have received feedback regarding your SEF be confident that your SEF represents the best practice of your setting.

This session will give you opportunity to consider the following: how effective is your SEF in representing best practise? how reflective practice can be embedded in your setting.

• •

What will it cover?

This session will give you opportunity to consider the following: how effective is your SEF in representing best practise?

•

Outcome

• •

Outcome Following this course you will be able to: audit your SEF revise and rewrite your SEF.

• •

Date(s): 03/02/17 Time(s): 09:30-15:30

116

Date(s): 25/04/17 Duration: 3hrs

Time(s): 09:30-12:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer Early Years Quality Assurance

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Managing Effective Transitions from Nursery to Reception

Phonics in the EYFS Phase two to five

This course is recommended for

This course is recommended for

PVI Setting Staff, Teachers and PVI Owners/Managers.

PVI Setting Staff, Teachers and PVI Owners/Managers.

Overview

Overview

Transitions are key moments in children’s lives. Children who are settled and happy in Nursery face upheaval when they move to school and this transition should be carefully managed. The manner in which adults manage children’s transitions is crucial in ensuring that children are well prepared for the next phase in their education. This course will consider SMART planning for transition, information sharing and how to support children and parents through transition. It will also consider which children may be particularly vulnerable at a time of transition and how these children can be supported. A third element that will be discussed is child protection requirements for sharing of information between professionals at the time of transition.

This course will consider how practitioners may teach young children phase two to five of the Letters and Sounds programme.

During the morning there will be a recap of what is covered in phase one and you will be taught how to identify those children that need to consolidate phase one before moving to phase two.

The trainer will discuss how each phase links with the next, what is taught in each phase and best practice in how session should be delivered.

Direction will be given to best practice in relation to the organisation and structure of effective daily phonics sessions. This will include discussion of effective resources and how resources can be used by the children. The trainer will also discuss the assessment and tracking of children. During the morning participants will be asked to share examples of good practice within their school and classrooms.

What will it cover?

This session will increase knowledge and understanding of: how PVI staff can support children’s transitions to school how Reception staff can support children’s transitions from Nursery. how to carry out a home visit using photo books to support transitions parents meetings SMART planning for transition how to support children and parents child protection requirements.

• • • • • • • •

Outcome Following this course you will be able to: review your settings’ policy and procedures formulate a SMART plan for managing transitions confidently support children and parents through transition.

Be confident when dealing with difficult situations.

• • • •

Date(s): 29/03/17 Time(s): 09:30-15:30

What will it cover?

Key questions explored during the course: what constitutes a successful and engaging daily phonic session? what resources could be made or purchased for use in class? how can progress be assessed and tracked?

• • •

Outcome Following this course you will: the content of phase two to five how to plan an engaging daily phonic session how to assess and track children’s progress.

• • •

“I found the course very interesting and I am looking forward to starting activities with the children and passing on this information to my colleges.”

Date(s): 22/03/17

Duration: 7hrs

Time(s): 09:30-12:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer Celia Freeth

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65 117

Early Years

Positive Relationships: Engaging Adults, Managing Conflict & Creative Problem Solving This course is recommended for

This course is recommended for

Teachers and PVI Setting Staff.

Teachers and PVI Setting Staff.

Overview

Overview

This course builds on the strengths of the early years practitioner in listening to and engaging with children to consider what the principles that underpin that work means for our relationships with adults.

Led by Early Excellence this course is suitable for all those working within the EYFS but may be particularly useful for those leading and managing practices. The course will bring together knowledge, skills and values using a highly interactive and practical approach.

It is recognised that for young children play is the medium through which learning and development is best supported.

Since the implementation of the EYFS practitioners have become skilful at providing rich play experiences for young children.

The purpose of this course is to consider play experiences in relation to the schemas of young children. Schemas are patterns of thought evidenced through children’s behaviour, referred to by Cathy Nutbrown as threads of thinking. Children may sometimes display behaviour that appears random, for example carrying sand from the sand tray to the water tray and onto the home corner, however it may be that the child is caught up within a transporting schema and is exploring scientific and mathematical ideas related to this. If practitioners can recognise children working within schemas they can effectively plan activities that support the child’s learning and development.

What will it cover?

Working collaboratively with the course tutor and each other, delegates will: increase their knowledge, skills and confidence in motivating and engaging adults discuss and practice techniques for managing conflict, including using higher level listening skills explore some lessons from psychology to discover how to solve problems creatively.

• • •

Outcome Following this course you will be able to: reflect upon your skills and experiences to consider how you currently manage problems use a variety of strategies to problem solve use a variety of strategies to manage conflict confidently motivate and engage adults.

• • • •

Date(s): 03/02/17 Time(s): 09:30-15:30

118

Schemas: Threads of Thinking in the EYFS

What will it cover?

This session will increase knowledge and understanding of: common schemas demonstrated by young children. behaviours that indicate that a child is working within a particular schema how to plan for schemas activities and experiences that support schematic play how to talk to parents about schemas.

• • • • •

Outcome Following this course you will be able to: recognise common schemas plan for schematic play develop a bank of ideas and activities that support schematic play.

• • •

Date(s): 08/02/17 Duration: 7hrs

Time(s): 09:30-12:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer TBC

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Treasure Baskets and Heuristic Play

Working with Two Year Olds Session One

This course is recommended for

This course is recommended for

PVI Setting Staff, Teachers and PVI Owners/Managers.

PVI Setting Staff, Teachers and PVI Owners/Managers.

Overview

Overview

Invented by Elinor Goldschmied, treasure baskets and heuristic play offer babies and toddlers the opportunity to play freely without adult intervention. Treasure baskets are filled with collections of common household objects and heuristic play involves children self selecting from a large selection of natural resources. During this form of play children can be independent learners, free to choose and select with little practitioner intervention. This course will give you the opportunity to learn about the theory that underpins this type of play; how heuristic play benefits young children and scaffolds their learning and development. There will be practical suggestions for how to introduce this play, the resources needed, the role of the adult and how you can work with parents so they can introduce heuristic play at home.

