ROYAL GREENWICH DIRECT SERVICES TO...

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R o y a l G R e e n w i c h D i R e c t S e R v i c e S t o S c h o o l S

R O YA L G R E E N W I C H D I R E C T S E R V I C E S T O S C H O O L S

S e p t e m b e r 2 0 1 9 – J u l y 2 0 2 0 S c h o o l W o r k f o r c e D e v e l o p m e n t p r o g r a m m e

INTRODUCTION

Welcome to the 2019/20 School Workforce Development Programme.

This annual CPD programme is now in its 6th year and we are pleased that it continues to provide schools with high quality training, specifically tailored to the whole school workforce. We recognise the evolving world of schools and education and the continual drive for school improvement and it is this knowledge and understanding that has enabled us to produce the enclosed exciting training offer.

Our programme offers over 300 different courses, available for all members of school staff to book onto. Additionally our suite of Apprenticeship courses delivered via a programme that combines educational practitioner expertise and personalised learning, continues to produce excellent outcomes with over 90% of learners successfully achieving their apprenticeship and securing employment. We are really pleased to inform you that the programme this year includes a new Learning Mentor apprenticeship!

Please continue to contact Caroline Banin-Taylor at [email protected] to discuss how we can support your bespoke training needs.

Wishing you all the best for the new academic year.

Best wishes,

Tracy RussellSenior Assistant DirectorChildren’s ServicesInclusion, Learning and Achievement

To apply for any of the courses, sessions or workshops advertised in this brochure please visit ourwebsite: http://servicestoschools.royalgreenwich.gov.uk

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r o y a l g r e e n W i c h D i r e c t S e r v i c e S t o S c h o o l S

SCHOOL IMPROVEMENT - EYFS, Primary and Secondary 1

25th Royal Greenwich EYFS Conference. Creating Harmony: Hearing our children’s voices 2

Early Years Foundation Stage Leaders’ Network Meeting 3

Early Reading and Systematic Synthetic Phonics (Letters and Sounds Phases 2-6) 4

Developing the skills of leading EYFS moderation 5

Early Communication and Phonological Readiness (Letters and Sounds Phase 1) 6

Developing best practice in the EYFS 7

Understanding and applying the reading and writing standards from the KS1 Teacher Assessment Frameworks 8

Understanding the expectations of writing standards in the KS2 Teacher Assessment Framework 9

Years 3 and 4 best practice in writing workshop 10

Exploring a range of reading and writing approaches to develop challenge for all pupils in Year 5 and 6 11

Developing approaches to mathematical reasoning to meet the requirements of the KS1 Teacher Assessment Frameworks 12

Years 3 and 4 best practice in mathematical reasoning workshop 13

Developing mathematical reasoning in Years 5 and 6 14

KS1 writing and mathematics moderation workshop for Year 2 teachers 15

Pre Key Stage standards moderation workshop 16

KS2 writing moderation workshop for Year 6 teachers 17

Assessment Leader Network Forums 18

KS1 and KS2 Assessment Briefings 19

2019 Analysing School Performance (ASP) and Inspection Dashboard Summary Report (IDSR) workshop 20

Primary Physical Education Subject Leaders Meeting 21

Music Subject Leader Primary Network Meeting 21

Preparing for Primary Relationships Education 22

Key Stage 4 English Subject Leaders 23

Key Stage 4 Mathematics Subject Leaders 24

Improving outcomes in GCSE English and Mathematics Post-16 25

Key Stage 4 Science Subject leaders 26

Subject Leaders Meeting for PE and School Sport (PESS) 27

LEADERSHIP 28

Developing your middle leadership skills in the Primary School 29

NQT 30

NQT Welcome Reception 31

NQT Conference 32

Behaviour Management Day 1 – Could it be magic? 33

Emotional Well-being and Mental Health in the Classroom 34

CONTENTS

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Educational Inclusion - Providing Effective Learning Opportunities for Pupils 35

Precise Learning: Excellent Progress 36

Creating a Reading Community 37

Supporting the Learning of Looked After Children in the EYFS and Primary Phase 38

Behaviour Management Day 2 – I’m a Survivor! 39

Rich Reasoning in Maths 40

Developing Teaching Strategies and Making Reasonable Adjustments to Increase Access to the Curriculum for SEN Pupils 41

Learning in and Through Physical Education Early Years Foundation Stage & Key Stage 1 (am) Key Stage 2 (pm) 42

Behaviour Management Day 3 – Believe 43

Education Psychology NQT Consultation Groups 44

Induction Tutor Briefing 45

SUPPORT STAFF 46

School Business Manager’s Conference 47

School Business Manager’s Network Meetings 48

Higher Level Teaching Assistant (HLTA) Preparation for Assessment 49

Higher Level Teaching Assistant (HLTA) Conference 50

Clinical Practice and Consultation Supervision for Learning Mentors and other Pastoral Staff 51

Learning Mentor Induction and Training Programme 52

Learning Mentor Update and Network Meeting 53

Apprenticeships and NVQs 54

SCHOOL IMPROVEMENT - GOVERNORS 55

Induction Training for New Governors 56

Chairs’ Training 57

Headteacher Performance Management 58

Effective Financial Management for all Community Schools 59

Understanding the Governor’s Role on the Pay Committee 60

The Role of the Safeguarding Governor 61

Complaints Training for Governors 62

WHOLE SCHOOL 63

Restorative Approaches Facilitator Training 64

Restorative Approaches Level 5 - Refresher Course 65

Royal Greenwich Restorative Approaches (RA) Conference 66

Developing Anti-Bullying Programmes 67

Keeping Children Safe Online 68

Dealing with Sexting Incidents - how to prevent and respond to this growing issue in primary and secondary schools 69

Preventing and Responding to Online Bullying 70

Understanding and managing the effects of Social Media on children’s Mental Health 71

Supporting Trans Pupils 72

New Designated Teacher for Looked After Children 73

Designated Teacher for Looked After Children 73

Multi-Agency Looked After Children Conference 74

Train The Trainer (Youth Culture Today) 75

Whole School Numicon Training 76

Whole School Handwriting 76

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SPECIAL EDUCATIONAL NEEDS 77

The National Award for Special Educational Needs (SEN) Coordination 78

Whole School or Cluster Briefings 79

SENCO Network Meeting 79

Twilight SENCo Support Session 80

New SENCo Induction Programme 81

Including children with SEND in the mainstream classroom 82

‘WORD UP’ Programme 83

Phonics Intervention Programme ‘STEPS to Success’ 84

‘STEPS’ programme support 85

Supporting Children with Complex needs in literacy and maths 86

An Introduction to PIVATS 5 87

Supporting Children with Maths 87

Story/Maths Boxes 88

Gaps in Maths Intervention 88

Using Visual Support for pupils with ASD 89

Analysing and Managing Behaviour for children with an ASD in the school setting 90

Supporting Students with an ASD in primary school 91

Setting up a Sensory Programme for Children with an ASD in your school to include Sensory Circuits and Sensory Diets 92

How to support a child or young person in understanding their ASD diagnosis 93

Supporting Children with an ASD in the Foundation Stage 94

Using Sensory Stories for children with an ASD at early stage of literacy development 95

Using Intensive Interaction to support students with an ASD in school 96

Transition for children with an ASD transferring to secondary school in September 2020 96

Using Social Interventions including social stories to support students with an ASD in schools 97

Transition day for vulnerable students including those with SEND but not ASD transferring to secondary school September 2020 98

ASD Online INSET 99

ASD Awareness Training for all school staff 100

How to support children with an ASD in the dinner hall and playground 101

Autism and Mental Health: A review of specific issues and interventions 102

Dyslexia Assessor Consultation 102

Catch up for Dyslexia Friendly Schools 103

Online Inset - Dyslexia 103

OCR Level 7 Diploma ‘Updating Skills’ 104

Visual Impairment Awareness Training 105

Visual Impairment (VI) Awareness Training for all School Staff 106

Makaton Training 107

Downs Syndrome Training Day 107

Online Inset - Motor Coordination Difficulties 108

Using ICT to support children with a SEND 108

Deaf Awareness Training for all school staff 109

Attention Autism 110

Fischer Family Trust Wave 3 111

Inference Training 112


Bespoke Training 112

CHILD PROTECTION 113

Designated Safeguarding Lead/Person training 114

Designated Safeguarding Lead Person refresher course 115

Safer Recruitment 116

A Practical Guide to the Schools’ Single Central Record (SCR) 117

HEALTH & SAFETY 118

First Aid at Work 119

First Aid at Work - Requalification 120

First Aid Paediatric Course 121

Managing Challenging Conversations and Conflict 122

Asbestos Awareness Training 123

Asbestos: Duty to Manage 124

Display Screen Assessor 125

Fire Safety Awareness 126

Managing and Implementing Fire Safety 127

Health and Safety Awareness 128

Health and Safety for Persons with Responsibilities for Buildings 129

Legionella Management 130

Moving and Handling of Objects 131

Paediatric Moving and Handling 132

Paediatric Moving and Handling - Refresher 133

Personal Safety and Lone Working 134

Risk Assessment 135

PRIORITISING MENTAL HEALTH and well-being 136

Self Harm 137

Creative ways of working with bereaved children 137

Youth Mental Health First Aid (YMHFA) 138

APPLYING FOR COURSES 139

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The Early Years, Primary and Secondary CPD programme offers a wide variety of courses, both as a subscription package and standalone. The courses aim to support leaders and practitioners to develop high quality provision in their own schools. Courses provide participants with opportunities to reflect, share best practice and ensure they are up to date with current pedagogies and statutory requirements.

SCHOOL IMPROVEMENT - EYFS, PRIMARY AND SECONDARY

EYFS and Primary: package 1

This package includes one place at each of the following:

■ 3 x EYFS Network Meetings ■ 2 x KS1 Moderation Workshops ■ 2 x KS2 Moderation Workshops ■ 2 x Assessment Lead Network Forums ■ 1 x KS1 and KS2 Assessment Briefing ■ 1 x Developing approaches to mathematical

reasoning to meet the requirements of the Teacher Assessment Frameworks

■ 1 x Understanding and applying the reading and writing standards from the KS1 Teacher Assessment Frameworks

■ 1 x Pre Key Stage Standards Moderation Workshop

Discounted cost of £510

EYFS and Primary: package 2

This package includes all of package 1 plus one place at each of the following:

■ 1 x Developing mathematical reasoning in Years 5 and 6

■ 1 x Exploring a range of reading and writing approaches to develop challenge for all pupils in Years 5 and 6

■ 1 x Years 3 and 4 best practice in writing workshop

■ 1 x Years 3 and 4 best practice in mathematical reasoning workshop

■ 1 x Understanding the expectations of writing standards in the KS2 Teacher Assessment Framework


Secondary package

■ 3 x English Subject Leader Network meetings ■ 3 x Mathematics Subject Leader Network

meetings ■ 3 x Science Subject Leader Network meetings


Schools can also book additional places on these courses at the standard cost.

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EYFS

COURSE TITLE TARGETAUDIENCE DESCRIPTION IMPACT STATEMENT

25th Royal Greenwich EYFS Conference. Creating Harmony: Hearing our children’s voices

Times: 8.30am - 3.30pm

Date: 11th October 2019

Venue: Charlton Athletic Football Club

Cost: £130

Tutor: National Speakers

Also available to educational establishments outside Royal Borough of Greenwich

All Royal Greenwich Nursery & Primary Schools, Private, Voluntary & Independent settings and Childminders.

Our conference this year considers the needs of children who speak English as an additional language as well as how children can use music to express themselves. With input from Dr. Rose Drury, Steve Grocott, The Royal Greenwich Music Hub and local practitioners, we will spend the day reflecting on how we hear the many voices in our settings.

Staff: ■ Participants will strengthen their understanding of

how they can develop and support all children’s learning in the EYFS through reflecting on their approaches and provision for all children

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EYFS


Early Years Foundation Stage Leaders’ Network Meeting

Times: 4.15pm - 6.00pm

Date: 29th October 2019 25th February 20202nd June 2020

Venue: Professional Development Centre

Cost: £30 per session or included in CPD suite offer (non RBG schools £40)

Tutor: Members of the School Improvement Service


Early Years Foundation Stage Leaders in maintained & PVI Settings/Children’s Centre.

This is a discussion-focused meeting that links to current EYFS developments both nationally and locally. EYFS Leaders are able to network with colleagues and share best practice across Royal Greenwich schools and settings.

Feedback from previous participants:

“Very informative and helpful to share practice with others”

“Kept me updated with any current changes. Allowed for professional development discussion with others”

Pupils: ■ Will experience high quality EYFS provision

Practitioners: ■ Will benefit from being given important

updates relating to EYFS statutory guidance

Settings: ■ Will make links with other settings across the

Local Authority and will share effective EYFS practice through wider networking

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EYFS


Early Reading and Systematic Synthetic Phonics (Letters and Sounds Phases 2-6)


Date: 1st October 2019


Cost: £125 (non RBG schools £155)



Practitioners new to Reception classes or KS1, including TAs, NQTs, school based teaching students, or staff wishing to increase their understanding of teaching and learning phonics.

This course provides an in-depth look at the pedagogy and practice of teaching early phonics and reading, and shows how to develop this through a systematic teaching programme (Letters and Sounds). It also provides:

■ Assessment and tracking materials of children’s development of phonics skills

■ Ideas and strategies for creating an effective learning environment and resources

■ Ways of linking phonological skills and knowledge to shared/guided reading


“Thank you, I feel much more confident and secure in my knowledge of phonics. Great training session.”

“Has helped me to feel more confident as an NQT, in teaching phonics.”

“Well delivered with information that was all relevant and useful to bring immediately into practice.”

Pupils: ■ Will develop their listening, speaking and phonic

skills in a multi-sensory, play-based way ■ Will blend and segment to decode and encode

words using secure grapheme/phoneme correspondences

■ Will be able to apply their phonic skills independently in their reading and writing

Practitioners: ■ Will accurately identify pupils at risk of delay and

know about effective early intervention strategies to support the development of reading and writing

■ Will use audit tools to evaluate current language provision and identify priorities for improvement

■ Will secure parental engagement in their children’s learning

Settings: ■ Will understand the importance of developing

a systematic approach to reading and phonic teaching

■ Will develop effective and robust assessment systems to identify pupils at risk of literacy delay

■ Will develop effective early intervention strategies

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EYFS


Developing the skills of leading EYFS moderation

Times: 9.30am - 12.00pm

Date: 6th November 2019


Cost: £60


Qualified teachers who are working in or leading the EYFS.

This session is aimed at EYFS leads or qualified teachers working in the EYFS, who want to strengthen their skills as moderators.

It will focus on: ■ The skills of the moderator ■ The purposes and principles of

moderation practice ■ How to lead and manage an effective

moderation dialogue ■ How to establish accuracy of

judgements

If you are also interested in being considered as part of future EYFS Moderation Teams you will need to have attended this session as part of the recruitment process.

Staff: ■ Will develop their skills as a moderator ■ Will understand how to lead an effective

moderation that maintains a focus on accuracy of judgement

Settings: ■ Will benefit from moderators who understand

the key principles of moderation in order to internally quality assure their own data effectively

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EYFS


Early Communication and Phonological Readiness (Letters and Sounds Phase 1)


Date: 21st January 2020





Nursery teachers, NQTs, school based teaching students, practitioners new to nursery classes or PVIs, including EYPs and TAs.

This course will cover: ■ An in-depth look at developing

pedagogy and practice of early communication and phonological readiness through a play-based approach

■ Assessment and tracking of children’s development of phonics skills


“Very interesting and interactive. A fun course, would highly recommend.”

“Very engaging and immediately applicable. Great to share experiences.”

“After a long absence from work it’s a fantastic refresher.”

Pupils: ■ Will develop their early listening, speaking and

phonics skills in a multi-sensory, play-based way ■ Will be confident communicators and develop

a readiness for phonics as they move into Reception

Practitioners: ■ Will identify pupils at risk of language delay ■ Will develop their understanding of the

importance of engaging parents in their child’s learning

■ Will use effective intervention strategies and identify priorities for improvement and practice

Settings: ■ Will understand the importance of developing

a systematic, planned approach to the development of early communication and phonics skills

■ Will develop effective and robust assessment systems to identify pupils at risk of language delay

■ Will develop effective early intervention strategies that support all pupils

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EYFS


Developing best practice in the EYFS

Date: 4th February 20209.00am - 3.30pm

10th March 2020 9.00am - 12.00pm

24th March 2020 9.00am - 12.00pm




This course is suitable for support staff, NQTs, QTs who are new to the EYFS, or Senior Leaders and staff who want to develop their understanding of EYFS pedagogy and practice.

This is a three part course, providing an in-depth look at best practice in the EYFS including:

■ Understanding the statutory requirements of the EYFS curriculum

■ Creating an environment that really enables learning for children and adults

■ Developing manageable assessments, including the EYFS Profile

■ Building an effective team

Participants will have the opportunity to explore current research and deepen their understanding of how they can provide the best early years experience for their children.

The final session will provide participants with the opportunity to share their own action research and developments based on their learning across the course.


