Events and training

Acknowledgements: The course was commissioned by the DCSF, created by the National College (formerly NCSL) and now promoted by the Children’s Workforce Development Council (CWDC).

The ‘Safer Recruitment…’ training materials, initially developed to be accessed and completed by Head teachers and Governors is offered to eligible delegates on-line and free of charge through the CWDC.

http://www.cwdcouncil.org.uk/safeguarding/safer-recruitment" href="http://www.cwdcouncil.org.uk/safeguarding/safer-recruitment">http://www.cwdcouncil.org.uk/safeguarding/safer-recruitment

If you do not meet the eligibility criteria to access the on-line training or would prefer to attain the qualification through group participation and contribution, the ‘Workshop’ offers an alternative route to the same certification.

The Workshop provides an opportunity to share experience and best practice and review and refine process and procedure in support of a safer school culture.

Please note that from January 2010, it will become mandatory for at least one member of a school appointment panel to have successfully completed the course and Ofsted will require evidence that this has been undertaken.

Background information:

The Bichard Enquiry into the Soham Murders made 31 Recommendations to central government, all of which were accepted.

The following Recommendations relate to a ‘consistent, national standard of training’ in support of the recruitment process as hi-lighted by the failings of those in the Soham College procedures.

16) Head teachers and school governors should receive training on how to ensure that interviews to appoint staff reflect the importance of safeguarding children.

17) From a date to be agreed, no interview panel to appoint staff working in schools should be convened without at least one member being properly trained.

18) The relevant inspection bodies should, as part of their inspection, review the existence and effectiveness of a school’s selection and recruitment arrangements.

Method of Tuition:

These are face-to-face, taught sessions offered as an alternative to the on-line training course and aimed at delegates not eligible to access the on-line training and those who prefer to access and complete the course in a classroom environment.

The day is predominantly workshop based, focusing on group work in applying best policy, procedure and practice to working examples, when resourcing and recruiting individuals to work with or alongside children.

The training provides valuable background information, advice about supporting a safer school culture, best practice suggestions and practical advice to strengthen safeguards against employing unsuitable people.

Aimed at:

The course is aimed at Head teachers, Governors, senior staff and managers responsible for the recruitment and employment of individuals who come into contact with and/or work alongside children, plus administrative staff who support the Recruitment and HR function within the organisation.

Course Details:

The Course is broken down into 4 sessions, the core elements of sessions 2 and 3 relating to the features of a safer recruitment process, and sessions 1 and 4 present the context or framework of the course.

Sessions 2 and 3 stimulate the most debate, controversy and questions, particularly around job adverts, application forms, the CRB process/forthcoming ISA arrangements and their potential impact on the effective running of schools over the anticipated 5-year roll-out period to commence 12 October 2009.

All resource and supporting documentation is provided and the session content is précised as follows.

Course Objectives:      

Expected Learning Outcomes.

The course aims to provide delegates with an understanding and, or working application of:

What is ‘abuse’? Definitions of the Children Act 2004/levels of intent as defined in criminal law.

The features of a Safer Recruitment Process

How to make the right recruitment decisions

How to promote and maintain an ongoing culture of vigilance within the organisation

The day will also include a practical discussion relating to the introduction of the Independent Safeguarding Authority (ISA) and the Vetting & Barring Scheme (VBS).

Entry requirements:

There are no pre-requisite qualifications required in order to attend and gain the NCSL qualification but as part of the ‘next steps’ element of the course, delegates may be advised to undertake a minimum of ‘Child Protection-Level 1’ training if it is appropriate to their job role or function and they have not already done so.

ASESSMENT AND CERTIFICATION: This one day course leads to Ofsted recognised certification



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Aimed at: This is a one-day course for senior and subject managers, teachers, and other educational professionals.

This is a one-day course for senior and subject managers, teachers, and other educational professionals. It is practical and skill based. Participants are taught to use structured observation as part of school self-evaluation. The training includes applying Ofsted criteria to lessons observed, evaluating the quality of learning and of teaching and linking the two, evaluating the pupil outcomes, completing evidence forms, feeding back to teachers, and planning action to bring about improvement. Being able to observe lessons and other aspects of provision purposefully, efficiently and effectively is essential to good management. Lesson observation is integral to school self-evaluation and invaluable when diagnosing the causes of strengths and weakness in school performance. This course explores issues surrounding the use of observation as a management tool for gathering information and evaluating effectiveness.