Working with two year olds is a three part course. One session will be held in each term. It is strongly recommended that participants book onto all three sessions. This course celebrates the unique capabilities of two to three year olds. The course recognises that this stage of a child’s life is a period of rapid growth and development. The aim of the course is to equip professional adults with the knowledge and skills that they need to scaffold the learning and development of two to three year olds.

Session one will consider the development of children between the ages of two to three. This will include information about normative behaviour and strategies for managing behaviour. The role of the key person will be considered and the importance of the formation of strong bonds between children and those that care and educate them.

What will it cover?

What will it cover?

This session will give you the opportunity to consider the following: what is treasure basket play? what is heuristic play? what resources are required? how can this play be introduced/developed strategies for involving parents in heuristic play the role of the adult in supporting this play.

• • • • • •

Outcome Following this course you will be able to: understand the theory that underpins treasure baskets and heuristic play understand how to introduce tis form of play be confident in explaining the purpose of this play to parents.

• • •

Date(s): 15/05/17 Time(s): 09:30-12:30

This session will give you the opportunity to consider the following: holistic development of two to three year olds behaviour of two to three year olds strategies for managing behaviour attachment and the role of the key person.

• • • •

Outcome Following this course you will: have a greater understanding of development understand the behaviours of a typical two to three year old understand the importance of the key person role.

• • •

Date(s): 23/11/16 Duration: 3hrs

Time(s): 09:30-12:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer TBC

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65 119

Early Years

Working with Two Year Olds Session Two This course is recommended for

This course is recommended for

PVI Setting Staff, Teachers and PVI Owners/Managers.

PVI Setting Staff, Teachers and PVI Owners/Managers.

Overview

Overview

Working with two year olds is a three part course. One session will be held in each term. It is strongly recommended that participants book onto all three sessions. This course celebrates the unique capabilities of two to three year olds. The course recognises that this stage of a child’s life is a period of rapid growth and development. The aim of the course is to equip professional adults with the knowledge and skills that they need to scaffold the learning and development of two to three year olds.

Session two will consider the environment. There will be discussion of the statutory requirements and how settings may move from this base line to create rich environments for young children. There will be discussion of how continuous provision indoors and outdoors can be enhanced to meet the development needs of two to three year olds.

Working with two year olds is a three part course. One session will be held in each term. It is strongly recommended that participants book onto all three sessions. This course celebrates the unique capabilities of two to three year olds. The course recognises that this stage of a child’s life is a period of rapid growth and development. The aim of the course is to equip professional adults with the knowledge and skills that they need to scaffold the learning and development of two to three year olds.

Session three will consider observation, planning and assessment.

There will be discussion of the integrated two year old check and how progress may be reported to parents throughout the year.

There will be consideration of a range of observation techniques and how observations fit into planning.

What will it cover?

What will it cover?

This session will give you the opportunity to consider the following: the statutory requirements for environments examples of good practice in environments for two to three year olds how to enhance continuous provision both indoors and outdoors.

This session will give you the opportunity to consider the following: a range of observation techniques a range of methods of planning assessment and reporting to parents.

Outcome

Following this course you will be able to: be able to use a variety of observation techniques be aware of a variety of methods to plan for children’s next steps be clear on requirements for reporting to parents.

• • •

Following this course you will be able to: be able to audit your indoor and out door environment draw up an action plan to enhance the environment.

• •

Date(s): 08/02/17 Time(s): 09:30-12:30

120

Working with Two Year Olds Session Three

• • •

Outcome

• • •

Date(s): 04/05/17 Duration: 3hrs

Time(s): 09:30–12:30

Duration: 3hrs

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Venue: CEME, Marsh Way, Rainham,

Essex RM13 8EU

Trainer TBC

Trainer TBC

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

Price excluding VAT Schools: This is available as part of a package of courses.

Please refer to page 45 for more details.

Havering Early Years Settings - up to 1 free place per setting - additional place £65. Non-Havering Early Years Settings - £65

121

First Aid Training by Green Cross About The Brokerage Service The Education Brokerage Service comprises of a portfolio of publicly tendered, market tested and quality assured suppliers of goods and services that can be used with confidence. The portfolio currently comprises of 19 distinct service categories. The brokerage scheme was initiated in 2013 as a tangible demonstration of the London Borough of Havering’s commitment to supporting education establishments in ensuring that they achieve good value for money and that procurement risks are minimised when purchasing good and services that are not available from Havering Education Services.

The brokerage scheme is an on-going process and new services are added in consultation with subscribers.

Approved Provider Under Havering Educati on Brokerage Service

Green Cross Training Green Cross Training has been servicing the needs of businesses and the education sector throughout the UK for over 20 years. The company is a registered training centre, offering (QCF) nationally recognised, accredited qualifications in First Aid. Green Cross provides a full range of statutory First Aid courses for workplace compliance, Paediatric First Aid courses for the safety and wellbeing of younger and early years learners, Schools First Aid courses covering emergency situations typical in the school environment & pick & mix First Aid Inset Training In order to meet the specific requirements of a school.

