This workshop is an introduction to teaching phonological awareness, including basic initial letter sounds, blending and segmenting.
It is aimed at Early Years practitioners in any school, nursery, or childcare environment, to support the learning of children with special educational needs and disabilities, but would also be of interest to teachers and TAs from Special schools who work with children with severe, complex or profound disabilities, and of all ages.
This course will give you an understanding in how to identify and teach children who are accessing phonics at the early stages. It will allow you to teach children basic phonological awareness following each child’s individual learning style. It will give practical ideas to allow children, including those with SEN, to access phonics at phase 1 and 2 of the Government’s Letters and Sounds initiative.Essential Information
This event is aimed at teachers who are new to the special school sector, either NQTs or those transferring from other sectors.
Teaching in a Special school is markedly different from teaching in mainstream, and different Special schools have their own values, specialisms, resources and curriculum. This course is designed to connect you with other practioners who are 'New to Special', and to facilitate peer observations in each other's schools. You will have the opportunity to start a professional dialogue with other Special school teachers, gain fresh perspectives, articulate your practice and to improve the quality of your own teaching.
What people say about this event:
“Really good conversations and lots of time spent discussing, as opposed to carrying out meaningless tasks.”
“Really useful to share experiences with colleagues from other schools.”
“I enjoyed the meeting and discussing the varied practices in different settings.”
84% of previous participants agreed that the programme helped them to feel connected to a wider community of SEND practice.Essential Information
The success or failure of learning so often hinges on how well behaviour is managed.
The principles discussed and explored in this session will empower participants to rethink how they view and respond to behaviour.
Whether you are a Teaching Assistant, NQT, or a teacher with many years of experience, this workshop is designed to refresh how you support vulnerable pupils who exhibit challenging behaviour.
Senior Leaders and experienced class teachers from Frank Wise Special school will work with you to unpick tricky cases and address individual concerns.It will be interactive, and will give participants practical guidance on creating a positive classroom atmosphere, responding strategically to disruptive behaviour, and maximising the potential of all of the children with whom they work.
Have you read the SEND Review Framework, produced by the Whole School SEND Consortium?
Would you like to be trained to be a SEND Reviewer, yourself, in order to Review your own school or others?
Whether you are a Headteacher, SENCo or member of the Senior Leadership Team, participating in the SEND Review process is a rewarding and enriching experience that supports professional development, develops knowledge and inspires new ideas and ways of working.
It could also make a significant impact on the outcomes of pupils with SEND in your school.
This training event costs £130 + VAT, and includes lunch.Essential Information
The SEND Governor is an important role. He or she is the champion for learners with SEND and those with inclusion needs within a school.
The SEND Governor supports and challenges the school to ensure they secure the best possible outcomes for pupils with SEND, and that no one is treated less favourably, denied opportunity or left behind as a result of their additional needs.
This programme is aimed at SEND Governors, or those thinking of becoming a SEND Governor. It is a series of three twilight sessions, with tasks to complete between events to embed habitualise learning
1) The Role of the SEN Governor - 14th November 2019
To look at the statutory requirements relating to Special Educational Needs and Disabilities (SEND)
To look at the SEND governor’s role, and recommendations, and best practice in terms of carrying it out.
2) The WSS framework - An audit of SEND Provision - 12th December 2019
To use the WSS SEND Governance Review to develop a strategic overview of SEND provision in a school.
To work with the SENCo, Headteacher and Leadership Team to ensure accurate self-evaluation of provision.
3) Planning for improved outcomes - 12th March 2020
To plan for higher quality outcomes for learners with SEND based on accurate self-evaluation and insights from the WSS SEND Governance Review.
To develop an action plan with the SENCo, Headteacher and Leadership Team to secure better outcomes for pupils with SEND.
They are your most important resource and most valuable classroom ally - but are you using them to their full potential?
Whether you are an NQT, Early career teacher, or new to managing a team, this session will introduce you to the essential principles for leading, utilising and cultivating the talents of your Teaching Assistants.
Senior Leaders and experienced class teachers from the Iffley Academy will work with you to address individual cases.
£50 + VAT per person, or £25 +VAT for NQTsEssential Information
Emotion Coaching aims to empower the education and early years workforce with strategies to approach communication and behaviour effectively and empathetically. Through building awareness of attachments, emotions and self-regulation, professionals will acquire skills to empathise and unpick the reasons behind behaviour. This course will cover the following:
Six emotions and what they mean in everyday life
Stress regulatory systems
Positive, tolerable and toxic stress
Impact of secure attachments and co-regulation
Safe haven and secure base
What Emotion Coaching means in practice
The four steps to Emotion Coaching
The Emotion Coaching approach enables participants to feel valued and in control of situations. Emotion Coaching strengthens practise and provision through the promotion of positive relationships with children, practitioners and parents.
Delegates will receive a certificate of attendance at the end of the course.
Cost £85+vat to include lunch and refreshments
Differentiating lessons is a core responsibility for all classroom staff, but it can be difficult to know how to meet individual needs.
This session grounds participants in the principles that support all learners to achieve their maximum potential.
Whether you are a Teaching Assistant, NQT or a teacher seeking some professional rejuvenation, this workshop is designed to lead to more creative, more inclusive, and ultimately more productive differentiation.
Senior Leaders and experienced class teachers from Frank Wise Special school will work with you to support on individual concerns.
£50 + VAT per person, or £25 +VAT for NQTsEssential Information
This full day workshop is designed to equip NQTs and Early Career Teachers with a range of tools to help them to understand, teach and provide enrichment and support to young people with SEN - whether they are teaching in special or mainstream education. The workshop will be led by senior leaders at Fitzwaryn School, will be interactive and give you lots of ideas to take away and try out in your own classroom.
The programme for the day is as follows:
9.30 - 9.45am Introductions
9.45 - 10.30am Overview of ASD, ADHD and SPD
10.30 -10.45am Break
10.45 - 12pm Building Relationships
12 - 12.15pm Time for reflection and discussion
12.15 - 1pm Lunch
1 - 2.15pm Managing Behaviours
2.15 - 2.30pm Break
2.30 - 3pm Using creative approaches to support pupils with sensory needs
3 - 3.30pm Time for reflection and discussion
3.30pm CloseEssential Information
Evidence from the Education Endowment Trust suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well.
This event introduces you to the principles of metacognition, and provides practical advice on how to develop pupils’ metacognitive skills and knowledge in conjunction with specific subject content.