Participants are helped to:

• develop skills of lesson observation and of evaluating the quality of provision using pupil outcomes;

• know where to pitch judgements;

• record observations clearly and unambiguously;

• understand what constitutes a good lesson evidence form;

• apply the methodology of focused lesson observations;

• become familiar with the Inspection Framework where it is relevant to evaluating provision;

• formulate protocols for lesson observations and develop a code of conduct;

• feedback to teachers and other stakeholders relevant findings;

The course is a mix of direct tuition and skill based learning involving tasks and workshops. The practical activities are mainly completed in groups of two or three participants so that thoughts and evaluations can be shared and compared. Each day has five hours of tuition, divided into four blocks of 1.25 hours.

Bruce McAlpine has managed the Company for 15 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a trainer.

“The whole of training was excellent not one area was weak- Has given me the confidence to approach observations within FS in our setting at school and links to teaching/ learning/ assessment/ tracking- the picture is much clearer now- thank you”.

“Subject knowledge of tutor and opportunity for discussion- excellent, high quality training (again)”

“Focussed upon the foundation stage. It was inspiring, challenging and thought provoking….lots of time for discussion and sharing good practice. It was an excellent day. Thank you.”

“There was something of value from the first session until the end of the day…absolutely brilliant day”

“Fantastic!!!-clear-delivery professional-simple effective methods to use back at school”.

“Very knowledgeable tutor who applied everything to the foundation stage. He really made you think hard and justify your judgements…excellent standard of training, facilities, venue, and catering”.

The strongest features: “examples of was to evaluate and display data, opportunities to reflect. There was something of value from the very first session until the end of the day…Absolutely brilliant day”.

“For me it was refreshing to have training which focused entirely on the foundation stage and stuck to that objective. I was also impressed with the trainer’s willingness to engage with my particular area of special education, this is usually ignored as being too complicated…An excellent training activity, well delivered and lots of opportunity for discussion and clarification of points, great venue also. I will certainly come again on future training”.

“I would like to be informed of any more courses run by Bruce. Thank you an excellent day”.

“The focus upon the foundation stage was inspiring, challenging and thought provoking with lots of time for discussion and sharing good practice”.

“Knowledgeable tutor. Time for discussion and making decisions on grading. Small group was good and all members were from Early years”.

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.



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Apply now! For the module in
Participatory Arts: Practice and Context (pdf)

Day Schools: Monday 20 September,
18 October, 15 November, 13 December 2010
Open for applications now
and closing on 20 August 2010.

Each twelve week course is designed to fit around the practitioners' lives and work, participants can take three modules in any order over the three years to obtain the Certificate, or take just one or two of the modules for their own personal development.

For further information, please visit our website



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Aimed at: This course is for teachers and teaching assistants in Infant, Primary and Secondary settings who wish to increase their understanding of dyscalculia and wish to develop their skills in supporting dyscalculic pupils.

Dyscalculia is believed to be as prevalent as dyslexia, but isn’t always as widely recognised. According to researchers, children with dyscalculia, (whose condition is left unrecognised) are at risk of developing an anxiety in mathematics. Researchers suggest that this can lead to avoidance, and can make the acquisition of basic skills more difficult.

This practical one day course is aimed at teachers and teaching assistants in Infant, Primary and Secondary schools who wish to gain an understanding of dyscalculia; what it is, how to recognise it and how to support learners.

Participants will gain a greater appreciation of the difficulties that a learner with dyscalculia will experience within mathematics The course will look at the arguments for and against testing, and review the benefits to the learner.

Participants will explore strategies to support learners with dyscalculia within the classroom. Each participant will leave with a practical toolkit of resources that can be implemented within school. The free tool kit will include

• Teaching resources,

• Practical activities and games that are simple and easy to implement.

Reference information: guidance on supporting dyscalculia learners and information regarding further reading and recourses.

The course aims to enable delegates to:

• Identify learners with dyscalculic traits

• Understand the difficulties a learner with dyscalculia may experience in maths

• Explore strategies and resources to support the learner.

Method of Tuition:

• powerpoint

• discussion

• practical games

No previous knowledge or experience is required in order to access this course.

PLEASE BRING YOUR OWN LAPTOP WITH YOU.