Services available from the Education Brokerage Service Service Type

Number of suppliers available

Building/Repairs

2

Cleaning Contractors

1

Cleaning Supplies

3

Counselling Services

2

Educational Supplies

1

(Paper, Office and Classroom Stationery and Equipments)

2

Employee Assistance Programme (EAP)

1

First Aid Training

1

IT Consumables & Hardware (Ink Cartridges, Toners, IT Hardware)

1

Photocopier (Multi-Functional Devices)

2

Security Systems Installation & Maintenance (CCTV and Coded Access Systems)

1

Sports Equipment Maintenance

1

Telephone Systems

2

Water Dispensers and Cooling Systems (Water Coolers)

1

Landscaping Services

1

Online Cashless Payment Systems

2

Virtual Learning Platforms

3

Pest Control Services

1

Occupation Health Services

2

For more information about subscribing to the Havering Education Brokerage Service, contact the team on 01708 431 561 or email support.educationservices@havering.gov.uk 122 122

Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk AED Machine & Training Package This course is recommended for Senior Leaders, Teaching Assistants, Site/Maintenance Staff, Governors, SENCo/Inclusion Manager, Administrative Staff, Assessment Co-ordinators, Bursars and Business Managers, Exam Officers, Teachers, Subject Leaders, Pastoral Officers and PVI Setting Staff.

Overview A basic first aid life support course that is designed to teach students when, how and why to administer the use of Cardiopulmonary Resuscitation (CPR) and an Automated External Defibrillator (AED) to a casualty.

This course is ideal for students that require the skills to resuscitate unconscious casualties (adult and child) and is an enhancement to their First Aid Training qualification.

What will it cover?

AED machine and training package includes: 1 x iPAD SP1 Automatic External Defibrillator (nominated device of the British Heart Foundation) 1 x carry case 2 x dual adult/child pads (switch easily between both) 1 x battery pack (battery life 200 shocks) 2 x AED starter kits (CPR facial barrier, 2 dry wipes, tough cut scissors, gloves, gallant prep razor) level 2 Award in CPR & AED training.

• • • • • •

Outcome?

You will: understand basic life support requirements be able to demonstrate basic life support techniques in line with current national guidelines be able to demonstrate post- resuscitation procedures be able to carry out basic user maintenance and troubleshoot problems with an automated external defibrillator understand the safe use of an automated external defibrillator.

• • • • •

“We are a Diamond approved centre for Training Qualifications UK. This qualification is certified at Level 2 QCF.”

Date(s): On request Time(s): On request

Duration: 3hrs

Venue: At customer premises Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £999* Non-Brokerage Subscriber £1250* *this in-house training package has an maximum capacity of up to 12 learners

123

First Aid Training by Green Cross

Anaphylaxis First Aid This course is recommended for Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Administrative Staff, Exam Officers, Teachers, Subject Leaders, Pastoral Officers and PVI Setting Staff.

Overview A person is most likely to discover an allergic reaction for the first time as a child, as many as 40% of children may have an allergy of varying degrees. Awareness of Anaphylaxis and the treatment of Anaphylaxis (Allergic Reaction) can make a significant difference for this potentially life threatening condition. Our course offers the training and information you need from one of our experienced Green Cross trainers.

What will it cover?

You will receive training in a wide range of first aid skills including: understand how to provide first aid to an infant and a child with an allergic reaction understand how to administer an auto injector understand communication and casualty care be able to perform resuscitation (all ages) be able to carry out a primary survey be able to treat an unconscious casualty.

• • • • • •

Outcome The aim of the anaphylaxis first aid course is to enable learners to attain the knowledge and practical competencies needed to deal with how and when to use an auto injector in the treatment of anaphylaxis.

124 ?

Date(s): On request Time(s): On request

Duration: 3hrs

Venue: At customer premises Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £245.00* Non-Brokerage Subscriber £300.00* *this in-house training package has an maximum capacity of up to 12 learners

Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk

Level 2 Award in Emergency First Aid at Work (QCF) This course is recommended for Senior Leaders, Teaching Assistants, Site/Maintenance Staff, Governors, SENCo/Inclusion Manager, Administrative Staff, Assessment Co-ordinators, Bursars and Business Managers, Exam Officers, Teachers, Subject Leaders, Timetablers, Exam Officers, Pastoral Officers and PVI Setting Staff.

We are a Diamond approv ed centre for Train ing Qualifications U K. This qualification is certified at Leve l 2 QCF

Overview The Emergency First Aid at Work course provides the necessary training you need to deal with many immediate life threatening conditions. This course is QCF accredited at level 2.

Green Cross Training is a standard bearer in First Aid training with a strong focus on practical application of skills; we provide several opportunities for hands-on practice in a relaxed environment. Our goal is to give you the confidence to use your skills if you should need to.

What will it cover?

You will receive training in a wide range of first aid skills including: the ability to act safely and effectively when an accident or emergency occurs the treatment and priorities of care for an unconscious casualty. the recognition and treatment of a person in seizure the recognition of cardiac arrest and delivery of Cardiopulmonary Resuscitation (CPR) the ability to recognise and safely treat a casualty who is choking the ability to safely and promptly treat a casualty who is bleeding the keeping of simple records following an accident at work.

• • • • • • •

“I just wanted to say how impressed I was with the trainers. They both were early to ensure that the hall was set up well before time, very prepared with handouts and booklets for the delegates to keep and just very professional.”

Date(s): See pages 130-133 for course schedule Time(s): 09:00-16:00

Duration: 1 day

Outcome

Venue: Any of Green Cross venues or at customer premises

You will receive continuous assessment throughout the course and will as a result be able to use your First Aid training with confidence. It is our goal to enable you with First Aid skills and the confidence to use them in the event of a First Aid emergency.

Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £35.00 (at green cross venue) £285.00* (in-house venue) Non-Brokerage Subscriber £99.00 (at green cross venue) £400.00* (in-house venue) *this in-house training package has an maximum capacity of up to 12 learners

125

First Aid Training by Green Cross

We are a Diamond appro v centre for Tra ed ining Qualifications U This qualifica K. tion is certified at L evel 3 QCF

Level 3 Award in First Aid at Work (QCF) This course is recommended for Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Administrative Staff, Teachers, Subject Leaders, Timetablers, Exam Officers, Pastoral Officers and PVI Setting Staff.