“The course has enabled me to develop my knowledge further...” Class teacher

“As someone new to not only early years but teaching as a whole, I found it helped me to understand the process and goals of the early years...” School based student

“The course has provided a lot of info and increased my knowledge...” Deputy Head

Pupils: ■ Will experience a high quality

EYFS provision which will meet their needs

Practitioners: ■ Will increase their knowledge of

EYFS pedagogy and how they can effectively deliver this in their setting

Setting: ■ Will make links with other settings

and share effective practice through wider networking

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PRIMARY


Understanding and applying the reading and writing standards from the KS1 Teacher Assessment Frameworks




Cost: £60 (£70 for non RBG schools) Also included in EYFS & Primary packages



Teachers new to Year 2

Although this session is aimed at teachers new to Year 2, Year 1 and 3 teachers, and teachers who have previously taught in Year 2 are also welcome.

This course will provide participants with an in-depth understanding of the criteria for the reading and writing standards in KS1 Teacher Assessment Frameworks.

The session will include: ■ Examples of high quality writing ■ Suggested texts ■ Work from RBG pupils ■ STA exemplifications

Pupils: ■ Will experience a range of engaging activities

to support the development of their reading and writing skills

Staff: ■ Will be confident with the requirements of the

KS1 Teacher Assessment standards for reading and writing

Settings: ■ Will be confident in the accuracy of their

Teacher Assessments for reading and writing at Year 2

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PRIMARY


Understanding the expectations of writing standards in the KS2 Teacher Assessment Framework








Although this session is aimed at teachers new to Year 6, teachers from Year 5 and those who have taught Year 6 previously are also welcome.

This session will provide participants with a greater understanding of the criteria for all 3 writing standards detailed in the STA KS2 Teacher Assessment Framework

A range of high quality texts, activity ideas and useful resources will be shared, along with STA exemplifications and examples of writing from Royal Greenwich pupils


to support the development of their writing skills

Staff: ■ Will be confident with the requirements of

the STA KS2 Teacher Assessment standards for writing


Teacher Assessments for writing at Year 6

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PRIMARY


Years 3 and 4 best practice in writing workshop

Times: 9.30am - 12.00pm

Date: 4th March 2020





Teachers new to Year 3 and 4

This session will explore best practice opportunities for developing writing approaches in Years 3 and 4 and will include:

■ Exploration of Year 3 and 4 grammar expectations

■ Opportunities to share writing with a specific focus on grammar application

Participants are asked to bring along samples of writing to share and moderate with colleagues.


to support the development of their writing skills

Staff: ■ Will be confident with the requirements of the

National Curriculum expectations for writing

Settings: ■ Will benefit from secure provision in the

teaching and learning of writing in Years 3 and 4

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PRIMARY


Exploring a range of reading and writing approaches to develop challenge for all pupils in Year 5 and 6


Date: 28th January 2020


Cost: £125 (non RBG schools £155)Also included in EYFS & Primary packages



Year 5 and 6 teachers

This course will provide: ■ Strategies to develop confident readers

and writers ■ The opportunity to develop teachers’

subject knowledge ■ Exemplar materials ■ Strategies to engage with a wide

variety of texts ■ Opportunities to moderate work

collaboratively

Pupils: ■ Will be able to write confidently using a wide

range of literary devices ■ Will have strategies to analyse and answer

questions with a wide range of texts

Practitioners: ■ Will leave with a secure understanding of how

to adapt pedagogy for all pupils


teaching and learning of reading and writing in Years 5 and 6

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PRIMARY


Developing approaches to mathematical reasoning to meet the requirements of the KS1 Teacher Assessment Frameworks

Times: 9.30pm - 12.30pm







Although this session is aimed at teachers new to Year 2, teachers from Year 1 and those who have taught Year 2 previously are also welcome

This session will provide participants with ideas and resources, including examples of reasoning from Greenwich children which can be used to support evidence for key criteria detailed in the KS1 Teacher Assessment Frameworks.

Pupils: ■ Will experience a range of exciting and

engaging activities to support the development of their mathematical reasoning skills

Practitioners: ■ Will be confident with the reasoning

requirements of the STA KS1 Teacher Assessment standards for mathematics


Teacher Assessments for mathematics at Year 2

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PRIMARY


Years 3 and 4 best practice in mathematical reasoning workshop







Teachers new to Year 3 and 4

This session will explore best practice opportunities for developing mathematical approaches in Years 3 and 4 and will include:

■ Exploration of Year 3 and 4 National Curriculum expectations for mathematics to ensure progression from Year 2 to Year 6

■ Opportunities to share maths learning with a specific focus on reasoning

Participants are asked to bring along samples of mathematics to share and moderate with colleagues.


to support the development of their mathematical reasoning

Staff: ■ Will be confident with the requirements of

the National Curriculum expectations for mathematics


teaching and learning of mathematics in Years 3 and 4

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PRIMARY


Developing mathematical reasoning in Years 5 and 6




Cost: £125 (£155 non RBG schools) Also included in EYFS & Primary packages


Year 5 and 6 teachers, especially those new to the year group

This 1 day course will explore strategies to develop reasoning and problem solving in mathematics in Years 5 and 6. Teachers will strengthen subject knowledge through engaging in learning tasks to use back in the classroom.

Pupils : ■ Will experience a range of exciting and

engaging activities to support the development of their mathematical reasoning skills

Staff: ■ Will have greater mathematical subject

knowledge and be more confident in developing pupils’ reasoning skills

Settings : ■ Will benefit from secure provision in the

teaching and learning of mathematical reasoning in Years 5 and 6

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PRIMARY


KS1 writing and mathematics moderation workshop for Year 2 teachers

Date: 9th January 2020 1.30pm - 3.30pm

31st March 2020 10.00am - 12.00pm





Year 2 teachers of all Primary schools

This session will include: ■ Familiarisation with National Standards ■ Opportunity to moderate with other

schools

Delegates will be required to bring along a portfolio of Year 2 writing and maths evidence from their school to moderate with other schools against the standard statements.

Pupils: ■ WIll be enabled and supported to reach

expectations appropriate to their ability and in line with similar pupils nationally

Practitioners: ■ Will moderate and validate their judgements

with other schools against national standards

Settings: ■ Will be secure in their teacher assessment

judgements for Year 2 writing and mathematics

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PRIMARY


Pre Key Stage standards moderation workshop

Times: 9.30pm - 12.00pm





SENCOs in Primary and Primary Special Schools, Year 2 and Year 6 teachers

During this session delegates will have an opportunity to familiarise themselves with the KS1and KS2 Pre Key Stage standards.

The session will include: ■ An overview of the KS1 and KS2 Pre

Key Stage standards for reading, writing and mathematics

■ The opportunity to moderate with other schools against the new Pre Key Stage standards

Delegates will be required to bring along samples of work from pupil(s) at their school to moderate with colleagues against the Pre Key Stage standard statements.

When considering samples of work to bring delegates may wish to focus on boardline pupils, including those who may have evidence against the criteria for ‘Working Towards the Expected Standard’.

Staff: ■ Will have greater confidence in teacher

assessment judgements against the KS1and KS2 Pre Key Stage Standards

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PRIMARY


KS2 writing moderation workshop for Year 6 teachers

Date: 9th January 2020 10.00am - 12.00pm

31st March 2020 1.30pm - 3.30pm





Year 6 teachers of all Primary schools

This session will include: ■ Familiarisation with National Standards ■ Opportunity to moderate with other

schools

Delegates will be required to bring along a portfolio of Year 6 writing evidence from their school to moderate with other schools against the standard statements.

Pupils: ■ Will be enabled and supported to reach

expectations appropriate to their ability, and in line with similar pupils nationally

Practitioners: ■ Will moderate and validate their judgements

with other schools against national standards

Settings: ■ Will be secure in their teacher assessment

judgements for Year 6 writing

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PRIMARY


Assessment Leader Network Forums


Date: 21st November 2019 26th March 2020





Assessment Leads for EYFS, KS1 and KS2 in Primary schools

An opportunity for Assessment leads at EYFS, KS1 and KS2 to discuss recent local and national assessment developments, including:

■ Statutory assessment requirements ■ National reporting documentation,

including Analyse School Performance and Inspection Dashboard Summary Reports

■ Resources and materials available to support assessments

■ Best practice in using data to support school self evaluation and prepare for inspection

Assessment leaders will be able to network with colleagues and share best practice across Royal Greenwich schools

Pupils: ■ Will benefit from accurate assessment

approaches

Practitioners: ■ Will have access to precise and accurate

data analysis approaches to support school improvement

Settings: ■ Assessment processes will be robust and

support self evaluation

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PRIMARY


KS1 and KS2 Assessment Briefings

Times: 9.30am - 12.00pm, repeated 1.00pm - 3.30pm

Date: 23rd January 2020


Cost: £60 per session

Also included in EYFS & Primary packages


Senior Leaders and Assessment Leads

This session will include: ■ End of KS1 and KS2 Assessment

arrangements ■ Clarification of Teacher Assessment

Frameworks ■ Administration considerations ■ Reporting test results ■ Floor standards and coasting definition ■ Moderation arrangements

Please note: this briefing session is held in the morning and then repeated in the afternoon.

Participants: ■ Will gain an insight into the assessment

requirements for 2019/20. They will be able to identify considerations and implications for their own school assessment arrangements

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PRIMARY


2019 Analysing School Performance (ASP) and Inspection Dashboard Summary Report (IDSR) workshop

Times: 9.30am - 12.00pm

Date: 29th November 2019 or 5th December 2019


Cost: £60


Senior Leaders, Assessment Leaders and Governors in Primary Schools

During this session delegates will have an opportunity to analyse their school data contained within the 2019 Analyse School Performance (ASP) Portal and the Inspection Dashboard Summary Report (IDSR).

The session will include: ■ Familiarisation of the ASP portal and

the IDSR ■ Interpreting graphs, charts and

interactive data ■ Question level analysis ■ Time to reflect on key considerations

for their school

It is essential that all participants bring their DfE log in details for the Analyse School Performance portal.

We recommend that Governors attend with a Senior Leader from the school to ensure access to the schools data in ASP.

Staff: ■ Will have greater confidence in interpreting

data presented in the ASP and IDSR ■ Will be able to identify key areas to support

self evaluation and school improvement planning

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PRIMARY


Primary Physical Education Subject Leaders Meeting


Date: 27th September 2019 14th February 2020 19th June 2020

Venue: Shooters Hill Campus

Cost: £65 per session

Tutor: Royal Borough of Greenwich PE Consultant

Subject Leaders for PE & School Sport (PESS)

Meeting of PE Subject Leaders to support the teaching of high quality PE and school sport. Teachers will receive specialist support with curriculum development and planning, leadership of PESS, strategic planning and local and national developments.

Pupils: ■ Will benefit from high quality PESS provision

Subject Leaders: ■ Will have increased skills and confidence in

delivering PESS

Music Subject Leader Primary Network Meeting


Date: 15th October 2019 14th May 2020

Venue: Plumcroft Primary School

Cost: No charge for Royal Borough of Greenwich Schools (£40 for non RBG schools)

Tutor: Head of Music Hub

Music Subject Leaders

These meetings will keep subject leaders up to date with national, regional and local priorities and initiatives in music and, in particular, the opportunities made available through the Royal Greenwich Music Hub. They will also provide opportunities for colleagues to share good practice and learn about ways to boost the achievement of pupils in music and ensure a rich, exciting and varied provision both within and out of school.

Practitioners: ■ Will be up to speed with current issues in

music education ■ Will learn how to improve provision at school

and benefit from working with other schools ■ Will be fully involved in the Royal Borough of

Greenwich Music Hub

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PRIMARY


Preparing for Primary Relationships Education





Tutor: Senior Public Health Manager


Primary School Leaders and Primary PSHE Leads

This course will help primary schools to prepare for the teaching of Relationships Education and Sex Education. It will include planning for parent/carer partnership, creating a whole school approach to the subject and the principles of effective provision.

Pupils: ■ Will receive an effective offer which will

support them in their development as happy, confident, healthy and safe citizens

Practitioners: ■ Will understand the process for developing

effective Relationships Education provision ■ Will understand how to ensure parental

partnership ■ Will develop a strategic plan for whole school

provision of Relationships Education

Settings: ■ Will meet statutory requirements for

Relationships Education and develop outstanding provision which contributes to the overall effectiveness of the school

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SECONDARY


Key Stage 4 English Subject Leaders

Date: 16th October 2019 8.45am - 12.30pm

11th February 2020 1.30pm - 4.30pm

1st July 2020 1.30pm - 4.30pm


Cost: £60 per session (£70 for non RBG schools)

Also included in the Secondary package



Key Stage 4 English Subject Leaders

In an ever-changing climate, this meeting will support English Subject Leaders with aspects of their role and provide up to date information on current research and policies. It will explore ways of continuing to improve the quality of teaching, learning and assessment in English, provide opportunities to share effective practice and support English subject leaders in their strategic role.

Pupils: ■ Will benefit from improved teaching and

learning

Subject leaders: ■ Will be able to achieve outstanding or

improved outcomes across key stages and be able to plan for effective and personalised interventions

Settings: ■ Will benefit from improved leadership, and

teaching, learning and assessment

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SECONDARY


Key Stage 4 Mathematics Subject Leaders


12th February 2020 1.30pm - 4.30pm

2nd July 2020 1.30pm - 4.30pm


Cost: £60.00 per session (£70 for non RBG schools)

Also included in the Secondary package



Key Stage 4 Subject Leaders

This meeting will support Mathematics Subject Leaders with specific aspects of their role and provide up-to-date information on current research and policies. It will explore ways of continuing to improve the quality of teaching and learning, provide opportunities to share effective practice and support subject leaders in their strategic role.


learning

Subject Leaders: ■ Will be able to achieve outstanding or

improved outcomes across key stages ■ Will be able to plan for effective and

personalised interventions

Settings: ■ Will benefit from improved leadership and

teaching, learning and assessment

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SECONDARY


Improving outcomes in GCSE English and Mathematics Post-16

Date: 4th December 2019 8.45am - 12.30pm

25th June 2020 8.45am - 12.30pm


Cost: £60 half day £100 both sessions



Teachers of Post-16 English and Mathematics GCSE classes

These meetings will build on previous work started by Greenwich schools and colleges. They will consider practical ideas and strategies to engage students and target teaching and learning to individual needs to improve performance in their GCSE(s). There will be opportunities to share effective strategies, explore best practice ideas and review current research to support planning and teaching.


learning in post-16 GCSE English and mathematics classes

Teachers: ■ Will review and improve provision for post-16

GCSE English and mathematics classes

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SECONDARY


Key Stage 4 Science Subject leaders

Date: 7th November 2019 8.45am - 12.30pm

13th February 2020 1.30pm - 4.30pm 30th June 2020 1.30pm - 4.30pm


Cost: £60 per session (£70 for non RBG schools) Also included in the Secondary package



Secondary and Special School Science Subject Leaders

This meeting will support Science Subject Leaders with specific aspects of their role and provide up to date information on current research and policies. It will support Science Subject Leaders to explore ways of continuing to improve the quality of teaching and learning in science and will provide opportunities to share effective practice.


learning

Subject Leaders: ■ Will be able to achieve outstanding or

improved outcomes across key stages ■ Will be able to plan for effective and

personalised interventions

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SECONDARY


Subject Leaders Meeting for PE and School Sport (PESS)


Date: 17th September 2019 5th February 2020 20th May 2020

Venue: TBC

Cost: £30 per person, per session


Secondary PESS Subject Leaders

Meeting of PE Subject Leaders to support teachers in the delivery of a high quality PE and school sport curriculum.

Teachers will receive support with curriculum development, leadership of PESS, strategic planning and local and national developments.

Pupils: ■ Will receive enhanced PE

Teachers: ■ Will be able to celebrate their differences and

understand their learning styles

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LEADERSHIP

Our leadership and management support (found in courses

throughout this brochure) helps to support staff with effective tools to become more confident when leading and managing themselves, staff,

parents/carers and Governors.

The specialist advice and support provides a major contribution to schools responsibilities within the Ofsted guidance on leadership and management.

Leadership and management is an integral part to our school improvement strategy for schools.

The comprehensive training and support that forms a part of this professional development programme is aimed at all leaders across the school workforce. This includes senior leadership teams, Governors, school business managers and all other key staff involved in leadership and management.

This support helps to enable leaders to develop their skills, knowledge and expertise in managing and leading the school workforce. We do this through courses and one to one support.

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LEADERSHIP


Developing your middle leadership skills in the Primary School


Date: 8th Novermber 2019 10th January 2020 20th March 2020


Cost: £340

Tutor: Lead Practitioners


Primary Teachers who are new to middle leadership or aspiring middle leaders. Participants will be expected to attend all dates.

This course will prepare you in the next stage of your career. You will be supported to lead a small scale school improvement project to develop your middle leadership skills to inspire outstanding performance in a team.

Sessions will follow the themes: Identification, Inspire, Initiate and Impact. You will learn how to identify improvement projects using a solution focussed approach and data analysis where appropriate. You will unpick issues that lead to underperformance, look at how to involve governors, lead teams, deal with difficult people, hold staff to account and still look after your well-being. There will be an opportunity to participate in Action Learning Sets to identify and address barriers to success.


“Very good course that offers some excellent strategies for middle leaders.”

“A great course which really helps you reflect on what you want in career progression.”

