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From September 2014

bso.bradford.gov.uk/Q1

Welcome

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

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

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

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

Regards

Ruth DennisActing Principal Educational Psychologist

QUALITY FIRST – THE TEAMSAs Quality First, the

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

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

Educational Psychology Team

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

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

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

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

SEN Service

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

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

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

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

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

Social, Emotional and Behavioural Difficulties Team

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

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

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

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

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

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

BESPOKE OPTIONS

Additional Educational Psychology Time

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

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

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

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

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

Additional Support from the Social, Emotional and Behavioural Difficulties Team

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

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

Package TeacherTime

Optional Inclusion

Mentor Time

Anticipated Costs

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

10 half days over an academic year

6 half days over a term

With teacher support only: £1,800

Total package: £2,340

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

10 half days over an academic year

N/A £1,800

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

4 half days over a term

6 hours over a term

With teacher support only: £720

Total package: £870

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

5 half day sessions 6 hours over a term

With teacher support only: £900

Total package: £1,050

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

4 half day sessions; or

2 half day sessions plus 6 Inclusion Mentor sessions as stated

6 half day sessions

4 sessions teacher support only: £720

2 teacher sessions plus PIM time: £900

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

consistent management of behaviour”

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

(Ofsted Evaluation Schedule 2012)

4 half day sessions N/A £720

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

Additional Support from the Learning Difficulties Team

SEN ICT training

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

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

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

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

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

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

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

COURSE CONTENTS


All Aboard - Early Intervention in the Early Years

Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)

Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities

Bullying in Schools - Are you Doing Enough?

Capturing Early Years Children's Views for the Education, Health and Care Plan Process

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

Dyscalculia - Supporting Children in Maths

Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)

I am Not a Terrible Two!

Mental Health - Everyone’s Business

Progress for Children with Complex Needs

Understanding and Addressing Self Harm in Secondary Schools

Wise Before the Event: Responding to Sad Events

SEN Services (formerly Learning Support Service) Exam Access Regulations for Secondary Schools

SENCO Induction Course: Three Day Course for Newly Appointed SENCOs

Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention

Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention – Overview for Teachers and SENCOs

Social, Emotional and Behavioural Difficulties Team The National Nurture Group Network Accredited Training

THE COURSES


Title All Aboard - Early Intervention in the Early Years

Course numberQ1014P/08

Description of CourseAll Aboard specifically targets under-achieving children in the Early Years, aiming to improve outcomes. It provides a model of enhanced Early Years provision which supports identified children’s learning, emotional and social needs.

Results from previous cohorts indicate that children taking part in All Aboard make greater progress in all areas of the Foundation Stage than children attending standard Early Years provision. Children with English as an additional language were found to make particularly good progress.

This four session course will guide participants through the process of identifying, planning and implementing an All Aboard intervention in their own setting.

Intended outcomes for participants:By the end of the course you will have: Explored the nature of under achievement in the Early Years Used the All Aboard structure to plan a tailor made intervention programme Delivered All Aboard in your setting Evaluated the impact of All Aboard

It is essential that a member of the senior management team attends the first session. Subsequent sessions are aimed at practitioners delivering the programme.

Intended Participants Foundation Stage - two practitioners including a manager and a practitioner are included in the price.

Phase of education: Early Years/Foundation StageTarget audience and prior experience:

15 settings (two participants per setting)

Date/s 01.12.1412.01.1523.03.1506.07.15

Times 09.00-11.3009.00-11.3009.00-11.3009.00-11.30

Venue Future HouseFuture HouseFuture HouseFuture House

No of sessions

4

Cost £300 per school (Maximum two people per school)

Tutor Dr Ruth Dennis - Educational Psychology Team - Internal Tutor

Title Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)


Description of CourseChildren who have had difficult early experiences often find it difficult to cope with the emotional demands of school, resulting in behavioural difficulties. This course focuses on understanding how early attachment has an impact on later learning and behaviour, and how settings can promote a nurturing ethos to support these vulnerable children.

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of attachment and how it impacts on behaviour and attainment Increased your knowledge of a range of strategies to manage children who have attachment difficulties Developed a structure in your setting to support children with CLDD

Intended Participants Teachers / other adults working directly with children and young peoplePhase of education: AllDate/s 11.02.15 Times 09.00-12.00 Venue Future House No of

sessions1

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

Title Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities


Description of CourseIntended outcomes for learners: ADHD is a neuro-developmental disorder characterised mainly by extreme inattention, hyperactivity and impulsiveness. It is a complex condition, which may cause a student to underachieve at school and display unpredictable challenging behaviours. The course will explore the nature and causes of ADHD and provide a range of practical strategies to support students with ADHD in school.

