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TTSA Professional Development Pro

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Headteacher Leadership Programme: The Visionary Servant LeaderLeading a Values Based SchoolNew to Primary Headship / New to TraffordHeadteacher Peer SupervisionTime to Think: Headteacher & Deputy HeadTime to Think: Headteacher & Chair of GovernorsDHT/AHT Peer SupervisionNetworking for new Deputy and Assistant HeadteachersMiddle and Subject Leader Coaching ProgrammeAppraisal Reviewer TrainingNPQsCoaching offer

Termly Meeting for Attendance LeadsStatutory Responsibilities for Exclusions

Creating Safer SchoolsSafeguarding for School LeadersSafeguarding Supervision PackageSingle Central Record TrainingSafer RecruitmentSafer Interviewing SkillsSafer Working PracticesLow Level ConcernsDesignated Safeguarding Lead Training

Mindful Schools Well-Being Network

LEADERSHIP DEVELOPMENT

ATTENDANCE MANAGEMENT

SAFEGUARDING

A CULTURE OF WELL-BEING

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RQT ProgrammeRosenshine’s Principles in your ClassroomEarly Career Framework

New to EYFS NetworkEarly Years SEND Network

Outdoor Learning ProgrammeOutdoor Learning Conference

SALT NetworkASC NetworkSPLD NetworkDowns NetworkDeveloping the Motor skills needed for HandwritingUnderstanding the Impact of Emotional Wellbeing on Behaviour and Strategies to Support RegulationEffective Interventions and Deployment of Staff to Support Children with SENDTools to Develop Reading Comprehension Skills for Children with Speech and Language DifficultiesIntroduction to Sensory NeedsSEND Reviews

TTSA Virtual Reading ConferenceUnderstanding the Reading Journey: Planning for Progression in EYFSUnderstanding the Reading Journey: Planning for Progression in Years 1&2Understanding the Reading Journey: Planning for Progression in Years 3&4Understanding the Reading Journey: Planning for Progression in Years 5&6Building a Whole School Reading Culture: Growing Readers for LifeReading across the CurriculumGetting Going with Guided ReadingLeading Guided Reading across a schoolSupporting Children in KS1 with ReadingSupporting Children in KS2 with Reading

Raising Attainment in SpellingSupporting Children in KS1 with WritingSupporting Children in KS2 with WritingYear Group Networks – Writing Moderation

Teaching Skills Progression in History: Years 3 & 4Teaching Skills Progression in History: Years 5 & 6Teaching Skills Progression in History: Years 1 & 2Developing Teacher Subject Knowledge in History: Ancient GreeceDeveloping Teacher Subject Knowledge in History: The Roman EmpireTeaching Skills Progression in Geography: Years 5 & 6Teaching Skills Progression in Geography: Years 3 & 4Teaching Skills Progression in Geography: Years 1 & 2Teaching Skills Progression in Art: Years 1 & 2Teaching Skills Progression in Art: Years 3 & 4Teaching Skills Progression in Art: Years 5 & 6Effective Use of Art Sketch Books – A Whole School ApproachImproving Teaching of Science in Years 1 & 2Improving Teaching of Science in Years 3 & 4Improving Teaching of Science in Years 5 & 6

Subject Leader Network MeetingsSuccessful Subject Leadership

TEACHING AND LEARNING

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TTSA ValuesCollaboration, Innovation, IntegrityAchieve more together

to the 2021 – 2022

TTSA CPD Offer

WelcomeOur TTSA CPD Offer 2021-22 offers a breadth of CPD and Leadership Development in line with our TTSA aims of Great Quality, Low Cost whilst striving to respond to national and local priorities.

We have worked closely with many partners in developing this offer, some we have worked with for several years and some new, with whom we are delighted to begin a partnership with in 2021/22.

Our greatest thanks continues to be to our colleagues across Trafford Primary Schools whose strong support and willingness to offer their time, skills and space enables us to deliver this programme.

We have continued to work very closely with Trafford School Improvement Service and are committed to supporting Trafford with their wider strategic priorities:

• Getting Better Together

• Inclusion

• Excellence for All

• Inspirational Leadership

TTSA is keen to promote other CPD opportunities offered by Trafford Primary Schools and TTSA Partners – please share your training with us if you would like us to promote this.

Booking Information

TTSA courses and training can be booked using the on-line booking form (www.ttsa.co/cpd.html) on our website www.ttsa.co or by contacting Alison McArdle on [email protected] or 0161 973 4877.

Our TTSA Offer is part of the wider Trafford CPD programme which can be accessed via the Trafford Services for Education website www.traffordeducation.co.uk/TrainingAndEvents

Leadership Development

LeadershipDevelopment


TO BOOK: use the on-line booking form www.ttsa.co/cpd.html with course reference number, or contact Alison McArdle on [email protected] or 0161 973 4877 for any help. Charges shown are for TTSA subscribed schools. See page 128 for further details.

TO BOOK: use the on-line booking form www.ttsa.co/cpd.html with course reference number, or contact Alison McArdle on [email protected] or 0161 973 4877 for any help. Charges shown are for TTSA subscribed schools. See page 128 for further details. 1110

This year TTSA continues to develop its well established leadership programme with a robust and engaging offer to support leaders at all levels. There is a strong emphasis on partnerships and how we can all achieve more together.

Leading through a global pandemic has made us all consider the importance of the relationships we form in our school communities. Kerry Cleary has created a new 4-day course to help headteachers explore the principles of servant leadership and how we can lead our schools into the future by supporting and developing the people and communities we serve.

The ‘Time to Think’ sessions enable dedicated time for school leaders to spend together and really understand each other’s leadership style and vision to help move schools forward effectively.

We have built our offer to ensure that school leaders not only have access to recent leadership learning, but also to ensure that there are opportunities for school leaders at all stages of their career to be able to access support, supervision and coaching and come together to help each other.

Leadership Development Headteacher Leadership Development Programme – NEW

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Headteacher Leadership Programme: The Visionary Servant Leader Kerry Cleary LEAD1

Leading a Values Based School Kerry Cleary LEAD2

New to Primary Headship / New to Trafford Julie O’Connor Trafford LA LEAD3

Headteacher Peer Supervision (for existing 2020-2021 cohort only) Headteacher Peer Supervision (for all other headteachers) Kerry Cleary LEAD 4a

LEAD 4b

Time to Think Together: Headteacher and Deputy Head Kerry Cleary LEAD 5

Time to Think: Headteacher and Chair of Governors Kerry Cleary LEAD 6

Mid

dle

Lead

ers

Subj

ect L

eade

rs Middle and Subject Leader Coaching Programme Nick Parry LEAD9

NPQ for Leading Teacher Development (NPQLTD) NPQ for Leading Behaviour and Culture (NPQLBC) NPQ for Leading Teaching (NPQLT)

Outstanding Leaders Partnership (OLP) LEAD2

Appraisal Reviewer Training Judith Stott LEAD10

Individual Coaching Offers Kerry Cleary Alison Drayton

Contact Directly

DHTS

AHT

S Deputy and Assistant Head Peer Supervision Kerry Cleary LEAD7

Networking for new Deputy and Assistant Headteachers Alison Daniel LEAD8

National Professional Qualification for Senior Leadership (NPQSL) National Professional Qualification for Headship (NPQH)

Outstanding Leaders Partnership (OLP)

Audience: Headteachers/ Heads of School

Course Outline:

“A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, putting the needs of others first and helps people develop and perform as highly as possible.” (The Greenleaf Centre for Servant Leadership)

The focus of the programme is on giving Heads time to think and vision how to lead their schools and serve their staff, children, parents, governors and the whole school community in the “new” post Covid world. Across four sessions the programme will cover:

• Creating a vision of the future for school beyond Covid which moves the school forward for the next 3 to 5 years. Understanding your vocation as a Head Servant Leader and how to best serve the people and communities you are responsible for.

• A focus on staff and school leaders – How

to motivate, inspire, develop and manage staff and school leaders so that they can deliver your vision of the future and serve your children and school community to achieve the best outcomes.

• A focus on governance – How to motivate, inspire, develop and shape governance of your school so your governors can lead alongside of you to deliver the vision for your school.

• Focus on the community – How to serve, involve, motivate and inspire the wider school community and those in partner organisations to work

with you to achieve your vision. What is the impact and contribution you want to make through your Headship to your school community?

Course Leader: Kerry Cleary

Date: Tuesday 23 November 2021, Tuesday 25 January 2022, Tuesday 22 March 2022, Tuesday 17 May 2022

Course Ref: LEAD1

Time: 09:30 – 16:00

Venue: Life Centre or Video Conferencing

Cost: £350

Maximum number: 30

The Visionary Servant Leader – Leading schools into the future, supporting and developing the people and communities you serve.





Leading a Values Based School New to Primary Headship Programme

We understand that the start of a new headship whilst incredibly exciting, can also be challenging. TTSA has been working in collaboration with Trafford LA to develop an induction programme for you that meets your needs and helps you to thrive in your new role.

The programme starts with an opportunity to meet with LA Primary Adviser John Nish

who will work with you to identify a suitable mentor.

There will be a ‘Welcome to Trafford’ introduction day at Sale Waterside on Thursday 16 September 2021. The morning will be spent meeting with key LA officers who will share their roles and contact details. The afternoon will be dedicated time to meet with your mentor.

There will then be a meeting each half-term

with a specific focus based on needs negotiated with the participants. The first meeting will be 9:30am on Thursday 11 November 2021 at Woodhouse Primary School.

To support your induction further we can offer a free coaching session each term with a Trafford Headteacher who is an ILM7 coach.

Facilitators: John Nish, Primary Adviser (Lead on arranging mentors and the ‘Welcome to Trafford’ Day)

Julie O’Connor, Headteacher Woodhouse Primary School (Facilitate the group and plan future meetings and targeted CPD based on needs negotiated with the participants)

Course Ref: LEAD3

Dates: Day 1 with Trafford LA Thursday 16 September 2021, 09:00 - 15:30, at Sale Waterside

First group meeting Thursday 11 November 2021, 09:30 - 12:00, at Woodhouse Primary School

There is NO CHARGE for attendance on this programme

Headteacher Leadership Programme: The Visionary Servant Leader Kerry Cleary LEAD1

Leading a Values Based School Kerry Cleary LEAD2

New to Primary Headship / New to Trafford Julie O’Connor Trafford LA LEAD3

Headteacher Peer Supervision (for existing 2020-2021 cohort only) Headteacher Peer Supervision (for all other headteachers) Kerry Cleary LEAD 4a

LEAD 4b

Time to Think Together: Headteacher and Deputy Head Kerry Cleary LEAD 5

Time to Think: Headteacher and Chair of Governors Kerry Cleary LEAD 6

Are you a new or acting Headteacher/Head of School? Are you an experienced Headteacher/Head of School but new to Trafford?

Further courses which may be

suitable for new Headteachers/

Heads of School

Audience: Headteachers/ Heads of School

Course Outline:

This programme is aimed at both schools who have already developed their values and want an opportunity to reflect on how effectively they have been embedded and how they can take their values to the next level and schools who are just on the beginning of their values journey.

Using the Values Based School Self-Assessment, attendees will have an opportunity on Day 1 to understand what a values-based culture and school looks like using the values-based school model and begin to think about how to apply the model and self-assessment to their own school culture. Delegates will then be invited to complete the self-assessment with

their SLTs and have an optional one-hour coaching conversation with Kerry Cleary based on their school self-assessment. They will then return for a half-day session as a group to look at putting actions into place based on their self-assessment.

The sessions will provide an opportunity for schools who have already done a lot of work on their values to showcase and share best practice, and we will also share new ideas from other schools and organisations outside of education as well as the latest thinking on values-based cultures.

This programme includes 1.5 days plus an optional one-hour coaching session specific to your school context.


Date: Tuesday 05 October 2021 (09:30 – 16:00) and Tuesday 30 November 2021 (09:30 – 12:30)

Course Ref: LEAD2

Time: See above


Cost: £150 (optional coaching session is an additional £100 cost, charged directly by Kerry)

Maximum number: 30





Headteacher Peer SupervisionAudience: Headteachers/ Heads of School

Course Outline:

Each half term, Heads will be offered the opportunities to attend an action learning peer supervision session focused on:

• personal reflection on leadership practice and current challenges

• peer supervision

• introduction to new leadership models and best practice

• the well-being of Heads

The sessions will provide a safe space to discuss and share challenges and personal experiences of well-being with facilitated activities to support resilience, well-being and mental wellness.


For the existing cohort of Headteachers / Heads of School who were involved in the Peer Supervision Network in 2020-21

Date: Friday 24 September 2021, Friday 19 November 2021, Friday 21 January 2022, Friday 18 March 2022, Friday 13 May 2022, Friday 01 July 2022

Course Ref: LEAD4a

Time: 09:30 – 12:30


Cost: £250

Maximum number: open only to Headteachers / Heads of School from 2020/21 Peer Supervision cohort

For all other Trafford Headteachers / Heads of School

Date: Friday 17 September 2021, Friday 12 November 2021, Friday 14 January 2022, Friday 11 March 2022, Friday 06 May 2022, Friday 24 June 2022

Course Ref: LEAD4b

Time: 09:30 – 12:30


Cost: £250

Maximum number: 30

A Time to Think Together: Headteachers and Deputy Headteachers

Audience: Headteachers/ Heads of School and Deputy Headteachers

Course Outline:

Do you wish you had more time with your Deputy to discuss and share your vision, priorities and leadership styles so you could build even more successful partnerships to lead your school forward together?

TTSA are offering a one-day workshop to enable Heads to come along with their Deputy to share and get to know each other’s leadership style, values, personality preferences and vision so you can develop a shared vision for leading your school together.


Date: Thursday 30 September 2021

Course Ref: LEAD5

Time: 09:30 – 16:00


Cost: £160 for each course (total cost for 2 places)

Maximum number: 30





A Time to Think Together: Headteachers/Heads of School and Chair of Governors

Audience: Headteachers and Chair of Governors

Course Outline:

Do you wish you had more time with your Chair of Governors to discuss and share your vision, priorities and leadership styles so you could build even more successful partnerships to lead your school forward together?

TTSA are offering a one-day workshop to enable Heads to come along with their Chair of Governors to share and get to know each other’s leadership style, values, personality preferences and vision so you can develop a shared vision for leading your school together.


Date: Thursday 21 October 2021

Course Ref: LEAD6

Time: 09:30 – 16:00

Venue: Video Conferencing

Cost: £160 for each course (total cost for 2 places)

Maximum number: 30

Deputy and Assistant Heads Peer Supervision Sessions

Audience: Deputy Heads and Assistant Heads

Course Outline:

This successful peer supervision programme is offered again this year to Deputies and Assistant Heads to support them as they grow and develop as school leaders.

The aim of the sessions is to develop a sustainable model of peer supervision for a group of colleagues with a shared understanding to work together to face the unique challenges of Deputy and Assistant Headship.

• Trafford Deputy and Assistant Headteachers will have the opportunity

to work together to develop their own resilient, authentic leadership.

• TTSA will provide Deputy and Assistant Headteachers with valuable time away from school to reflect on their practice, enrich their leadership and prioritise their own well-being.