Pupils:

■ Will benefit from improved teaching and learning

Staff: ■ Will lead learning using a solution-focussed

approach ■ Lead and motivate teams in order to improve

an area of underperformance ■ Develop confidence in dealing with difficult

conversations and plan their leadership development

School: ■ Will address an area for school development

to support the school improvement plan

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The sessions are delivered by experienced and outstanding practitioners, and the topics covered ensure that NQTs have the opportunity to develop the skills they gained from training, whilst reflecting on the Teachers’ Standards throughout the year. Most sessions of the

programme are offered in the morning and repeated in the afternoon. Experience has shown that having the

opportunity to attend regular meetings at the Professional Development Centre (PDC) supports NQTs in

building supportive relationships and networks, as well as broadening their skills and bank of

resources to promote their development towards successful completion of induction

and beyond.

The Royal Borough of Greenwich Induction Programme for NQTs covers key areas to support NQTs during their induction year. All dates are suitable for EYFS and Primary NQTs, and several are suitable for Secondary NQTs, too. We welcome NQTs from Royal Greenwich schools, as well as NQTs working in schools outside of the borough.

NQT

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NQT


NQT Welcome Reception


Date: 26th September 2019

Venue: The Queen’s House

Cost: Free to all schools using the RBG Appropriate Body service

Tutor: Members of Royal Greenwich Children’s Services


All Royal Borough of Greenwich NQTs

This reception is for all NQTs using the Royal Greenwich Induction Services. NQTs will have the opportunity to find out about the induction process and meet colleagues from other schools and those involved in induction. Further details will be sent to each NQT registered with us in September.

NQTs: ◼ Will widen their support network by

meeting other NQTs as well as key staff involved in their induction year

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NQT


NQT Conference


Date: 4th February 2020


Cost: £120 (£150 non RBG schools)

Tutor: Lead practitioners from Children’s Services and Royal Greenwich Schools


All NQTs The annual conference invites NQTs from all schools and all phases to come together to share ideas and best practice. Quality sessions on relevant topics will be delivered by experts from across the borough.

NQTs will be sent invitations and further details of the programme nearer the time. Places will be allocated on a first come, first served basis.

Pupils: ◼ Will be taught by teachers who evaluate their

own practice and have renewed confidence in trying appropriate new strategies

◼ NQTs:Will make links with each other and share experiences

◼ Will learn strategies which promote good learning and engaged, motivated pupils

◼ Will have the opportunity to reflect on their progress thus far

Settings: ◼ Will have NQTs who feel motivated and

encouraged and bring fresh approaches to teaching

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NQT


Behaviour Management Day 1 – Could it be magic?




Cost: Primary & EYFS £420 for entire package or £60 per session (non RBG school £440 for package or £70 per session) Secondary £200 for all applicable sessions within the package or £60 per session (non RBG schools £220 for package or £70 per session)

Tutor: Meic Griffiths - Waterside Primary, Outreach, Nest & Nurture


NQTs from the EYFS, primary and secondary phases

This is a three-part course.

This first session will be based upon ensuring that NQTs have the skills and techniques to handle most situations including:

◼ Creating a positive learning environment

◼ Establishing non-negotiables ◼ How to get a ‘buy in’ ◼ Understanding behaviours and your

role in securing a positive outcome ◼ Understanding the roles of the

specialist provisions available ◼ Understanding the law with regards to

classroom disruption

Part two and part three of this course takes place on 25th February and 9th June 2020 respectively.

Pupils: ◼ Will benefit from being educated in a secure

and holistic environment ◼ Will feel supported in managing their

behaviours and attaining expectations ◼ Will understand how to manage their

behaviours and de-escalate

NQTs: ◼ Will understand the power of consistency in

dealing with behaviours ◼ Will develop their non-negotiables and skill

base for de-escalating situations ◼ Will understand how to use other adults to

support ◼ Will learn a variety of techniques to re-focus

behaviours ◼ Will understand who to ask for support and

guidance

Schools: ◼ Will know that their behavioural management

policies are implemented effectively within their classes

◼ Will have NQTs who are acutely aware of their role in behavioural management and safeguarding

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NQT


Emotional Well-being and Mental Health in the Classroom




Cost: Primary & EYFS £420 for entire package or £60 per session (non RBG school £440 for package or £70 per session) Secondary £200 for all applicable sessions within the package or £60 per session (non RBG schools £220 for package or £70 per session)

Tutor: Leading Practitioners from Royal Greenwich Educational Psychology Service


NQTs from the EYFS, primary and secondary phases

This interactive workshop will introduce a strength based approach to emotional mental health involving both small group reflective discussion and activities. The workshop aims to increase teachers’ understanding of their role in promoting mentally healthy relationships in their classroom, and will be a useful introduction to the group consultations which are being offered for NQTs throughout the year.

Pupils will benefit from: ◼ Increased emotional resilience ◼ Increased confidence to persevere with

challenges in learning

NQTs will have: ◼ l An increased understanding of the factors

that can promote mental health and emotional well-being in the classroom

◼ A greater appreciation of the impact of teachers’ own emotional well-being on their teaching practice

◼ An understanding of ways to manage the classroom environment that is conducive to teacher and pupil well-being, linked to real life scenarios

Settings will benefit from: ◼ Improved relationships between pupils and

between pupils and teacher ◼ Reduction in fixed term/permanent exclusions

and school absence

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NQT


Educational Inclusion - Providing Effective Learning Opportunities for Pupils

Times: 1.00pm - 4.00pmDate: 12th November 2019Venue: Professional Development CentreCost: Primary & EYFS £420 for entire package or £60 per session (non RBG school £440 for package or £70 per session) Tutor: Leading Practitioners from Support Team for Education in Primary Schools Also available to educational establishments outside Royal Borough of Greenwich

Primary & EYFS NQTs

NQTs will be given an introduction to the local and national context for inclusion, including legislation such as the Disability Discrimination Act and the opportunity to explore what inclusion means within their setting. NQTs will be introduced to a range of materials to support the development of inclusive practice, including personalising provision, the National Curriculum Inclusion Statement and examples of good practice.

Pupils: ◼ Will benefit from increased access and

appropriately resourced learning

NQTs: ◼ Will have an updated knowledge of legislation ◼ Will develop understanding of inclusive

classroom practice and make reasonable adjustments to increase access

◼ Will have an understanding of their role and responsibilities relating to inclusion

Settings: ◼ Will benefit from wider use of available

resources to enhance provision ◼ Will have established systems to increase

access

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NQT


Precise Learning: Excellent Progress




Cost: Primary & EYFS £420 for entire package or £60 per session (non RBG school £440 for package or £70 per session)

Tutor: Lead Practitioners from schools in Royal Greenwich


EYFS and Primary NQTs

Experienced primary practitioners will model excellent practice to support NQTs in delivering outstanding lessons. NQTs will work through some theory and move on to look at effective questioning and planning outstanding lessons.

Pupils: ◼ Will benefit from precisely matched learning

intentions, tasks and outcomes that enable them to clearly measure and articulate the progress in their learning

NQTs: ◼ Will understand the elements of what makes

learning outstanding ◼ Will be more confident in planning lessons with

clear success criteria ◼ Will be shown a wide range of strategies to

enable excellent teaching and learning to take place

Settings: ◼ Will benefit from increased levels of higher

order thinking through effective questioning and challenging within the classroom

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NQT


Creating a Reading Community


Date: 3rd December 2019


Cost: £420 for entire package or £60 per session (non RBG schools £440 for entire package or £70 per session)

Tutor: Leading Practitioners from RBG schools



An exploration of a range of teaching strategies that can be applied to children of different ages and groups of different sizes. The session will focus on building comprehension and inference skills through re-imagining the way that reading is taught and helping NQTs to build a community of readers within their classroom.

Pupils: ◼ Will develop their listening/speaking and

reading/writing skills because their teacher has given them verbal feedback regarding success

◼ Will be able to take more responsibility for their learning and understand how effort and practice supports their progress

◼ Will be able to use and apply their reading experiences to their writing

NQTs: ◼ Will devise action plans to implement feedback

on success in their own classrooms ◼ Will explore practical classroom strategies ◼ Will learn how to train children to become

peer and self-assessors ◼ Will reflect, evaluate & develop their own

classroom practice ◼ Will establish for themselves a clear rationale

for their formative teaching and assessing practice

Settings: ◼ Will benefit from teachers who understand the

importance of collaborative enquiry approach to their own professional development and who are motivated to develop their evaluative skills

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NQT


Supporting the Learning of Looked After Children in the EYFS and Primary Phase





Tutor: Headteacher of Royal Greenwich Virtual School


NQTs from EYFS, Primary and Secondary Phases

This course will provide colleagues with knowledge and understanding of what being looked after means for a child or young person, and how it impacts on their education. It will outline key reasons why children go into care and how daily life is affected. It will also provide information on the needs of children who were previously looked-after but are now adopted, on a special guardianship order or a child arrangements order.

The course will briefly outline attachment theory and help delegates to recognise behaviours associated with attachment. Importantly the course will give delegates Some key strategies for managing behaviour of children affected by this and ways which help them to learn.

Pupils: ◼ Will benefit from more inclusive teaching

strategies as well as increased understanding of the issues they have faced in the past, and difficulties they may continue to face

NQTs: ◼ Will demonstrate an understanding of how to

support learning in the classroom for children who have attachment issues

◼ Will be able to make adjustments to curriculum planning to take account of the social, emotional and behavioural impact of being in foster care

◼ Will understand how to work with other professionals, as well as adoptive parents, foster carers and the designated teacher, to support looked after children and those who were previously in care but are now adopted, on a Special guardianship order or a Child arrangements order

Settings: ◼ Will have staff more able to include children

who have suffered trauma through improved behaviour management and curriculum planning

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NQT


Behaviour Management Day 2 – I’m a Survivor!







NQTs in the EYFS, primary and secondary phases

This second session recaps some of the techniques covered in the first day, with NQTs encouraged to share experiences, but with a greater emphasis on practical solutions to support behaviours as well as ensure that NQTs well being is managed and they feel equipped to cope with the emotional side of daily behavioural management.

The training will cover: ◼ Recap of previous behavioural

management techniques to ensure a consistency of approach

◼ A safe space for NQTs to explore issues they are having and to receive practical support

◼ Understanding how to de-personalise behaviours

◼ Understanding what pushes your buttons.

◼ Body language ◼ What to do when you get to a point of

no return ◼ The difference between de-escalation

and diversion ◼ Tracking behaviours for patterns

Pupils: ◼ Will have more strategies to support their own

behaviours and de-escalate ◼ Will have a continued and consistent approach

to behavioural management ◼ Will have a teacher who is able to support

them when their behaviours are difficult or distressing to manage

NQTs: ◼ Will become more reflective in their approach

to behavioural management and use/adapt strategies to support behaviours

◼ Will receive additional strategies to support behaviours in line with schools behavioural policy

◼ Will understand that extreme behaviours can be supported and challenged

Schools: ◼ Will have NQTs who are not fazed by

distressing behaviours and who can deal with them according to both school policy and national guidance

◼ Will have classrooms that are conducive to learning, with supportive, reflective practitioners

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NQT


Rich Reasoning in Maths





Tutor: Leading Practitioners from across RBG



Delegates will explore a variety of techniques to weave oracy throughout daily teaching of maths and numeracy skills. This will enhance children’s reasoning skills and ensure a language-rich environment to support mathematical development across all year groups.

Pupils: ◼ Will develop their understanding of mathematics

because their teacher gives them verbal feedback regarding success

◼ Will have opportunities to use and apply their knowledge of mathematics

◼ Will take more responsibility for their learning/effort ◼ Will be actively involved in peer and self-assessment

opportunities

NQTs: ◼ l Will have a secure understanding of what formative

teaching, learning and assessing might ‘look like’ for mathematics

◼ Explore practical formative processes & classroom strategies

◼ Will learn how to train children to become peer and self-assessors

◼ Will reflect, evaluate & develop their own classroom practice

◼ Will establish for themselves a clear rationale for their formative teaching and assessing practice

Settings: ◼ Will benefit from teachers who understand the

importance of collaborative enquiry approach to their own professional development, and will be motivated to develop their evaluative skills

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NQT


Developing Teaching Strategies and Making Reasonable Adjustments to Increase Access to the Curriculum for SEN Pupils


Date: 21st April 2020



Tutor: Leading Practitioners from Support Team for Education in Primary Schools


Primary & EYFS NQTs

This session will provide colleagues with a brief overview of current provision for pupils with SEN in Royal Greenwich. Participants will be given guidance about making reasonable adjustments within the inclusive classroom, planning appropriate learning opportunities, target setting, tracking progress and additional provision and resourcing. The use of practical resources to increase access will be outlined and demonstrated and colleagues will be signposted to further CPD opportunities.

Pupils: ◼ Will benefit from increased access and

appropriately resourced learning

NQTs: ◼ l Will demonstrate an increased understanding

of their role and responsibility in providing effective learning opportunities for pupils with SEN

◼ Will develop their understanding of inclusive classroom practice and make reasonable adjustments to increase access

Settings: ◼ Will benefit from wider use of

available resources to enhance provision ◼ Will have established systems to increase

access to the curriculum for SEN pupils

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NQT


Learning in and Through Physical Education Early Years Foundation Stage & Key Stage 1 (am) Key Stage 2 (pm)

Times: 9.00am - 12.00pm & 1.00pm - 4.00pm

Date: 19th May 2020

Venue: Sherington Primary School




Primary & EYFS NQTs

This course will give NQTs an insight into the national curriculum for physical education to establish what constitutes high quality PE and school sport. NQTs will be supported to develop their planning for physical education.

Please note: FS and KS1 teachers will attend in the morning and KS2 teachers will attend in the afternoon.

Pupils: ◼ Will have enjoyable physical education and

School Sport lessons ◼ Will have improved self-esteem and motivation

for their physical education and School Sport

NQTs: ◼ Will deliver physical education and School

Sport confidently ◼ Will have a wider range of teaching strategies

for PE

Settings: ◼ Will benefit from good or outstanding PE

lessons

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NQT


Behaviour Management Day 3 – Believe


Date: 9th June 2020





NQTs in the EYFS, Primary and Secondary Phases

This third and final session, will look at techniques covered in the previous two sessions and support NQTs in the development of their own classroom / behavioural management.

The training will include: ◼ Understanding the difference between

earned and diagnosable behaviours and how to manage them accordingly

◼ Understanding of dynamics, links to positive reinforcement and reward

◼ Understanding that all behaviours can be modified effectively and holistically

◼ Additional skills and techniques to support

◼ both low level and extreme behaviours

Pupils: ◼ Will have more strategies to support their

own behaviours and de-escalate ◼ Will have a continued and consistent

approach to behavioural management ◼ Will have a teacher who is able to support

them when their behaviours are difficult or distressing to manage

NQTs: ◼ Will believe in their own abilities to support a

wide variety of behaviours ◼ Will use techniques learnt consistently and

empower pupil attainment ◼ Will understand the differences between

learned and diagnosed behaviours and have support mechanisms to manage them

◼ Will have a clear understanding of their responsibilities within behavioural management

Schools: ◼ Will have NQTs who are not fazed by

distressing behaviours and who can deal with them according to both school policy and national guidance

◼ Classrooms that are conducive to learning, with supportive, reflective practitioners

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NQT


Education Psychology NQT Consultation Groups

Times: 9.00am - 12.00pm

Date: TBC


Cost: £150 for all 5 sessions, or if combined with the NQT Induction Training Programme, a total of £550

Tutor: Leading Practitioners from the Royal Greenwich Education Psychology Service


NQTs working in the EYFS, primary and secondary phases

These half-termly meetings will provide a safe, supportive environment for NQTs to share their experiences and work together to develop solutions for challenges that they are encountering in their day to day work.

Exploring a range of live issues brought forward by participants, the sessions provide opportunities for NQTs to:

◼ Examine issues in depth ◼ Share thoughts and ideas ◼ Reflect on their own practice ◼ Receive feedback from the group ◼ Reflect on the emotional experience,

both from the teacher’s and the pupil’s perspective

◼ l Consider how processes within the wider school system impact on their work

◼ Learn from the joint-problem-solving process and apply new ideas in their own work

Pupils: ◼ Will benefit from improved pupil progress and

emotional wellbeing

NQTs: ◼ Will build greater confidence in managing ◼ day to day challenges, improved teacher-pupil

relationships and reduced teacher stress

Schools: ◼ Will benefit from greater teacher effectiveness

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NQT


Induction Tutor Briefing

Times: 9.00am - 12.00pm




Tutor: Member of the NQT Induction Team and Experienced Colleague from RBG School


NQT Induction Tutors & Coordinators

This course is important to anyone new to the role of induction tutor or coordinator and will also be very useful to anyone with experience as a refresher and an opportunity to develop best practice. The content covers:

◼ The 2012 Teachers’ Standards and using them with your NQTs

◼ Statutory requirements for NQT Induction ◼ The impact of your role ◼ Evidencing progress ◼ Assessing against the new standards and

writing termly assessment reports ◼ Effective use of 10% non-contact time ◼ Sharing best practice

Pupils: ◼ Will benefit from better prepared and

more confident NQTs

NQT Induction Tutors: ◼ Will carry out the role of induction tutor

more effectively ◼ Will be more confident in their role as

induction tutor

Settings: ◼ Will be working within statutory

guidelines for the induction of NQTs

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School support staff play a vital role in ensuring children and young people are learning in a safe and supportive learning environment. They can foster positive and trusting relationships and improve school environment by encouraging parent and family involvement in education.

Our range of Support Staff courses are continuously evolving to meet the training and developments needs of these various roles.