By the end of the course you will have: Increased your understanding of ADHD and how it impacts on learning and school attainment Increased your knowledge of a range of strategies to manage children who have ADHD

Intended Participants Teachers and Teaching AssistantsPhase of education: AllDate/s 08.12.14 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Nazam Hussain - Internal Tutor

Title Bullying in Schools - Are you Doing Enough?


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

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

Intended Participants Managers, SENCOs and Pastoral StaffPhase of education: AllDate/s 11.06.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Maxine Fletcher - Internal Tutor

Title Capturing Early Years Children's Views for the Education, Health and Care Plan Process


Description of CourseIntended outcomes for participants: Participants will gain an increased understanding of how young children demonstrate their views in a variety of

ways. Participants will identify ways young children's views can be incorporated into the EHCP process.

Content of the course: Comprehending the non verbal and non conventional behaviours demonstrated by young children. Why we get young children’s views. Challenges to getting young children’s views. The use of young children's views - ethical and legal considerations. Using IT to gain views. Incorporating young children's views into the new EHCP process.

Intended Participants Early Professional DevelopmentPhase of education: Early Years/Foundation StageTarget audience and prior experience:

Any practitioners in Early Years Settings

Date/s 15.10.14 Times 09.00-12.00 Venue Future House No of sessions

1

Cost £90 per person Tutor Vickie Wilford - Internal Tutor

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


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

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

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

Intended Participants Teachers/Managers/SENCosPhase of education: Early YearsDate/s 13.10.14 Times 09.00-12.00 Venue Future House No of

sessions1

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

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


Description of CourseAs above.

Intended Participants Foundation Stage Teachers/Managers/SENCosPhase of education: Early YearsDate/s 14.10.15 Times 09.00-12.00 Venue Future House No of

sessions1

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

Title Dyscalculia - Supporting Children in Maths


Description of CourseIntended outcomes for learners: Improving outcomes

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

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

Intended Participants Teachers/other adults working directly with children and young peoplePhase of education: AllDate/s 23.04.15 Times 09.00-12.00 Venue Future House No of

sessions1

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

Title Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)


Description of CourseFASD is an umbrella term used to describe the range of posible effects of prenatal exposure to alcohol. Teachers and teaching support staff will undoubtedly meet students with FASD in their classrooms. This course will explore how to respond to these children's learning needs effectively and enable them to maximise their potential in school.

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of FASD and how it impacts on learning and attainment Increased your knowledge of a range of strategies to manage children who have FASD Developed a structure in your school to support children with CLDD

Intended Participants Teachers / other adults working directly with children and young people in schoolsPhase of education: AllDate/s 12.05.15 Times 09.00-12.00 Venue Future House No of

sessions1

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

Title I am Not a Terrible Two!


Description of CourseIntended outcomes for participants:Participants will have an improved understanding of the behavioural needs of this age group and strategies to support and promote positive behaviours.

Content of the course: Find out about the underlying cause of two year olds’ behaviour Learn how to establish appropriate adult expectation for this age group Learn positive strategies to support children's social interactions Develop strategies to support young children with emotional, behavioural and social difficulties

Intended Participants Early Professional DevelopmentPhase of education: Early Years/Foundation StageTarget audience and prior experience:

Any practitioners in Early Years Settings


1

Cost £90 per person Tutor Vickie Wilford - Internal Tutor

Title Mental Health - Everyone's Business


Description of CourseRecent research indicates that up to one in 10 children have mental health difficulties. These can impact in school, affecting children's learning, behaviour and overall progress.

This course will give an overview of mental health issues for children and young people and explore practical strategies that can be implemented by existing school staff to promote good mental health.

Intended outcomes for participants:By the end of the course you will have: Increased your understanding of what mental health is and how it can impact on children's progress Increased your knowledge of a range of strategies to promote good mental health at an individual, group and

whole school level Developed a structure to develop this aspect of provision in your school or setting

Intended Participants Teachers / other adults working directly with children and young peoplePhase of education: AllDate/s 20.11.14 Times 09.00-12.00 Venue Future House No of

sessions1


Title Progress for Children with Complex Needs


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

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

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

Phase of education: AllDate/s 24.06.15 Times 09.00-12.00 Venue Future House No of

sessions1

Cost £90 per person Tutor Maxine Fletcher - Internal Tutor

Title Understanding and Addressing Self Harm in Secondary Schools


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

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

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

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

Intended Participants Senior Leaders, Inclusion Managers and Pastoral Staff in Secondary SchoolsPhase of education: SecondaryTarget audience and prior experience:

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


1

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

Title Wise Before the Event: Responding to Sad Events


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

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

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

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

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

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

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


1


Title Wise Before the Event: Responding to Sad Events



Intended Participants Pastoral Managers and Senior School LeadersPhase of education: AllDate/s 23.09.15 Times 09.00-12.00 Venue Future House No of

sessions1


SEN Services (formerly Learning Support Service)

Title Exam Access Regulations for Secondary Schools


Description of CourseIntended outcomes for learners: Understand the principles and requirements for current exam access arrangements Know the range of access arrangements available Understand the roles, responsibilities and systems involved How to screen a large group of candidates Completion of Form 8 Understand how to use assistive technology in exams

Content of the course:The day will involve a combination of taught materials and practical activities to support the planning of exam access. Learners will know how to timetable for exam access in their school and select appropriate materials. Steps to becoming a qualified assessor will be explained. Learners will be made aware of the changes to exam access regulations for the coming year. They will explore the paperwork and evidence required for exam access. They will have an opportunity to try assistive technology that can be used as an alternative to a reader or scribe and consider the implications for their school.

Intended Participants SENCOs and Teachers Phase of education: SecondaryDate/s 22.01.15 Times 09.00-16.00 Venue Future House No of

sessions1

Cost £50 per person(subsidised by DSG funding)

Tutor Cognition and Learning Team - Internal Tutor

Title Exam Access Regulations for Secondary Schools



Intended Participants SENCOs and TeachersPhase of education: SecondaryDate/s 29.01.15 Times 09.00-16.00 Venue Future House No of

sessions1



Title SENCO Induction Course:Three Day Course for Newly Appointed SENCOs


Description of CourseIntended outcomes for learners: Improved provision and achievement for pupils with SEN

Intended outcomes for participants: Increased understanding of recent changes in SEN Increased skills for managing the role of SENCO Increased understanding of the different areas of SEN Increased understanding of how to meet the needs of pupils with SEN

Content of the course: Childrens and Families Act and the new Code of Practice The organisation and management of the SENCO role The statutory assessment process for a EHCP and holding an Annual Review Provision management An overview of assessments resources for identifying pupils with SEN Effective intervention programmes and resources for pupils with SEN SEN in Early Years Meeting the needs of pupils with speech and language difficulties Meeting the needs of pupils with Autistic Spectrum Disorder Meeting the needs of pupils with SEN in the Early Years Behaviour management strategies

Intended Participants SENCOsPhase of education: AllDate/s 08.10.14

21.01.1517.06.15

Times 09.00-16.0009.00-16.0009.00-16.00

Venue Future HouseFuture HouseFuture House

No of sessions

3

Cost £500 per person Tutor SEN services staff - Internal Tutor

Date Change - Session 5Title Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention


Description of CourseIntended outcomes for learners: Understand the nature of literacy difficulties and the characteristics of dyslexia Be able to explain the processes involved in reading and writing Identify the impact of certain learning difficulties on reading and writing skills Be able to use and interpret screening tools to inform a one-to-one multi-sensory literacy programme Be able to deliver, monitor and evaluate a one-to-one multi-sensory literacy programme

Content of the course:This is a CERTA accredited course and can be studied at Level 2 or Level 3. The course includes six taught sessions, each three hours long. The sessions will involve a combination of taught materials, practical activities and videos with lots of opportunities for discussion and feedback. Learners will be required to have a pupil to work with and at the end of the course they will have the skills and knowledge to deliver a personalised one-to-one intervention which addresses the pupil's literacy difficulties.

After each session, learners will have a portfolio task to complete. They will require at least 6 ½ hours each week to complete portfolio tasks. This includes up to 40 minutes working with their pupil, time for lesson preparation and writing up portfolio tasks.

The first and last sessions are not taught sessions. They are both an hour long and intended to deal with administrative aspects of the course. The first session provides an overview of course requirements. It would be helpful if the school's SENCO could attend this session as well as the HLTA. The purpose is to ensure both the HLTA and SENCO are fully aware of the course content and the commitments. The final session is to collect portfolios and provide any outstanding feedback and deal with any administration required for certification. Learners will be expected to attend a follow-up session to receive their certificates and to discuss pupil progress and concerns. We also intend to hold forums hosted by participating schools where learners can share good ideas and practice.

Intended Participants HLTAsPhase of education: All Target audience and prior experience:

HLTAs (or equivalent level of qualification) with some experience of working with pupils who have reading and writing difficulties.