Date: Friday 15 October 2021, Friday 11 February 2022, Friday 17 June 2022

Course Ref: LEAD7

Time: 12:00 – 15:00


Cost: £150

Maximum number: 20





Networking for new Deputy and Assistant Headteachers

Audience: New (and recently appointed) Trafford Primary Deputy and Assistant Headteachers. Due to the disruption during last year this network will still be open to those who joined in October 2020.

Aims:

• provide opportunities for Trafford Deputy and Assistant Headteachers to meet and network with other colleagues

• enable Deputy and Assistant Headteachers to access focused, relevant professional development

• facilitate the sharing of good practice

There will be several sessions and/or visits over the course of the year (roughly half termly) in response to the needs of the group.

Facilitator: Alison Daniel, Headteacher, St Mary’s CE Primary School, Davyhulme

Course Ref: LEAD8

Date: Thursday 14 October 2021

Time: 14:00 – 16:30

Venue: St Mary’s CE Davyhulme or Video Conferencing. Further sessions to be planned to best meet the needs of the Deputy and Assistant Headteachers who attend.

There is NO CHARGE for attendance on this programme.

Middle and Subject Leaders Coaching Programme

Audience: Middle Leaders, Subject Leaders

Course Outline:

Increasing numbers of Primary colleagues hold roles as subject leaders, which not only requires them to work with all staff across the school, but now becomes a pivotal role in the new Ofsted framework. Whilst individual schools have different management structures, systems and processes to support subject leaders, their effectiveness is fundamentally based on behaviours, communication skills and relationship building.

The Middle Leaders Coaching Programme is a facilitated, fully-interactive, skills-based two-day programme. It introduces the principles of coaching, encouraging leaders to establish a culture and ethos in their schools whereby coaching techniques and strategies can become more common features of their leadership practice.

Furthermore, the programme supports leaders in how to plan, craft and vocalise questions that promote genuinely effective dialogue and reflection amongst the staff that they lead and manage.

The programme has been developed recently to include exploratory practice

with regard to the leading of subject areas and the ‘deep dives’, supporting (and challenging) colleagues to explore the intent, implementation and impact of their leadership.

The programme consists of two facilitated sessions, separated by a few weeks, with focused in-school practice in-between for maximum impact. A gap task challenges participants to put many of the techniques learnt into practice with a selected colleague back at school, and to share the learning (and hopefully early impact) from this experience at the subsequent session.

This course is ideal for new and experienced middle

and subject leaders who are leading their subject across a staff team. Over the two days they will develop their leadership and coaching skills to enable them to be effective in their leadership role.

Course Leader: Nick Parry (Assistant Headteacher and Head of Teaching School, Ashton on Mersey School)

Dates: Wednesday 10 November 2021 and Wednesday 24 November 2021

Course Ref: LEAD9

Time: 09:00 – 15:00

Venue: Ashton on Mersey School

Cost: £160

Maximum number: 25





Appraisal Reviewer TrainingAudience: School Leaders, Appraisal Reviewers

Aims:

Provide Appraisal Reviewers and Headteachers from across Trafford Primary Schools with:

• understanding of the statutory requirements of appraisal in schools

• review and explore the key elements in the appraisal cycle

• consider the specific skills required by highly effective appraisers

• consideration of appraisal and its links to Pay, School Development Planning, CPD

Course Leader: Judith Stott, Principal, Old Trafford Community Academy

Course Ref: LEAD10

Date: Tuesday 14 September 2021

Time: 14.00 - 16.00

Venue: Old Trafford or Video Conferencing

Cost: £65

Maximum number: 20 places

National Professional Qualifications TThhee DDeeaann TTrruusstt//TTTTSSAA are working with the Outstanding LLeeaaddeerrss PPaarrttnneerrsshhiipp ttoo ddeelliivveerr tthhee DDffEE’’ss nneewwllyy rreeffoorrmmeedd NNaattiioonnaall PPrrooffeessssiioonnaall QQuuaalliiffiiccaattiioonnss..

The new suite of NPQs provide career pathways for all teachers and leaders, helping ensure the retention of great teachers and the application of outstanding learning.

Specialist NPQs

• NationalProfessionalQualificationforLeading Teacher Development (NPQLTD)• NationalProfessionalQualificationforLeading Behaviour and Culture (NPQLBC)• NationalProfessionalQualificationforLeading Teaching (NPQLT)

Leadership NPQs• NationalProfessionalQualificationforSenior Leadership (NPQSL) • NationalProfessionalQualificationforHeadship (NPQH)• NationalProfessionalQualificationforExecutive Leadership (NPQEL)

Funded pathways availableThe DfE has indicated that full-scholarship funding will be made available for eligible schools. In addition, all schools will have the opportunity to access NPQs funded utilising the Apprenticeship levy.

Apply today to secure your place!Visit outstandingleaders.org/npq or contact us on +44 (0) 117 920 9200 or [email protected]

When completing your online application please ensure that you select TThhee DDeeaann TTrruusstt//TTTTSSAA from the drop-down list of referrals.



Specialist NPQs








Specialist NPQs








Specialist NPQs








Specialist NPQs








Specialist NPQs










Coaching for Leaders in EducationAudience: Headteachers/ Heads of School, This year we are able to share two coaching offers - from Kerry Cleary and Alison Drayton.

Do you have a goal or outcome you would like to achieve for yourself or your school? Are you finding it challenging to move closer to your goal or outcome? Would you value some time to think and some support to plan how you can achieve your goal or outcome?

The Coaching for Leaders in Education Programme is aimed at Head Teachers and Deputy Head Teachers who have a goal or outcome they want to achieve in their work.

The 100 Days Coaching programme is specifically designed for those taking up a new headship and is made up of an initial 90-minute discovery coaching session to form a clear outcome and purpose for the coaching programme that meets your

needs based on the 100 Days framework. This provides the foundation for two further 90 minute face to face or zoom coaching sessions at 30 and 100 days with Kerry Cleary, a trained Executive Coach, Career Counsellor, NLP Practitioner and Mindfulness in Schools teacher.

Each session will be guided by the goal you want to achieve and will be tailored to your needs. We will work together to enable you to move towards the achievement of your goal.

The coaching programmes costs £300 for the 3 initial 100 Days Coaching sessions. Additional one-hour coaching sessions can be provided at £100 per session.

If you are interested in taking part in either coaching programme please get in touch:

kerrycleary.vbaconsulting @gmail.com

Mobile: O7793 956613

A unique combination of coaching and mentoring for Headteachers and Deputies from an experienced Head and ILM7 Coach.

For Headteachers and Deputies

• Experienced ILM7 Coach

• 24 years in School Leadership

• Ofsted Outstanding, November 2019

• Experience of coaching NQT’s /RQT’s struggling with their career choice, deputies establishing or developing their role and new Heads who are experiencing the added dimensions of school leadership.

Coaching and Mentoring

“The quality of everything we do, depends on the quality of the thinking we do first.”

Nancy Kline.

It’s often hard to get time out and find an appropriate space to unpick complex issues or to reflect or be mentored on the leadership journey. The coaching/mentoring framework offers the opportunity for structured conversation and the safe space to ask questions and find answers to your own identified issues.

• A listening space

• A confidential space to explore professional development: building the team; executing the school development plan; dealing with conflict; defining your role.

PREVIOUS CLIENTS

NEW DEPUTY: Starting a new role as deputy mid-year has been daunting, as I’m keen to do well. It’s been a great help to have a space in which to confidentially and freely discuss ideas about school improvement and developing my leadership skills. Given our busy school schedules, we seldom get the time and space to think, or explore ideas in depth and coaching has provided this, giving me a chance to think about what I need to improve and how I can do that. Equally, getting out of your school and seeing alternative approaches can offer fresh perspectives. Ali is friendly and constructive and I would definitely recommend her coaching sessions to anyone seeking to improve their capacity for self and school improvement.

NEW HEAD: When I first thought about the idea of coaching, I was apprehensive. I thought that it would reveal all my limitations as a newish headteacher! However, it has had the opposite effect. It has allowed me to reflect on my journey as a head so far; to celebrate the things I have achieved (with my team) and more importantly, to prioritise what I want to achieve next. During our sessions, Alison has helped me to unravel the many thoughts and ideas that have fogged up my brain so that I have emerged with greater clarity. I leave each session feeling inspired and with more confidence. There isn’t a great deal of time to reflect in headship, but the sessions have allowed me to do just that. Alison’s coaching sessions have impacted positively on my own mental and emotional well-being, which in turn has benefited school.

COSTS: £50 PER SESSION. Sessions tailored to personal requirements.

If you are interested in taking part in Alison’s coaching please get in touch with her: [email protected] or 0161 748 3669

Alison DraytonKerry Cleary

Attendance Management





“Central to raising standards in education and ensuring all pupils can fulfil their potential is an assumption so widely understood that it is insufficiently stated – pupils need to attend school regularly to benefit from their education. Missing out on lessons leaves children vulnerable to falling behind.

Children with poor attendance tend to achieve less in both primary and secondary school.” School Attendance Guidance, DfE

Our Attendance and Exclusion Management courses, in partnership with Trafford’s Pupil Absence and

Behaviour Teams, provide opportunity for senior leaders and attendance leads to fully understand statutory responsibilities and to comply with current legislation. Our courses aim to support schools to achieve better outcomes for children, with the aim to raise standards and close the gap

by improving engagement and attendance in school.

Attendance and Exclusion Management

Statutory responsibilities for schools in relation to attendance and children missing from education

Trafford Pupil Absence Team ATTEND1

Statutory responsibilities for Fixed and Permanent Exclusions in Primary Schools

Trafford Behaviour Team ATTEND2

Statutory Responsibilities for Schools in Relation to Attendance and Children Missing from Education

Audience: Attendance Leads, Attendance Administrators, Office Managers

Course Outline:

These 3 individual courses suit a wide range of staff with different levels of experience in the administration and implementation of attendance strategies and procedures including removal from roll, absence reporting, parental responsibility measures and time off for child performances. The safeguarding elements of these areas will be highlighted throughout each session.

As well as being a good induction for staff that are new to their role, it is also an ideal opportunity for more

experienced staff to refresh their knowledge and gain a deeper insight into the processes and procedures linked to attendance and children missing from education. In particular they will understand the reasons behind the processes, how they can be used to support the school and how their school can best utilise the systems in place to improve attendance in their setting. Staff can choose to either attend all three sessions or just those that are of interest.

Officers will use real life examples to signpost and highlight available support paths. They will also explain the processes the LA go through in relation to each specific area.

Across the 3 courses the content will cover in detail the process and procedures in relation to-

• DfE Children Missing Education Guidance

• The difference between Children Missing from Education and Children Missing in Education

• Duties relating to reporting and recording of persistent absence

• Duties relating to reporting and recording of consecutive unauthorised absence

• Penalty Notices and Prosecutions

• Removal from roll reporting

• Record keeping and reasonable enquiries

• The Child Employment and Entertainment Regulations

Course Leaders: Trafford Pupil Absence Team

Date:

1) Removals from Roll, EHE and CME Tuesday 12 October 2021

2) Coding, Fining and Absence Reporting Tuesday 23 November 2021

3) Child Employment and Child Entertainment Tuesday 18 January 2022

Course Ref: ATTEND1

Time: 14:00 – 15:00


Cost: Free to Trafford Primary Schools

Maximum number: N/A





Statutory Responsibilities for Fixed and Permanent Exclusions in Primary SchoolsAudience: Headteachers/ Heads of School, School Leaders, Designated Safeguarding Leads, Safeguarding Governors, Attendance Leads, Office Managers

Course Outline:

Exclusion should only be used as a last resort. This training will explore the DfE guidance for exclusions, setting out responsibilities for recording and notifying parents.

The course will cover –

• DfE Exclusion Guidance

• Strategies to prevent exclusion

• Commissioning of Alternative Provision

• The Permanent Exclusion Process

Course Leaders: Trafford Behaviour Team

Date: Tuesday 16th November 2021 or Thursday 27th January 2022

Course Ref: ATTEND2

Time: 14:00 – 15:30


Cost: Free to Trafford Primary Schools

Maximum number: N/A

Pupil Absence Support OfferPupil Absence - Safeguarding and Standards Helping you reduce and manage pupil absence.

With many years combined experience of working in Trafford schools, our fully trained and professional officers have a sound knowledge and understanding of the requirements of schools and the DfE around school attendance and related matters. From specific cases to broader issues, the team’s expertise and resources will strengthen your schools position.

Service Outline

We offer the following 2 package options:

Contact Package - Access to our dedicated Pupil Absence helpline, operated daily between 8.30 am and 4.30pm, and email inbox for advice

and guidance relating to pupil absence.

Contact Plus Package - Access to our dedicated Pupil Absence helpline, operated daily between 8.30 am and 4.30 pm, and email inbox for advice and guidance relating to pupil absence.

• A half termly clinic where schools can drop in for 1:1 advice and guidance relating to pupil absence.

• A termly Network meeting focusing on up-skilling school staff working with attendance.

• A termly newsletter with information and ideas relating to pupil absence from school.

• For additional standalone CPD offers as outlined above, please contact Martina Mould to discuss your individual requirements.

Standalone CPD offers:

These tailored packages may include for example:

• Up-skilling school staff on how to implement a range of attendance related policies and protocols

• Advice on preparing S9 court witness statements

• Reporting absences to the LA

• Absence coding issues

The Local Authority maintains statutory responsibility for prosecutions for non-attendance at school, however, responsibility and funding for all other duties relating to pupil attendance is the responsibility of the school.

For further information please contact:

Email: [email protected]

Website: www.traffordeducation.co.uk/absence

Phone: 0161 912 5010

(Contact Packages are available to all schools)





Pupil Absence Useful Dates

Behaviour and Attendance Useful Dates

Behaviour and Attendance Support Offer

Half Termly Drop In Clinics

All starting at 1pm and will be delivered either online or at a Trafford Venue. For more information visit www.traffordeducation.co.uk/absence

Wednesday 06 October 2021 Wednesday 17 November 2021 Wednesday 19 January 2022 Wednesday 16 March 2022 Wednesday 11 May 2022 Wednesday 22 June 2022

Pupil Absence Network Meetings

All starting at 2pm and will be delivered either online or at a Trafford Venue. For bookings and more information visit www.traffordeducation.co.uk/absence

Wednesday 10 November 2021 Wednesday 02 March 2022 Wednesday 15 June 2022

Behaviour and Pastoral Network Meetings

All starting at 13:30 and will be delivered either online or at a Trafford Venue. For bookings and more information visit www.traffordeducation.co.uk/behaviour

Wednesday 06 October 2021 Wednesday 02 February 2022 Wednesday 11 May 2022

Supporting Headteachers, Staff and Behaviour and Attendance Leaders to achieve better outcomes for children, comply with current legislation, raise standards and close the gap by improving engagement and attendance in school.

Our offers are delivered through tailored packages of support which include advice, guidance, training, School Reviews, OFSTED preparation, action planning and updates on changing duties and current issues pertaining to all aspects of behaviour and attendance in school.

Service Outline

Our team of experienced and passionate staff work to find the best solutions and outcomes for issues affecting schools and their pupils. We understand the diverse issues facing schools and can act as a critical friend to schools.