This section also outlines our Apprenticeship offer - apprenticeships can be transformational for leaners, offering real work experience, alongside training to

develop the right skills to become a fully competent practitioner. Schools have told us they benefit from an injection of fresh ideas and the opportunity to nurture talented staff, familiar with their own school’s ethos and procedures.

The dedicated ApprenticeshipsPLUS team have delivered bespoke apprenticeship training in schools since 2015 and offer guidance and support, for schools and learners, throughout the apprenticeship journey: from understanding the apprenticeship levy and developing appropriate roles, through recruitment and induction to achievement and progression.

SUPPORT STAFF

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SUPPORT STAFF


School Business Manager’s Conference




Cost: £125 or a total of £225 if attending the 2 network meetings and the conference (non RBG schools £155 or a total of £265 if attending a total of 2 network meetings and a conference)

Tutor: Member of the Direct Services to Schools Team


School Business Managers

This is a great development opportunity for existing and aspiring School Business Managers, including those studying for a qualification in School Business Management. Guest speakers will be invited to present on key changes in the field of education, consider the implications for school business management and offer tools to support you in maximising the opportunities available.

Pupils: ◼ Will attend a school which is effectively

resourced

SBMs: ◼ Will have access to a range of resources

available to improve efficiency and will be able to help shape future provisions for SBMs

Settings: ◼ Will have more effective and robust

systems in place as a result of SBMs reflecting on models of good practice

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SUPPORT STAFF


School Business Manager’s Network Meetings


Date: 28th February 2020 18th June 2020


Cost: £60 or a total of £225 if attending the 2 network meetings and the conference (non RBG schools £70 or total of £265 if attending a total of 2 network meetings and a conference)

Tutor: Member of the Direct Services to Schools Team


School Business Managers

Guest speakers are invited to each session to focus on a particular area of interest previously identified by the group. Recent sessions have included Managing Well Being in Schools and Developing the School Business Manager role. Relevant updates are also provided from departments within the Royal Borough of Greenwich, such as Human Resources, Payroll and Finance.

Pupils: ◼ Will attend a school which is effectively

resourced

SBMs: ◼ Will hear from various experts on

whichever areas of their work are identified

◼ Will have the opportunity to share best practice, helping them to develop their own practice in school

◼ Will form links and collaborate, ensuring SBMs are more effective in their role

Settings: ◼ Will have more effective and robust

systems in place as a result of SBMs reflecting on models of good practice

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SUPPORT STAFF


Higher Level Teaching Assistant (HLTA) Preparation for Assessment


Date: 21st January 2020 22nd January 2020 12th February 2020

or

6th May 2020 7th May 2020 3rd June 2020


Cost: £665

Tutor: Lead Practitioners/Trainers from Strictly Education 4S


Staff seeking to gain HLTA Status

This course provides participants with the three day preparation for assessment and the fee covers the half-day assessment required for gaining HLTA status. The three day preparation for assessment is a compulsory requirement for all HLTA candidates, and is suitable for those already working to the 33 HLTA standards.

HLTAs: ◼ Will be supported in completing the

written assignments and feel prepared for the in school assessment required. Participants will gain HLTA status

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SUPPORT STAFF


Higher Level Teaching Assistant (HLTA) Conference

Times: 9.00am - 4.00pm Date: 12th June 2020 Venue: Professional Development CentreCost: £125 (non RBG schools £155)Tutor: Various Lead Practitioners and External ExpertsAlso available to educational establishments outside Royal Borough of Greenwich

Anyone with HLTA status & those working towards gaining it

This is an opportunity for existing and aspiring HLTAs, including those currently working towards gaining the status. Guest speakers will be invited to present sessions on current educational issues. The day is arranged to allow opportunity for HLTAs to share best practice.

Pupils: ◼ Will be supported by HLTAs with

refreshed strategies and ideas to implement

HLTAs: ◼ Will develop new strategies and the

confidence to try relevant new strategies

Settings: ◼ Will benefit from motivated and highly

skilled HLTAs

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SUPPORT STAFF


Clinical Practice and Consultation Supervision for Learning Mentors and other Pastoral Staff

Times: 1.30pm - 3.30pm Date: 17th October 2019 5th December 2019 6th February 2020 2nd April 2020 11th June 2020 9th July 2020Venue: Professional Development Centre

Cost: £30 per session or book 6 sessions for £160 (non RBG schools £40, or 6 sessions for £220)

Tutor: Lead Practitioners from CAMHS


Learning Mentors and other pastoral staff

Staff continue to feedback the benefits of clinical supervision support provided, this includes:

◼ Opportunity to share common concerns ◼ Opportunity to support others in similar

roles ◼ Opportunity to tap into ideas, expertise and

experience of others ◼ Opportunity to reflect positively and

safely Providing personal & professional development

The sessions also model a framework for supervision that will support Learning Mentors and pastoral staff to work effectively with their students.

The sessions for current year will be facilitated by an experienced, Specialised Clinical Social Worker from the Child and Adolescent Mental Health Service (CAMHS) Early Intervention Team, who is a member of the CAMHS Family Therapy clinic and has a specific responsibility for supporting the work of front line professionals in Children’s Services.

To ensure sessions are beneficial and effective, supervision will take place within small groups, with no more than 8 participants. Places must be confirmed.

Pupils: ◼ Will be safeguarded and supported by

confident staff whose practice is safe and reflective

Practitioners: ◼ Will feel supported and have a safe space

to discuss concerns, development need and strategies

Settings: ◼ Will have staff who are equipped to carry

out their roles in a safe and professional manner

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SUPPORT STAFF


Learning Mentor Induction and Training Programme

Times: 9.30am - 4.30pm Date: 13th January 2020 (pre-training briefing,1.30pm - 3.30pm)

27th January 2020 10th February 2020 24th February 2020 9th March 2020 23rd March 2020 30th March 2020Venue: Professional Development CentreCost: £430 + £100 University accreditationTutor: Lead Practitioners from Inclusion, Learning and Achievement Also available to educational establishments outside Royal Borough of Greenwich

All school staff including Learning Mentors, Teaching Assistants & other support staff

This 6 day course will provide participants with a comprehensive description of the Learning Mentor role. It will address all aspects including:

◼ Setting up the programme in an educational environment

◼ Working with children and young people with specific needs such as anger management, bullying and low self-esteem

◼ Working with parents and key staff ◼ Evaluating and recording of the Learning

Mentor provision

Participants will also complete a portfolio enabling them to achieve L4 University accreditation.

Pupils: ◼ Will have improved personal well-being

and attitude to school and self

Practitioners: ◼ Will gain additional skills to support

individual needs of children and young people

Settings: ◼ Will help to create classroom

environments where children and young people are ready to learn

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SUPPORT STAFF


Learning Mentor Update and Network Meeting

Times: 1.30pm -3.30pm

Date: 19th November 2019 21st April 2020Venue: Professional Development Centre

Cost: £30 (non RBG school £40)

Tutor: Lead Practitioners from Inclusion, Learning and Achievement


Learning Mentors and aspiring learning mentors

Learning Mentors will have the opportunity to share and gain best practice from other mentors working in schools across neighbouring boroughs. Mentors will be both sign posted and supported in implementing legislation that impacts on their role and responsibilities as a learning mentor. Meetings will also include short seminars in areas such as Ofsted, Anti-Bullying, Conflict Resolution and Transitions as well as providing access to further CPD and training for Learning Mentors and other pastoral positions.

Learning Mentors will: ◼ Gain from sharing good practice and the

practical skills and knowledge of how to implement this in school

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SUPPORT STAFF


Apprenticeships and NVQs

Dates: Termly StartsVenue: Professional Development CentreCost: In most cases all training costs covered through the Apprenticeship levyTutor: Trainers and Assessors Also available to educational establishments outside Royal Borough of Greenwich

All school staff, new starters and existing workforce

We offer a range of Apprenticeship frameworks available from Levels 2 to 5, including:

◼ Business Administration ◼ Business Management ◼ Learning Mentor ◼ Supporting Teaching and Learning ◼ Supporting PE ◼ Customer Services ◼ Facilities Management

Additional frameworks soon to be delivered: ◼ School Business Management ◼ Community Arts Practitioner

Other apprenticeship frameworks available are on request.Apprenticeship courses run for between one and two years and provide the individuals with an opportunity to develop their skills and knowledge and demonstrate competence in the workplace.We also specialise in Apprenticeships for the school workforce and these apprenticeships are developed and delivered in partnership with schools.

Pupils: ◼ By employing apprentices, schools clearly

demonstrate the value of vocational routes to employment

Staff: ◼ Apprentices have the opportunity to

develop skills, underpinning knowledge and a deeper understanding of their chosen role

Settings: ◼ Apprentices often bring energy,

enthusiasm and a fresh perspective to the employing schools.

◼ This is an opportunity to nurture and grow their own talent

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SCHOOL IMPROVEMENT - GOVERNORS

With the increased focus on the effectiveness of school governance from Ofsted and legislative changes, we recognise that Governors responsibilities are wide ranging, with governing boards facing new challenges. Alongside termly Director’s Briefings with chairs and vice chairs, a biennial conference, bespoke and targeted training, this professional development programme will provide you with access to high quality support, information and training.

Good leadership is integral to improving outcomes for children and young people in schools. Schools cannot be judged ‘outstanding’ for leadership and management unless there is outstanding governance. This professional development programme is about equipping you with the knowledge, skills and tools to be part of a professional team providing your school community with dynamic and effective governance.

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GOVERNORS


Induction Training for New Governors


Date: 20th November 2019 30th January 2020 19th May 2020


Cost: Can be included as part of the SLA training package or £125 per session (non RBG schools £155)



New or recently appointed/elected Governors

This course provides an opportunity for Governors to develop a strong focus on the three core strategic functions below:

■ Ensuring clarity of vision, ethos and strategic direction

■ Holding the Headteacher to account for the educational performance of the school and its pupils

■ Overseeing the financial performance of the school and making sure its money is well spent

Governors: ■ Will have a clear understanding of the role

for which they have volunteered ■ Will become active participators and

effective Governors as quickly as possible ■ Will understand how to get to know their

school and how to challenge ■ Will be confident when dealing with

written information ■ Will be able to interrogate data

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GOVERNORS


Chairs’ Training

Times: 9.30am - 3.30pm Date: 30th October 2019 6th February 2020 Venue: Professional Development CentreCost: Can be included as part of the SLA training package or £125 per session (non RBG schools £155)Tutor: Members of the School Improvement ServiceAlso available to educational establishments outside Royal Borough of Greenwich

All Chairs/Vice Chairs or chairs of committees including prospective chairs

This course will cover the effective management of the Governing Board’s work, including:

■ Establishing a professional and supportive relationship with the Headteacher and senior managers

■ Ensuring that all the meetings are run effectively

■ Managing meeting and agenda settings

Governors: ■ Will be able to challenge school

performance ■ Will be fully involved in school

improvement ■ Will hold strategic and focused meetings ■ Will ensure that the whole Governing

Board becomes an effective and strategic group which robustly holds the school to account at all levels

58


GOVERNORS


Headteacher Performance Management

Times: 8.30am - 10.00am

Date: 9th July 2020





All Governors This course will provide participants with an in-depth understanding of the statutory requirements for Headteacher Performance Management and will include:

■ Overview of statutory guidance ■ Organisational details of the Headteacher

Performance Management process, including the role of the external advisor and the requirements for target reviews

■ Exploration of best practice target setting including how these should link to the school improvement priorities and outcomes for students

■ Information on actions following Headteacher Performance Management reviews and the role of the Pay Committee in this process

This course will reflect the statutory requirements for maintained schools in relation to Headteacher Performance Management, which is recommended best practice for all schools to follow.

Governors: ■ Will be confident in setting challenging

and aspirational targets for the Headteacher

■ Will be able to ensure that the targets are reviewed regularly

■ Will have the confidence to challenge the senior leadership to evidence that performance management targets have been set for all staff and that they are impacting on outcomes for pupils

59


GOVERNORS


Effective Financial Management for all Community Schools





Tutor: Members of the School Accounting Team


All Governors but particularly those serving on the finance/resources/business committee

This course is aimed at Governors of maintained Royal Greenwich Schools to enable them to fulfil their responsibility with regard to budget setting. Governing Boards are required to ensure that the priorities identified in the school improvement plan are resourced appropriately and that good value for money is achieved. Governing Boards are required to submit 3 year plans of which the current year must be a balanced position, with the remaining two years to support due diligence planning. The course will include:

■ Governing Board approved budget plans - explanation

■ How to approach 3 year budget plans: ◼ Income streams including Schools

Delegated Budget Share (Primary and Secondary School)

◼ High Needs Funding - place funding ◼ Early Years Funding ◼ National Funding Formula (updates if

appropriate) ◼ Engagement with Royal Greenwich if

the school is not able to set a balanced budget

■ Monitoring budgets ■ Bursarial Service

Governors: ■ Will have the confidence to challenge the

school’s financial performance ■ Will have the confidence to use the

available data to set a three year budget ■ Will have the skills and knowledge

to ensure that timely and prudent management action is taken to ensure that effective budget control is maintained

■ Will ensure that the whole Governing Board has the information available to them to become an effective and strategic group which robustly holds the school to account at all levels

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GOVERNORS


Understanding the Governor’s Role on the Pay Committee

Times: 8.30am - 10.00am






The course is for all governors who serve on the Pay or Pay Appeals Committee

The Pay and Pay Appeals Committees are statutory committees and are responsible for all pay decisions outside of the cost of living increases. The committees must be agreed by the governing board who will delegate the role to the named governors serving on the committee.

Attendance at this session will enable participants to:

■ Understand the importance of comparing evidence provided against the expectations of the School’s Pay Policy and the School Teachers Pay and Conditions Document

■ Evaluate the evidence provided by the Headteacher and how to use it to make strategic decisions on teacher’s pay

■ Be clear on the type of evidence expected for a request to move through the Threshold or Upper Pay Scale

■ Be confident when challenging requests for pay increases and have a clear rationale for any pay increase refusals

Governors will: ■ Understand their role in making pay

decisions for teaching staff at all levels ■ Be confident to ask challenging questions

regarding evidence provided ■ Be able to ensure pay decisions are

managed fairly and in line with the expectations of the school’s Pay Policy and the School Teachers Pay and Conditions Document

61


GOVERNORS


The Role of the Safeguarding Governor



Venue: Professional Development CentreCost: Can be included as part of the SLA training package or £50 per session (non RBG schools £60)

Tutor: Members of the Children’s Services Safeguarding Team


All Governors but especially those with Safeguarding responsibility

This course will investigate the specific and important role of the Safeguarding Governor:

■ How to ensure that the legal requirements are in place and are known and understood by all staff and adults working in your school

■ Ensuring that the expectations of OfSTED are being met and that governors can provide evidence of their compliance

■ How to ensure the expectations from Keeping Children Safe in Education 2018 are fully understood and embedded

Governors: ■ Will have a clear understanding of their

role ■ They will have the knowledge and

expertise to hold the school to account for ensuring that the policies and processes are in place and that they are being consistently applied

■ Will have a good understanding of what they should monitor and challenge and how that is reported back to the full Governing Board

■ Will be able to report on the staff ’s understanding of their role in Keeping Children Safe in Education 2018

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GOVERNORS


Complaints Training for Governors

Date: 26th September 2019 5.00pm - 7.00pm

12th November 2019 10.00am - 12.00pm


Cost: Can be included as part of the SLA training package or £50 per session(non RBG schools £60)



All Governors The course will support governors to understand their role in managing all complaints and concerns raised about their school. An effective complaints policy that is understood by the school community will help to ensure that any concerns or issues are dealt with effectively and a quick and positive outcome is secured.

Governors: ■ Have a good understanding of what a

complaint is ■ Be confident if asked to investigate a

complaint on behalf of the governing board

■ Be confident to serve on a complaints panel

■ Will have a whole school complaints policy which will ensure that all stakeholders are confident that their concerns or complaints will be dealt with sympathetically and fairly

■ Will confidentially manage any complaints against the governing board

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Our Whole School Training provides a variety of training events that will support in improving the quality of teaching and learning across the whole school workforce. Our offer also includes bespoke training that is planned especially to meet the needs of your school and can take place as twilight sessions or staff meetings.

We are pleased to be able offer you whole-school development opportunities that facilitate cross-curricular collaboration and sharing of best practice.

WHOLE SCHOOL

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WHOLE SCHOOL


Restorative Approaches Facilitator Training


Date: 27th February 2020 5th March 2020 12th March 2020 19th March 2020


Cost: Course £420 (non RBG schools £470)

Course and Level 5 Accreditation £620 (non RBG schools £670)

Lunch included

Tutor: Members of the Direct Services to Schools Team


All School Staff A Restorative Approach (RA) is inspired by the philosophy and practices of Restorative Justice, which puts repairing harm done to relationships and people at the heart of its response to conflict and wrongdoing. The ultimate aim of the training is to contribute to the building of a respectful, safe and inclusive school community or setting.

The course is held over 4 days and provides intensive, interactive facilitator training, focusing on building an understanding of a restorative ethos and developing effective facilitation skills.

Participants can also undertake a Level 5 academic component in Restorative Approaches, with the 12 month study and support programme commencing after the training course.