Overview The First Aid at Work course represents the highest level of Workplace First Aid training available. This course is QCF accredited at level 3. Green Cross Training is a standard bearer in First Aid training with a strong focus on practical application of skills, we provide several opportunities for hands-on practice in a relaxed environment. Our goal is to give you the confidence to use your skills if you should need to.

What will it cover?

You will receive training in a wide range of first aid skills including: the ability to act safely and effectively when an accident or emergency occurs the treatment and priorities of care for an unconscious casualty the recognition of cardiac arrest and delivery of Cardiopulmonary Resuscitation (CPR) the ability to safely and promptly treat a casualty who is bleeding the ability to recognise and treat a casualty in shock the keeping of simple records following an accident at work.

You will also learn to provide care for a casualty who has: suffered a burn or scald injured bones, muscles or joints been poisoned by ingestion or inhalation of a substance or gas suffered an injury to the eye signs & symptoms of a major illness e.g. heart attack.

• • • • • •

126 ?

• • • • •

“Each and every one of the students has approached me to say how well the course was taught. The trainer was extremely passionate about the subject and her excellent teaching methods kept the whole class interested throughout the day.”

Outcome You will receive continuous assessment throughout the course and will as a result be able to use your First Aid training with confidence. It is our goal to enable you with First Aid skills and the confidence to use them in the event of a First Aid emergency.

Date(s): See pages 130-133 for course schedule Time(s): 09:00-16:00

Duration: 3 days

Venue: Any of Green Cross venues or at customer premises Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £105.00 (at green cross venue) £870.00* (in-house venue) Non-Brokerage Subscriber £229.00 (at green cross venue) £1300.00* (in-house venue) *this in-house training package has an maximum capacity of up to 12 learners

Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk

First Aid Inset Training This course is recommended for Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Administrative Staff, Exam Officers, Teachers, Subject Leaders, Pastoral Officers and PVI Setting Staff.

Overview Our First Aid – Inset training course offers bespoke training to meet the schools specific requirements and environment.

Our flexible approach combined with our trainers experience makes our courses ideally suited for teachers and ancillary staff.

What will it cover?

The full inset day course includes 3 modules, primary survey, role of the first aider & communication and casualty care as standard. Up to 11 modules can be selected by the school from the following: Asthma Control of bleeding Severe allergic reaction Choking Fractures Resuscitation - Adult Resuscitation - Child Resuscitation - Infant Seizures Treatment of an unconscious casualty Fainting Minor injuries Shock Eye injuries Incident management Low blood sugar Burns and scalds Health and safety Poisoning

• • • • • • • • • • • • • • • • • • •

Outcome You will receive continuous assessment throughout the course and will as a result be able to use your First Aid training with confidence. Its outcomes are adaptable depending on the individual needs of the school.

Date(s): On request Time(s): 09:00-16:00

Duration: 1 day

Venue: At customer premises Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £275.00* Non-Brokerage Subscriber £350.00* *this in-house training package has an maximum capacity of up to 12 learners

127

First Aid Training by Green Cross Level 3 Award in Paediatric First Aid (QCF) This course is recommended for Teaching Assistants, Site/Maintenance Staff, Administrative Staff, Teachers, Pastoral Officers and PVI Setting Staff.

Overview The Paediatric and Early Years course is designed for those working with children, babies or infants. The course meets requirements for OFSTED Early years First Aid provision.

This course will provide you with the skills you need to respond to a First Aid incident involving a child or infant.

What will it cover?

You will receive training in a wide range of first aid skills including: the ability to act safely and effectively when an accident or emergency occurs the treatment and priorities of care for an unconscious casualty the recognition of cardiac arrest and delivery of Cardiopulmonary Resuscitation (CPR) the ability to safely and promptly treat a casualty who is bleeding recognition of common childhood complaints and illnesses and appropriate care developing an effective emergency plan for when emergencies occur the keeping of simple records following an accident in the workplace/care setting.

• • • • • • •

What will it cover?

You will receive training in a wide range of first aid skills including: the ability to act safely and effectively when an accident or emergency occurs the treatment and priorities of care for an unconscious casualty the recognition of cardiac arrest and delivery of Cardiopulmonary Resuscitation (CPR) the ability to safely and promptly treat a casualty who is bleeding recognition of common childhood complaints and illnesses and appropriate care developing an effective emergency plan for when emergencies occur the keeping of simple records following an accident in the workplace/care setting.

• • • • • • •

Outcome You will receive continuous assessment throughout the course and will as a result be able to use your First Aid training with confidence. You will receive the training necessary to administer First Aid appropriate for a child or infant in the event of a First Aid emergency.

We are a ed approv Diamond raining rT centre fo ns UK. tio Qualifica ation is fic This quali t Level a certified 3 QCF 128 ?

Date(s): See pages 130-133 for course schedule Time(s): 09:00-16:00

Duration: 2 days

Venue: CEME, Marsh Way, Rainham, Essex RM13 8EU

Milton Keynes or at customer premises Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £70.00 (at green cross venue) £580.00* (in-house venue). Non-Brokerage Subscriber £99.00 (at green cross venue) £750.00* (in-house venue) *this in-house training package has an maximum capacity of up to 12 learners

Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk

Schools First Aid This course is recommended for Senior Leaders, Teaching Assistants, Site/Maintenance Staff, SENCo/Inclusion Manager, Administrative Staff, Exam Officers, Teachers, Subject Leaders, Pastoral Officers and PVI Setting Staff.

Overview The Schools First Aid course is specifically designed for providing essential First Aid in a school setting. This course from Green Cross training maintains a strong practical element and allows those within a school setting to develop First Aid skills, which can be used in the event of a First Aid emergency and has been specifically adapted for instances within a school setting.