We have up to date, expert knowledge of all related legislation and sound experience of best practice across Trafford schools and North West authorities. We offer a range of packages

1. Contact & information Package

A) Information Package:

• Network meetings

• Sharing good practice and provide opportunities for you to network with other colleagues with similar requirements

• Update you on changes to legislation and emerging issues

• Newsletters and email updates

B) Contact Package:

• Telephone/email advice and guidance on behaviour and attendance issues

2. On-site Support

On a school specific basis we can offer on-site support around a wide range of issues linked to behaviour and whole school attendance. This includes: fixed and permanent exclusions, bespoke training, whole school reviews and audits, emotional health and well-being and social and emotional aspects of learning.

Standalone CPD offers:

These tailored packages may include for example:

• Restorative Practice

• Lunchtime Supervisor/Assistant Support

• DfE Exclusion Guidance for Senior Staff and Governors

• Low level disruptive behaviour

(Accessible to maintained Primary Schools and Academies purchasing Behaviour and Attendance SLA)

Safeguarding



SafeguardingSafeguarding

Our programme aims to promote excellence in safeguarding, beyond compliance and box ticking and has been designed for Headteachers / Heads of School, Deputy Headteachers, Senior Leaders, DSLs, DDSLs and Safeguarding Governors.

We are delighted to be continuing to partner with Kerry Dawson (KD Safeguarding), Kerry Cleary (VBA Consulting) and Andrew Hall (Specialist Safeguarding Consultant) as they continue to deliver our programme.

EFFECTIVE SAFEGUARDING CULTUREOur TTSA Safeguarding CPD Programme 2021/22 has been designed as a journey of professional development for schools over the course of the year.

While each of our courses can be accessed independently, our programme has been carefully designed to provide a journey of professional development to enable schools to build their capacity to promote an effective and robust safeguarding culture.

Do you strive to embed an effective safeguarding culture in your school that moves beyond child protection compliance?

Do you aspire for a standard of safeguarding excellence with the safety and well-being of children at the heart of all that you do?

Do you aspire for your safeguarding practice to genuinely impact on the safety and well-being of children in your school?

Kerry Cleary - VBA ConsultingKerry has over 20 years’ experience working in Human Resources, Safeguarding, Leadership and Culture Change in the private, public and voluntary sector.

Kerry spent 10 years working for the NSPCC as the Head of Safeguarding and latterly as the Head of Engagement. The safeguarding work undertaken by Kerry covered areas such as vetting and DBS, safer recruitment and selection processes including the development of Value Based Interviewing, campaigning for change with government and advising external organisations where professionals had abused children on safer recruitment and safer working cultures.

In 2004 Kerry was part of the NSPCC team who provided a written submission and gave evidence to Sir Michael Bichard as part of his Enquiry

into Ian Huntley and the murders at Soham and went on to be a member of several working groups which were responsible for the development of the Independent Safeguarding Authority (ISA) and the Safer Recruitment Training for Head Teachers and School Governors which Kerry co-wrote. She has subsequently spoken at several national conferences about safer recruitment post Bichard, has written articles in personnel publications and has written chapters of a book on safeguarding in organisations called Creating Safer Organisations

In 2012 Kerry founded her own organisation, VBA Consulting – where values, behaviours and attitude matter. She now works as an Independent Leadership Consultant and Coach

supporting organisations in developing values-based cultures which underpin value-based approaches to Leadership, Recruitment and Conversations at Work. Kerry’s passion is for supporting organisations who work with children and vulnerable adults, particularly in Education, the NHS and Adult Social Care. She has been the Chair of Governors of a Sale Primary a school and is currently the Safeguarding Trustee of Inspiring Learners Multi Academy Trust. For the past three years she has run leadership and coaching programmes for Head Teachers across Trafford for TTSA and has delivered training and coaching in a large number of primary schools across Manchester on areas such as Leadership, Values and Behaviours, Resilience, Well-being and Mindfulness for Children.

Kerry has a Masters Degree in Human Resource Management. She is a qualified careers coach, NLP Practitioner, MBTI Practitioner and ILM level 7 Executive Coach. She is also a qualified Mindfulness in Schools teacher.

[email protected]

07793 956613




Kerry Dawson Andrew Hall Kerry’s passion for making a difference has been at the heart of her career. Working with some of the most vulnerable children, Kerry formed part of a multi-agency team for looked after children and teenage parents before becoming a service manager within an inner-city local authority. Kerry was the Education representative at the Local Safeguarding Children Board (LSCB) for the quality assurance of recommendations of serious case reviews and at the Multi-Agency Risk Assessment Conference (MARAC) for high levels of domestic abuse.

A trained trainer with the NSPCC, Safer Recruitment Consortium and CEOP, Kerry is an experienced safeguarding trainer and continues to provide training, safeguarding supervision and consultancy

services to schools and organisations across the North West.

Kerry is also a school governor, safeguarding lead for a local sports organisation and a volunteer counsellor with Childline.

www.kdsafeguarding.co.uk

Andrew Hall started his career as a primary school teacher, even before the National Curriculum was published, and soon started to develop the skills needed to engage pupils with significant barriers to their learning.

Particularly interested in supporting young people with mental ill-health, Andrew was appointed to the headship of a school for long-stay patients in a child and adolescent psychiatric hospital.

One of the first teachers to be awarded the National Professional Qualification for Headship, Andrew Hall went on to work with Cambridge Education Associates as a headteacher focussing on raising achievement and aspiration in schools for

secondary-aged pupils with challenging behaviour.

After thirty years supporting vulnerable pupils across a wide-range of settings, Andrew now shares his expertise and experiences with schools across the country, helping them keep all children safe from harm. Andrew’s safeguarding work focuses on the needs of schools ensuring that he shares practical strategies that really make a difference.

Andrew Hall is the author of the Safeguarding Handbook, the definitive guide to safeguarding for headteachers and Designated Safeguarding Leads. He writes the free weekly Safeguarding Briefing for anyone interested in keeping children and young people safe.

Creating Safer SchoolsAudience: Headteachers/ Heads of School, School Leaders, Designated Safeguarding Leads, Safeguarding Governors

Course Outline:

Using the Safer Culture Self-Assessment for Schools, attendees will have an opportunity to understand what a safer school culture looks like using the safer culture model and begin to think about how to apply the model and self-assessment to their own school culture. Delegates then complete the self-assessment with their SLTs and have an optional one-hour coaching conversation with Kerry Cleary based on their school self-assessment.

Course Leader: Kerry Cleary has extensive experience of working with organisations where children have been

abused by professionals, as well as supporting organisations to build safer cultures. Using her experience, she will enable delegates to understand and contextualise safeguarding in the school setting and to identify positive changes they can make to the safeguarding culture in their schools.

“Creating Safer Schools focused on contextual safeguarding for our own individual school, challenging us to reflect on those areas where we identified that we needed to know more or do more. A follow up 1:1 telephone call with Kerry provided further challenge and support and an opportunity to discuss our Audit and Action Plan. This was a fantastic opportunity for us to review our safeguarding culture

throughout school and has been really beneficial for all stakeholders’ understanding of a safer school.”

Carole Partington, Headteacher (English Martyrs RC Primary)


Date: Wednesday 15 September 2021 (09:30 – 16:00) plus a one-hour coaching session specific to your school context with the Head and SLT.

Course Ref: SAFE1

Time: See above


Cost: £95 (optional coaching session is an additional £100 cost, charged directly by Kerry)

Maximum number: 30




Safeguarding for School Leaders: Andrew Hall Audience: Headteachers/ Heads of School, Designated and Deputy Designated Safeguarding Leads, School Leaders

Course Outline:

In this full-day course, specialist safeguarding consultant, Andrew Hall, explores an effective safeguarding model, the five key aspects of a strategic school safeguarding system and looks in detail at some of the key issues in today’s world. Drawing on his experience over many years of headship and now supporting schools with safeguarding and child protection, participants will go away better informed, more confident and ready to keep children safer.

Course Leader: Andrew Hall FRSA, Specialist Safeguarding Consultant, Success In Schools Ltd. www.safeguardinginschools.co.uk

Join the free weekly Safeguarding Briefing: www.safeguardingbriefing.co.uk

Course Ref: SAFE2

Date: Tuesday 21 September 2021

Time: 09:00 – 16:00


Cost: £95


Safeguarding Supervision PackageAudience: Headteachers/Heads of School, DSLs and DDSLs

Course Outline:

The Safeguarding supervision package has been designed to support schools to meet the statutory requirement of providing appropriate safeguarding supervision for safeguarding professionals and includes:

• One delegate place on the Safeguarding supervision skills training

• Six group safeguarding supervision sessions across the year (half termly basis) facilitated by a safeguarding specialist (Kerry Dawson)

Safeguarding supervision skills one day course

The course is aimed at Headteachers / Heads of School and/or Designated Safeguarding Leads and Deputy

DSLs who want to develop their supervision skills to support their wider safeguarding team. Delegates will explore models of supervision and consider the importance of creating a safe space to:

• strengthen effective safeguarding practice that is child-centred and outcome focused

• support reflective practice that promotes personal and professional development

• manage the emotional impact of child protection work with children and families

• manage risk using the signs of safety model.

Safeguarding supervision for designated safeguarding leads

Group supervision for up to 6 participants will be facilitated using a peer supervision model,

Autumn 1 Monday 11 October or Friday 15 October 2021

Autumn 2 Monday 29 November or Friday 03 December 2021

Spring 1 Monday 31 January or Friday 04 February 2022

Spring 2 Monday 21 March or Friday 25 March 2022

Summer 1 Monday 16 May or Friday 20 May 2022

Summer 2 Monday 04 July or Friday 08 July 2022

with the flexibility to tailor the format to meet the needs of the group. The two-hour sessions will take place every half term. Each person is invited to bring a case or safeguarding issue that they would like to discuss.

The facilitator will work with participants to create a safe space that will promote reflective practice to understand and manage risk; maintain child centred and outcome focused approaches and to explore the emotional impact of child protection work and develop strategies to support emotional well-being.

A supervision agreement is signed by all parties. The agreement addresses confidentiality issues and helps to provide a framework for the sessions. A record of key discussion and action points agreed during the supervision session will be shared securely.

“The safeguarding supervision sessions have been invaluable this year, providing me with the time and space to reflect upon my practice and to talk with other professionals in a safe space. I would highly recommend supervision to all DSLs.” Kathryn Manion, Head of School (Tyntesfield Primary)

Course Leader: Kerry Dawson

Course Date: Wednesday 06 October 2021

Course Time: 09:00 – 16:00

Supervision Dates: 6 x 2hr sessions

Course Ref: SAFE3

Venue: Life Centre or Video Conferencing (Safeguarding training session in October).

All supervision sessions to be via Video Conferencing

Cost: £495/delegate

Maximum number: 30




Single Central Record Training Safer Recruitment TrainingAudience: Headteachers/ Heads of School, Deputy/Assistant Headteachers, Governors, Designated Safeguarding Leads and Deputies, Business Managers and those responsible for the day to day maintenance or quality assurance of the SCR

Course Outline:

DfE, Keeping Children Safe in Education places a strong emphasis on the importance of safer recruitment within schools and education settings. The training will support participants to understand and know how to evidence the different pre-employment checks through the effective maintenance and quality assurance of the single central record. This half day course will support schools to ensure they are fully compliant with statutory

requirements. Course content will include:

• overview of all pre-required checks and evidence required for staff, governors, contractors, visitors, volunteers and supply staff

• example single central record and quality assurance templates

• safer recruitment file and required evidence of pre-employment checks

• quality assurance of the single central record


Course Ref: SAFE4

Date: Tuesday 09 November 2021

Time: 09:00 – 12:30


Cost: £65


Audience: Headteachers/Heads of School, Deputy/Assistant Headteachers, Governors, Designated Safeguarding Leads and Deputies, HR personnel and anyone with responsibility for the recruitment and selection process

Course Outline:

This one-day course accredited by the Safer Recruitment Consortium, gives those recruiting in an education setting, the information and knowledge of how to recruit safely and comply with the statutory guidance. This course will focus on safer recruitment and the wider context of safeguarding, including:

• prevalence of abuse and profile of abusers

• features of and how to plan a safer recruitment process

• making the right decisions

• setting acceptable standards of behaviour and maintaining an ongoing culture of vigilance


Course Ref: SAFE5

Date: Tuesday 18 January 2022

Time: 09:00 – 16:00


Cost: £95





Values Based Safer Interviewing Skills Safer Working PracticesAudience: Headteachers/Heads of School, Deputy/Assistant Headteachers, Governors, Designated Safeguarding Leads and Deputies, HR personnel and anyone with responsibility for the recruitment and selection process

Course Outline:

This one day course draws on research into the behaviour of those who abuse children in professional settings and values based interviewing to offer school leaders a new way to explore and assess through recruitment interviews the attitude of potential employees to keeping children safe within a school setting. The course is a valuable extension for those who have already undertaken the values based interviewing and values based leadership training, but is also helpful to

any school leader who wants to find a more effective way to test attitudes to safeguarding at the recruitment stage. Course content will include:

• values and behaviours model based on research into organisational safeguarding behaviours

• banks of interview questions to assess safeguarding attitudes and concerns more effectively at interview

• training in how to probe and ask values based safer interview questions using the SAFARI model


Course Ref: SAFE6

Date: Wednesday 02 March 2022

Time: 09:30 – 16:00


Cost: £95


Audience: Headteachers/Heads of School, Deputy/Assistant Headteachers, governors, designated safeguarding leads and deputies, pastoral staff and safeguarding professionals

Course Outline:

This half day course will support senior leaders to create a safe culture within their organisation. Providing clear guidance to all adults who work with children helps to keep everyone safe, sending clear messages about expected behaviour and reducing the risk of allegations. Course content will include:

• explore the key features of a safe culture where children and adults feel safe to raise all levels of concern

• develop an understanding

of offender behaviour, including patterns and characteristics

• consider the importance of promoting staff well-being and how this can reduce the risk of allegations

• using a contextual approach, identify areas of vulnerability within settings/activities to inform safeguarding arrangements, policy and practice

• practical advice and guidance to support senior leaders to devise and implement safer working practice guidance

“If I can recommend any future training with TTSA, the course delivered by Kerry Dawson on Safer Working Practices was excellent. Just when you think you know all

you can as a DSL then you realise how much more there is to learn.” Alison Chard, Headteacher (Springfield Primary)


Course Ref: SAFE7

Date: Tuesday 26 April 2022

Time: 09:00 – 12:30


Cost: £65





Low Level Concerns Advanced Safeguarding (Level 4) Designated Safeguarding Lead (DSL)Audience: Headteachers/Heads of School, Deputy/Assistant Headteachers, Governors, Designated Safeguarding Leads and Deputies, HR Personnel

Course Outline:

The DfE have consulted schools on the prevalence of low-level concerns policies and practices as part of a holistic and contextual approach to safeguard and plan to include this in some way in KCSIE 2021. Low level concerns are “any concerns, no matter how small, about an adult’s behaviour towards a child that does not meet the allegation threshold to refer to a LADO but which may be inconsistent with the school code of conduct” (Farrer and Co).

Kerry brings a wealth of current knowledge and experience to this course as she is currently working

on a national project with the Department of Health and Social Care, Skills for Care and the DBS to develop national guidance on sharing references and conduct information, including low-level concerns.