Tutor: Dr Ivan Podhraški is an experienced teacher of 33 years having taught in the primary, middle and secondary sectors. He has taught mathematics in an inner city comprehensive school with maths and computing specialist status, had two appointments as a mathematics coordinator and was a primary headteacher for 12 years. More recently Ivan has worked closely with a number of Universities in the North West as professional mentor to their PGCE students; mentors teachers who are retraining to be qualified as mathematics teachers in secondary schools; coaches primary and secondary teachers on the National College for School Leaders ‘Leading From the Middle’ course. He has a vast experience of working with teachers and other professionals in his position as an associate lecturer with Manchester Metropolitan University, teaching on their post graduate certificate in mentoring, post graduate diploma in education, MA in Education and MSc in Educational Leadership and Management courses. His research interests are in teacher education and continuing professional development particularly in the area of mentoring. He is currently supervising MA and Doctoral students with research interests in mathematics, Initial Teacher Training and the use of Mentoring as a tool to enhance continuing professional development.

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.

Offers of Free Transfers

Offers of free transfers are made at the discretion of the company. They are made subject to availability, and are subject to payment of the original invoice.

Participants who are given a free transfer outside the free transfer period are not eligible for any refund if they should then cancel the course place.

Only one free transfer will be offered to a participant. Following a free transfer, any subsequent transfers will carry an administration charge of £50 + VAT



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Aimed at: Practitioners in the Foundation Stage.

The course helps participants use observation to assess the attainment of children. It helps participants to acquire the basic observational skills necessary to evaluate individual attainment and group standards. The training is very practical in nature, giving participants the opportunity to discuss observations and learn to apply key criteria. It includes the use of the Foundation Stage Assessments and the stepping-stones, linking these where relevant to the EYFS and the Foundation Stage Profile. It explores ways to use target setting and assessment for learning. By the end of the course, participants will be familiar with observation and assessment methodology, the stepping-stones, assessing individual attainment and group standards, making judgements, identifying strengths and weaknesses, establishing priorities, target setting, and planning action to bring about improvement.

By the end of the course, participants will be familiar with observation and assessment methodology, the stepping-stones, assessing individual attainment and group standards, making judgements, identifying strengths and weaknesses, establishing priorities, target setting, and planning action to bring about improvement.

The training is very practical in nature, giving participants the opportunity to discuss observations and learn to apply key criteria.

Bruce McAlpine has managed the Company for 15 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a trainer.



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Aimed at: Headteachers, school leaders and ICT coordinators in Primary schools. The course is relevant to practitioners from FS to KS2. The course will be adapted to cater for the ICT ability of all participants; beginners and those with a high level of confidence within ICT are welcome.

Attendees receive a FREE memory stick containing software and practical examples to allow immediate implementation in school.

Access to technology in schools brings huge benefits and huge challenges.

The course focuses on how participants can make ICT outstanding within their school. It looks at the Ofsted criteria for making ICT outstanding, and explores ways in which participants can embed ICT across the curriculum as recommended by both the Independent Review of the Primary Curriculum (April 2009) and The importance of ICT: information and communication technology in primary and secondary schools, 2005/2008.

The course gives participants a hands-on experience. Course members will have the opportunity to learn about and practice exciting ways to maximise the use of ICT within school without vast additional cost…in most cases FREE.

The course will provide many ideas to enhance ICT teaching across the curriculum, and to enable participants to plan and teach an outstanding, creative and stimulating ICT lesson. The course will focus on practical and activities that will enhance the education experience for students; bringing ICT to life through the use of resources commonly or freely available to most schools. Participants will gain many ideas regarding embedding ICT within the curriculum in a vibrant and stimulating way.

Background information:

In the recent Independent Review of the Primary Curriculum (April 2009) Sir Jim Rose, CBE recommends that ICT be embedded throughout the new curriculum with English, numeracy and ICT being the core subjects.

•Understand the criteria for making ICT outstanding

•Understand the role ICT can play in transforming the educational experience of students.

•Study the characteristics of an ICT capable school.

•To show what is possible when limited resources are available.

•To give participants a set of practical ideas they can take back to school and begin to implement.

•Give participants practical ideas regarding how ICT can be embedded across the curriculum in a vibrant and stimulating way

Participants experience a mix of direct tuition and workshops based on real world experiences and practical outcomes. The course focuses on recent reports and research and the practical experiences of the tutor.