What will it cover?

You will receive training in a wide range of first aid skills including: understand the role of the first aider be able to manage an emergency understand communication and casualty care understand how to deal with an allergic reaction understand how to deal with Asthma understand how to administer an auto injector how to manage a casualty who is wounded and bleeding how to manage a casualty with bone, muscle and joint injuries be able to administer first aid to a casualty with burns and scalds recognise and assisting a casualty who is choking (all ages) be able to administer first aid to a casualty with suspected head and spinal injury be able to administer first aid to a casualty with sudden poisoning be able to conduct a primary survey be able to carry out resuscitation on all ages be able to treat an unconscious casualty.

• • • • • • • • • • • • • • •

Outcome You will receive continuous assessment throughout the course and will as a result be able to use your First Aid training with confidence. It is our goal to enable you with First Aid skills and the confidence to use them in the event of a First Aid emergency.

“I have just finished a one day in-house training session with Green Cross and I just wanted to say what an excellent course it was.”

Date(s): On request Time(s): 09:00-16:00

Duration: 1 day

Venue: At customer premises Trainer Green Cross qualified trainer Price excluding VAT Brokerage Subscriber £275.00* Non-Brokerage Subscriber £350.00* *this in-house training package has an maximum capacity of up to 12 learners

129

First Aid Training by Green Cross Green Cross Training Date Schedule Sept - Dec 2016

Brighton MONTH

High Wycombe 3 day First Aid at Work 1 day Emergency First Aid at Work

3 day First Aid at Work 1 day Emergency First Aid at Work

5-6-7

5

September

21-22-23

21

October

3-4-5

3

October

19-20-21

19

October

31-

31

November

30-

30

November

1-2

December

1-2

30

November

28-29-30

28

London Swiss Cottage

Crawley MONTH

MONTH 3 day First Aid at Work 1 day Emergency First Aid at Work

26-27-28

26

24-25-26

24

5-6-7

5

19-20-21

19

October

October

17-18-19

17

December

November

14-15-16

14

December

12-13-14

12

MONTH

London County Hall MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

3 day First Aid at Work 1 day Emergency First Aid at Work

September

September

Croydon

3 day First Aid at Work 1 day Emergency First Aid at Work

September

5-6-7

October

3-4-5

3 31

September

28-29-30

28

October

31-

October

26-27-28

26

November

1-2

November

28-29-30

November December

7-8-9

MONTH

5

28

7

London Heathrow

Enfield

MONTH 3 day First Aid at Work 1 day Emergency First Aid at Work

19-20-21

19

21-22-23

21

October

17-18-19

17

October

19-20-21

19

November

28-29-30

28

November

30-

30

December

1-2

MONTH

September

3 day First Aid at Work 1 day Emergency First Aid at Work

September

London Stratford MONTH

Guildford 3 day First Aid at Work 1 day Emergency First Aid at Work

3 day First Aid at Work 1 day Emergency First Aid at Work

September

26-27-28

26

October

24-25-26

24

September

26-27-28

26

November

October

24-25-26

24

December

November December

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MONTH

September

5-6-7

5

5-6-8

5

Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk

Maidstone MONTH

Watford

3 day First Aid at Work 1 day Emergency First Aid at Work

MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

September

19-20-21

19

September

19-20-21

19

October

17-18-19

17

October

17-18-19

17

November

28-29-30

28

November

28-29-30

28

Milton Keynes Training Academy MONTH

For Havering & Surrounding Boroughs

3day First Aid at Work 1day Emergency First Aid at Work Paediatric 2day

September

19-20-21

19

October

17-18-19

17

November

28-29-30

28

28-29

Oxford MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

September

19-20-21

19

October

17-18-19

17

November

28-29-30

28

Rainham, Essex (CEME) MONTH

3day First Aid at Work 1day Emergency First Aid at Work Paediatric 2day

September

5-6-7

5

October

3-4-5

3

October

31-

31

November

1-2

November

28-29-30

15-16

17-18

28

Reading MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

September

5-6-7

October

3-4-5

3

October

31-

31

November

1-2

November

28-29-30

5

28

Southampton MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

September

19-20-21

19

October

17-18-19

17

November

28-29-30

28

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First Aid Training by Green Cross Green Cross Training Date Schedule Jan- Aug 2017 Brighton MONTH