This one day course helps schools to:

• understand what low level concerns are and how they are relevant to schools

• review and reflect on case studies and real experiences of low-level concerns to their schools

• develop policies, process and systems for implementing low level concerns in their schools

• build their confidence in identifying concerns and risk assessing concerns that do not meet referral thresholds


Course Ref: SAFE8

Date: Tuesday 21 June 2022

Time: 09:30 – 16:00


Cost: £95


Audience: Head teachers/Heads of School, senior leaders, designated safeguarding leads and deputies, safeguarding governors.

Course Outline:

This course meets the formal training requirements for designated safeguarding leads and is suitable for both new and experienced DSLs. The training will provide an overview of current statutory guidance and Ofsted expectations. Delegates will have the opportunity to explore some of the more specific safeguarding issues and how to develop a strategic and preventative response to safeguarding children.

Safeguarding leads will feel confident about the expectations on their role and will leave with practical ideas about how to implement and

secure effective safeguarding arrangements in their school, including:

• a good understanding of their own role, and the processes, procedures and responsibilities of other agencies

• understanding and assessing risk using approaches such as signs of safety and contextual safeguarding

• engaging with children and families and contributing to multi-agency working

• effective information sharing and record keeping systems

• safeguarding vulnerable children and children with SEND

• creating a culture of listening and how to respond to disclosures in line with achieving best

evidence principles and child centred approaches

• using data to inform a strategic and preventative approach

• responding to specific needs and harms and understanding the impact of trauma and abuse

• applying the thematic learning from research and safeguarding practice reviews

• creating a safe culture

Course Leaders: Kerry Dawson

Course Ref/Dates:

SAFE9A - Thursday 07 October 2021

SAFE9B - Tuesday 16 November 2021

SAFE 9C - Wednesday 12 January 2022

SAFE 9D - Thursday 10 March 2022

SAFE 9E - Tuesday 14 June 2022 (select the one date best to suit you)

Time: 09:00 – 15:00


Cost: £95

Maximum number: 20 places/course

A Culture Of Well-Being



A Culture of Wellbeing


Mindful Schools Well-being Network Trafford Family Information Service (FIS)Audience: PSHE Leads, Pastoral and Well-Being Leads

Course Outline:

This new network will be a forum for those leading on or passionate about well- being in schools to come together, share best practice and learn from each other in the same way as subject leaders’ networks operate. The group meet termly and in between will set up systems for sharing best practice and learning from each other.

This network was established in 2020-21 and other schools are actively encouraged and very welcome to join.

Course Leader: Kerry Cleary, Laura Chester (Tyntesfield) and Leanne Pasdari (Trafford EP Service)

Date: Tuesday 28 September 2021 Wednesday 26 January 2022 Tuesday 10 May 2022

Course Ref: WELL1

Time: 09:30 – 12:30

Venue: Wellacre or Video Conferencing

Cost: £120

Maximum number: 30

The Family Information Service is an award winning service that delivers up to date relevant information, advice and guidance to families and professionals on a range of subjects including; the latest information on services operational during the Coronavirus Pandemic, employment and training, keeping fit and well, childcare and education and much more.

The Trafford Directory and the Trafford SEND Local Offer are managed by the FIS and provide an all age online resource for Trafford residents and service users. You will find two types of pages on the Trafford Directory:

• Advice and guidance pages which provide useful information for Trafford residents on the help and support that is available to them.

• Service listings for

activities, groups and events in the local community and support services including health and well-being, money, housing and legal.

Our SEND local offer includes information for families with children or young people with SEND and guidance on processes and assessments. There are dedicated areas for parent carers, young people with SEND and resources for professionals working with SEND families.

The service is available via a telephone line which is operational 8.30am till 4.30pm daily, email and social media channels.

The Trafford Directory is widely used by practitioners to signpost families, young people and services to information out of their remit.

Our contact details are:

Tel: 0161 912 1053

Email: [email protected]

Website: www.trafforddirectory.co.uk

www.trafforddirectory.co.uk/sendlocaloffer

Facebook: TraffordFIS

Twitter: @TraffordFIS





Training from the Educational Psychology ServiceThe EPS is delighted to offer a range of new and old favourites. For more detail on content, dates and prices and to book this training, please visit

www.traffordeducation.co.uk/Services/1542

and click on the “Training and Events” link.

Conversations with young people to facilitate change

These two 1½ hour training sessions introduces Motivational Interviewing and solution-focused conversations to support work with individual young people who are experiencing difficulties with aspects of their behaviour or approach to learning. Through a small amount of pre-learning activity and the session itself, you will consider ways to identify a young person’s motivation

to change and to modify your approach accordingly, this way empowering the young person to implement change for themselves.

Suitable for pastoral and teaching staff who work on a one-to-one with young people.

Coaching conversations

This series of three workshops and activities aims to develop the capacity of leaders to embed coaching cultures in their settings to promote well-being. Through working as a group, in supervision partners and individually, you will reflect on models of coaching, discuss case studies and practise skills to explore coaching and its wider application to staff development and well-being.

Suitable for head teachers and members of SLT.

Action Learning Sets

• Race Based Trauma and/or

• Transgender and gender identity

Action learning is a simple and powerful way for you to learn with and from each other. Each of these two separate “Action Leaning Sets” will consist of two facilitated 1½ hour sessions. The process involves working on real life challenges by drawing on the knowledge and skills of a small group. Supported by some short pre-learning activities, each of these groups will explore issues/challenges/dilemmas through the application of questioning which looks to expand options, produce fresh ideas and reinterpret previously familiar or stuck concepts.

Suitable for anyone with an interest in developing their practice in either one of the two areas.

Emotion coaching

These two 1½ hour training sessions will introduce Emotion Coaching as a practical approach and framework for developing positive relationships, foundational in creating learning environments that foster positive emotional well-being. The training provided will enable practitioners to reflect on the principles of developing positive relationships by drawing on theories of emotional attunement and child development. Emotion Coaching teaches us how we can manage children and young people’s emotions in the moment and helps them to label and better understand their own and other’s emotions; it empowers them to problem solve and to become more resilient.

Suitable for any member of the school team including lunch time support staff.

Supporting school-related anxiety

This training introduces a framework and tool to support work with families who are experiencing anxiety about school. Through a small amount of pre-learning activity and the session itself, we will guide you through a process of identifying factors that influence how a child feels about school and how to best use this information to support children and families.

Suitable for pastoral, teaching staff and SENCOs.

ELSA training / ‘Attachment Aware’ Behaviour Regulation Policy project

This course has two linked elements and it is expected that appropriate members of school staff will attend both.

The Behaviour Regulation Policy element enables participating schools to explore the potential for Relationship Policies to create positive environments that promote emotional well-being for the whole school community. It is delivered over three, 1 ½ hour sessions (early autumn, late autumn and summer term). In addition, each school receives a consultation from the EPS in the spring term to help shape their action plan.

Suitable for a member of SLT together with the ELSA TA.

The Emotional Literacy Support Assistant (ELSA) training enables a designated teaching assistant to deliver individual and group support to children experiencing temporary or longer term social and emotional difficulties. This training is five full days delivered in the spring term. Once they have completed the training, registered ELSA’s receive ongoing group supervision from an Educational Psychologist and access to the ELSA network. The training is recognised nationally.

Suitable for a teaching assistant

Precision Teaching

At the end of this 1½ hour session you will have the knowledge and skills to be able to set up and run a precision teaching programme for a child who is experiencing difficulty with acquiring or maintaining some foundation skills such as knowledge of number facts (e.g. adding on one or times tables) or decoding text (e.g. high-frequency words). It is based on the principle that with the right teaching opportunities, no child should be stuck. All you need is the time to deliver it, typically 10 minutes a day, at least three times per week.

Suitable for SENCOs, teachers and teaching assistants.

Training can also be booked and delivered in your setting on a bespoke basis. Please speak to your Educational Psychologist for information on this and training in other areas such as:

ADHD; ASC; Resilience and anxiety; Trauma-informed practice; Self-harm and suicidal thoughts; Embedding solution-focused cultures in school.

www.traffordeducation.co.uk/Services/1542

Lunchtimes



LunchtimesLunchtimes

Happy Lunchtimes ProgrammeNew Senior Lunchtime Supervisors - Induction

Audience: Senior Lunchtime Supervisors

Course Outline:

Following on from the success of ‘Happy Lunchtimes’ in 2020 – 21, we are delighted to continue offering these termly network sessions for Senior Lunchtime Supervisors.

Our Happy Lunchtimes Network, specifically designed for Senior Lunchtime Supervisors, provides opportunity to develop their understanding of the importance of a positive lunchtime experience, develop their skills to enable them to lead their lunchtime team, provide opportunity to develop their own knowledge

and skills and to foster links with Senior Lunchtime Supervisors in other local primary schools.

After each session there will be a short ‘gap task’ for each participant to complete before the next session which will support the course content. We also ask that each participant has a ‘mentor’ in school who will take time to discuss the training, after each session, and support them in completing their gap task. It is very difficult for one person alone to instigate meaningful change so a supportive mentor is a critical element of this network. This could be their line manager or a member of SLT.

Course Leader: Kylie Spark (Executive Headteacher, Tyntesfield and Bollin Primary Schools) and Alistair Black (Behaviour and Attendance Advisor for Trafford Council)

Date: Tuesday 16 November 2021 Tuesday 08 February 2022 Tuesday 21 June 2022

Course Ref: LUNCH1

Time: 09:30 – 11:15

Venue: Video Conferencing. It is hoped that each school will support the Lunchtime Supervisor in accessing a laptop/video conferencing platform in school.

Cost: £100

Maximum number: 30

Audience: New Senior Lunchtime Supervisors

Course Outline:

This course is a good introduction to the role of Senior Lunchtime Supervisor. The session provides opportunity for participants to develop their understanding of their role in creating a safe, positive lunchtime experience for the children and managing and leading a team of lunchtime staff.

Whilst this is a standalone session, participants are then encouraged and would be very welcome to join our on-going Happy Lunchtimes Programme enabling them to join a network of Trafford Senior Lunchtime Supervisors who meet termly to share good practice and foster their skills.

Course Leader: Kylie Spark (Executive Headteacher, Tyntesfield and Bollin Primary Schools)

Date: Thursday 04 November 2021 or Tuesday 15 March 2022

Course Ref: LUNCH2

Time: 09:30 – 11:00

Venue: Video Conferencing. It is hoped that each school will support the Lunchtime Supervisor in accessing a laptop/video conferencing platform in school.

Cost: £45

Maximum number: 30



LunchtimesLunchtimes

New to Lunchtimes - Lunchtime Assistants InductionAudience: New Lunchtime Assistants

Course Outline:

This course is a good introduction for those staff that are new to the role of Lunchtime Assistant. Focusing on behaviour, including examples of good practice, the course is an ideal opportunity to meet with colleagues from other schools to share and problem solve challenges that may occur during a busy lunchtime.

Participants will be given time to reflect on their role, how they model the school values and how they can work as a team to problem solve. There will be an opportunity to look at the reasons behind behaviour and time spent discussing how the needs of all children can be met.

Course Leader: Alistair Black (Behaviour and Attendance Advisor for Trafford Council)

Date: Tuesday 12 October 2021 or Tuesday 22 March 2022

Course Ref: LUNCH3

Time: 09:45 – 11:15

Venue: Video Conferencing. It is hoped that each school will support the Lunchtime Assistant in accessing a laptop/video conferencing platform in school.

Cost: £45

Maximum number: 30

Subject Leadership



Subject Leadership

Subject Leadership

SUBJECT LEADERSHIPAudience: Subject Leaders

Course References: SLN plus the numbers below

Aims:

To provide the opportunity for Subject Leaders from across Trafford Primary Schools to:

• meet to hear the latest national, regional and local subject news, discuss ‘hot topics’, share good practice, top tips and ideas, within the context of developing teaching and learning

• develop a sharing culture by providing opportunities for debate, discussion, exchange of knowledge, sharing of best practice, as well as acquiring new skills and teaching strategies

• provide subject specific Professional Development opportunities

Programme Structure:

Core Subjects and SEND: 3 x half days, each with a high quality CPD focus

Foundation Subjects, Early Years and EAL: 3 x two-hour sessions (16:00 – 18:00)

Each session will have a high quality CPD focus

Subject Venue CPD LeadAutumn Term meeting

Spring Term meeting

Summer Term meeting

Cost for all 3 meetings (per delegate)

English SLN1

Wellacre Academy or Video Conferencing

Alice Pepper (SLE) Clare Walls (SLE)

05/10/2021 13:15 - 16:15

25/01/2022 13:15 - 16:15

14/06/2022 13:15 - 16:15

£120

Maths SLN2

Wellacre Academy or Video Conferencing

Claire Looker (SLE)Matt Roberts (SLE)

12/10/2021 13:15 - 16:15

01/02/2022 13:15 - 16:15

21/06/2022 13:15 - 16:15 £120

Science SLN3

Wellacre Academy or Video Conferencing SEERIH

05/11/2021 09:15 – 12:15 or 13:15 - 16:15

02/03/2022 09:15 – 12:15 or 13:15 - 16:15

23/06/2022 09:15 – 12:15 or 13:15 - 16:15

£120

SEND SLN4

Kings Road Primary or Video Conferencing Karen Meenagh 06/10/2021

13:15 - 16:1526/01/2022 13:15 - 16:15

04/05/2022 13:15 - 16:15 £120

Art SLN5

Oldfield Brow Primary or Video Conferencing Nina Jolley 13/10/2021

16:00 – 18:0002/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00 £65

Subject Venue CPD LeadAutumn Term meeting

Spring Term meeting

Summer Term meeting

Cost for all 3 meetings (per delegate)

Computing Park Road Sale Primary (Book direct with school) http://tiny.cc/TraffordComp20

Rachel Fernley13/10/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00

£65

DT SLN6

Moorlands Junior School or Video Conferencing

Ben Sedman13/10/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00

£65

Early Years SLN7

Woodhouse Primary/Kings Road Primary or Video Conferencing

Vikki Hodges (SLE) Rebecca Mellor (SLE)

20/10/2021 16:00 – 18:00

09/02/2022 16:00 – 18:00

17/05/2022 16:00 – 18:00

£65

EAL SLN8

Gorse Hill Primary or Video Conferencing

Neala Campling06/10/2021 16:00 – 18:00

19/01/2022 16:00 – 18:00

04/05/2022 16:00 – 18:00

£65

Forest School SLN9

Lime Tree Academy Janet Green13/10/2021 16:00 – 18:00

27/04/2022 16:00 – 18:00

22/06/2022 16:00 – 18:00

£65

Geography SLN10

Wellfield Junior School or Video Conferencing

Chris Trevor09/11/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

26/05/2022 16:00 – 18:00

£65

History SLN11

St Mary’s CE Primary School Davyhulme or Video Conferencing

Chris Trevor13/10/2021 16:00 – 18:00

18/01/2022 16:00 – 18:00

16/06/2022 16:00 – 18:00

£65

MFL SLN12

TBA or Video Conferencing Christine Ormond13/10/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00

£65

Music SLN13

Trafford Music Service at Claremont Centre or Video Conferencing

Ruth O’Keefe13/10/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00

£65

PSHE SLN14

The Firs Primary or Video Conferencing

Lucy Horridge13/10/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00

£65

RE SLN15

Tyntesfield Primary or Video Conferencing

Zoe Stott Vicky Newall

13/10/2021 16:00 – 18:00

02/02/2022 16:00 – 18:00

27/04/2022 16:00 – 18:00

£65



Subject Leadership

Subject Leadership

Trafford Primary Computing Network Subject Lead Network

We would like to invite you to join the Trafford Primary Computing Network at Park Road Sale Primary School.