Pupils: ■ Will develop essential life skills in conflict

resolution, problem solving and emotional literacy; helping them to understand how to positively repair relationships damaged through conflict

Practitioners: ■ Will develop practical skills and

knowledge, which they can apply to conflict situations in their work setting

■ Will have the opportunity to work towards a L5 University accreditation and on completion, can apply to achieve registration with the Restorative Justice Council - joining a growing body of accredited restorative practitioners

Settings: ■ Will benefit from having staff with

specialist skills and knowledge who can support an enhanced conciliatory culture across the setting

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WHOLE SCHOOL


Restorative Approaches Level 5 - Refresher Course


Date: 31st October 2019 7th November 2019


Cost: £600 including University of Greenwich moderation



This course has been specifically designed for participants who have already undertaken training in restorative facilitation (either a 3 or 4 day course) and wish to gain Level 5 accreditation

Effective training in restorative facilitation is crucial to ensuring restorative processes delivered in any setting are safe, positive experiences for all involved. The Restorative Justice Council (RJC) champions standards for restorative practice and in 2012 it launched the Accredited Practitioner Register for restorative practice. The Royal Borough of Greenwich have developed a unique training programme - credit rated by the University of Greenwich - which combines three crucial elements to ensure the development of effective RA facilitators, while supporting advancement onto the accredited register. The course will include:

Theory - supporting participants to gain knowledge of the ethos, background and relevance of a Restorative approach, with academic assignments to develop theoretical understanding.

Practice - practical skill development to enable participants to deal with harm in their work settings in a restorative way.

Implementation - a consideration of how to implement restorative approaches in a specific context, including practical resources for embedding a high quality service.

Pupils: ■ Will develop essential life skills in conflict

resolution, problem solving and emotional literacy; helping them to understand how to positively repair relationships damaged through conflict

Practitioners: ■ Will work towards a L5 University

accreditation and on completion, can apply to achieve registration with the Restorative Justice Council - joining a growing body of accredited restorative practitioners



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WHOLE SCHOOL


Royal Greenwich Restorative Approaches (RA) Conference


Date: 16th June 2020

Venue: TBC

Cost: £85 per participant

Tutor: A variety of speakers and practitioners from the restorative practice field


All School staff Annual RA conference for all those working restoratively in Royal Greenwich and beyond. Hear from experienced RA practitioners, join workshops and network with professionals from other schools and agencies. This conference is aimed at both existing restorative practitioners and those new to the approach or who are interested to find out about the potential benefits of using RA.

Pupils: ■ The use of RA will support pupils to

develop essential life skills in conflict resolution, problem solving and emotional literacy; helping them to understand how to positively repair relationships damaged through conflict

Practitioners: ■ Will have the opportunity to share best

practice and learn from others from a range of agencies.

■ Will learn new skills and techniques for the application of RA across a range of settings



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WHOLE SCHOOL


Developing Anti-Bullying Programmes

Times: 9.00am - 12.30pm

Date: On Request

Venue: Host school

Cost: On Request



All school staff with a responsibility for PSHE/ Anti-Bullying / Safeguarding issues

This half-day course supports school staff to consider how they can implement anti-bullying activities across the curriculum and throughout the academic year. Staff will be introduced to anti-bullying resources and plans to assist them to develop a range of anti-bullying programmes.

Pupils: ■ Feelings of safety will be enhanced due to

an increase in anti-bullying education and support programmes in their school

■ Will be fully aware of the different forms of bullying and how they can prevent them

Practitioners: ■ Will improve their knowledge on bullying

issues and how to implement anti-bullying messages across the curriculum

■ Will have increased confidence in designing and running anti-bullying programmes in their schools

Settings: ■ Will benefit from a sustainable anti-

bullying programme of activities, run by informed school staff, which address bullying issues throughout the school year

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WHOLE SCHOOL


Keeping Children Safe Online

Times: 9.00am - 12.00pm



Cost: £60 (non RBG schools £70) Participants can combine this session with the Dealing with Sexting incident session and attend both at a reduced cost of £100 (non RBG schools £125)

Tutor: Lead Practitioners from Difference Ltd and Excite-ed


Staff, Senior Leaders and Governors with a responsibility for PSHE, Anti-Bullying, Safeguarding and those teaching internet safety

This half-day course aims to ensure that pupils are safeguarded through effective on-line safety in school and beyond. It will be an update on the current internet safety trends including fake news, self-harm, cyberbullying, exploitation, gaming, social media and dealing with incidents involving nude selfies. It will provide participants with up-to-date information, guidance and resources for teaching children and young people and supporting parents on internet safety issues (including managing children’s digital behaviour).

Pupils: ■ Will be aware of how to keep themselves

safe online

Practitioners: ■ Will benefit from increased confidence in

addressing this issue with children, young people and parents

■ Will develop an understanding of the risks of life on-line so that they can teach children how to keep themselves and others safe

Settings: ■ Will benefit from having staff with up-

to-date knowledge on e-safety issues, which they can share with parents and pupils

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WHOLE SCHOOL


Dealing with Sexting Incidents - how to prevent and respond to this growing issue in primary and secondary schools

Times: 12.45pm - 3.45pm



Cost: £60 (non RBG schools £70) Participants can combine this session with the Keeping Children and Young People Safe Online session and attend both at a reduced cost of £100 (non RBG schools £125)




This half day course will use the UKCCIS 2016 Sexting in Schools Guidance to support staff to feel more confident to deal specifically with sexting as an emerging issue for children, parents and professionals. It will enable staff to understand how to:

■ Respond to disclosures, record incidents and involve other agencies, including escalation to the police

■ Handle devices and imagery and risk assess situations

■ Involve parents and develop preventative education

Pupils: ■ Will benefit from increased staff

confidence in managing sexting issues ■ Will be fully aware of how to keep

themselves safe online

Practitioners: ■ Will benefit from increased confidence

in managing sexting issues with children, young people and parents

Settings: ■ Will benefit from having staff with up-

to-date knowledge on sexting issues, which they can share with parents and pupils

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WHOLE SCHOOL


Preventing and Responding to Online Bullying

Times: 12.45pm - 3.45pm

Date: 15th May 2020


Cost: £60 per participant (non RBG schools £70 per session)



All school staff The half-day course will be delivered in line with the OFSTED Framework and the DfE 2015 statutory guidance Keeping Children Safe in Education and will include information on the current internet safety issue such of cyber bullying. The training will:

■ Discover cutting edge anti-cyber bullying resources for schools

■ Enable staff to understand the latest cyber bullying research implications for schools and families

The training will be delivered by an experienced CEOP and STEM Ambassador and an online safety specialist.

Pupils: ■ Will be aware of how to keep themselves

safe online

Practitioners: ■ Will benefit from increased confidence in

addressing this issue with children, young people and parents

■ Will develop an understanding of the risks of life on-line so that they can teach children how to keep themselves and others safe

Settings: ■ Will benefit from having staff with up-to-

date knowledge on e-safety issues, which they can share with parents and pupils

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WHOLE SCHOOL


Understanding and managing the effects of Social Media on children’s Mental Health

Times: 9.00am - 12.00pm

Date: 15th May 2020


Cost: £60 (non RBG schools £70) Participants can combine this session with the Dealing with Sexting incident session and attend both at a reduced cost of £100 (non RBG schools £125)




■ Explore the impact and risks the digital world is having on young people’s mental health

■ Understand how to help young people manage their life on social media and limit any risks to their mental wellbeing

■ Gain resources and strategies to address this challenging issue in your school community

Pupils: ■ Will understand the risks associated with

using social media such as making friends with strangers online. They will learn protective behaviours when using social media to explore their identities.

Staff: ■ Will be able to support their pupils with

online risk management and protective behaviours in relation to social media. They will be able to use latest research and teaching resources.

School: ■ Will gain knowledge of how to develop

school community digital resilience when using social media. They will know how to support parents raising digital children who communicate with others online.

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WHOLE SCHOOL


Supporting Trans Pupils


Date: 21st January 2020



Tutor: Senior Public Health Manager


School Leaders, PSHE Leads, Safeguarding Leads, Schools Pastoral Leads, School Governors

This course will help schools to understand how to support transgender pupils and their families. It will focus on a whole school approach, which is relevant to all schools, and will cover both provision and school ethos.

Pupils: ■ Will benefit from effective provision, which recognises

Equality Law, benefit from a broad and balanced curriculum, which recognises and celebrates diversity

Practitioners: ■ Will understand how to support transgender pupils so

that they are able to thrive in a school environment, understand how to ensure that all pupils receive a fair and equal access to provision and services

Settings: ■ Will meet their statutory obligations regarding Equality

Law and transgender people, as part of their statutory obligations for pupil wellbeing

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WHOLE SCHOOL


New Designated Teacher for Looked After Children




Cost: FREE to Royal Borough of Greenwich Staff and Schools (£25 cancellation fee)

Tutor: Members of the Virtual School Team

School staff who are new to the role of Designated Teacher for Looked After Children

This induction session will take you through the statutory duties of the Designated Teacher for Looked After Children. There will be a chance to discuss best practice and to share ideas for improving the outcomes for children in care.

Pupils: ■ Looked After Children will benefit from higher

aspirations and better support

Practitioners: ■ Will be better equipped to meet their statutory duties ■ Will have an opportunity to share best practice and

learn from others

Settings: ■ Will have better systems for Looked After Children

leading to improved outcomes ■ Will be able to satisfy their Governing Board that

their Designated Teachers are meeting their training obligations

Designated Teacher for Looked After Children


Date: 5th December 2019 26th March 2020


Cost: FREE to Royal Borough of Greenwich Staff and Schools (£25 cancellation fee)

Tutor: Members of the Virtual School Team

Designated Teachers for Looked After Children and delegated staff, pastoral staff and SENCOs

A termly session led by Royal Borough of Greenwich Virtual School staff to enable Designated Teachers to meet their statutory duties. The session will update staff on local, regional and national developments and provide a chance to share best practice and network with staff from other schools.

Practitioners: ■ Will be more able to meet their statutory duties ■ Will be able to problem solve for the Looked After

Children in their schools

Settings: ■ Will have better systems for Looked After Children

leading to improved outcomes ■ Will be able to satisfy their Governing ■ Board that their Designated Teachers are meeting their

training obligations

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WHOLE SCHOOL


Multi-Agency Looked After Children Conference


Date: 25th June 2020


Cost: £100

Tutor: Various


Designated Teachers for Looked After Children and delegated staff, pastoral staff and SENCOs, Foster Carers, Social Workers and IROs

The annual multi-agency conference on education for Looked After Children will provide an opportunity to hear speakers, join workshops and network with professionals from other schools and other agencies.

Looked After Children: ■ Will improve their aspirations and

outcomes

Practitioners: ■ Will be more knowledgeable and

confident in using strategies to support Looked After Children with their education

■ Will have a better knowledge of their own role and the role of other agencies

Settings: ■ Will have better systems for Looked After

Children leading to improved outcomes ■ Will be able to satisfy their Governing

Board that their Designated Teachers are meeting their training obligations

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WHOLE SCHOOL


Train The Trainer (Youth Culture Today)


Date: 29th October 2019 26th November 2019


Cost: £150

Tutor: Lead Practitioners from Bettadayz

SENCOs, Teachers and Teaching Assistant.

This 2 day workshop will focus on the push and pull factors involved in Girls and Gangs.

The initial first half-day session (day 1) will introduce participants to a pre-prepared session they will practice, edit and evaluate in terms of the need and how it fits their environment.

All resources and a thorough examination of the model of care used will enable participants to become equipped to deliver this particular lesson and build the critical skills needed to respond to the demand and fluctuations in terms of issues that affect young people.

The above will be followed up four weeks later (day 2) with an evaluation and group pod session whereby each participant will go through critically how their session went and what issues they encountered. This process will solidify the learning as well as offer alternative strategies and better meet learner needs.

■ Pre-prepared lesson plan template ■ Feedback form template ■ The three levels of listening; competitive, attentive, active ■ Three ways to use questions


“Really enjoyed both sessions and came away excited to be able to deliver what I’ve learnt.”

“More of these sessions are needed across all boroughs.”

Pupils: ■ Will benefit from a safe

environment whereby they can express themselves in an open, honest manner.

Staff/Attendee: ■ Will become more

confident, congruent and capable of delivering sessions, as well as explicitly understanding the myriad of needs that have to be met.

Settings: ■ Schools are able to

celebrate maths in their school environment as a relevant subject in children’s lives

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WHOLE SCHOOL


Whole School Numicon Training

Date: On request 2.5 hours

Venue: Host schools

Cost: £200 Royal Borough of Greenwich Schools

Tutor: SEND Outreach Support Services

SENCOs, Teachers and Teaching Assistants

A mainstream maths resource that is highly effective in leading children into abstract elements of maths with confidence and certainty in synthetic phonics

Pupils: ■ Children are able to use a structured

visual imagery system to access abstract mathematical concepts

Practitioners: ■ Staff are empowered to teach otherwise

abstract concepts at an earlier stage

Settings: ■ Schools are able to celebrate maths in

their school environment as a relevant subject in children’s lives

Whole School Handwriting

Times: 3 hours

Date: On Request

Venue: At host school

Cost: £200


SENCOs, Teachers & Support Staff

This course explores the structures needed for the implementation of a successful handwriting policy and practice. It does not promote a particular handwriting style. It will also provide lots of practical problem solving ideas and strategies for the most and least competent writers.

Pupils: ■ Will have the tools and methods to

improve their handwriting

Practitioners: ■ Will be confident in teaching handwriting

and remedying handwriting difficulties so that pupils handwriting improves

Settings: ■ Will be confident that there is consistency

in the teaching of handwriting in schools

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We offer a comprehensive range of special needs training courses that are designed to enable school staff to gain specialist skills that support children and young people with specific needs such as ASD, Dyslexia, Speech & Language impairment and hearing and vision impairment.

Our courses can be accessed as both bespoke courses, tailored to your need, that take place in your school or at training venues across the local authority.

SPECIAL EDUCATIONAL NEEDS

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The National Award for Special Educational Needs (SEN) Coordination

Dates/times: Submission date by December 2019

First face to face session: January 2020


Cost: £1,730 In partnership with SERCO and the University of Wolverhampton

Tutor: Senior Lecturer University of Wolverhampton

SENCOs & Aspiring SENCOs

The key aspects of the programme are: ■ Three masters level modules, each of

which is worth 20 credits ■ Tutor support - following an initial needs

analysis, your tutor will assist you in preparing your own learning programme and support you throughout the programme

■ Three sessions with your tutor and learning group face to face at the PDC

■ Online support - discussion groups, networking and seminars

■ Five visits - to other workplaces to gain first-hand experience of provision in other settings

■ Mentor support - from within your school or an experienced SENCO

■ Peer support - from within your own cohort, arranged by the tutor

■ Professional development portfolio - to record evidence of learning and experience

Pupils: ■ Will have knowledgeable SENCOs who are

becoming fully trained in their role

Staff: ■ Will be learning and growing in their role to

become fully qualified

Settings: ■ Will have fully qualified staff

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Whole School or Cluster Briefings

Times: 1 - 1.5 hours

Date: On request

Venue: At host school, 1.5 hours session

Cost: Free to Royal Borough of Greenwich schools

Tutor: SEN Assessment and SEND Reform Team

All staff This session will provide an introduction to the new SEND Code of Practice.

Practitioners: ■ Will understand responsibilities of

schools under the new Children and Families Act and COP

Settings: ■ Will embed new legislation and ways of

working

SENCO Network Meeting


Date: 1st October 2019 22nd January 2020 11th June 2020




Primary & Secondary SENCOs

A networking session for SENCOs to share new developments in SEND. This session will provide support, information, advice and sign posting for SENCOs in mainstream schools in Royal Borough of Greenwich.

SENCOs: ■ Will have access to up-to-date

information on SEND developments that are taking place in Royal Greenwich

■ Will have access to specialist advice and support that supports working as a SENCO in a mainstream school setting

■ Will have opportunities to network with other SENCOs in a similar role in schools in Royal Greenwich

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Twilight SENCo Support Session


Date: 8th October 2019 19th March 2020 8th July 2020

Venue: King’s Park Campus



Teaching Assistants, SENCOs & parents

A series of twilight SENCO support sessions, with topics to be decided by the SENCO Network meeting. These sessions are designed to support SENCOs with topical issues and share good practice across schools/settings.

These sessions will disseminate advice and support benefit to all school SENCOs with follow-up workshop style sessions in the implementation of new initiatives.

Pupils: ■ Will have knowledgeable SENCOs who are

aware of the systems and processes in place to support them

Staff: ■ Will have access to immediate support and

training on issues arising in practice or via network meetings in addition to access to specialist advice and support that supports working as a mainstream school SENCO

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New SENCo Induction Programme


Date: 31st October 2019 7th November 2019 14th November 2019 21st November 2019 28th November 2019


Cost: Free to Royal Borough of Greenwich schools (non RBG schools £110)



SENCOs new to post in Greenwich, to include experienced SENCOs new to working in Greenwich schools.