Chris Hargrave: Chris is an experienced education and management professional with many years experience of senior leadership in both the public and private sectors. He has worked with a number of local authorities and has delivered training courses both in the UK and the Netherlands. His current work has a focus on the use of ICT to enhance education. He has an excellent track record as a tutor.



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Eddie Burnett Children’s Books Consultant and Literacy events coordinator

 
 
Planned dates for Pie Corbett lead inset
Wednesday 10th March 2010
Wednesday 22nd September 2010
Wednesday 6th October 2010
Wednesday 17th November 2010
Cost Per head for each event = £200
This includes entry to a free prize draw. Prizes include tickets for 2 to a West End theatre show of your choice (theatre tickets are subject to availability).
To secure priority and group bookings contact me early to avoid disappointment.
Mission statement
A promotion of strategies for writing in classrooms together with ’Learning with Talk’ with the added dimension of the pleasure and excitement of out of school learning opportunities.
Themes
Writing and ‘Learning with Talk’
Poems and Stories from other cultures
Culture, Identity, Journeys, Language and Communication
Aims
• To promote the importance of writing in school and its impact on our cultural identity, literature, language, communication and culture.
• Opportunities to meet writers and artists and engage in workshops about writing using artifacts as stimulus.
• Improve the out of school learning experience.
Potential partners
Assorted school federations and Clusters.
Venues
• The British Museum
• The Horniman Museum
• The Tate Britain
• The V& A Museum



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Schools are seeing vast benefits from collaborative working – efficiency savings, improved behaviour, increased pupil attainment and motivation, community cohesion - however, the realities of working in clusters and with external agencies can create challenges.  This valuable conference will discuss how to overcome these stumbling blocks and work collaboratively with other schools and external partners to narrow the gap for pupils and really ensure partnerships are effective and making a difference to children and communities

Keynote speakers and practitioners will share best practice and practical strategies to develop your school, raise standards and drive efficiencies.

Reap the benefits of working in clusters and with extended services.  Share best practice and hear practical strategies to make partnerships effective - raising standards and driving efficiencies.



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Aimed at: This one day course is ideal for those who are new to counselling, or those with limited, prior counselling experience, including Senior Manager, PSHE Co-Ordinators and Pastoral Workers. The course is aimed at staff counselling pupils, but the skills are generic. The course is suitable for educational professionals from all phases.

The day’s content will provide a thorough and in depth study of all the essentials necessary for enabling you to apply skilled responses to the most difficult of situations, including crisis counselling and for those likely to work with bereaved or grieving children.

The course will cover:

• Relationship skills
• Communication
• Body language
• A child’s view of death
• Attitudes toward death
• Stages of grief

Facing loss – a pastoral response

Participants are helped to-

1. Recognise the importance of excellent communication and interpersonal skills.
2. Promote a manageable and clear process linked to an excellent foundation in basic counselling.
3. Be confident in developing knowledge and skills in the field of bereavement.
4. Understand what is involved in counselling children and adolescents.

Share good practice.

The course is a mixture of direct tuition and skill based learning, involving tasks and workshops. The practical activities are mainly completed in groups of two or three participants, so that thoughts and evaluation can be shared and compared. The day has five hours of tuition divided into four blocks of 1.25 hours.

Tutor: Gail Goodman:

Gail is a bereavement counsellor; she is a current serving Section 48 Church Schools’ Inspector, an External Examiner with the University of Warwick, and has recently taken on the interim headship of a failing school, which, in February 2010, has since been judged as Satisfactory with Good elements.  She has recently worked with a local authority, in a mentorship role within their inner city schools. Until July 2008 she was headteacher of a Derbyshire Primary school which was judged to be Outstanding across the board. Under her headship the school received an award for Outstanding Education and Care. Gail is an experienced tutor and educational consultant.



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Aimed at: Headteachers and Senior Managers of Church of England primary schools, both Voluntary Controlled and Aided.

This one-day course is designed to support all headteachers and senior managers of Church of England Schools, Aided and Controlled, who are experiencing Section 48 Inspection for the first time, or who would like to refresh their knowledge and understanding. Questions and issues are addressed through a range of practical and thought provoking activities. With effect from April 2009, the SIAS revised framework and grade descriptors, including the new SSE Toolkit, are covered.