High Wycombe 3 day First Aid at Work 1 day Emergency First Aid at Work

3 day First Aid at Work 1 day Emergency First Aid at Work

9-10-11

9

January

30-31

February

13-14-15

13

February

1

March

13-14-15

13

March

15-16-17

15

April

10-11-12

10

April

19-20-21

12

May

15-16-17

15

May

17-18-19

17

June

12-13-14

12

June

14-15-16

14

July

10-11-12

10

July

12-13-14

12

August

14-15-16

14

August

16-17-18

16

Crawley MONTH

30

London County Hall 3 day First Aid at Work 1 day Emergency First Aid at Work

MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

January

30-31, 01 Feb

30

January

2-3-4

2

February

27-28, 01 Mar

27

February

6-7-8

6

March

6-7-8

6

March April

24-25-26

17

April

3-4-5

3

May

22-23-24

22

May

2-3-4

2

June

26-27-28

26

June

5-6-7

5

July

24-25-26

24

July

3-4-5

3

August

21-22-23

21

August

7-8-9

7

Croydon MONTH

London Heathrow 3 day First Aid at Work 1 day Emergency First Aid at Work

January

16-17-18

February

20-21-22

March April

MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

January

9-10-11

9

20

February

13-14-15

13

20-21-22

20

March

13-14-15

13

17-18-19

17

April

10-11-12

10

May

24-25-26

24

May

15-16-17

15

June

21-22-23

21

June

12-13-14

12

July

19-20-21

19

July

10-11-12

10

August

23-24-25

23

August

14-15-16

14

Enfield MONTH

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MONTH

January

London Stratford 3 day First Aid at Work 1 day Emergency First Aid at Work

January

9-10-11

February

15-16-17

March April

MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

January

2-3-4

2

15

February

20-21-22

20

15-16-17

15

March

20-21-22

20

12-13-14

12

April

18-19-20

18

May

17-18-19

17

May

22-23-24

22

June

14-15-16

14

June

19-20-21

19

July

12-13-194

12

July

17-18-19

17

August

16-17-18

16

August

21-22-23

21

Guildford

London Swiss College

MONTH

MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

3 day First Aid at Work 1 day Emergency First Aid at Work

January

16-17-18

16

January

16-17-18

16

February

20-21-22

20

February

20-21-22

20

March

20-21-22

20

March

20-21-22

20

April

18-19-20

18

April

18-19-20

18

May

22-23-24

22

May

22-23-24

22

June

19-20-21

19

June

19-20-21

19

July

17-18-19

17

July

17-18-19

17

August

21-22-23

21

August

21-22-23

21

Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk

Maidstone MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

January

9-10-11

9

February

13-14-15

13

March

13-14-15

13

April

10-11-12

10

May

15-16-17

15

June

12-13-14

12

July

10-11-12

10

August

14-15-16

14

Milton Keynes Training Academy MONTH

3day First Aid at Work 1day Emergency First Aid at Work Paediatric 2day

January

9-10-11

9

February

13-14-15

13

March

13-14-15

13

April

10-11-12

10

May

15-16-17

15

June

12-13-14

12

July

10-11-12

10

August

14-15-16

14

2-3

15-16

Oxford MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

January

9-10-11

9

February

13-14-15

13

March

13-14-15

13

April

10-11-12

10

May

15-16-17

15

June

12-13-14

12

July

10-11-12

10

August

14-15-16

14

MONTH

Reading MONTH

Watford

3 day First Aid at Work 1 day Emergency First Aid at Work

January

2-3-4

2

February

6-7-8

6

March

6-7-8

6

April

3-4-5

3

May

2-3-4

1

June

5-6-7

5

July

3-4-5

3

August

7-8-9

7

3 day First Aid at Work 1 day Emergency First Aid at Work

January

30-31

30

February

27-28, Mar

27

March

27-28-29

27

April

24-25-26

24

May

22-23-24

22

June

26-27-28

26

July

24-25-26

24

August

21-22-23

21

For Havering & Surrounding Boroughs

Southampton

Rainham, Essex (CEME)

MONTH

MONTH

3 day First Aid at Work 1 day Emergency First Aid at Work

3day First Aid at Work 1day Emergency First Aid at Work Paediatric 2day

January

9-10-11

9

January

16-17-18

16

February

13-14-15

13

February

20-21-22

20

March

13-14-15

13

March

20-21-22

20

April

10-11-12

10

April

May

15-16-17

15

May

2-3-4

2

June

12-13-14

12

June

5-6-7

5

July

10-11-12

10

July

3-4-5

3

August

14-15-16

14

August

7-8-9

7

26-27 16-17

15-16

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First Aid Training by Green Cross Green Cross Training Terms and Conditions Eligibility for and Outcome of Training Courses 01. It is the Purchaser’s (employer’s) responsibility to ensure that students are free from any condition which would affect their capability to undertake their chosen course, and that they have the aptitude to cope with an intensive course of study.

Green Cross Training Ltd welcomes students with disabilities and makes provision for assistance with their learning, but it remains their employer’s responsibility to ensure that they are appropriately supported in their workplace. Green Cross Training Ltd should be provided in advance (and for setting up purposes) notification of any assistance that a student is likely to need during the running of a course. If Green Cross Training Ltd decides that a student has not achieved the learning outcomes of the course and/or the assessment standard after the trainer has made adjustments & offered additional training to support the student (i.e. they are referred), then they will subsequently be offered a free reassessment and training.

02. To be eligible to attend an HSE two-day Requalification course, students must present a valid First aid at work certificate on commencement of the course.

03. The Purchaser (the employer) acknowledges that if a Student arrives late for a course or is absent from any session, Green Cross Training Ltd reserves the right to refuse to accept the Student for training, if it decides in its sole discretion that the student will gain insufficient knowledge or skill in the time remaining. In all such cases, the full course fee remains payable. To conform with Health and Safety Executive (HSE) requirements for statutory certificates, attendance at all sessions is mandatory.

Terms of Payment 04. Unless subject to separate agreed arrangements, the Purchaser shall pay Green Cross Training Ltd within 30 days of the date of Green Cross Training Ltd invoice. If the Purchaser fails to make payment on the due date, Green Cross Training Ltd shall be entitled to charge the Purchaser interest at the annual rate of 3% above the base rate of Barclays Bank plc. Unless otherwise agreed with Green Cross Training Ltd or required by law, the Purchaser shall not be entitled to make any set off in respect of amounts due to Green Cross Training Ltd. All course fees are subject to the current rate of VAT (valid exemptions only).

Consumer Protection (Distance Selling) Regulations 2000 (‘the Regulations’) 05. Where a contract with a consumer is concluded on a distance selling basis the Regulations (as amended from time to time) will apply and the Purchasing consumer will have a general right to cancel. In the case of services this will expire 14 days after booking (except for late bookings when it will expire on the date the services are commenced). Subject to the Regulations and to the foregoing, if a request is made to amend services or to cancel services, the following fees may be applied: in the case of request for transfer: a) More than 4 weeks before commencement date: First transfer at no charge, subsequent transfer, 25% of amount charged (b) Between 2-4 weeks before Commencement date: 25% of amount charged (c) Less than 2 weeks before Commencement date: 50% of amount charged. in the case of cancellation: (d) More than 4 weeks before commencement date: Full Refund (e) Between 2-4 weeks before Commencement date: 50% of amount charged (f) Less than 2 weeks before Commencement date: 100% of amount charged.