A Course to orientate SENCOs to Royal Greenwich systems and processes, to include:

■ The expectations of the graduated response and how to apply for an Early Health and Care assessment

■ Induction to Royal Greenwich services linked to SEND, to include Health as well as the voluntary sector

■ Assessing children at P-levels to support planning

Pupils: ■ Will benefit from knowledgeable SENCOs

who are aware of systems and processes in place to support them

Staff: ■ SENCOs will be aware of all RBG services

and systems

Settings: ■ Will have SENCOs who are able to make

referrals and provide a choice about appropriate services

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Including children with SEND in the mainstream classroom


Date: 10th December 2019 7th May 2020


Cost: £30 per delegate (non RBG schools £50)



SENCos, teachers and support staff

This course supports staff in: ■ Supporting learners with physical barriers

such as poor muscle tone and/or visual/hearing impairment

■ Understanding barriers experienced by learners with speech, language and communication difficulties

■ Developing a pupil’s independence skills through differentiated learning

■ Understanding and managing challenging behaviours

■ Tracking pupil progress

Pupils: ■ Will benefit from carefully planned

support tailored to meet individual needs

Staff: ■ Staff: will be knowledgeable and

confident in supporting pupils with a range of difficulties in the classroom

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‘WORD UP’ Programme

Times: 9.30am-3.00pm

Date: 26th September 2019 25th February 2020 2nd June 2020


Cost: Free to Royal Borough of Greenwich Schools (non RBG schools £50)



SENCOs, Teachers & Teaching Assistants

The Word Up programme is suitable for children working significantly below the Key Stage standards and not responding successfully to the traditional ‘synthetic phonics’ methods. This is a whole word reading and language development programme particularly suitable for children who are visual learners.

Pupils: ■ Pupils with visual strengths but

difficulties with the ‘synthetic phonics’ approach, will have access to an alternative reading programme

Staff: ■ Will understand why a whole word

approach to reading may be more effective for some pupils and will know how to deliver the Word Up programme

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Phonics Intervention Programme ‘STEPS to Success’

Times: 9.00am - 12.00pm

Date: 17th September 2019 24th September 2019 1st October 2019 8th October 2019

7th January 2020 14th January 2020 21st January 2020 28th January 2020

16th June 2020 23rd June 2020 30th June 2020 7th July 2020


Cost: Free to Greenwich Schools (non RBG schools £200)




This four-day course is a structured and cumulative phonics based literacy programme for children below catch-up level.

Training will include: ■ Good understanding of the English phonic

code ■ The principles of inclusion and underlying

learning difficulties ■ Working with targets ■ Delivery of a structured, multisensory,

cumulative phonics programme

Pupils: ■ With dyslexia related barriers to learning

acquire phonic and spelling skills and knowledge via a structured, cumulative, multisensory learning programme

Practitioners: ■ Will benefit from training from experienced

dyslexia specialist teachers and understand the best ways to improve reading, spelling and handwriting outcomes

Settings: ■ Will have staff who are trained to deliver

a successful teaching programme. STEPS will observe the staff member teaching the programme if requested by school

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‘STEPS’ programme support

Times: 9.30am - 12.00pm

Date: 15th October 2019 11th February 2020 19th May 2020






This support day provides opportunities for teaching assistants to have 1:1 consultations with the STEPS outreach team and attend training which update staff on aspects of the STEPS specialist teaching programmes.

Pupils: ■ Will benefit from more confident and

improved delivery of the programmes and varied content

Staff: ■ Will gain new ideas and strategies for

effective delivery of the STEPS programmes

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Supporting Children with Complex needs in literacy and maths


Date: 12th November 2019 3rd March 2020 4th June 2020





SENCOs, Teachers & Support Staff

This course will provide participants with: ■ The potential barriers to learning for

pupils with complex needs (pupils working significantly below the Key Stage standards)

■ An overview of the graduated approach and how it should be reflected in day to day practice

■ Strategies for assessment of pupils with complex needs

■ Planning and differentiating for pupils with complex needs

■ An overview of resources for supporting pupils with complex needs (including visual support) in core areas of the curriculum

Pupils: ■ Will benefit from carefully planned support

tailored to meet individual needs

Staff: ■ Will have increased confidence to effectively

implement the graduated approach when supporting pupils working significantly below Key Stage standards

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An Introduction to PIVATS 5

Times: 9.30am - 12.30pm

Date: 28th November 2019 5th May 2020





SENCOs, Teachers, Heads of Department, NQTs and Support Staff

This course enables staff: ■ To consider how PIVATS 5 sits within

the current assessment agenda (including an overview of the OFSTED grade descriptors for the quality of teaching, learning and assessment)

■ To have an overview of the rationale for the PIVATS 5 rewrite

■ To become familiar with PIVATS 5 structure and criteria

■ To look at PIVATS 5 and how it can be used to assess progress and inform learning for children with SEND who are attaining well below their age related expectations in reading, writing and maths

Pupils: ■ Will receive appropriate targets for learning

within a personalised curriculum

Staff: ■ Will have increased confidence and clear

structures in place for assessing, planning and supporting children working significantly below the Key Stage standards

Establishment: ■ Will be able to assess progress and inform

learning for children with SEND who are attaining well below their age related expectations in reading, writing and maths

Supporting Children with Maths

Times: 9.30am - 12.00pm

Date: 3rd December 2019


Cost: £30 per delegate


School staff who are supporting children in the maths lesson and are delivering maths interventions

This course will provide an understanding of the particular difficulties children with SEN have in the maths lesson and how best to support them. It will explore ways of developing independence in maths lessons through meaningful and supportive differentiation and exploring mainstream maths resources, which are highly effective in leading children into abstract elements of maths with confidence and certainty.

Pupils: ■ Will have access to the class maths

curriculum in a meaningful way so they are empowered and learn

Staff: ■ Will be empowered

Establishment: ■ Schools create a visual environment in

school which ensures that maths is a relevant and meaningful subject in children’s lives

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Story/Maths Boxes

Times: 9.30am -11.00am

Date: 26th November 2019 10th March 2020


Cost: Free to Royal Borough of Greenwich Schools (non RBG schools £50



SENCOs & Support Staff

This course provides an overview of the story box programmes which offer a story based multisensory approach to the development of early reading and communication skills. Some boxes also include a focus on early maths concepts and skills. The boxes contain a large range of engaging resources. This training course offers staff an opportunity to become familiar with the story box programmes and available resources and prepares them to deliver these to groups of pupils.

Pupils: ■ Will be able to develop their language,

communication and early reading (and maths) skills through a structured, multi sensory story based programme

Staff: ■ Will feel confident about delivering story

box programme to groups of children

Gaps in Maths Intervention

Times: 9.30am - 12.30am






SENCOs, teachers and support staff

This course will train adults to assess children to find the gaps in their mathematical understanding and deliver a 12 week intervention programme. The programme is suitable for children from Year 2 up to the end of KS3 with gaps in their mathematical understanding. It is not suitable for children with complex needs.

Pupils: ■ Will benefit from targeted support, planned

to meet their individual needs

Staff: ■ Will be able to assess pupils and deliver units

of work addressing gaps in mathematical understanding

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Using Visual Support for pupils with ASD

Times: 9.00am - 12.00pm

Date: 2nd October 2019





Staff supporting pupils with an ASD in primary schools, SENCOs/Teachers & Teaching Assistants

This session provides an introduction to visual support strategies including schedules and NOW/NEXT boards by using symbols to support the development of communication.

Pupils: ■ Will be supported to develop

communication skills using a symbol based system

Practitioners: ■ Will have an in depth knowledge of how

visual support can help children with an ASD to manage their learning environment

Settings: ■ Will be supported by staff who are

confident about the rationale and theory behind symbol based communication systems

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Analysing and Managing Behaviour for children with an ASD in the school setting







Staff supporting children with an ASD in school settings, to include LSA’s, SENCOs & Teachers

This course will provide staff with ways to analyse behaviour in children with an ASD, taking into account their specific learning and processing styles. This will lead to discussing practical strategies to manage behaviour in school, including designing behaviour plans and links to school behaviour policies.

It is recommended that LSA’s attend together with the school SENCO, so that strategies can be integrated within school-based behaviour policies and plans. The course will NOT cover handling and restraint management techniques.

Pupils: ■ Will have effective behaviour plans in place

to support their learning in school

Staff: ■ Will be equipped to understand and manage

behaviour for children with an ASD

Settings: ■ Will have a consistent evidence-based

approach to analysing and managing behaviour for children with an ASD in their school

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Supporting Students with an ASD in primary school

Times: 9.00am -12.00pm

Date: 4th November 2019 11th November 2019 18th November 2019 25th November 2019 2nd December 2019

27th February 2020 5th March 2020 12th March 2020 19th March 2020 26th March 2020

18th June 2020 25th June 2020 2nd July 2020 9th July 2020 16th July 2020





Staff supporting pupils with an ASD in primary schools, SENCOs/Teachers & Teaching Assistants

This five-day course includes the following:

Week 1 ■ What is ASD? Sharing our experiences of

ASD

Week 2 ■ Theories linked to Autism – personal

experiences and sensory sensitivities

Week 3 ■ Communication - Strategies to Assist

Week 4 ■ Approaches and Strategies

Week 5 ■ Managing Behaviour, Emotional and

Anxiety ■ Difficulties with Pupils with an ASD

Pupils: ■ Will be provided with appropriate

strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners: ■ Will have a deeper understanding of

autism and how it affects children and their families

■ Will be equipped with a range of strategies to support children with autism in mainstream primary school

Settings: ■ Will have staff who have a greater

understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included

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Setting up a Sensory Programme for Children with an ASD in your school to include Sensory Circuits and Sensory Diets


Date: 25th September 2019 1st April 2020 24th June 2020


Cost: Free to Royal Borough of Greenwich schools (non RBG schools £120 per session)



SENCOs/Teachers & TA’s and other professionals, supporting children with an ASD

This course supports staff in schools in supporting pupils with an ASD and sensory sensitivities, setting up interventions and supporting specialist Occupational Therapist programmes.

Pupils: ■ Will be provided with appropriate strategies

and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners: ■ Will be confident in understanding the

sensory needs of pupils with an ASD ■ Will be able to set up and run a sensory

circuit ■ Will be able to support a child with a

sensory diet

Settings: ■ Will have a range of experience staff in their

school to support pupils with sensory needs as a part of their educational programme

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How to support a child or young person in understanding their ASD diagnosis

Times: 9.30am - 12.00pm

Date: 12th December 2019


Cost: Free to Greenwich schools (non RBG schools £70)




This course will: ■ Provide an understanding of the particular

issues in the context of an ASD diagnosis ■ Provide practitioners with a range of tools

to use with students to support them in understanding their diagnosis

■ Provide a forum to discuss anxieties/concerns

Pupils: ■ Will understand their diagnosis in a positive

way

Staff: ■ Will be confident to manage this work and

have the necessary skills, knowledge and experience and a range of strategies and resources to draw upon

Schools: ■ Will have skilled staff to do this intervention

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Supporting Children with an ASD in the Foundation Stage







Staff supporting pupils with an ASD in the Foundation Stage, SENCOs/Teachers & Teaching Assistants

This course specifically focuses on meeting the needs of children with an ASD in the Foundation Stage. It covers:

■ What is ASD? ■ Communication development and

strategies ■ Sensory sensitivities and strategies to

manage them ■ Behaviour and strategies to manage

behaviour



Practitioners: ■ Will have a deeper understanding of autism

and how it affects children and their families ■ Will be equipped with a range of strategies

to support children with autism in mainstream primary schools


understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included

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Using Sensory Stories for children with an ASD at early stage of literacy development

Times: 9.00am - 12.00pm

Date: 23rd January 2020





Staff supporting students at an early stage of communication development with an ASD in schools. SENCOs/Teachers & Teaching Assistants

A course to support staff in schools in supporting students at an early stage of communication development to access story-based sessions to develop literacy, language and interaction skills.


and support to assist their inclusion, interaction and access to a literacy and early language/interaction- based intervention

Staff: ■ Will have an in-depth knowledge of how

sensory stories can support children with an ASD to develop their literacy, language and interaction skills

■ Will be confident about the rationale and theory behind sensory stories


understanding of how to use sensory stories to support children with an ASD

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Using Intensive Interaction to support students with an ASD in school

Times: 9.00am -12.00pm






Staff supporting students with an ASD in schools. SENCOs/Teachers &Teaching Assistants

This course provides an introduction to intensive interaction techniques and the rationale for using these with pupils with an ASD. Practical application in a school setting is provided.

Pupils: ■ Will be supported to develop

communication skills using Intensive Interaction

Practitioners: ■ Will gain an in-depth knowledge of how

Intensive Interaction can help children with an ASD to develop communication skills


confident about the rationale and theory behind Intensive Interaction

Transition for children with an ASD transferring to secondary school in September 2020


Date: 30th April 2020





Staff of schools holding the Dyslexia Friendly Quality Mark

Session to exchange information on students transferring to secondary schools.

Pupils: ■ Will have a smooth transfer to secondary

school with information passed between primary and secondary school SENCOs

Staff: ■ Will have accurate and detailed information

about students prior to transfer to assist in planning for their needs

Settings: ■ Will be able to allocate resources effectively

to meet the needs of students transferring in advance of transfer

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Using Social Interventions including social stories to support students with an ASD in schools

Times: 9.30am - 12.00pm

Date: 6th May 2020

Venue: At host school or King’s Park Campus

Cost: Free to Royal Borough of Greenwich schools (non RBG schools £70 when attending King’s Park session)



Staff supporting pupils with an ASD in schools.

SENCOs/Teachers & Teaching Assistants

This session will provide an introduction to Social Stories and the rationale for using these with students with an ASD. Practical application in a school setting is also provided.

Pupils: ■ Will be supported to understand social

situations through a story based approach

Practitioners: ■ Will have an in-depth knowledge of how

social stories can support children with an ASD to understand social situations

■ Will be confident in writing social stories to use with students themselves


confident about the rationale and theory behind Social Stories

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Transition day for vulnerable students including those with SEND but not ASD transferring to secondary school September 2020


Date: 21st May 2020





Primary & Secondary SENCOs

Session to exchange information on students transferring to secondary schools.

Pupils: ■ Will have a smooth transfer to secondary

school with information passed between primary and secondary school SENCOs

Staff: ■ Will have accurate and detailed information

about students prior to transfer to assist in planning for their needs

Settings: ■ Will be able to allocate resources effectively

to meet the needs of students transferring in advance of transfer

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ASD Online INSET

Times: On request

Date: Termly on request

Venue: At host schoolCost: Free to Royal Borough of Greenwich schools (non- RBG schools costs available on request)

Tutor: SEND Outreach Support Services including Education Psychologists within the Team


Staff supporting pupils with an ASD in schools. SENCOs/Teachers & Teaching Assistants

This is an online course to support staff in learning about the thinking and learning styles of students with an ASD and how to support them within a school based context.

The course is delivered through self-directed independent on line learning, supported by 3 sessions in a group context. The course requires about 18 hours of self directed learning from participants, which includes some short tasks as part of the process.



Practitioners: ■ Will have an understanding of autism and

how it affects children and their families ■ Will be equipped with a range of strategies

to support children with autism in mainstream schools

Settings: ■ Will have staff with a greater understanding

of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included

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ASD Awareness Training for all school staff

Times: On request

Date: On request




Whole school teams

This session provides an introduction to the thinking and learning styles of pupils with an ASD. Additionally it will provide all staff with an overview of practical strategies to support pupils with an ASD.




how it affects pupils and their families ■ Will be equipped with a range of strategies

to support pupils with autism in mainstream primary schools

Settings: ■ Will be able to set up ASD friendly

approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff

■ Will have staff who have a greater understanding of best practice in relation to pupils with autism, as well as the sensory difficulties they experience which can affect their ability to be included

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How to support children with an ASD in the dinner hall and playground

Times: On request

Date: On request

Venue: On request



Mealtime Supervisors

This session will provide: ■ Practical strategies for supporting pupils

with an ASD in unstructured times at school

■ Supporting the development of social interaction skills in the playground setting

Pupils: ■ Will be supported by staff with appropriate

strategies and support to assist their inclusion, interaction and access to all areas of the curriculum


how it affects children and their families ■ Will be equipped with a range of strategies

to support children with autism in the playground and dinner hall

■ Will be aware of the particular challenges (including sensory based issues) of the environment in the dinner hall and playground

Settings: ■ Will be able to set up consistent ASD

friendly approaches to the management of students in unstructured times

■ Will have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included in the playground and dinner hall

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Autism and Mental Health: A review of specific issues and interventions


Date: 14th July 2020





SENCOs/Teachers and TA’s and other professionals, supporting children with an ASD and mental health related needs

A day to: ■ Explore the particular mental health

needs most commonly linked to children with an ASD

■ Explore current research in this area, including more vulnerable groups of children

■ Provide participants with resources and strategies to use with this group of students Inform staff how to sign post students/families to external support

Pupils: ■ Will have staff supporting them who can

understand and support their mental health needs

Staff: ■ Will be confident to manage Mental Health

needs in students with an ASD, and have the necessary skills, knowledge and experience and a range of strategies and resources to draw upon

Schools: ■ Will have skilled staff to support this group

of students, and sign post to other agencies as appropriate

Dyslexia Assessor Consultation

Times: 1 Hour

Date: On request


Cost: £25


Staff of schools holding the Dyslexia Friendly Quality Mark

The consultation can be booked for help with report writing and support with assessment report decisions.

Pupils: ■ Will receive personalised learning closely

matched to need

Staff: ■ Will develop confidence in dyslexia

assessment decisions

Establishment: ■ Schools will develop in-house dyslexia

assessment expertise

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Catch up for Dyslexia Friendly Schools






Staff who are new to your school

This course is for staff in ‘Dyslexia Friendly Schools’ who have not received dyslexia training. It ensures that all school staff have received DFG training.