We hold a termly network session. Each session includes subject updates, CPD and time for members to share best practice, ideas and resources. To join our network this year, please

complete the online form at http://tiny.cc/TPCN21 by Friday 17th September.

The Trafford Primary Computing Network will be charged at £65 for 2021/22.

Rachel Fernley, who leads the Trafford Primary Computing Network, is a Computing at School Master teacher and available to deliver a range of school based training to meet your needs. Previous topics include: computing progression, iPads and online safety training. Bespoke training and support is available on remote working and learning tools. Training can be designed around the school’s requirements from informal support or observations of exemplar lessons to long-term partnerships. If we are not able to help with a topic, we are happy to point you in the right direction!

Staff meeting = £125 Full day = £300

Rachel Fernley’s qualifications include:

• NCCE Accredited Facilitator CAS Master Teacher BCS Certificate in Teaching Primary Computer Science

• CEOP Ambassador

• Barefoot Ambassador

• SMART Exemplary Educator

• NCCE - GSCE Computer Science Subject Knowledge

• Seesaw Ambassador

Contact Rachel at: Park Road Sale Primary School, M33 6HR 0161 973 1392 [email protected]

Autumn Term 13.10.2021

Spring Term 02.02.2022

Summer Term 27.04.2022

Online safety, RSE and teaching resources

Curriculum, progression and assessment

Using ICT throughout the curriculum

Successful Subject LeadershipAudience: Subject Leaders

Course Outline:

The need for a broad and full curriculum offer for all children has placed the role of the subject leader firmly in the spotlight. But how can teachers, already busy with class responsibilities, become effective at a role that, on the surface, looks overwhelming and all consuming? This course helps to support teachers to become effective subject leaders in a realistic way, with practical suggestions and a clear focus on keeping it manageable whilst having a positive impact on children’s outcomes in every subject area.

Course Leader: Jason Redmond (Headteacher, Flixton Primary)

Course Ref: SUBJ1

Date: Friday 08 October 2021 (09:00 - 16:00) and Friday 12 November 2021 (13:00-16:00)

Time: see above

Venue: Flixton Primary School/Video Conferencing

Cost: £150

Maximum number: 25

Reading



ReadingReading

Emma NewtonAfter a successful career spanning twenty-six years working in a variety of roles for different local education authorities, Emma embarked on a new venture, The Book Wormery which combines her passion for children’s books and a commitment to improving outcomes in Literacy.

Most recently, Emma worked for Trafford Local Authority in a variety of roles; initially, she was employed to deliver another National Initiative, Communication, Language, and Literacy Development programme, to schools. This was followed by several years as an Early Years Consultant which included supporting the work of the “Every Child a Talker” Consultant. In her last role, Emma worked as a Primary Adviser providing challenge, support, and advice on all aspects of education to Trafford Headteachers. During the eight years Emma worked in Trafford, she established strong relationships with the schools she supported and was often asked to develop bespoke packages of English training and teacher support.

CLPE – Centre for Literacy in Primary Education

University College London - Institute of Education Author profiles - Sue Bodman and Glen Franklin

Reading

CLPE Vision: To raise the literacy achievement of children by putting quality children’s literature at the heart of all learning.

CLPE Mission: To improve the life chances of children by ensuring that every child has access to quality experiences of literacy and that all teachers have the knowledge and resources to support children become confident, happy and enthusiastic readers and writers, with all the benefits this brings.

The Centre for Literacy in

Primary Education is a small independent charity with a national and international reputation and a huge purpose, working with all those involved in teaching literacy in primary schools. Their work raises the achievement of children by helping schools to teach literacy more effectively and showing teachers how quality children’s literature can be placed at the heart of all learning.

CLPE provide well evidenced, creative, literacy training and

support for primary school teachers and others that work in primary schools. They produce high quality resources to support classroom teaching and learning and work to ensure that as many schools as possible have access to the best knowledge, research and materials to help them use quality children’s literature to raise children’s achievement.

Sue Bodman and Glen Franklin are members of the National Leadership team for Reading Recovery at University College London’s Institute of Education. Both have a background in primary teaching, particularly literacy, and providing support for children who find learning difficult. Both have worked as Reading Recovery teachers, Teacher Leaders and University Teacher Educators. Both have many years’ experience of providing professional development and support for teachers and schools, and are published authors in their own right.

Sue and Glen have a strong interest in children’s literature and texts written for reading instruction. They maintain the work of the Book Bands team, initially instigated by Shirley Bickler and Suzanne Baker in the 1990s. Working

on this book has allowed them to maintain links with children, teachers, schools and fellow educationalists in order to lead future directions for guided reading. They work both nationally and internationally on professional development for teachers, much of which is focused on literacy acquisition. Sue and Glen have collaborated with many publishers, advising on and editing schemes, including Cambridge Reading Adventures (Cambridge University Press) and Reading Champion, an independent reading series from Hachette Children’s Group.

They also bring individual experiences and skills:

Dr Sue Bodman joined the Institute of Education in 2002 after starting her career in schools and advisory roles in Wales. She now

works with teachers and teacher educators in many international contexts, including Wales, England, Ireland, Denmark, the United States, Malta and New Zealand. She contributes to Master’s degree programmes in literacy development and literacy difficulties, and to the Doctor of Education programme. She is a member of Reading Recovery Europe (RRE) at the UCL Institute of Education and worked in partnership with the KPMG trust consortium and the English government education department over a six-year period to develop and deliver the Every Child a Reader project. Sue’s research and teaching interests include teacher education, continuing professional development, early literacy acquisition and literacy interventions. Her research, publications and conference work have

focused on designing professional development for literacy educators. She considers herself lucky to have a job that allows her to work with children, teachers, teacher educators, education managers, national government departments and academics – an invigorating mix that maintains her enthusiasm and creativity.

Glen Franklin is a Reading Recovery National Leader at Reading Recovery Europe (RRE) at the UCL Institute of Education. She has worked in education for more than 40 years, initially as a primary teacher, then as a deputy head teacher and Reading Recovery teacher. In 1995 she joined the National Literacy Association as teacher/coordinator for the Docklands Learning Acceleration Project, which supported the use of ICT in schools as a tool for

learning. Glen has worked in an advisory capacity with a range of publishers, and on the development of resource materials to support the implementation of the National Literacy Strategy in England. Prior to joining RRE, she worked as a Reading Recovery Teacher Leader and Primary Strategy Consultant in an inner London local authority. Glen completed her Master’s degree in 2007. In her work at UCL’s Institute of Education, Glen continues to explore the important interplay between teaching and learning in teacher professional development.



ReadingReading

Virtual Reading Conference

Friday 1st October 2021

Please Book Online: www.ttsa.co/vrc.html

Audience: Headteachers, Deputy and Assistant Heads, SLT teams, English Leads Cost: £95

08:30 - 15:30

Alex Quigley Author of Closing the Vocabulary Gap and Closing the Reading Gap

School led workshops sharing good practice in Reading

Centre for Literacy in Primary Education (CLPE) leading a session on Reading Culture

Joseph Coelho

Poet

Keynote Speakers:

Plus...

Understanding the Reading Journey Planning for Progression in EYFS

Audience: EYFS Teachers

Course Outline:

This session will focus on progress and provision for the Early Years and will focus on the foundations for reading, looking at the range of reading experiences that can be offered to children at this age and how these can be used to develop children’s ability to decode, word recognition and comprehension.

Throughout the session participants will:

• Explore the kinds of texts that can support teachers to focus on key reading skills and strategies during

reading aloud, shared reading, group reading, individual reading, independent reading and home/school reading, including how such texts can support the contextualised teaching of phonics and language development.

• Share a range of creative teaching approaches designed to develop fluency, reader response and comprehension, extending children’s knowledge about and understanding of what has been read.

• Exemplify how to select texts to meet the needs and interests of children in the Early Years and

explore related activities that will support children’s learning across the provision, preparing them for the transition to Key Stage 1.

Course Leader: CLPE consultant (Centre for Literacy in Primary Education)

Course Ref: READ1

Date: Thursday 11 November 2021

Time: 13:30 – 15:30


Cost: £45




ReadingReading

Understanding the Reading Journey Planning for Progression in Years 1 & 2


Audience: Year 1 & 2 Teachers

Course Outline:

This session will focus on progress and provision for children in Years 1 and 2 and will focus on the children’s developing confidence as readers, looking at the range of reading experiences that can be offered to children at this age and how these can be used to support children’s independence in word reading and comprehension.

Throughout the session participants will:

• Explore the kinds of texts that can support teachers to focus on key reading skills

and strategies during reading aloud, shared reading, group reading, individual reading, independent reading and home/school reading, including how such texts can support the contextualised teaching of phonics and language development.

• Share a range of creative teaching approaches designed to develop fluency, reader response and comprehension, extending children’s knowledge about and understanding of what has been read.

• Exemplify how to select texts to broaden the reading experiences of

children in Years 1 and 2, growing their range and breadth of reading and supporting their growing independence as readers and preparing them for the transition to Key Stage 2.


Course Ref: READ2


Time: 13:30 – 15:30


Cost: £45



Course Outline:

This session will develop thinking around how to select texts to meet the needs, interests and literary preferences of children in Year 3 and 4 and that will support and broaden their reading experiences across the curriculum.

What will participants gain?

• The knowledge, skills, attitudes and understanding involved in becoming a Fluent Reader.

• What reading experiences should be provided in the curriculum?

• What texts and teaching approaches best support these experiences?

• Developing word recognition through contextualised teaching.

• Approaches to develop fluency and comprehension.

• The knowledge, skills and understanding children will gain from these approaches.

All participants will also receive a free teaching plan for Pugs of the Frozen North as well as a free Take 5 Home Learning Resource example.

This session, focused on progress and provision for

Lower Key Stage 2 will focus on this transitional stage for reading, looking at the range of reading experiences that can be offered to children at this age and how these can be used to develop children’s reading stamina, increased fluency and independence.

We will explore a range of texts that can support teachers to focus on key reading skills and strategies during reading aloud, shared reading, group reading, individual reading, independent reading and home/school reading, including how such texts can support the development of inferential skills, visual literacy and a wide range of cueing systems.

Throughout the session we will share a range of creative teaching approaches designed to develop fluency, reader response and comprehension, extending children’s knowledge about and understanding of what has been read.


Course Ref: READ3

Date: Thursday 06 January 2022

Time: 13:30 – 15:30


Cost: £45




ReadingReading


Building a Whole School Reading Culture: Growing Readers for Life


Course Outline:

This session will focus on progress and provision for Upper Key Stage 2 and will focus on how to support pupils to take on more extended and challenging texts as well as tacking the wide range of reading demands that exist in the primary classroom.

• Explore the kinds of texts and teaching approaches that can support teachers in focussing on key reading skills and strategies appropriate to Upper Key Stage two, such as enabling pupils to express critical thinking, engage in debate,

discussion and book talk around character, themes, intertextuality and author intent.

• Reflect on how to prepare pupils for the demands of the secondary curriculum, thinking about how to provide pupils with opportunities to read challenging texts beyond those that they might not self-select, as well as how shared and group reading sessions can demonstrate how to tackle the demands of a range of increasingly challenging reading material.

• Consider teaching approaches that will support pupils to use metalanguage confidently

in order to evaluate an author’s use of language, structure and punctuation, to evaluate why these choices may have been and what impact they have on the reader.

• Reflect on how a rich reading programme will nurture children’s increasing experience of literature, including high quality text choices in the reading area as well as meaningful and personalised recommendations based on wide ranging teacher knowledge of both classic and contemporary books.

All participants will also receive a free teaching plan for Running on Empty as well as a free Take 5 Home Learning Resource example.


Course Ref: READ4

Date: Thursday 09 December 2021

Time: 13:30 – 15:30


Cost: £45


Audience: SLT, English Leads

Course Outline:

All children deserve to become readers and enjoy the delights of reading for pleasure.

We know that the sole reason we teach children to read is not to complete a SATs reading comprehension; this is merely a by-product. By teaching children to read, we equip them with the skills needed to live and work in a world dominated by written text and allow them the opportunity to get lost in a good book!

At the heart of every school’s reading culture should be the goal that all children,

whatever their background, learn to read.

This is a two-part course and participants will be expected to complete a gap task. Over the two sessions, subject leads will have an opportunity to reflect on the reading culture in their school and consider next steps for development. This practical course will support subject leads to develop a toolkit that they can use in their role.

During the course, participants will

• build on what research tells us about the teaching of reading

• explore what makes an outstanding reading school where reading is

valued, promoted and actively encouraged

• consider the challenges facing schools in closing the attainment gap

• explore high-quality texts that inspire teachers and enthuse children

• develop a toolkit of approaches for all Key Stages

• identify and plan next steps to develop the reading culture across the school

Course Leader: Emma Newton

Course Ref: READ5

Date: Thursday 11 November 2021 (09:30 – 16:00) and Thursday 24 March 2022 (09:30 – 12:30)

Time: see above

Venue: Broadheath Primary or Video Conferencing

Cost: £150




ReadingReading

Reading across the Curriculum Getting Going with Guided ReadingAudience: Key Stage 2 teachers

Course Outline:

A study by GL discovered:

‘Children who are weak readers will struggle as much in maths and science at GCSE as they do in English and arts subjects.’

This practical course will help Key Stage 2 teachers develop their understanding of the challenges of reading across the curriculum. It will explore a range of approaches and strategies that will support pupils with their reading across the curriculum. This course will take place over two sessions and participants will be expected to complete a gap task.

During the course, participants will:

• explore approaches to teaching reading across various text types in different subjects

• increase their understanding of strategies that are needed to read non-fiction texts

• explore high quality texts that can be used to support learning across the curriculum

• develop an understanding of multimodal literacy and how children make meaning

• learn how to increase children’s fluency, stamina and confidence as readers through other subject areas


Course Ref: READ6

Date: Thursday 24 February 2022 (09:30 – 16:00) and Thursday 26 May 2022 (09:30 – 12:30)

Time: see above


Cost: £150


Audience: Teachers new to guided reading or have limited experience of working with guided reading

Course Outline:

The focus of this programme would be on those that are either new to the practice or who have been using guided reading methods but not had explicit training. Content includes guidance about the structure of a guided reading lesson, forming groups through assessment, reviewing progress, rationales and practices for text selection (fiction, non-fiction and decodable texts linked to SSP programmes).

Programme Delivery:

Which Book and Why will form a core text for this programme. The pattern of delivery would involve regular

synchronous engagement with a learning group and an asynchronous gap task between each session.

Term 1: 3 x 2 hour sessions Term 2: 2 x 2 hour sessions Term 3: 1 x 2 hour session

Sessions will be held in twilights, running from 15:00 – 17:00. Gap tasks will require about an hour of self-study time between each session. The programme will include sharing of practice through teaching documents and written narratives. A virtual learning platform will be provided to support asynchronous discussion and sharing of practice.