Date/s02.10.1409.10.1416.10.1423.10.1406.11.1413.11.1420.11.1427.11.14

Times 09.00-10.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-10.00

Venue Future HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture House

No of sessions

8



Title Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention



Intended Participants HLTAsPhase of education: All Target audience and prior experience:

HLTAs (or equivalent level of qualification) with some experience of working with pupils who have reading and writing difficulties.

Date/s20.01.1527.01.1503.02.1510.02.1524.02.1503.03.1510.03.1517.03.15

Times 09.00-10.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-10.00

Venue Future HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture House

No of sessions

8



Title Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention - Overview for Teachers and SENCOs


Description of CourseIntended outcomes for learners: Understand the nature of literacy difficulties and the characteristics of dyslexia Be able to explain the processes involved in reading and writing Identify the impact of certain learning difficulties on reading and writing skills Be able to use and interpret screening tools to inform a one-to-one multi-sensory literacy programme Be aware of the content and principles of delivering a one-to-one multi-sensory literacy programme

Content of the course:The sessions will involve a combination of taught materials, practical activities and videos with lots of opportunities for discussion and feedback. Learners will be expected to purchase the book 'Teaching Literacy to Learners with Dyslexia: A Multi-Sensory Approach' by K Kelly and S Phillips, Sage Publications, and be familiar with the content prior to the course because it will be a source of reference. The course content includes: the nature of literacy difficulties and dyslexia; using informal assessment to develop a multi-sensory literacy programme; the principles of delivery.

At the end of the course delegates will have the knowledge of the components of a personalised one-to-one intervention in order to support the delivery of these programmes in school.

This is an overview of the six week course 'Supporting Pupils with Reading and Writing Difficulties - a Multi-Sensory Intervention' (Q1014P/17 and Q1014P/18) which enables SENCOs and Teachers to support staff in the delivery of the programme. A folder of resources is included in the course cost. In the future, we intend to hold forums hosted by participating schools where learners can share good ideas and practice.

Intended Participants SENCOs and TeachersPhase of education: Primary and SecondaryDate/s 27.11.14 Times 09.00-16.00 Venue Future House No of

sessions1



Title Supporting Pupils with Reading and Writing Difficulties: Delivering a Multi-Sensory Intervention - Overview for Teachers and SENCOs



Intended Participants SENCOs and TeachersPhase of education: Primary and SecondaryDate/s 17.03.15 Times 09.00-16.00 Venue Future House No of

sessions1



Social, Emotional and Behavioural Difficulties Team

Title The National Nurture Group Network Accredited Training


Description of CourseIntended outcomes for participants: You will learn about the origins of nurture groups and the theory that underpins them. You will have an opportunity to develop a greater depth of understanding of Attachment Theory and of how

developments in neuro-science have furthered our understanding of how a child’s social/emotional development might be delayed.

You will develop an understanding of how nurture group practice might be developed in your school/setting and how a nurture group would complement your existing provision around social, emotional and behavioural difficulties.

You will learn how to identify pupils who would benefit from nurture group provision, how to fully assess their needs, set targets for improvement and develop a cycle of assessment and target setting.

Content of the course:“Nurture groups can make a considerable difference to the behaviour and social skills of children who might otherwise be at risk of exclusion” (Ofsted report, July 2011).

The development of quality nurture group provision allows a school to accurately identify and support vulnerable pupils whose social, emotional and behavioural development is delayed.

In a nurture group setting children’s needs are identified and carefully assessed, targets for improvement are determined and a cycle of assessment is established to support an improvement in both behavioural and learning targets.

This is the National Nurture Group Network three day accredited course for both teaching and non-teaching staff who are currently working in, or hoping to work in, a nurture group setting in the future, and is essential staff training for schools with nurture groups who are seeking to achieve the National Nurture Group Network Quality Mark – a recommendation for all Bradford schools with nurture group provision.

Intended Participants Teaching Assistants, SENCOs, HLTAs, Class Teachers and NQTsPhase of education: AllTarget audience and prior experience:

Teaching and non-teaching staff currently working in or planning to work in nurture group settings

Date/s 02.10.1403.10.14 05.12.14

Times 09.00-16.0009.00-16.0009.00-16.00

Venue Future HouseFuture HouseFuture House

No of sessions

3

Cost £475 per person Tutor Alison Smith – Internal Tutor

bso.bradford.gov.uk wright... · web viewfrom september 2014. bso.bradford.gov.uk/q1. welcome....

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