Settings: ■ Holding the ‘Dyslexia Friendly Schools

Quality Mark’ are meeting the requirements to maintain a dyslexia friendly school by ensuring all their staff have received dyslexia training.

■ Holding ‘Dyslexia Friendly Status’ are maintaining the profile of the accreditation ensuring all staff are well informed.

Online Inset - Dyslexia

Times: From 1 hour

Date: On request




SENCOs, Teachers & Teaching Assistants

This course is for schools who have achieved Dyslexia Friendly status or are working towards the dyslexia friendly Schools Quality Mark.

Dyslexia Pupils: ■ Will be supported by adults who

understand their needs

Practitioners: ■ Will have a baseline understanding of

dyslexia which is a requirement for the Quality Mark

Settings: ■ Can feel confident that all staff understand

dyslexia and how to detect and support dyslexic learners

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OCR Level 7 Diploma ‘Updating Skills’






Staff who have gained the OCR level 7 qualification ‘Assessing and Teaching Learners with Specific Learning Difficulties’.

The course will provide attendants with the latest updates on current standardised tests, test procedures and reporting and provide an opportunity to discuss complex report profiles.

Pupils: ■ To have specific needs identified and learning

personalised

Staff: ■ Attendants will make better informed

assessment decisions and develop a network of local assessors.

Establishment: ■ Will develop experienced assessors of

specific learning difficulties

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Visual Impairment Awareness Training


Date: 18th September 2019 10th October 2019 6th November 2019 27th November 2019



Tutor: Member of Royal Greenwich Sensory Team

Teaching Assistants

This course has been run jointly by Bexley and Royal Greenwich for many years. It is a three day intensive course for teaching assistants who provide direct support for visually impaired and blind children. The course provides in-depth coverage of the learning needs of VI students, including how to prepare materials, how to safely include VI children in school activities and how to use specialist technologies such as low vision aids, braille, and information about mobility and the use of sighted guides. The course is normally followed by specific training in schools about the needs of individual children.

Pupils: ■ Will be able to access the curriculum

effectively

Staff: ■ Will have an in depth understanding of

visual impairment and how it affects pupils and their families

■ Will be equipped with a range of strategies to support pupils with VI in mainstream primary schools

■ Will be able to set up VI friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff

■ Will have staff who have a greater understanding of best practice in relation to pupils with visual impairment

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Visual Impairment (VI) Awareness Training for all School Staff

Times: On request

Date: On request

Venue: On request




Whole school teams

An introduction to the needs and learning styles of pupils with a visual impairment and an overview of practical strategies to support them for all staff in school.

Pupils: ■ Will be able to access the curriculum

effectively

Staff: ■ Will have an understanding of

visual impairment and how it affects pupils and their families

■ Will be equipped with a range of strategies to support pupils with VI in mainstream primary schools

Settings: ■ Will be able to set up VI friendly approaches

across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff

■ Will have staff with a greater understanding of best practice in relation to pupils with visual impairment

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Makaton Training


Date: To be arranged




Teaching Assistants Early Years Practitioners & Speech Therapists

This Beginners’ Workshop provides a practical introduction to the Makaton Language Programme.

Sessions include discussing commonly asked questions, hints and tips for effective signing and symbol use and how to start using Makaton in everyday situations at home, school or work.

You will also learn the signs and symbols for Stages 1-4 and Additional Core Vocabulary

Pupils: ■ Will be empowered to communicate with

their peers and adults alike

Practitioners/Settings: ■ Will be empowered to support learners

with their communication via the use of Makaton

Downs Syndrome Training Day







SENCOs, Teachers & Support Staff supporting children with Down Syndrome

This course provides an: ■ Explanation of what causes Down

Syndrome ■ Understanding the learning profile of a

student ■ Effective strategies for differentiation ■ Understanding how to support around

literacy and numeracy and how to encourage positive behaviour.

Pupils: ■ Will benefit from carefully planned support

tailored to meet individual need

Staff: ■ Will have increased confidence to effectively

implement the graduated approach when supporting pupils

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Online Inset - Motor Coordination Difficulties

Times: 1 hour

Date: On request




SENCOs & Support Staff

This course aims to develop the knowledge, understanding and skills of all those working with children and young people with motor-coordination difficulties to support inclusive practice.

Pupils: ■ Will receive appropriate support to develop

their motor skills

Practitioners: ■ Will benefit from a baseline understanding

of motor-coordination difficulties ■ Will develop their expertise in supporting

children with motor-coordination difficulties

Using ICT to support children with a SEND


Date: 23rd April 2020


Cost: Free to Greenwich schools (non- RBG schools £120)




A course to: ■ Demonstrate to staff ICT based resources

to support young people with SEND in their learning

■ Provide staff with an opportunity to make their own resources tailor made to support students with a SEND

Pupils: ■ Will have stimulating resources to support

their learning through ICT

Staff: ■ Will be confident in using a range of ICT

resources, particularly linked to literacy and numeracy, suitable for students with a SEND

Schools: ■ Will have skilled staff confident in using a

range of ICT resources to support students with a SEND

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Deaf Awareness Training for all school staff

Times: On request

Date: On request

Venue: On request

Cost: Free to Royal Borough of Greenwich Schools


Whole school teams

An introduction to the needs and learning styles of pupils with a hearing impairment and an overview of practical strategies to support them for all staff in school.

Pupils: ■ Will benefit from strategies and support that

assists their inclusion, interaction and access to all areas of the curriculum

Staff: ■ Will have an understanding of deafness and

how it affects pupils and their families ■ Will be equipped with a range of

strategies to support pupils with deafness in mainstream primary schools

Settings: ■ Will be able to set up deaf-friendly

approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff

■ Will have staff with a greater understanding of best practice in relation to pupils with deafness and hearing impairment, as well as the communication difficulties they experience which can affect their ability to be included

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Attention Autism

Times: On request

Date: TBC





This two day course equips attendees with the skills to set up and run the 4 Stage Attention Autism programme. The training focuses on the practical aspects of intervention, working in a team and offering an irresistible invitation to learn. The Attention Autism programme targets the teaching of attention, communication and social interaction skills. Training is run applying the principles of the attention autism programme throughout each day. There are demonstrations of the techniques in action, films of the work with children, practical hands-on experience for participants and ideas for activities. The intention is to share the practical skills needed for participants to feel confident in setting up and running the intervention immediately.

Pupils: ■ Students will develop their social

communication and attention skills through a structured play based approach within an group setting

Staff: ■ Staff will be confident to deliver the

four stage attention autism programme developed by Gina Davis

Settings: ■ Outcomes of children at an early stage

of communication development will be improved. Settings will be equipped and empowered to deliver the attention autism programme

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Fischer Family Trust Wave 3


Date: 4th March 2020 11th March 2020 18th March 2020


Cost: £275 per delegate this includes FFT manuals



SENCOs, Teachers and Support Staff

Fischer Family Trust is an early intervention for children in Year 1 who have difficulties learning to read and write.

The aim of this course is: ■ To give adults a deeper understanding of

the needs of children who find reading and writing difficult

■ To provide a structure for individual teaching

■ To promote inclusion by enhancing Quality First Teaching

Training will include: ■ Day 1 - Assessment procedures for early

literacy including running records ■ Day 2 - The reading process ■ Day 3 - The writing process

There is a week between each training day to allow for consolidation of training. Set tasks are part of the training. Activities and approaches will also support Guided and Shared reading and writing.

Pupils: ■ The FFT Wave 3 programme has been

recognised as an effective approach to boosting children’s progress in reading and writing

Staff: ■ The FFT Wave 3 programme has been

recognised as an effective approach to boosting children’s progress in reading and writing

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Inference Training

Times: On request (2 x sessions)

Date: On request (2 x sessions)

Venue: At host school or King’s Park Campus

Cost: £400 plus cost of manuals at £53.50


Class Teachers, Learning Support Assistants and SLT

Inference training is an effective evidence based group intervention aimed at KS2/3 pupils who decode adequately but experience comprehension difficulties.

Pupils: ■ Will increase their level of reading

comprehension

Staff: ■ Will be effective in teaching reading

comprehension

Schools: ■ Will raise pupil progress in reading

comprehension

Bespoke Training

Times: On request

Date: On request

Venue: At host School

Cost: 1hr - £100 2hrs - £150 3hrs - £200 Whole Day - £350



Class Teachers, Learning Support Assistants, SLT

STEPS can deliver a range of bespoke in school training on request.

Pupils: ■ Meaning full learning and progress

Staff: ■ Skill development depending on chosen

topic

Schools: ■ Will increase in staff knowledge and skills

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Child protection is the protection of children from violence, exploitation, abuse and neglect. Our child protection courses are fully compliant in supporting schools in meeting this essential responsibility.

CHILD PROTECTION

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CHILD PROTECTION


Designated Safeguarding Lead/Person training


Date: 17th October 2019 10th December 2019 6th February 2020 30th April 2020



Tutor: Lead Practitioner from Proactive Safeguarding


Designed for those who will be acting as and taking on the role of Designated Safeguarding Lead/Person for safeguarding and child protection.

This one day course will cover the role and responsibilities of the designated person, context, process and procedures, thresholds for intervention, how to respond to concerns and how to make schools/settings safer. It provides an update on the most recent legislation changes (i.e. Keeping Children Safe in Education - September 2018, Working Together to Safeguard Children, 2018, DBS etc) that affect Safeguarding and Child Protection.

Pupils: ■ Will be safer and have safeguarding needs

met in a more appropriate and timely manner

Practitioners: ■ Will understand the child protection role

and responsibilities of the Designated Safeguarding Lead/Person

■ Will know how to deal with difficult conversations and responsibilities

■ Will be able to respond to concerns (initial responses to children and families, making and managing a referral to Children’s Services, contributing to Child Protection Conferences and the Child Protection Plan)

Settings: ■ Will be safer organisations and comply with

statutory government guidance

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CHILD PROTECTION


Designated Safeguarding Lead Person refresher course

Times: 9.30am - 12.30pm

Date: 18th October 2019 11th December 2019 5th February 2020 6th March 2020 1st May 2020





This course is designed for those acting as the designated safeguarding lead/person for child protection, or their deputies, or those who have previously attended the full day Designated Safeguarding Lead/Person initial training.

Keeping Children Safe in Education, September 2018 and Government guidance requires refresher training every two years. The course will cover responsibilities of the designated person, new initiatives, issues and challenges of the role. It will provide staff with the opportunity to discuss difficulties/problems associated with their role and to explore possible solutions. It also provides an update on the most recent legislation changes (i.e. Keeping Children Safe in Education – September 2018, DBS, etc) that affect Safeguarding and Child Protection.


met in an appropriate and timely manner

Practitioners: ■ Will understand the child protection

responsibilities of the designated safeguarding lead person

Settings: ■ Will be safer organisations and comply with

government/statutory guidance

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CHILD PROTECTION


Safer Recruitment


Date: 31st October 2019 9th December 2019 4th February 2020 28th April 2020



Tutor: Lead Practitioner from Proactive Safeguarding and Positive Learning


All Headteachers, school Governors, Business Managers and other staff likely to sit on interview panels or administer staff appointment.

This workshop is the Safer Recruitment Consortium accredited, updated version of the Safer Recruitment training for Headteachers, school Governors and other staff who are likely to sit on interview panels or appoint staff. It is still a requirement for every school appointments panel to include at least one member who has completed the Safer Recruitment training. Course content provides clear explanations of government guidance regarding the safer recruitment process. It also includes an update of the most recent legislation changes (i.e. the Keeping Children Safe in Education – Sept 2018, DBS, Disqualification by Association and other preemployment checks) that affect Safeguarding and Child Protection. It is recommended that you refresh your training every 5 years.



Practitioners: ■ Will have an awareness and understanding

of offender behaviour ■ Will be able to identify the key features

of safe staff recruitment that help deter or prevent the appointment of unsuitable people

■ Will be able to consider policies and practice that minimise opportunities for abuse

■ Will be equipped to review their own and their establishment policies and practice, with a view to making them safer

Settings: ■ Will be safer organisations ■ Will comply with government guidance and

legislation

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CHILD PROTECTION


A Practical Guide to the Schools’ Single Central Record (SCR)


3rd April 2020 1.00pm - 4.30pm



Tutor: Tony Lampert Consulting


Staff responsible for setting up and/or maintaining the Single Central Record (SCR)

This unique, innovative and practical workshop considers issues around setting up and maintaining the data on the Schools’ SCR in the context of the regulations, guidance and best practice.

Course objectives include: ■ To understand both the regulatory

framework and best practice underpinning the format and content of the SCR

■ To consider the categories of staff/workers that should be recorded on the SCR

■ To explore options around format and content of the SCR

■ To equip participants with a practical understanding of all pre-employment checks for school based staff, volunteers, contractors and Agency workers

■ To help participants review their own school

■ SCR and the related pre-employment checking processes

The SCR forms part of the regular Ofsted inspection

Pupils: ■ Will be taught by appropriately recruited

staff

Practitioners: ■ Will benefit from a greater knowledge and

confidence in maintaining the SCR

Settings: ■ Will benefit from a greater knowledge and

confidence in maintaining the SCR

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HEALTH & SAFETY

Health and Safety training is a legal requirement for all establishments, with many courses requiring annual participation. To ensure that your schools are compliant with the evolving Health and Safety regulations, and are able to provide a safe working and learning environment, ongoing health and safety training is essential, to ensure legal compliance.

We are therefore pleased to offer you a comprehensive suite of training and qualifications in health, safety and environmental management. This training will support school staff to improve their knowledge and skills, reduce risks and make schools healthier and safer for everyone.

Our courses will enable school staff to carry out their everyday tasks confidently and safely with ensuring competence.


“The trainer was excellent, on point and made things very clear to understand.”

“I have been on about five courses on asbestos awareness and this was by far the best I’ve been on..”

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HEALTH & SAFETY


First Aid at Work


Date: 14th - 16th October 2019 13th - 15th January 2020 23rd - 25th March 2020 8th - 10th June 2020



Tutor: High Q


All interested staff from all schools. This course is open to anyone wishing to train as a First Aider. Candidates must be physically fit with the ability and temperament to undertake First Aid training

This 3 day course provides participants with all the knowledge, skills and objectives necessary to act as First Aiders within the workplace. The First Aid at Work certificate is awarded by the First Aid Industry Body in accordance with Health and Safety Executive (HSE) regulations and is valid for three years. A copy of the latest edition of a First Aid manual and delegate pack will be provided for each participant.

Attendance is required on all 3 dates. Successful candidates will be awarded the HSE First Aid at Work certificate.

Practitioners: ■ Will be confident and prepared to deal with ■ First Aid situations as and when they arise at

work

120


HEALTH & SAFETY


First Aid at Work - Requalification


Date: 10th - 11th October 2019 16th - 17th January 2020 26th - 27th March 2020 4th - 5th June 2020



Tutor: High Q


Those renewing their Health and Safety Regulations, First Aid at Work certificate

This 2 day course will review the knowledge, skills and objectives necessary for First Aid. This will include CPR, resuscitation, bandaging, burns and other First Aid issues. A copy of the latest edition of the First Aid at Work manual will be provided and the new certificate will be valid for three years. Attendance is required on both dates. Candidates can now requalify up to 28 days after the expiry but must produce their First Aid at Work certificate on the first day of the course as proof of eligibility.

Practitioners: ■ Will be up-to-date and confident in their

ability to deal with First Aid situations as and when they arise at work

121


HEALTH & SAFETY


First Aid Paediatric Course


Date: 3rd - 4th October 2019 9th - 10th January 2020 19th - 20th March 2020 5th - 6th May 2020 11th - 12th June 2020



Tutor: High Q


All interested staff from all schools. This course is open to anyone wishing to train as a First Aider – especially those working with children and babies. Candidates must be physically fit with the ability and temperament to undertake First Aid training

This 2 day course will provide participants with training as Paediatric First Aiders within the workplace, incorporating particular skills for the treatment of injured and ill children and babies.

Day 1 will cover working with children aged 8 and above

Day 2 will cover working with babies from birth to 1 and children 1-7 years.

All participants will receive a delegate pack. It should be noted that there is no examination on the second day.

Participants will be continually assessed during the course. Attendance is required on both dates. Successful candidates will be awarded an Emergency First Aid (Children and Babies) certificate, valid for three years.



Practitioners: ■ Will feel confident and prepared to deal

with First Aid situations as and when they arise

122


HEALTH & SAFETY


Managing Challenging Conversations and Conflict


Dates: 5th February 2020 1st May 2020





All school staff From time to time all staff will be faced by a difficult and demanding parent. From challenging safeguarding decisions, academic results to accusations of bullying some parents can be very intimidating or even aggressive. This course is suitable for anyone (including support and admin staff) from primary, secondary and special school as well as FE colleges and will examine effective ways of handling such situations. This course is suitable for all staff who come into face to face or telephone contact with parents.

Handling violence and aggression in the workplace is easier when you know what to do. Our course will provide you with the knowledge and skills to deal with these situations.