06. In all cases, notice of cancellation must be confirmed in writing addressed to the contact details on the booking confirmation letter.

Liability 07. Nothing in this contract excludes or limits or attempts to exclude or limit the liability of either party for death or personal injury caused as a result of its negligence, or for fraudulent Misrepresentation; or in respect of the implied warranties contained in the Supply of Goods and Services Act 1982.

Entire Agreement 08. These terms and conditions, and the Agreement into which they are incorporated contain all the terms which the parties have agreed in relation to the subject matter of this Supply.

Nothing in this Clause shall be taken to exclude liability for fraudulent misrepresentation.

Compliance with Laws and Regulations 09. This Site is operated and controlled from the United Kingdom and these Terms and your use of the services offered are governed by and construed in accordance with the laws of Scotland and shall be subject to the exclusive jurisdiction of the Scottish Courts.

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Book direct with Green Cross Training at: 0330 120 0105 + option 0 + (ext) 221 or email info@greencrosstraining.co.uk

Governing Law and Jurisdiction

Protection Act 1998

10. This Site is operated and controlled from the United Kingdom and these Terms and your use of the services offered are governed by and construed in accordance with the laws of Scotland and shall be subject to the exclusive jurisdiction of the Scottish Courts.

12. Such data will be used by the organisation to administer our relationship with you as a customer in order to certify your staff with our awarding body TQUK.

Fair processing 11. All information that we hold concerning you will be held and processed by Green Cross Training Ltd strictly in accordance with the provisions of the Datas.

13. As an individual, you have a right under the Data Protection Act 1998 to obtain information from us, including a description of the data that we hold on you. Should you have any queries concerning this right, please contact our Data Protection Officer New Business Centre, The Bull Pen, Manor Courtyard, Sherington, Milton Keynes, MK16 9NN.

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Terms and Conditions for Booking Courses Terms and Conditions for Booking Courses Notice of cancellation required from all bookings

We require a minimum of 3 working days’ notice for cancellations prior to the scheduled date of a course.

Cancellation request can be placed on the portal by completing the ‘cancellation request’ box on the course page. Bookings made personally by the delegate can be cancelled by going to ‘my bookings’ when logged on to the system and selecting the relevant course. CPD administrators will need to go to ‘site latest bookings’ if cancelling on behalf of other members of staff.

Alternatively, you can send cancellation requests to the Business Support Team via email to support.educationservices@havering.gov.uk stating the following details. This is particularly important so that, in cases where a waiting list is kept, the reserved place can be allocated to the next person on the list.

Full name of delegate Name of Organisation Course title Date Name of service provider You can also send cancellation requests via email directly to the training provider.

Notice of cancellation required from course providers Course providers will normally give a minimum of 2 working days notification to delegates in the event that a cancellation is unavoidable. However, occasionally, courses may have to be cancelled at giving shorter notice due to unforeseen circumstances. Whatever the case may be, delegates will be informed as soon as possible if the course is cancelled.

Substitution/replacement of pre-booked places on a course It may be possible for a substitute to attend a course instead of the pre-booked delegate without additional charges. Please check with the relevant course provider for their arrangements.

Refund for payment received for cancelled courses Your organisation will be refunded for any payments made in relation to cancelled courses under the following circumstances: 1. The cancelled course cannot be rescheduled by the training provider.

2. Delegates are unable to attend the rescheduled course following an offer of alternative date from the training provider.

Charging Policy Training providers will charge organisations and schools whose delegates fail to give the required notice of cancellation and those who simply turn up at courses without prior booking as follows:

Cancellation with three working days’ notice

No charge

Cancellation with three working days’ notice

50% of course fee per delegate will be charged

Cancellation with less than 24 hours’ notice

Full course fee will be charged

Turning up on the day without prior booking

Full course fee plus an admin charge of £25 will becharged per delegate

Non-attendance at courses with no stated price*

Admin charge of £25 will be charged per delegate

*A course may have no stated price because of the funding source, it constitutes part of the school’s or organisation’s statutory entitlement or it has been purchased as part of an annual service package or subscription

Cancellation Charges for training programmes organised/offered on behalf of partner organisations We occasionally organise/broker training programmes that are delivered by partner organisations. The cancellation notice and applicable charges are those set out under the partner organisations terms and conditions of service and communicated to schools and settings by individual Havering Education Service Provider.

What is considered non-attendance?

Non attendees are delegates who do not attend the pre-booked course without prior cancellation.

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How can charges be avoided?

pre-booked courses giving the minimum three • Cancelling working days’ notice a substitute attends following notification and agreement • Ifwith the service provider For courses a waiting list is kept, if within two working • days prior towhere the scheduled date of a course, we are able to place a person from the waiting list as a replacement for the pre-booked place Evidence of circumstances that are beyond the delegate’s control.

•

Important Pre-booking Information Important Pre-booking Information Courses that can be tailored to local needs and requirements These courses are designed to offer schools, colleges and settings the flexibility to tailor a course to their specific needs or context. You can send our training providers your requirements by email to support.educationservices@havering.gov.uk

Courses without pre-defined subject matter The subject matter (theme, topic, objectives, outcomes) for these type of courses or network events will be decided and published on the course page on our Education Services Portal www.haveringeducationservices.co.uk near the advertised date of the course. This is to ensure that the learning objectives and outcomes reflect the most current and relevant policy, legislative and regulatory framework that may change locally or nationally.

In order to secure a place on these type of courses, we strongly recommend that bookings are completed without delay due to the high level of interest that we anticipate for these courses.