Course Leader: Glen Franklin and Susan Bodman (Institute of Education, UCL and authors of ‘Which book and Why’)

Course Ref: READ7

Date: Tuesday 14 September 2021 Tuesday 19 October 2021 Tuesday 16 November 2021 Tuesday 25 January 2022 Tuesday 01 March 2022 Tuesday 28 June 2022

Time: Time: 15:30 - 17:30


Cost: £300




ReadingReading

Leading Guided Reading across a School Supporting Children with Reading in Key Stage 1Audience: English Subject Leads and/or KS1 Leads

Course Outline:

The purpose of this programme would be to guide English Leads’ focus in developing guided reading consistently across the school. In the first few weeks of the programme, course participants would be guided through a needs analysis of their school literacy provision, taking account of the school development plan and develop an action plan for training, resourcing and impact measurement that leads to consistent school-wide practices. This may be useful for schools preparing for inspection as it would support specific actions and statements for intent, implementation and monitoring/responding to impact information.

Programme Delivery:

An introduction to the programme would be held in the first week of the academic term in September. Thereafter, six online synchronous sessions will be held once each half term. Gap tasks (focused on school development/coaching and mentoring staff) will require about an hour of self-study time between each session. A virtual learning platform will be provided to support asynchronous discussion and sharing of practice.

Course Leader: Glen Franklin and Susan Bodman (Institute of Education, UCL and authors of ‘Which book and Why’)

Course Ref: READ8

Date: Tuesday 07 September 2021 Tuesday 28 September 2021 Tuesday 09 November 2021 Tuesday 11 January 2022 Tuesday 22 February 2022 Tuesday 03 May 2022 Tuesday 05 July 2022

Time: 15:30 - 17:30


Cost: £300


Audience: Key Stage 1 TAs

Course Outline:

Repeat course due to popular demand

This is a revised and updated version of a course that first ran in the autumn term, 2018.

This interactive course will explore the TA’s role in providing effective support in whole class, small group and one-to-one situations. The session will look at the key processes involved in reading and the TA’s role in supporting the beginning and developing reader at KS1.

During the session, participants will:

• learn about the Simple View of Reading

• learn what the expectations for reading are at KS1

• learn how to scaffold pupils’ learning and encourage independent learning

• learn about the differences between beginning and developing readers and consider what effective support looks like

• explore how to effectively support children with reading in whole class, small group and one to one situations

What a previous participant thought:

‘I think the scaffolding model was brilliant and really useful to make you consider your use of questioning and support.’

This interactive course will explore the role of the TA in providing effective support in whole class, small group and one to one situations. The session will look at the key processes involved in reading and the role of the TA in supporting the beginning and developing reader at KS1.


Course Ref: READ9

Date: Thursday 02 December 2021

Time: 09:30 – 12:30


Cost: £65




ReadingReading

Supporting Children with Reading in Key Stage 2Audience: Key Stage 2 TAs

Course Outline:


This is a revised and updated version of a course that first ran in the autumn term, 2018.

This interactive course will explore the TA’s role in providing effective support in whole class, small group and one-to-one situations. The session will look at the key processes involved in reading and the TA’s role in supporting the beginning, developing and fluent readers at KS2.


• learn about the Simple View of Reading

• learn what the expectations for reading are in the National Curriculum


• explore how to effectively support children with reading in whole class, small group and one to one situations

• learn about the differences between beginning, developing and fluent readers and consider how to adjust support according to need

What a previous participant thought:

‘I think the scaffolding model was brilliant and really useful to make you consider your use of questioning and support.’


Course Ref: READ10

Date: Thursday 10 February 2022

Time: 09:30 – 12:30


Cost: £65


Writing



WritingWriting

Raising Attainment in Spelling Supporting Children with Writing in Key Stage 1Audience: English Leads

Course Outline:

“The thing about elves is they’ve got no … begins with m,” Granny snapped her fingers irritably.

“Manners?”

“Hah! Right, but no.”

“Muscle? Mucus? Mystery?”

“No. No. No. Means like … seein’ the other person’s point of view.”

Verence tried to see the world From a Granny Weatherwax perspective and suspicion dawned. “Empathy?”

“Right. None at all.”

Terry Pratchett, Lords and Ladies

Spelling is hard! So, how can we help our pupils help themselves become independent spellers?

This interactive session is intended for KS2 teachers who want to develop their classroom practice to teach spelling and phonics effectively.


• develop subject knowledge of the English spelling system

• consider the transition from using a phonics approach to applying knowledge of morphology (word structure) and orthography (spelling structure)

• become familiar with the progression of the spelling content of the National Curriculum across the key stages

• consider a model for teaching spelling based on Support for Spelling

• explore strategies that children need to become successful spellers, including using a dictionary

• consider what is understood about memory and learning to support pupils with spelling

• consider how to ensure that children can apply their understanding of spelling to their writing

• consider how to accelerate progress and narrow the attainment gap


Course Ref: WRITE1

Date: Thursday 03 February 2022 (09:30 – 16:00) and Thursday 23 June 2022 (09:30 – 12:30)

Time: see above


Cost: £150


Audience: Key Stage 1 TAs

Course Outline:


This is a repeat of the course that ran in the autumn term, 2018.

This interactive course will explore the TA’s role in providing effective support in whole class, small group and one-to-one situations. During the session, there will be an opportunity to consider the writing process and the TA’s role in supporting KS1 children as writers.


• learn about the key processes involved in writing

• learn what the expectations are for writing in the National Curriculum

• learn about the differences between a beginning and developing writer and consider how to adjust support according to need


• explore how to effectively support children with writing in whole class, small group and one to one situations

What a previous participant thought: ‘I liked the scaffolding model to aid active learning.’


Course Ref: WRITE2


Time: 09:30 – 12:30


Cost: £65




WritingWriting

Supporting Children with Writing in Key Stage 2 Year Group Writing ModerationAudience: Key Stage 2 TAs

Course Outline:


This is a repeat of the course that ran in the autumn term, 2018.

This interactive course will explore the TA’s role in providing effective support in whole class, small group and one-to-one situations. During the session, there will be an opportunity to consider the writing process and learn strategies to support writing skills for children in KS2.


• learn about the key processes involved in writing

• learn what the expectations are for writing in the National

Curriculum

• learn about the differences between a beginning and developing writer and consider how to adjust support according to need


• explore how to effectively support pupils with writing in whole class, small group and one-to-one situations

What a previous participant thought: ‘I liked the scaffolding model to aid active learning.’


Course Ref: WRITE3


Time: 09:30 – 12:30


Cost: £65


Audience: Class Teachers

This session provides opportunity for teachers from across Trafford primary schools to moderate pupils’ writing with other schools enabling teachers to feel more secure in the accuracy of their assessment judgements.

Venue: See below. When signing up for this session, each teacher should select the venue that is most convenient for them.

Time: 16:00 – 17:30

Date: Wednesday 15 June 2022

Course Ref: WRITE4

Cost: £50/school to cover administration costs (no charge for host schools)

Lead Schools

Nursery Highfield Heyes Lane

Reception English Martyrs Templemoor

Year 1 Woodhouse Woodheys

Year 2 Moss Park Infants Navigation

Year 3 Tyntesfield St Michael’s

Year 4 Moorlands Victoria Park Juniors

Year 5 Park Road, Sale St Mary’s, Davyhulme

Year 6 Kings Road Worthington

Curriculum



CurriculumCurriculum

Teaching Skills Progression in History (Phase CPD days) Developing Teacher Subject Knowledge in History: Ancient GreeceAudience:

Class Teachers

Course Outline:

Do you want a wealth of suggestions on how to meet the high level outcomes for children in each of the phases for History? These will be based on the very latest research, pedagogy and guidance from the Historical Association and Ofsted on History in outstanding primary schools (April 2021).

These new courses will be presented by Chris Trevor and are designed for class teachers to develop their own subject knowledge and therefore ensure secure pupil knowledge and understanding of historical concepts (rather than subject leaders, who receive support in the termly twilights).

There will be three different days for the three phases:

Wednesday 13 October 2021 History in Years 3 & 4

Tuesday 02 November 2021 History in Years 5 & 6

Tuesday 09 November 2021 History in Years 1 & 2

We will start by establishing your bespoke requests for which History units you cover in this phase in your school. Each session will carefully consider the following:

• The National Curriculum expectations for the deep knowledge, skills and conceptual understanding, with appropriate progression and growing awareness of diversity, for the two year groups.

• The knowledge and vocabulary, important for pupils to learn and remember. This will build upon prior knowledge and demonstrate how the study will prepare them for the knowledge, vocabulary and concepts, which they will

need in future learning.

• Methods to develop pupils’ “mental timeline” of the past and their coherent chronological understanding over and within long and short timescales.

• Engaging activities to develop your children into historians with the disciplinary knowledge of History (how historians study the past and construct accounts).

• Local and regional historical perspectives of national and global historical contexts, so pupils understand their own identity, living in Trafford.

• The enquiry approach, the recognised pedagogy for History and how it can be used to develop and maintain interest and curiosity.

• Creative ways for children to show what they know, at the end of an enquiry, in addition to extended writing.

• Ways to assess knowledge and understanding, to ensure that all pupils make progress in their knowledge of history.

• Meaningful cross curricular links with other subjects with the History units for the phase.

• Appropriate resources for the stage and age of the children, with recommendations for narrative and non-fiction books, archive material, documentary and artefact sources, will be suggested, together with a range of websites to support the development of the child’s understanding of History and your own subject knowledge as a class teacher.

Course Leader: Chris Trevor

Date:

Teaching History in Years 3 & 4: Wednesday 13 October 2021 (Course Ref: CURR1)

Teaching History in Years 5 & 6: Tuesday 02 November 2021 (Course Ref: CURR2)

Teaching History in Years 1 & 2: Tuesday 09 November 2021 (Course Ref: CURR3)

Time: 09:30 – 15:45

Venue: Wellacre Academy or Video Conferencing

Cost: £95


Audience: Class Teachers, History Subject Leaders

Course Outline:

Developing subject knowledge is a key feature of improving teaching. We are aiming to tap into the knowledge we have in Trafford schools to support busy teachers in building their knowledge of key areas of the National Curriculum through focussed knowledge sharing sessions. These are not about the ‘how’ of teaching, but the ‘what’.

Ancient Greece

Supporting The National Curriculum requirements for Ancient Greece. This session will share knowledge of the golden age of Ancient Greece from the Battle of Marathon to the Peloponnesian War.

It will look at Ancient Greek society, achievements and culture, and how these have helped to shape the Western world.

Facilitator: Jason Redmond, Headteacher, Flixton Primary School

Course Ref: CURR4


Time: 16:00 – 17:45

Venue: Flixton Primary School or Video Conferencing

Cost: £45





Developing Teacher Subject Knowledge in History: The Roman EmpireAudience: Class Teachers, History Subject Leaders

Course Outline:

Developing subject knowledge is a key feature of improving teaching. We are aiming to tap into the knowledge we have in Trafford schools to support busy teachers in building their knowledge of key areas of the National Curriculum through focussed knowledge sharing sessions. These are not about the ‘how’ of teaching, but the ‘what’.

The Roman Empire

Supporting The National Curriculum requirements for The Roman Empire and its impact on Britain. This session will focus on the Roman military, including its leaders, and its successful conquest of Britain, and the resistance it faced from Celtic tribes before pacifying the land completely.

Facilitator: Jason Redmond, Headteacher, Flixton Primary School

Course Ref: CURR5

Date: Thursday 10 March 2022

Time: 16:00 – 17:45

Venue: Flixton Primary School or Video Conferencing

Cost: £45


Teaching Skills Progression in Geography (Phase CPD days)Audience: Class Teachers

Course Outline:

Geography is an engaging subject for children, but often as class teachers we don’t know where to start with designing meaningful fieldwork or class enquiries to develop a secure knowledge and understanding of places and processes. Chris Trevor will lead you through the discussion of strategies on how to meet the high level outcomes for children in each of the phases for Geography.

These sessions will be based on the very latest research, pedagogy and guidance from the subject associations and the May 2021 Ofsted blog on Geography. In inspections, just under half of schools did not meet the scope or ambition of the national curriculum. As “very few teachers had actually been trained in teaching geography,” these new courses are designed for class teachers (rather than

subject leaders), to develop their own subject knowledge and ensure secure pupil knowledge and deeper understanding of geographical concepts.


Tuesday 08 March 2022 Geography in Years 5 & 6

Thursday 17 March 2022 Geography in Years 3 & 4

Thursday 24 March 2022 Geography in Years 1 & 2

We will start by establishing your bespoke requests for the geographical units you cover in this phase in your school. Each session will carefully consider the following:

• The scope and ambition of the National Curriculum expectations for Geography deep knowledge, conceptual understanding and important geographical skills and fieldwork with appropriate

progression and growing consideration of diversity, for the two year groups.

• The locational and place knowledge and vocabulary, essential for pupils to learn and remember. This will build upon prior learning and demonstrate how this will prepare them for the future, understanding how they can engage in decision making to make a difference.

• Engaging activities to develop accurate map making and ways to maximise the development of vital fieldwork skills anywhere to aid understanding of processes at appropriate ages.

• Ways to teach the use and interpretation of a variety of geographical sources e.g. atlases, globes, aerial photographs and maps at a range of scales (including O.S. maps at KS2).

• Local and regional perspectives for national and global geographical contexts, so pupils develop their own identity and sense of place, living in Trafford.

• The enquiry approach, the recognised pedagogy for Geography and how it can be used to develop and maintain interest and curiosity.

• Creative ways to show what they know at the end of an enquiry, including extended writing.

• Ways to assess knowledge, skills and understanding to ensure all pupils make progress.

• Meaningful cross curricular links of Geography with other subjects in the phase N.C.

• Appropriate resources for the stage and age of the children, recommendations for narrative and non-fiction

books and websites to support the development of the child’s knowledge and understanding of Geography and your own subject knowledge as a class teacher.

Course Leader: Chris Trevor

Date:

Teaching Geography in Years 5 & 6: Tuesday 08 March 2022 (Course Ref: CURR6)

Teaching Geography in Years 3 & 4: Thursday 17 March 2022 (Course Ref: CURR7)

Teaching Geography in Years 1 & 2: Thursday 24 March 2022 (Course Ref: CURR8)

Time: 09:30 – 15:45

Venue: Kings Road Primary School or Video Conferencing

Cost: £95





Teaching Skills Progression in Art (phase CPD days)

Effective Use of Art Sketch Books A whole School Approach

Audience: Class teachers

Course Outline:

These sessions will provide teachers with practical ideas into ways in which you can successfully teach skills progression in art, craft and design across the school.


Monday 04 April 2022 Art in Years 1 & 2

Wednesday 06 April 2022 Art in Years 3 & 4

Friday 08 April 2022 Art in Years 5 & 6

Through practical workshops, teachers will gain insight into effective ways of developing children’s skills and confidence in art, including drawing, role, value

and purpose of sketchbooks, and a range of other media areas.

The day will require teachers to engage in making activities. Teachers will leave the course with practical examples that can be used to support teaching back in the classroom.

Course Leader: Nina Jolley

Course Ref: See below

Date:

Teaching Art in Years 1 & 2: Monday 04 April 2022 (Course Ref: CURR9)

Teaching Art in Years 3 & 4: Wednesday 06 April 2022 (Course Ref: CURR10)

Teaching Art in Years 5 & 6: Friday 08 April 2022 (Course Ref: CURR11)

Time: 09:30 – 15:45


Cost: £95


Audience: Art Leads

Course Outline:

The focus of the training will be to develop a strategic overview of the use of art sketch books across the school, giving subject leaders a variety of ideas about how sketch books can be utilised across the school.

