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Children Missing Education Service
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Training & Events

25
25 Apr
EYFS - Strengthening assessment practice to ensure effective early identification of needs
Thursday 25th April 2019 - 6.45pm - 8.45pm - Keynsham Civic Centre W1.1 Conference Room Please note for confirmation for full details of your booking you will be sent an additional email from Early Years Team. - Please consider the ‘characteristics of effective learning’ for one or two children that you know reasonable well. Jot some notes to bring with you along with any other supporting evidence of how the children learn.. - Note your most recent assessments of age and stage of development in each of the 17 early learning Goals - Bring Early Years Outcomes ( or Development Matters) Reference: Ofsted inspections will evaluate the effectiveness of teaching, learning and assessment by evaluating, amongst other things, the extent to which assessment information is used to plan appropriate teaching and learning strategies, including to identify children who are falling behind in their learning or who need additional support, enabling children to make good progress and achieve well (Inspection Handbook 2018 p35) Sources of evidence include: - whether practitioners accurately and reliably identify children whose learning and development are not at a typical level for their age and what actions they have taken to ensure that those children make sufficient progress - the impact of the involvement of the special educational needs coordinator (SENCO) and/or other partners where there are concerns about a child’s development and learning (p37) SEND Code of practice: 0 to 25 years–Early Years Providers (chapter 5) ‘Providers must have arrangements in place to support children with SEN or disabilities. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised– identifying need a the earliest point, and then making effective provision, improves long term outcomes for children.’
30
30 Apr
KS2 Moderation of Writing Event
Year 6 teachers moderate marked writing scripts from another school before looking at the supporting evidence that enables teachers to determine an overall writing teacher assessment level. Please note that this session is repeated on 24th April. These are earlier in the school year in response to last year's feedback. It is expected all schools will send representation to enable 100% moderation across the authority. Teachers are only required to attend one session. Each Year 6 teacher attending will need to bring for three pupils: • Sufficient of writing that demonstrate the child’s independent attainment in a range of writing. The work should contain as much evidence of consistent attainment of the ‘pupil can’ statements contained within the relevant Key Stage Writing Interim Framework as possible. In response to feedback, we are looking at two children’s evidence base in depth rather than looking at three children in less detail. The evidence may consist of books and folders along with some cross-curricular work if applicable. • A completed Key Stage 2 Writing Analysis Sheet for each child showing what statements are evidenced in which samples of work. Where there is a job-share in a Year 6 class and both teachers are attending, each teacher either bring the above (i.e. three pupils’ work each; six pupils in total from the class) or share the work and act as one teacher. For year groups with more than one class, each teacher attending will need to bring two sets of children's work. Please make sure the work is clearly labelled with the school's name and if appropriate and that multiple sheets for any one child are securely attached. This is to ensure that work is returned in its entirety to the school. If there are any questions, please do not hesitate to get in touch.
30
30 Apr
EYFS - Helicopter Stories - Using the Story Telling and Story Acting Approach
Are you looking for a new way to strengthen your children’s self-confidence, creativity, oral language and literacy skills? The Helicopter Stories/ Story Scribing approach: - is an inclusive whole-class approach to learning that values every child’s contribution. - engages creativity, boosts self-confidence and improves speaking and listening skills - promotes collaborative learning in a supportive, safe environment - allows children to explore the power of words, forming a bridge into the world of writing This is practical, inspiring day learning about the benefits of writing down and sharing children’s own oral stories and how to run effective story telling and story acting sessions with your children. The day is led by Trisha Lee from Make Believe Arts. Trisha has written a widely acclaimed guide to story scribing, ‘Princesses, Dragons and Helicopter Stories’, shortlisted for UKLA academic book of the year. The day includes an opportunity to see Trisha modelling the Helicopter Stories approach in action with a group of 4-5 year olds. Trisha’s confident promise is that: “My guarantee with training is that everyone leaves able to deliver the approach the next day.” Trisha has led full very successful days with us in December 2017 & May 2018 and we are delighted to welcome her back again and to be able to offer this opportunity to more people. Feedback has been very positive e.g. “I really enjoyed this story training session and it has given me a lot of ideas to try with the children and practitioners in my setting. I also found it really interesting in learning about the theory and loved seeing it in practice with the children.” and it was “All great – all fantastic ideas, information and how to present it. Want to try it all in my Year 1 class now!” Please note for confirmation for full details of your booking you will be sent an additional email from Early Years Team.