Additional information or clarification can be requested by email to support.educationservices@havering.gov.uk

Courses that will be arranged depending on the demand These types of courses will be arranged throughout the year depending on the level of interest received by the training provider. Relevant dates and times will be published on our Education Services Portal as soon as it is deemed viable to run the course. Please send your expression of interest by email to support.educationservices@havering.gov.uk

137

Publications - Our partnership with Rising Stars Our partnership with Rising Stars

Switched on ICT in the Early Years

Havering Education Services works in partnership with educational publisher, Rising Stars, to produce high-quality classroom resources. Each resource is scoped and trialled with our schools to ensure it is accessible for teachers and impacts positively on teaching and learning. Over the last five years we have developed an award-winning suite of resources which has enabled over 6,000 schools across the country to implement a robust and effective computing curriculum.

This bank of high-quality, creative activities designed for early years settings puts ICT at the heart of learning.

Young children develop ICT skills through meaningful experiences that cover all the prime and specific areas of learning and development.

www.risingstars-uk.com/ictearlyyears

Switched on Computing

Learn to Code

Combining high-quality CPD videos and clear teacher guidance, Switched on Computing enables teachers to implement a comprehensive computing curriculum through activities and creative projects from the Early Years to Year 6. Switched on Computing received both the prestigious BETT Award for Primary Digital Content and the ERA Award for Whole Curriculum Subject Resource in 2015.

Our most recent collaboration! These activity books have been written specifically to address the coding and programming elements of the new national curriculum. These activities are fully scaffolded making them easy to follow for independent work and homework. We are currently working with a new partner in Spain to launch Learn to Code and Switched on Computing into Spanish speaking countries around the world.

www.risingstars-uk.com/soc

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www.risingstars-uk.com/coding

Switched on iPad

Training

This series was developed to help our schools use their tablets effectively. Each book gives teachers a wealth of ideas for using iPads and tablets to enhance teaching of English, maths and science, with guidance for the best education apps available.

If you are interested in training to help you with your computing curriculum then we can help. We have a range of courses on offer, including: • Getting started with Switched on Computing and the national curriculum for computing • An introduction to Scratch • Creating an educational game using Scratch • Making movies with iMovie on the iPad • Making movies with Microsoft Movie Maker (formerly known as Windows Live Movie Maker) • An introduction to blogging using Wordpress • Editing and Writing HTML • Creating a virtual space using Sketchup • Creating Apps using AppShed.

www.risingstars-uk.com/ipad

Switched on Minecraft – NEW for 2016

Training Costs

Inspire children with cross-curricular Minecraft projects that deepen understanding of English, maths, science, history and geography. Switched on Minecraft gives teachers clear, step-by-step guidance on setting up a safe Minecraft environment in your classroom and short video tutorials for every unit will enable every teacher to deliver the activities with confidence.

Twilight session (2 hours) – choose any one session: £350 + VAT • 1/2 day training session (3 hours) – choose up to two sessions: £425 + VAT • Full day training session (6 hours) – choose up to three sessions: £595 + VAT All sessions are run by our experienced training associates who are qualified teachers, specialising in computing support for schools and academies.

For more information, please contact us at

hsis@havering.gov.uk

www.risingstars-uk.com/minecraft

139

Additional Support Services Havering Education Services offers a wide range of additional support services delivered by our service teams comprising of experienced education specialists and support staff who possess the expertise and experience to support your school or setting.

Our focus as an organisation is to partner with you in achieving positive meaningful outcomes. Our service teams have established a long history of providing highly valued and quality services to the education sector and they continue to be highly rated by customers for this.

If any of the services listed below are of interest to your school or setting and you would like us to contact you to discuss your service requirements, please send your request to support.educationservices@havering.gov.uk You can also view details of what our service teams offer by visiting our website www.haveringeducationservices.co.uk Simply click on ‘services’ on the main menu.

School Improvement and Curriculum Support Services

Administrative, Operational and Finance Services

School Improvement Services

Finance Support Service

Educational Computer Centre -Computing Support and other ICT Solutions

Finance Support Service - Pooled funding opportunities

Ethnic Minority Achievement Team

Payroll Service

Education Human Resources

Communications

Music School

Printing Services

Adult College

Strategic Procurement Unit

Europa Centre (Language Service)

Free School Meals Eligibility Checking Service

Attendance, Behaviour & Traveller Education Service

General Insurance and Risk Management

Alternative Provision Service

Assurance Services (Internal Audit)

Governor Services

Pupil and Staff Wellbeing Services

Premises, Technical and Asset Management Services

Health and Wellbeing in Schools

Health & Safety Advisory Service

Catering Services

Emergency Planning and Business Continuity Service

Passenger Travel Services

Education Buildings, Design & Maintenance Services

Educational Psychology Team

Education Asset Management (Academies)

Brokerage Service

CCTV Monitoring Service

SIMS Support Service

Building Alarm Monitoring (Custodian) Security Response and Patrol Service Grounds Maintenance Services

For further information on how to purchase services, contact the Central Business Unit on 01708 431 561 or email support.educationservices@havering.gov.uk

140

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Partnership Customer Voice Your feedback matters to us • Take part in our annual online customer satisfaction survey • Leave on-going feedback anytime on the web portal

We will work with you to focus resources on key areas of school improvement and wellbeing • Our service providers work collaboratively to meet your needs

‘One Stop Shop’ • Services • Training programmes • Communication • Management Information Reporting • Easy access website – www.haveringeducationservices.co.uk

Customer Support support.educationservices @havering.gov.uk • Service enquiries • Training enquiries • Access to the online Portal • Payment Issues • Brokerage

Outcome focused “Supporting excellent learning outcomes for children, young people and adults”

@HaveringEduServ You can request an online version of this brochure by email to support.educationservices@havering.gov.uk Designed and printed by London Borough of Havering. Job 004466B. April 2016.

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