Course Leader: Nina Jolley

Course Ref: CURR12

Date: Tuesday 29 March 2022

Time: 09:30 – 15:45


Cost: £95





Improving Teaching of Science (Phase CPD days) The University of Manchester’s SEERIH (Science & Engineering Education Research and Innovation Hub)Audience:

Class Teachers

Course Outline:

Improve science across the whole-school through these Key Stage specific Science one-day courses.

Tuesday 25 January 2022 Science in Years 3 & 4

Thursday 27 January 2022 Science in Years 1 & 2

Monday 07 February 2022 Science in Years 5 & 6

The focus will be on getting to grips with curriculum expectations, common misconceptions in scientific knowledge and working scientifically at relevant age groups and will address ‘What does a good science lesson look like in Year x?’

Course Leader: SEERIH (Science & Engineering Education Research and Innovation Hub)

Date:

Teaching Science in Years 3 & 4: Tuesday 25 January 2022 (Course Ref: CURR13)

Teaching Science in Years 1 & 2: Thursday 27 January 2022 (Course Ref: CURR14)

Teaching Science in Years 5 & 6: Monday 07 February 2022 (Course Ref: CURR15)

Time: 09:15 – 15:15


Cost: £95


The University of Manchester’s SEERIH (Science & Engineering Education Research and Innovation Hub) is a nationally recognised specialist centre for primary science and engineering education. SEERIH provides inspirational teacher professional development, curriculum support, educational research and national campaigns, all which improve the STEM opportunities for 5-14 year olds.

Become a SEERIH member, to access free advice and guidance at www.seerih.manchester.ac.uk

Visit SEERIH’s resources at www.seerih-innovations.org and find the following:

Deep Dives - support senior leadership teams on a whole-school level through a focused one-day diagnostic review of children’s science learning. This immersive experience works with Science Subject leaders to give insight and feedback based on evidence drawn from lesson observations, pupil voice and work scrutiny etc. An ideal way to baseline your development of science, or track improvement over time.

Link to the Deep Dive article: https://seerih-innovations.org/media/

doc/Being_right_isnt_persuasive_

BIANCHI_2015.pdf

Activity ideas for how to learn science together, in engaging, fun and inspirational way.

Explore resources to encourage engineering in primary schools.

Downloadable resources to visually engage children to use the five enquiry types and teacher resources to support teaching planning and discussions with colleagues.

A library of resources and information related to primary science and engineering education.

Continues next page...




The University of Manchester’s SEERIH (Science & Engineering Education Research and Innovation Hub)

...Continued

Newly and Recently Qualified Science Teacher Support

An essential experience for all new teachers! This nurture programme involves 6 half-termly, 2-hour virtual sessions, that engage and inform teachers about science curriculum and assessment issues. Aligned to the Early Career Framework this supports the golden thread of teacher professional learning.

To express interest in your NQTs or RQTs taking part, contact Steph Hepworth/Kate Goodier at [email protected]

Greater Manchester Engineering Challenge

GMEC is designed to inspire 7-14 year olds to engage with engineering processes and scenarios using project-based tasks linked to the National Curriculum. Pupils work in schools or at home linking with engineering ambassadors from industry. A series of teacher sessions and direct-to-the-classroom lessons based on a contemporary theme.

Find out more at www.engineeringeducates.org and register interest by emailing: [email protected]

Primary Science Quality Mark

Primary Science Quality Mark (PSQM) is not like other quality marks: it is a year-long CPD programme that helps schools to achieve a quality mark, whether science within the school has been a low profile for a while or the school wants to improve the provision further. It focuses on developing effective, confident science leadership for whole school impact on science teaching and learning. In 3 levels – Award, Gilt and Outreach, PSQM offers you support through local Hub leaders to mentor you through the process.

Find out more at www.psqm.org.uk or ask about PSQM at any network meeting.

Great Science Share for Schools

An annual campaign to inspire young people to share their scientific questions with new audiences. This UK-wide award-winning campaign that invites 5–14-year-olds to share their own scientific questions and investigations, to raise the profile of science in schools and communities, and inspire young people into science and engineering. A super way to engage your whole school, that starts teacher webcasts from February 2022, pupil activities from May 2022 and culminates on 14th June 2022.

Register your interest at www.greatscienceshare.org

Trafford Primary Computing NetworkProfessional Development All courses will take place at Park Road Sale Primary School and cost £65 each. They are suitable for subject leads and class teachers to support their delivery of the computing curriculum.

Date Time Course Title Course Information

10.11.2021 1 - 4pm What is computing?We will cover the terminology, concepts and approaches to teaching computational thinking with a focus on

‘unplugged’ (without a computer) activities. Suitable for all year groups.

1.12.2021 1 - 4pmEYFS + KS1 Programming Basics

We will cover the subject and pedagogy of teaching programming to younger pupils. We will look at building a good

foundation of skills and knowledge using floor robots (eg Beebots), apps (eg Scratch Jr) and coding games.

19.1.2022 1 - 4pmKS2 Programming Basics

We will cover the subject and pedagogy of teaching programming across KS2. We will look at developing skills and

knowledge of programming and related vocabulary by using programs such as Scratch and Tynker.

23.2.2022 1 - 4pm Networks and the InternetWe will learn about networks, the internet (as a network of networks) and what the World Wide Web is. We will

think about how we find information on the WWW and look at evaluating how reliable it is.

9.3.2022 1 - 4pm KS2 Programming ProgressionFurther to the topics covered in the KS2 programming basics course, we will look at progression within KS2

programming including integrating a range of hardware (eg robots and drones). You do not need to attend other

courses to do this course.

30.3.2022 1 - 4pmiPad use throughout the curriculum

We will look at making the most of iPads in schools including Apple Classroom to manage iPad use in the

classroom, green screening and lots of other apps to bring your curriculum alive!

Online Safety Ambassador Network

This year, we are delighted to launch the Trafford Online Safety Ambassador Network. The network will bring together pupil representatives from schools across Trafford to further their understanding of staying safe online and set them challenges to help them share their knowledge at their school. We will be welcoming 4-6 ambassadors from each school to join us for a launch event on 06.10.2021 and a final event on 22.05.2022. Throughout the year, we will have a number of online events to continue develop the children as ambassadors for online safety.

Cost per school: £100

To sign up for anything on this page, please visit: http://tiny.cc/TPCN-CPD

Teaching and Learning





“Reflect, Question, Transform”: Programme for Recently Qualified Teachers Audience: Teachers in their 2nd year of teaching (NQTs in 2020/21)

Teachers who were NQTs in 2020/21 and have not yet completed their NQT year

Teachers in their 2nd, 3rd or 4th year of teaching

Aims:

• deepen knowledge and understanding of effective teaching and learning

• inspire and motivate

• facilitate delivery of great learning experiences and promote access for all children

• share good practice

TTSA and Trafford School Improvement Service are collaborating together to develop a programme to specifically meet the needs of RQTs.

Course Leaders: This programme has been developed and led collaboratively by TTSA and Trafford School Improvement Service. Kylie Spark and Jane Bryan will oversee the programme although each session has its own session leader.

Dates: See next page

Course Ref: TEACH1

Cost: £200

Session Date Focus Lead Venue and time

1 23.09.2021 RQT Conference Kylie Spark - Executive Headteacher, Tyntesfield and Bollin Primary Schools

Jane Bryan - School Improvement Adviser

Andrew Taylor – Executive Headteacher, Longford Park and Pictor Schools

Kerry Cleary – Safeguarding Consultant

Wellacre Academy

09:00 – 16:00

2 18.11.2021 Effective teaching - Pitch and Pace

Kathryn Manion – Headteacher, Tyntesfield Primary School Wellacre Academy

13:30 – 16:30

3 20.01.2022 Inclusive Quality First Teaching

Liz Stirling – Teacher, Tyntesfield Primary Wellacre Academy

13:30 – 16:30

4 10.03.2022 Effective practice in EYFS

OR

Are my lessons worth behaving for?

Rebecca Mellor - Deputy Headteacher, Woodhouse Primary

Steve Hampton – Deputy Headteacher, Bollin Primary

Wellacre Academy

13:30 – 16:30

5 27.4.2022 Developing Speaking and Listening skills

Maddy Barnes - English Consultant Wellacre Academy

13:30 – 16:30

6 16.06.2022 Subject Leadership

Jason Redmond – Headteacher, Flixton Primary Flixton Primary

09:30 – 15:00





Rosenshine’s Principles in your ClassroomAudience: NQTs, RQTs and experienced teachers

Course Outline:

We all want to use the most effective methods of teaching and learning to create a perfect environment for learning. Barak Rosenshine’s Principles of Instruction has been described as ‘the best, most clear and comprehensive guide to evidence-informed practice.’ This course will explain how to harness Rosenshine’s Principles to enable children to best absorb, retain and recall knowledge.

This three-hour session combines theory with practical examples of how the Principles can be used in a classroom, bridging the

research-practice divide. It provides an opportunity for teachers to think about how to adapt the ideas for their own practice and is suitable for all class teachers.

Venue: Bowdon Church School

Time: 09:30 – 12:30

Course Leaders: Sharon Martin (Headteacher, Bowdon Church School)

Date: Friday 25 February 2022

Course Ref: TEACH2

Cost: £65

Developing the next

generation of teachers

Early Career Development Programme A 2-year fully-funded induction programme for Early Career Teachers and their Mentors, delivering the Department for Education’s Early Career Framework reforms

Developing the next



Developing the next



Developing the next



Learn more +44 (0) 117 920 9200 [email protected] bestpracticenet.co.uk/early-career-framework

When completing your online application please ensure that you select Trafford TSA from the dropdown menu.





Appropriate Body StatusAs well as support and training through the Early Career Framework, schools with Early Career Teachers also need an appropriate body service to monitor the support and assessment of an ECT.

Trafford Early Career Teachers Support Service (Appropriate Body)

Practical support for Early Career Teachers working in your school or academy

Our high quality service provides support and guidance to Headteachers, Induction Tutors & Early Career Teachers (ECTs).

Benefits

• Working with experienced, knowledgeable and highly respected advisers.

• Notification of current statutory requirement and of any impeding

changes.

• Efficient administration support and maintenance of records.

Appropriate bodies support the schools and teachers they work with in a variety of ways and their core functions are central to ensuring that schools provide adequate support to teachers at the start of their teaching career.

As appropriate body we have two key roles;

Monitoring of support – appropriate bodies will check:

• that early career teachers are receiving their statutory entitlements, and that regard is had to the statutory guidance.

• provide ECF fidelity checks, ensuring schools are supported to provide ECTs with an ECF-based induction.

Monitoring of assessment – appropriate bodies will make the final decision as to whether the ECT has satisfactorily met the Teachers’ Standards based on the headteacher’s recommendation.

More details

Support will be provided through:

• Introductory briefing session for induction tutors, mentors and ECTs to make sure they understand their roles and responsibilities.

• An induction handbook for ECTs, induction tutors, mentors, and Headteachers which could provide information on key induction areas such as statutory entitlements.

• Email and telephone advice, support and

guidance for induction tutors, ECTs mentors and Headteachers.

• Registration of the ECT and advice on the duration of the induction period when ECTs start part way through a year.

• Quality assurance visits to a sample of schools, with additional visits if requested.

• Quality assurance of the induction process in schools, including pre-induction fidelity checks for Core Induction Programme and School – based Programme options.

• Initial intervention where an ECTs progress is less than satisfactory.

• Intervention in the event of dispute between an ECT and school or where there are concerns over

the quality of the two year induction process in school based on the ECF.

• Maintain records and assessment reports for each ECT undertaking induction and retain these for a period of six years.

• Monitor the number of absences the ECT has and determine if they need a pre-completion extension, notifying the ECT and Teaching Regulation Agency accordingly.

• Approve any cases for a reduced induction period and record any decisions on the relevant assessment form.

• Notify the Teaching Regulation Agency within three days of the decision to fail or extend the ECT’s induction period, and;

• Provide the Teaching Regulation Agency with documents or evidence as required in the case of an ECT appealing against a decision that they have failed the induction period.

Cost: Full Year – Sep 21 - Aug 22 £349.00

This service can be purchased through the Trafford Service for Education website www.traffordeducation.co.uk

Contact:

Jane Bryan

Early Career Teacher Induction Adviser

[email protected]

0161 911 8654

Natalie Moseley & Lynsey Roberts

Business Support Officers for Early Career Teacher Administration

[email protected]

0161 912 3272 / 3211

EYFS



Early YearsEarly Years

New to EYFS Network Early Years SEND NetworkAudience: Do you have an EYFS NQT, RQT or a teacher who has just moved to Early Years?

Led by EYFS Specialist Leaders of Education, this network will provide opportunities for those new to EYFS to network and meet with other colleagues.

The SLEs will be able to share their knowledge and experience to inspire practitioners and facilitate sharing of ideas and good practice. Teachers will be able to ask questions and discuss ‘live’ issues with regard to their practice. This will be particularly helpful to support with the changes to the Early Years Framework.

The network will also provide an opportunity for those new to EYFS to reflect on their own practice, visit other settings and build up contacts with EYFS colleagues across the LA.

Date: First meeting Wednesday 29 September 2021 (next meetings to be arranged with the group).

Course Ref: EYFS1

Time: 14:00 – 16:00

Venue: First Meeting Woodhouse Primary School

Cost: £120

Course Leaders: Vikki Hodges, SLE Kings Road Primary School

Rebecca Mellor, SLE Woodhouse Primary School

Audience: EYFS Support Staff working with children with additional SEND needs

Course Outline:

This is a termly network meeting for EYFS support staff working with children who have additional SEND needs.

The 3 termly topics to link in with the areas of the SEND Code of Practice will be;

• Supporting children in Early Years with Communication difficulties

• Supporting children in Early Years with Cognition difficulties.

• Supporting children in Early Years with Physical difficulties

Course Leader: Delamere School Specialist Early Years SENCO

Course Ref: EYFS2

Date: Thursday 14 October 2021, Thursday 27 January 2022, Thursday 12 May 2022

Time: 13:30 – 15:30

Venue: Delamere School or Video Conferencing

Cost: £65




Early YearsEarly Years

Trafford Early Years ServiceTrafford Early Years Service operates a successful learning and development programme tailored to the continued professional development of early years practitioners working in early education settings across Trafford in both the school and private, voluntary and independent sector (PVI -nurseries, childminders and out of school provision). The programme is planned annually linked to the strategic priorities for Trafford and includes but is not exclusive to:

• Termly EYFS Lead Forums - led by Lynda Kilduff the Trafford Early Years Consultant

• A comprehensive Speech, Language and Communication offer including how to use WellComm, the Big Book of Ideas and Trafford

Assessment of Speech Sounds.

• NELI Networks for those schools delivering the Nuffield Early Literacy Intervention

• Phonics

• Support around the embedding of the new EYFS Reforms for both Teachers and Teaching Assistants

• Child Development (essential as a foundation to EYFS Reforms)

• Paediatric First Aid

• Initiatives linked to ‘narrowing the gap’ for the most disadvantaged children

The Early Years Service operates a membership scheme for the PVI sector delivering to over 1200 members per year however schools can access individual

courses at a slightly enhanced cost without the membership fee. Many of the other courses offered would be suitable for school staff delivering two year provision and also for those who may be new to working in early years or are looking for a refresh. All the courses are delivered by highly qualified Consultants and specialists including Speech and Language Therapists, Educational Psychologists, an Ofsted Inspector who works in the team, Early Education Consultants, Special Educational Needs Advisory Service Consultants.