Participants are helped to:

• understand what the inspection process feels like;

• have a manageable, clear, tried and tested planning process linked to the Section 48 Toolkit;

• be confident in identifying the distinctive Christian character of the school, and how it meets the needs of all learners;

• recognise the significance of Acts of Collective Worship;

• share good practice.

It would be helpful if participants brought with them:

• a small artefact/photo/object to use as a focus during one of the activities;

• the SEF and Diocesan Toolkit (don’t worry if it’s not complete);

• a copy of the Diocesan Agreed Syllabus for reference where necessary.

The course is a mix of direct tuition and skill based learning involving tasks and workshops. The practical activities are mainly completed in groups of two or three participants so that thoughts and evaluations can be shared and compared. Each day has five hours of tuition, divided into four blocks of 1.25 hours.

Strongest features of the training:-

“Gail’s knowledge and positive, supportive way of dealing with issues. Good opportunity to network and get good ideas.”

“Having a small group, experienced trainer (both in terms of a headteacher and a S48 Inspector).”

“A trainer that sees the process of SIAS inspection both as the inspector and inspected was very useful.”

“Had a great day! Came away having learnt new things and gained ideas. Great lunch!”

“Second time here and still very impressed. Thank you for all your hard work.”

“As a new headteacher and new to a Church school setting, it has provided me with an excellent grounding to go back and get on with it. Thank you.”

Tutor: Gail Goodman: Gail is a current serving Section 48 Church Schools’ Inspector, an, External Examiner with the University of Warwick, she is a bereavement counsellor; and has recently taken on the interim headship of a failing school. She has worked with a local authority, in a mentorship role within their inner city schools. Until July 2008 she was headteacher of a Derbyshire Primary school which was judged to be Outstanding across the board. Under her headship the school received an award for Outstanding Education and Care. Gail is an experienced tutor and educational consultant.

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.



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Aimed at: Senior and subject managers, teachers, and other educational professionals.

Participants are helped to:

• understand the principles of pupil tracking systems and how to use them;

• apply the methodology of progress tracking;

• know how to use the Early Years Foundation Stage Profile, calculate average point scores, and measure and evaluate individual and group progress;

• know where to pitch judgements;

• be able to diagnose strengths and weaknesses in performance and identify relevant priorities for action and improvement;

• collate and analyse data to identify strengths, weaknesses and aspects for improvement.

“Absolutely excellent day…gave meaning to tracking…I am going back to Birmingham BUZZING!!”

“We were given facts and figures to enable us to make ‘OFSTED’ judgements- will help a lot with our data analysis. It was useful being able to discuss issues with both the trainer and other course participants”.

“Very practical course- breaking down the features of the model to the point of working out percentages. Excellent course, very welcoming environment and fabulous hospitality. Thank you very much”.

“Really useful in helping me fulfil my role as head of the lower school”.

“Very practical course – breaking down the features of the model to the point of working out percentages”.

“Excellent – Clarified many issues on analysing data and what / how to make judgements”.

“The course gave me a clear understanding of the complexities of stepping stones, foundation stage profile and the link to tracking”.

“Thank you, it is good to have a course run by somebody who knows their business and can give appropriate and credible advice”.

“Bruce had sound subject knowledge, gave us good ideas about how we should complete our SEF…enjoyed the day. Now have lots of ideas to take back to school. Thank you!”.

“The tutor explained the data in a way that I could understand!!...Well paced and can be used practically”.

“The information was delivered clearly and practical ideas were given which could be implemented … A very informative and well organised day”.

“The strategies for tracking were very effective and we will implement them ASAP”.

[strongest features of the training] “The clear simple presentation and the opportunity to try out materials which embed the process…Very good value for money. Has addressed issues which the LEA has not”.

Bruce McAlpine has managed the Company for 15 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a trainer.

Cancellation Policy

If 10 working days notice is given, cancellation is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount.



more details...

Aimed at: This course is for teachers and teaching assistants in Infant, Primary and Secondary settings who wish to increase their understanding of dyscalculia and wish to develop their skills in supporting dyscalculic pupils.