Staff: ■ Will appreciate what are acceptable and

unacceptable levels of behaviour ■ Will identify the causes of anger and

aggression in adults ■ Will be able to use body language to gain

rapport with difficult people ■ Will be able to apply diffusion techniques ■ Will be able to use effective conflict

resolution techniques ■ Will be able to practice assertive

communication ■ Will be able to deal with aggression that

turns to violence

Schools: ■ Will have the tools to draw an effective

action plan and risk assessment to deal with aggressive adults

■ Will know how to ban verbally and physically aggressive adults from Schools

■ Will feel confident about dealing with anger or aggression in people

123


HEALTH & SAFETY


Asbestos Awareness Training


Dates: 1st November 2019



Tutor: Riverside Environmental Services


Headteachers,Premises Managers,School Business Managers,Staff responsible for building management and maintenance.

The Control of Asbestos Regulations 2012, Regulation 10 requires every employer to ensure that adequate information, instruction and training is given to their employees who are or who are liable to be exposed to asbestos, or who supervise such employees.

Asbestos awareness training is required to be given to employees whose work could foreseeably expose them to asbestos. It should be given to all demolition workers and those workers in the refurbishment, maintenance and allied trades where it is foreseeable that their work will disturb the fabric of the building because asbestos containing materials (ACMs) may become exposed during their work. Exemption from this requirement would apply only where the employer can demonstrate that work will only be carried out in or on buildings free of ACMs.

To provide an awareness and develop the knowledge amongst employees regarding the hazards and risks posed by asbestos containing materials (ACMs). The course further gives an overview of the legislative measures in place to permit employees to safeguard themselves and others affected by work activities and to:

■ Have an increased awareness of the nature and properties of asbestos and its effects on health, including the increased risk of lung cancer for asbestos workers who smoke.

■ Be familiar with the types, uses and likely occurrences of asbestos in buildings and where appropriate items of plant.

■ Know where to obtain information on asbestos in premises prior to commencing work

■ Know what to do if suspicious materials are found ■ How to use appropriate workplace precautions, including

the risk assessment process, or seek advice on workplace precautions, in respect of the risks of asbestos

■ Undertake work activities in a safe manner and without risk to themselves or others.

■ Have an awareness of the key aspects of the asbestos regulations and how they fit into the broader context of health and safety legislation.

■ Know what procedures to follow when coming into unintentional contact with ACMs and an understanding of the appropriate emergency arrangements.

124


HEALTH & SAFETY


Asbestos: Duty to Manage


Dates: 2nd December 2019






The Control of Asbestos Regulations 2012 (CAR 2012), Regulation 4 - This course covers a knowledge of the duty to manage asbestos in non-domestic premises as specified in CAR 2012.

By the end of the course, delegates will become familiar with uses, risks, and likely occurrences of asbestos in buildings, they will be familiar with the results of an asbestos survey and how to decipher the information contained within the report and its contribution to the asbestos register and understand the need for an asbestos management plan. In addition, delegates will be able to demonstrate an understanding of the legislative requirements of CAR 2012.

125


HEALTH & SAFETY


Display Screen Assessor

Times: 9.30pm - 12.30pm

Dates: 8th October 2019 21st January 2020



Tutor: Salveo Ltd


This workshop is aimed at managers and staff with responsibility for assessing others in the workplace.

This half-day workshop provides participants with knowledge of the Health and Safety (Display Screen Equipment) Regulations 1992 as amended by the Health and Safety (Miscellaneous Amendments) Regulations 2002.

On successful completion of this workshop, delegates should be able to:

■ Identify who are Display Screen Users ■ Know the health effects associated with

Display Screen work ■ Know how to carry out a Risk Assessment ■ Carry out a practical risk assessment

exercise on a work station ■ Know how to control risks identified

126


HEALTH & SAFETY


Fire Safety Awareness


Dates: 14th January 2020



Tutor: A&E Fire & Security


This course would benefit any individuals in the workplace, building environments, public buildings, voluntary clubs, etc. Those who have a designated role as part of your fire safety policy (such as nominated Fire Wardens/Marshals, department heads, managers, health & safety representatives and/or facilities management) may benefit from the A&E FIRE WARDEN course.

The fire safety training courses are designed to raise standards of fire safety and awareness in the workplace, reducing the chance of business closure, damage and loss of life. Fire safety training is mandatory for employers to train employees in fire safety and awareness. It is also a requirement to comply with Article 21, Regulatory Reform (Fire Safety) Order 2005.

A practical demonstration will be take place along with training on how to use a fire extinguisher.

At the conclusion of this course, delegates will: ■ Recognise their responsibilities as part of

your fire safety policy ■ Improve upon fire awareness of the

workplace and at home ■ Identify fire hazards at work and appreciate

the consequences of poor fire safety ■ Have gained practical fire fighting skills.

127


HEALTH & SAFETY


Managing and Implementing Fire Safety


Dates: 11th September 2019 22nd April 2020



Tutor: A&E Fire & Security


This Workshop is aimed at H&S representatives, department heads, managers or any designated personnel for this role. Management) may benefit from the A&E FIRE WARDEN course.

The aim of this Workshop is to provide delegates with and understanding of fire prevention, responses to fire in the workplace and how to correctly deal with them.

A practical demonstration will be take place along with training on how to use a fire extinguisher.

Delegates will be able to: ■ Gain fire safety awareness of their

surrounding environment ■ Understand fire prevention in the workplace ■ Learn correct responses in the event of fire ■ Practical fire fighting skills and fire

extinguisher knowledge ■ Roles and responsibilities of the fire warden

128


HEALTH & SAFETY


Health and Safety Awareness

Times: 9.30am - 12.30pm

Dates: 21st November 2019



Tutor: Accessible Training Ltd


Health and safety is a generic course and can be attended by any professional working either in clinical or non-clinical roles. This course can be delivered as an induction course or who require a refresher. Management) may benefit from the A&E FIRE WARDEN course.

This Health and Safety Awareness course will enable your business to comply with the legal requirement to carry our health and safety assessments of the risk related to activities.

The main aims of this course is to provide an understanding of principles of Health & Safety, and know how to apply the knowledge gained to reduce the risk of injury to themselves and others.

By the end of the session the delegates will have the following knowledge base:

■ Health and Safety legislation. ■ Responsibilities of employer and employee. ■ Accidents, incidents and hazards in the

workplace. ■ How to conduct a risk assessment. ■ Moving and handling. ■ Health and safety signs. ■ Control of hazardous substances. ■ How to report unsafe acts to prevent an

accident.

129


HEALTH & SAFETY


Health and Safety for Persons with Responsibilities for Buildings


Dates: 13th February 2020



Tutor: Accessible Training Ltd


This course is designed for those who have a responsibility towards Health and Safety aspects within a building. It would be suitable for managers, supervisors or team leaders.

The course aims to stipulate the health and safety responsibilities of a designated person within a building.

The delegate will have gained an appreciation and knowledge of:

■ Understand that the Health and Safety at work Act 1974 provides legislation on the protection of all those who are supposed to be on a premises.

■ How to work in a safe and healthy manner and contribute to improving health and safety in the workplace

■ Understand that Risk Assessments must be used to identify hazards, and control measures put in place to reduce risk

■ Have knowledge on guidelines around temperature, ventilation, lighting, removal of waste management, floor space

■ Appreciate that good housekeeping can reduce slips and trips

■ The basic principles around Manual Handling and COSHH (chemicals stored safely)

■ Understood the importance of Fire Safety and regular fire checks, fire drills etc.

■ Able to consider the overall welfare of those on their premises

130


HEALTH & SAFETY


Legionella Management


Dates: 8th November 2019






Training is an essential part of good legionella management. Legionnaire’s disease is a potentially fatal form of pneumonia which can affect anybody. Organisations need to be sure that they meet the requirements of the revised ACoP L8: Legionnaire’s disease: the control of legionella bacteria in water systems.

Organisations need to be sure that they meet the requirements of the revised ACoP L8: Legionnaire’s disease: the control of legionella bacteria in water systems. Our Legionella awareness training provides essential information to enable good control and management of the risks that Legionella can pose in domestic water systems. By the end of the course, delegates will have a better understanding of where Legionella bacteria can be found and how to carry out risk assessments to monitor and control the potential hazards. They will also be able to understand the source of the bacteria and how it affects their health and will have improved knowledge of the legal responsibilities of preventing the bacteria and how to implement control measures to stop it returning.

131


HEALTH & SAFETY


Moving and Handling of Objects

Times: 9.30am - 12.30pm

Dates: 21st May 2020



Tutor: Salveo Ltd


The Workshop is suitable for anyone involved in the moving and handling of inanimate objects.

The course aims to provide the learner with the knowledge on how to move objects to reduce the risk both to yourself and others. The course will also cover specific legislation in this area and how this could affect an individual or organisation within the workplace.

By the end of the session the delegates will learn how to improve manual handling techniques, move and handle loads safely and be able to conduct a personal manual handling risk assessment. They will acquire the following knowledge base which informs practice.

■ An understanding of current legislation. ■ Explore employer and employee legal

responsibilities ■ Explore local organisational policies, and

where to seek advice and gain information ■ Implement ELITE principles ■ Make use of risk assessments ■ Understand the importance of

multidisciplinary team work ■ Recognise manual handling risks and how

injuries occur ■ Understand normal human movement

patterns ■ Know the principles of safe practice

132


HEALTH & SAFETY


Paediatric Moving and Handling


Dates: 3rd October 2019



Tutor: Salveo Ltd


This course introduces the problems associated with caring for children and young people needing assistance with moving or who use a wheelchair and offers the opportunity to practice up to date techniques and explore strategies for the safer handling of children and young people

This course introduces the problems associated with caring for children and young people needing assistance with moving or who use a wheelchair and offers the opportunity to practice up to date techniques and explore strategies for the safer handling of children and young people.

By the end of the course, participants will have: ■ Reviewed spinal anatomy and biomechanics to enable

staff to understand the importance of back care in the workplace and in all aspects of daily life

■ Considered the risks of low level/floor working and potential solutions

■ Discussed appropriate legislation and, where relevant codes of practice, and their relevance to the assessment of children and young people needing assistance when moving or being moved

■ Explored the importance of balanced decision making with regards to equality for children and young people with care needs and / or disability and discussed the importance of promoting independence

■ Considered the dangers of unsafe methods to children, young people and staff

■ Discussed and participated in a range of current techniques and strategies for working with children and young people requiring assistance with mobility

■ Practiced using a range of large and small handling equipment designed to aid transferring children and young people in the paediatric setting in line with current accepted good practice

■ Explored various unexpected situations and considered solutions to problems such as falling, and dealing with a fallen person

133


HEALTH & SAFETY


Paediatric Moving and Handling - Refresher

Times: 9.30am - 12.30pm

Dates: 23rd April 2020



Tutor: Salveo Ltd


For those who need to refresh their moving and handling knowledge and techniques

This course refreshes the knowledge from previous training about the problems associated with caring for children and young people needing assistance with moving or who use a wheelchair and offers the opportunity to practice up to date techniques and explore strategies for the safer handling of children and young people.

By the end of the course, participants will have: ■ Reviewed spinal anatomy and biomechanics to enable

staff to understand the importance of back care in the workplace and in all aspects of daily life

■ Considered the risks of low level/floor working and potential solutions

■ Discussed appropriate legislation and, where relevant codes of practice, and their relevance to the assessment of children and young people needing assistance when moving or being moved

■ Explored the importance of balanced decision making with regards to equality for children and young people with care needs and / or disability and discussed the importance of promoting independence

■ Considered the dangers of unsafe methods to children, young people and staff

■ Discussed and participated in a range of current techniques and strategies for working with children and young people requiring assistance with mobility

■ Practiced using a range of large and small handling equipment designed to aid transferring children and young people in the paediatric setting in line with current accepted good practice

■ Explored various unexpected situations and considered solutions to problems such as falling, and dealing with a fallen person

134


HEALTH & SAFETY


Personal Safety and Lone Working


Dates: 7th October 2019



Tutor: Specialist in Personal Safety and Lone Working


This workshop is suitable for all staff and managers and those whose job roles require them to work alone/in the community.

The aim of this Workshop is to provide delegates with self-awareness of certain situations for their personal safety and when lone working. How to defuse or exit from situations safely.

Participants will: ■ Gain knowledge in risk assessment and

reduction POPS assessment ■ Develop self-awareness - responses to

threat, emotional vs rational, fight or flight, triggers etc

■ Manage first contact, expectations, common flashpoints, positive communication, attitude and behaviour cycle

■ Gain knowledge in communication basic elements, blocks to communication

■ Gain knowledge in defusing and calming, levels of escalation, strategies, win-win outcome, confronting unacceptable behaviour, assertiveness

■ Explore high risk conflict - the law in relation to self-defence

■ Be competent in post incidents - recording and reporting, effects of workplace violence, providing support

135


HEALTH & SAFETY


Risk Assessment


Dates: 25th September 2019



Tutor: Davies Consulting & Training Ltd


All employees who will undertake Risk Assessments.

This course has been specially designed to develop both the competence and confidence of delegates to conduct Risk Assessments within the Royal Borough of Greenwich.

It is a highly interactive and stimulating with a mixture of key learning points, activities, video and group-based discussion to help ensure a valuable learning experience.

Employees will learn how to: ■ Understand your Health and Safety

responsibilities within the Royal Borough of Greenwich

■ Understand the relationship between a hazard, risk and control measure

■ Understand the steps for a Risk Assessment. ■ Complete a Risk Assessment and apply risk

control hierarchy in the control measures ■ Be familiar with internal procedures and the

following documents: ◼ Responsibilities ◼ General Risk Assessment procedure ◼ General Risk Assessment guidance ◼ Risk Assessment document ◼ Example RBG Risk Assessments

■ Risk Assessment workshop ◼ Review examples of risk ◼ Assessments ◼ Identify operational risks and complete a

Risk Assessment

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Mental health awareness is a whole-school priority. Statistics around mental health and children and young people can make for stark reading and illustrate that mental health is an essential issue. Teaching and support staff have a vital role to play in promoting mental health, raising awareness identifying and managing mental health issues in the school community. This suite of truly engaging and practical training events has been designed to specifically support teachers, learning support staff and the wider school community. Each workshop is underpinned by current thinking, built in consultation with clinical experts and delivered by experienced facilitators. Using blended learning, these training events break down complexities, address uncertainties and provide valuable opportunities to discuss and share insights. They focus on the very real world of teaching and the role of education providers in promoting mental health, understanding mental health issues and knowing what to do to make a difference.

PRIORITISING MENTAL HEALTH AND WELL-BEING

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Self Harm

Times: 9.30am - 12.30pm

Date: 12th May 2020


Cost: £60

Tutor: Young Minds


Teachers, SENCOs & support staff working with primary and/or secondary school age children

This half-day workshop focuses on self-harm amongst school age children. Through presentation and group discussion, participants will consider how self-harm relates to the spectrum of mental health and illness.The workshop will equip participants with an overview of current theories, challenge misunderstandings, improve knowledge and raise awareness of common self-harming behaviours in young people.

Practitioners will be more confident in: ■ Understanding reasons why young people

may self-harm ■ Recognising self-harm in young people ■ Challenging misunderstandings around self-

harming behaviour and promoting helpful ways of discussing this issue in the school environment

Creative ways of working with bereaved children




Cost: £125

Tutor: Lead Practitioners from Child Bereavement UK


All School staff It is important that bereaved children receive acknowledgement and understanding both physically and emotionally during their time of need. Whatever role you may play in a bereaved child’s life, you can help them by your support, encouragement and practical help.

This course will explore creative ways to help children express themselves when someone important to them is dying or has died. This day is suitable for all those whose work includes contact with bereaved children and young people and children.

Pupils: ■ Will feel supported and will build resilience

by having the opportunity to talk about her feelings in a safe environment

Staff and Schools: ■ Will gain essential skills and a better

understanding of how to meet the needs of bereaved pupils and their families

138




Youth Mental Health First Aid (YMHFA)


Date: 15th & 16th June 2020


Cost: £210

Tutor: Lead Professionals authorised to deliver MHFA Youth


Teachers and support staff working with primary and secondary school age children

MHFA (Youth) course is an internationally recognised course designed specifically for people who teach, work, live with or care for young people aged 8 -18.

The comprehensive 2-day programme covers topics specific to young people and mental health including:

■ What is mental health? ■ Anxiety and depression ■ Suicide and psychosis ■ Self harm, substance misuse and eating

disorders ■ Promoting protective factors ■ Action planning using MHFA

YMHFA is certificated by MHFA England. All participants will receive a standard MHFA manual and attendance certificate from MHFA England

www.mhfaengland.org

Attendance on this 2-day course leads to certification as a Youth Mental Health First Aider.

Participants will learn how to: ■ Spot the early signs of a mental health

problem in young people ■ Feel confident helping a young person

experiencing a problem ■ Provide help on a First Aid basis ■ Help protect a young person who might be

at risk of harm ■ Help prevent a mental health illness from

getting worse ■ Help a young person recover faster ■ Guide a young person towards the right

support ■ Reduce the stigma of mental health

problems

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APPLYING FOR COURSES

To apply for any of the courses, sessions or workshops advertised in this brochure please visit http://servicestoschools.royalgreenwich.gov.uk

It is essential that individuals book prior to attending any of the courses or workshops advertised within this brochure.

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Children’s ServicesInclusion, Learning & AchievementProfessional Development CentreWaterdale RoadLondon SE2 0XTTelephone: 020 8921 5560

Email: [email protected]: http://servicestoschools.royalgreenwich.gov.uk

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