A full list of early years courses on offer that may be relevant to early years staff in school can be viewed at www.traffordearlyyears.co.uk. For more information on individual courses and

there relevance to school early years practice contact [email protected]

The Early Years Consultant regularly attends the Greater Manchester Early Education Leads Meeting and supports the wider GM Early Years Covid recovery workplan. Free webinars to support the recovery programme for both Year 1 and Reception children can be found at www.traffordeducation.co.uk and include:

• KS1 maths

• Speech, language and communication in early education

• The value of play based learning in transition to year 1

• KS1 Early Literacy

• Outdoor learning approaches- learning from forest school

• Metacognition and self-regulation

• Metacognition and the use of the learning environment

EYFS Leads Forums

Forums are delivered termly to share Trafford’s strategic priorities and updates on current practice and government guidance. The EYFS Consultant works closely with TTSA Network Leads to ensure consistency of approach across the EYFS workforce.

Dates for 2021/22:

Tuesday 12th October 2021 - 1.30-4.00pm or Thursday 14th October 2021 -9.30-12.00

Tuesday 25th January 2022 - 1.30-4.00pm or Thursday 27th January 2022- 9.30-12.00

Tuesday 10th May 2022 - 1.30-4.00pm or Thursday 12th May 2022 -9.30-12.00

(Venue/virtual delivery to be confirmed subject to government guidance)

Forums should be booked via www.traffordeducation.co.uk

NELI Networks

Half termly drop-in network meetings will be hosted by Lynda Kilduff (EYFS Consultant) and Jen Davies/Marie Ferreira (EY Speech and Language Therapist) as an opportunity for schools to share their experiences of using the NELI intervention with each other regardless of the stage of the journey. Lynda and Jen/Marie will be available to support any practice and/or specific speech and language issues that may be encountered whilst delivering the NELI program in schools. The meetings are open to anybody delivering the programme or thinking about delivering it and can be booked through www.traffordeducation.co.uk

Dates for 2021/22

Thursday 30th September 2021 3.30-4.30pm

Thursday 18th November 2021 3.30-4.30pm

Thursday 3rd February 2022 3.30-4.30pm

Thursday 28th April 2022 3.30-4.30pm

Thursday 16th June 2022 3.30-4.30pm

The sessions will delivered virtually

Support and Advice

Lynda Kilduff (EYFS Consultant) is available for support and advice around early years practice and can be contacted via email [email protected] or phone on 07971 245358

Nursery Funding

Any schools with nursery classes can access support and advice regarding early years funding by contacting [email protected]

Outdoor Learning



Outdoor Learning

Outdoor Learning

Outdoor Learning ProgrammeTTSA Outdoor Learning Day

Audience: Outdoor Learning Leads, Key stage 1 and Key Stage 2 Teachers, Teaching Assistants

Course Outline:

This programme consists of 1 x 0.5 day session and then 5 x twilight sessions (16:00 – 17:30) over the course of the year

0.5 day Outdoor Learning Introduction Monday 20 September 2021 (09:00 – 12:30)

An immersive session which will include a number of outdoor learning activities to take home to use in your setting. Areas to be covered:

• evidence behind the ‘why’ we want to do outdoor learning and the benefits for the child and teacher

• overcoming barriers

• outdoor learning risk benefits

• setting achievable goals and embedding outdoor learning within teaching plans

Twilight Session Format:

• review from the last half term in school setting - what has been delivered and how did it go?

• activities to take home - specific curriculum focus

• using these in your lesson, evaluate and review

Twilight Session 1: English Curriculum Outside (Monday 01 November 2021)

Twilight Session 2: Maths Curriculum Outside (Monday 17 January 2022)

Twilight Session 3: Science Curriculum Outside (Monday 07 March 2022)

Twilight Session 4: Geography and History Curriculum Outside (Monday 16 May 2022)

Twilight Session 5: Art and Music Curriculum Outside (Monday 27 June 2022)

Course Leader: Janet Green (Forest School Practitioner, Lime Tree) and a class teacher from Lime Tree

Course Ref: OUT1

Date: See left

Time: See left

Venue: Lime Tree Academy

Cost: £160


Thursday 7th July 2022

Dunham Scout Camp 9.00am - 3.30pm Audience: Outdoor learning leaders & practitioners ... and anyone else excited by outdoor learning!

Cost: £95

Place are limited so book early to avoid disappointment



SEND



SENDSEND

Speech and Language Teaching Assistant Support Network Audience: SALT/SLCN Teaching Assistants/HLTAs

Course Outline:

This is a termly network for Teaching Assistants working with children who have communication difficulties. Come along to gain confidence & support from experts in the field of communication friendly schools.

Topics covered across the year will include:

• Communication Friendly Classrooms

• Colourful Semantics

• Lego Therapy

Course Ref: SEND1

Course Leaders: Delamere School practitioners

Dates: Thursday 07 October 2021, Thursday 20 January 2022, Thursday 05 May 2022

Time: 13:30 – 15:30

Venue: Delamere School or Video Conferencing

Cost: £65 for all 3 sessions


How do Trafford’s and TTSA’s SEND offers complement each other?

UNIVERSAL -> TARGETED

TRAFFORD SENCO FORUM

SEND Networks

CPD

Bespoke

LA Support, Information and Training Delivery of National, Regional and Local messages

TTSA SENCO Network / SEND Induction / Trafford SENCO Clusters Opportunities for further exploration of key messages

Time for further discussion on matters raised at Trafford’s SENCO Forum as well as opportunities for sharing good practice

and professional development

A range of CPD delivered by TTSA / Trafford inc TA SEND Networks (ASC, Downs Syndrome, SALT, Dyslexia)

e.g. SLE Reviews - TTSA



SENDSEND

Autism Teaching Assistant Support Network Specific Learning Difficulties Teaching Assistant Support Network Audience:

SALT/SLCN Teaching Assistants/HLTAs

Course Outline:

This is a termly network for Teaching Assistants working with children who have a diagnosis of Autism. Come along to gain confidence and support from an Autism Accredited School.


• Attention Autism

• Sensory Diets

• Zones of Regulation

Course Ref: SEND2

Course Leaders: Delamere School practitioners, Supported by Jackie Tarpey, SEN Advisory Service

Dates: Thursday 18 November 2021 Thursday 03 March 2022 Thursday 16 June 2022

Time: 13:30 – 15:30

Venue: Delamere School/ Video Conferencing



Audience: Dyslexia Teaching Assistants/HLTAs

Course Outline:

This is a termly network for Teaching Assistants working with children who have a specific learning difficulty including dyslexia, dyscalculia, fine motor skills. Come along to gain confidence & support from experts in the field of dyslexia friendly schools.


• Dyslexia Friendly Classrooms

• Practical aids to support children with dyslexia

• Promoting independence

Course Ref: SEND3

Course Leaders: Julia Brown, SEN Advisory Service

Dates: Tuesday 23 November 2021 Tuesday 01 March 2022 Tuesday 14 June 2022

Time: 14:00 – 16:00

Venue: Pictor School or Video Conferencing





SENDSEND

SENAS Downs Syndrome Professionals Training Forum [Early Years and KS1 & 2] 2021 - 22 These training sessions are open to all SENCOS, teachers and teaching assistants in Trafford primary mainstream schools, where there is a child with Downs Syndrome. The sessions are often repeated on an annual cycle, so do check that you have not attended already prior to booking.

Sessions run from 4pm to 5pm, and there are opportunities to network and liaise with colleagues afterwards. They are led by Barbara Jarkowski, SENAS Consultant, and Karen Massey and Lisa Dobraszczyk, Specialist Speech Therapists. Schools host the meetings, and there is a strong focus on sharing ideas and practical strategies between practitioners.

For further information, please contact Barbara Jarkowski, SENAS Consultant, at [email protected]

Date Topic Venue Notes

July 2021 Introduction to Downs Syndrome for New Class Teachers

Virtual Meeting TBA towards end of Term

Session for new Class Teachers and SENCOs only

September 2021 Top Tips for Speech and Language TBASession for all school staff involved in teaching children with DS

October 2021 Developing Understanding and Comprehension TBA

Session for all school staff involved in teaching children with DS

November 2021Visual Approaches to Reading - the ‘Language Through Reading Approach’

TBASession for all school staff involved in teaching children with DS

Feb 2022 Precision Teaching and Literacy – the ‘Regular Revision’ System TBA


March 2022 Visual Approaches to Numeracy including Numicon TBA


May 2022 Social Skills and Behaviour TBASession for all school staff involved in teaching children with DS

July 2022 Introduction to Downs Syndrome for New Class Teachers TBA Session for Class Teachers and

SENCOs only

Developing the Motor Skills Needed for Handwriting

Effective Interventions and Deployment of Staff to Support Children with SEND

Understanding the Impact of Emotional Wellbeing on Behaviour and Strategies to Support Regulation

Tools to Develop Reading Comprehension Skills for Children with Speech and Language Difficulties

Audience: Teachers, Teaching Assistants

Course Leader: Delamere Practitioners

Course Ref: SEND4


Time: 12:30 – 15:00

Venue: Delamere School

Cost: £65



Course Leaders: Delamere’s Behaviour Lead Teacher and trained Emotional Literacy Support Assistant (ELSA)

Course Ref: SEND5

Date: Thursday 03 February 2022

Time: 12:30 – 15:00


Cost: £65


Audience: SENCOS, Senior Staff

Course Leader: Delamere leaders and practitioners

Course Ref: SEND6

Date: Thursday 10 March 2022

Time: 9:30 – 16:00


Cost: £95



Course Leader: Delamere Practitioners

Course Ref: SEND7

Date: Thursday 23 June 2022

Time: 12:30-15:00


Cost: £65




SENDSEND

Introduction to Sensory Needs Audience: Teaching Assistants

Course Outline:

Some children have different sensory needs due to the way their brain processes senses. This training will provide an in-depth understanding of the condition, including symptoms and behaviours associated with it.

Over the two sessions the aim is to identify which senses may be impacted upon and why this may result in children having difficulties dealing with sensory stimuli, leading to the presentation of certain behaviours in school and at home.

It will offer a guide to becoming more aware and understanding of a child’s sensory needs and differences.

The training will cover:

1. What is Sensory?

2. Symptoms and behaviours - S.E.N.S.E :- S: look at the situation, don’t just assume its behaviour. E: environment change. N: note the children’s response to environment change. S: sensory strategies and tools for both 1:1 children and classrooms/playgrounds. E: embrace the positive and learn from the moment.

3. How a child might present who is over and under responsive - ‘Sensory Diet’.

4. Process of Sensory Pre- Referral Graded approach.

5. Display resources and equipment which are used in school / playground and possible demonstration with children?

Course Leader: Imelda McCoy (Specialist Support Assistant, Bowdon Church School)

Course Ref: SEND8

Date: Friday 26 November 2021 and Friday 14 January 2022

Time: 13:30 – 16:00

Venue: Bowdon Church School or Video Conferencing

Cost: £65


Whole School SEND Reviews Any school is able to commission a SEND review in order to evaluate the effectiveness of its provision for pupils with special educational needs and disabilities. A SEND review is a tool which helps to ensure that all children with SEND achieve their very best.

The review process normally takes 3.5/4 days. This includes the preparatory work before going into the school, the time needed to collect evidence during the school visit, and the report writing and feedback that takes place after the review. Many schools will establish an ongoing relationship with their reviewer who can provide follow-up support and advice. The timescale for a review would normally be 2-3 weeks from preparation to reporting.

SEND Reviews are led by Sally Burston Head Teacher Delamere School in partnership with a SEND representative (LA) or mainstream SENCO partner.

Cost: £1,500

Please contact [email protected] or speak with Sally Burston, Headteacher at Delamere School.



SENDSEND

TRAFFORD SEND Training Plan 2021 - 22 SENCO Forum A termly forum for SENCOs to network and share good practice with National and Local updates provided by relevant speakers.

Autumn term 2021 Thursday 11 November 2021 13:00 – 16:00

Spring term 2022 Thursday 10 March 2022 13:00 – 16:00

Summer term Thursday 23 June 2022 13:00 – 16:00

SENCO Clusters

Focus:

The Clusters offer a termly opportunity to bring together SENCOs in a geographical area in smaller groups than the SENCO Forum. The aim is to enable the sharing of information and practice with your peers and a chance to

ask questions of a LA SEND staff and invited guest such as health colleagues. Following feedback these will remain online and from 3:30-4:30 at the beginning of each term. If you have ideas for themes or practice to share please contact Sally Smith.

Course Leaders:

Trafford SEN Advisory Service and SENCOs

Dates:

Week beginning 06 and 13 September 2021

Week beginning 01 and 17 January 2022

Week beginning 02 and 09 May 2022

Time: 15:30 – 16:30

Venue: Virtual on MS Teams

Induction sessions for new SENCOs or SENCOs new to Trafford

Focus: Four sessions: An introduction to the Graduated Approach, Referrals and Pathways (including Liquid Logic system) Support Services, overview of specialist provision, provision mapping, and SEND support plans

Course Leaders:

Trafford SEN Advisory Service and SENCOs

Dates:

Thursday 16 September 2021 Thursday 23 September 2021 Thursday 30 September 2021 Thursday 07 October 2021 Time: 16:00 – 18:00

Venue: Virtual on MS Teams

National Award for SEN Coordination (NASENCO)

Trafford Local Authority in Partnership with Manchester Met. Become a leader of SEND in your school.

Dates:

• Induction: Wednesday 13 October 2021

• Unit 1: Thursday 04 November 2021, Thursday 18 November 2021, Thursday 02 December 2021 and Thursday 13 January 2022

• Unit 2: Thursday 03 March 2022 Thursday 17 March 2022 Thursday 21 April 2022 (Easter dependent) and Thursday 16 June 2022

• Conference: Friday 08 July 2022

For further information email [email protected] and visit www.mmu.ac.uk/nasenco

TTSA Cancellation Policy• Where possible all cancellations should be made by

emailing [email protected] at least one week before the date of the training course.

• Last minute cancellations must be made by contacting Alison McArdle on 0161 973 4877.

• Your school will not be charged for one off courses cancelled with at least one week’s notice or in extenuating circumstances at the discretion of TTSA.

• Unfortunately, charges will still apply for non-attendees where TTSA have not been notified. Refunds will not be made for cancellations of individual training sessions which form part of a training programme run over more than one day.

TTSA Charging Policy

Charges shown are for TTSA subscribed schools. TTSA subscribed Schools

Schools pay a one-off annual £300 charge to have access to all TTSA 2021 – 22 courses at the published price. Non TTSA subscribed schools

Schools are charged double the prices shown for each course.

Strategic Lead Schools: Longford Park School Andrew Taylor, [email protected]

Tyntesfield Primary School Kylie Spark, [email protected]

Woodhouse Primary School Julie O’Connor, [email protected]

Administrative Lead: Alison McArdle, Tyntesfield Primary school

Contact: 0161 973 4877, [email protected]

Thank you to everybody involved in planning, supporting, delivering, facilitating, administering, promoting and attending our 2021 – 2022 TTSA Offer.


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