Dyscalculia is believed to be as prevalent as dyslexia, but isn’t always as widely recognised. According to researchers, children with dyscalculia, (whose condition is left unrecognised) are at risk of developing an anxiety in mathematics. Researchers suggest that this can lead to avoidance, and can make the acquisition of basic skills more difficult.

This practical one day course is aimed at teachers and teaching assistants in Infant, Primary and Secondary schools who wish to gain an understanding of dyscalculia; what it is, how to recognise it and how to support learners.

Participants will gain a greater appreciation of the difficulties that a learner with dyscalculia will experience within mathematics The course will look at the arguments for and against testing, and review the benefits to the learner.

Participants will explore strategies to support learners with dyscalculia within the classroom. Each participant will leave with a practical toolkit of resources that can be implemented within school. The free tool kit will include

• Teaching resources,

• Practical activities and games that are simple and easy to implement.

Reference information: guidance on supporting dyscalculia learners and information regarding further reading and recourses.

The course aims to enable delegates to:

• Identify learners with dyscalculic traits

• Understand the difficulties a learner with dyscalculia may experience in maths

• Explore strategies and resources to support the learner.

Method of Tuition:

• powerpoint

• discussion

• practical games

No previous knowledge or experience is required in order to access this course.

PLEASE BRING YOUR OWN LAPTOP WITH YOU.

Tutor: Dr Ivan Podhraški is an experienced teacher of 33 years having taught in the primary, middle and secondary sectors. He has taught mathematics in an inner city comprehensive school with maths and computing specialist status, had two appointments as a mathematics coordinator and was a primary headteacher for 12 years. More recently Ivan has worked closely with a number of Universities in the North West as professional mentor to their PGCE students; mentors teachers who are retraining to be qualified as mathematics teachers in secondary schools; coaches primary and secondary teachers on the National College for School Leaders ‘Leading From the Middle’ course. He has a vast experience of working with teachers and other professionals in his position as an associate lecturer with Manchester Metropolitan University, teaching on their post graduate certificate in mentoring, post graduate diploma in education, MA in Education and MSc in Educational Leadership and Management courses. His research interests are in teacher education and continuing professional development particularly in the area of mentoring. He is currently supervising MA and Doctoral students with research interests in mathematics, Initial Teacher Training and the use of Mentoring as a tool to enhance continuing professional development.

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.

Offers of Free Transfers

Offers of free transfers are made at the discretion of the company. They are made subject to availability, and are subject to payment of the original invoice.

Participants who are given a free transfer outside the free transfer period are not eligible for any refund if they should then cancel the course place.

Only one free transfer will be offered to a participant. Following a free transfer, any subsequent transfers will carry an administration charge of £50 + VAT



more details...

Key benefits

1. Develop key policies
2. Understand the legal framework for referring unsuitable professionals
3. Manage the new admissions framework and appeals process
4. Safeguard both staff and pupils
5. Understand Special Educational Needs and Disability Tribunals and provide practical points for avoiding litigation

Programme

• The Safeguarding Vulnerable Groups Act 2006 – lays the foundation for a new scheme which helps to avoid harm, or risk of harm, to children and vulnerable adults. The new scheme will be rolled out in 2010. This will have important consequences for all schools and colleges and will impact on the implementation of safer recruitment and vetting procedures.
• The Interface between Child Protection Investigations and Your School’s Legal Position – implementing your school’s child protection procedures in parallel with other agencies. This session will advise you on staff suspension and disciplinary hearings; school’s investigations; social services duties; the involvement of the police; and the employee’s right to confidentiality when an allegation is made against them.

• Successive publications of new school admission codes means that all schools, including academies, must ensure their admissions arrangements are compliant with the statutory guidance. In addition, parents are becoming increasingly aware of the potential for succeeding in challenges to admissions arrangements if raised through the independent schools admissions adjudicator. This workshop provides an overview of the current framework and will identify the most common areas of challenge by parents in the admissions appeals process.

• In June 2007 the Government published the Care Matters White Paper which sought to radically improve life outcomes for children in care, including their educational attainment. Children in care statistically under perform in schools. This workshop will examine the provisions and their relevance to all schools and colleges.

• The overlap between pupil exclusions on grounds of poor behaviour and potential for disability discrimination claims
• Disability awareness
• Preparing an effective case statement and the most effective use of school-based evidence in special education needs appeals

Eddie Burnett Children’s Books Consultant and Literacy events coordinator

 
 
Planned dates for Pie Corbett lead inset
Wednesday 10th March 2010
Wednesday 22nd September 2010
Wednesday 6th October 2010
Wednesday 17th November 2010
Cost Per head for each event = £200
This includes entry to a free prize draw. Prizes include tickets for 2 to a West End theatre show of your choice (theatre tickets are subject to availability).
To secure priority and group bookings contact me early to avoid disappointment.
Mission statement
A promotion of strategies for writing in classrooms together with ’Learning with Talk’ with the added dimension of the pleasure and excitement of out of school learning opportunities.
Themes
Writing and ‘Learning with Talk’
Poems and Stories from other cultures
Culture, Identity, Journeys, Language and Communication
Aims
• To promote the importance of writing in school and its impact on our cultural identity, literature, language, communication and culture.
• Opportunities to meet writers and artists and engage in workshops about writing using artifacts as stimulus.
• Improve the out of school learning experience.
Potential partners
Assorted school federations and Clusters.
Venues
• The British Museum
• The Horniman Museum
• The Tate Britain
• The V& A Museum



more details...

Aimed at: Primary Headteachers and deputy Headteachers

The course will look at the role of the Headteacher as leader in partnership with the school business manager. It will look at how the partnership can maximise time for more effective school leadership whilst improving cost efficiency; leaving the headteacher free to reinvest time in what really matters; the education of pupils.

The course will outline the benefits of a School Business Manager (SBM) within a primary school. An explanation will be given of what a School Business Manager does and the areas within which the School Business Manger can lead. Details of how the partnership saves time and money, and generates funds for your school will be discussed and illustrated. This is a crucial working partnership which should help to drive the modern primary school forward effectively.

The National College has run 35 demonstrational projects…

 “The projects have found that headteachers with access to school business managers report reduced workloads, with higher-level school business manager role having a potential to free up 33% of their time. There is also evidence that the new roles are allowing schools to release funds by maximising existing resources and engaging clusters of schools to work together strategically”

School Financial Management Issue 113 April 2010

It has also been found that School business managers not only create improvements by freeing up the headteacher, but they are also having a positive impact on the learning environment for pupils.

“More than half of the 750 heads questioned by ICM for the college said their SBM has developed better quality premises (52 percent) over a quarter have seen improved teaching and learning resources (26 per cent) and over one in six have seen more, or better quality, extra curricular activities (15 per cent)”

 Leadership news Page 4 LDR leadership development review March 2010

Heads and Deputies will be able to go back to their own schools and consider their roles and responsibilities and how they can make effective changes so that they can focus on directing learning and not spreading themselves too thinly.

The course will look at:

·         What is a School Business Manager.

·         What are the roles and responsibilities of the SBM.

·         The areas of the school business within which the School Business Manager can lead.

·         The benefits of the School Business Manager; (SBM) within primary schools.

How the partnership of the headteacher and the SBM can maximise time efficiency, save money and generate funds for the school. Illustrations will be given.

Method of Tuition: Discussion, case studies, practical current examples, workshops, thinking time.

Tutor: Mick Hayes Cert. Ed. MSc.

Mick is an experienced Headteacher with a track record of successful effective school leadership. He has had twenty years experience in middle schools and has spent the last nine years in the primary phase. He is a hands – on Headteacher who is clearly focussed about roles and responsibilities and the effective utilisation of other peoples skills. He believes deeply in invitational distributed leadership rather than delegation. He is insistent that if there is someone else who has the knowledge and skill to do a better job than himself . . . then they should be given space to lead, shine and do it.

He has been involved with REACH Curriculum Development through his local authority. He has gained recognition from his authority for his work alongside his own school business manger.

 “People leading the training are clearly doing this, rather than just talking about it”

“The training was very well delivered …it was especially useful to see the role from SBM and HT positions. “

“Very useful content and has given me a lot to think about [strongest features of the training] having a business manager putting across her role within her school as opposed to the HT” (School Business manager attending the course)

[strongest features of the training] “Personalised insight into the role of the SBM (specifics of the job and how they are undertaken)” (HT attending with prospective SBM) 

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.



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Aimed at: Headteachers, deputy headteachers, and senior managers

Based on the current Inspection Framework, the three-day course helps senior managers develop inspection and evaluation skills. It covers most aspects of school self-evaluation and gives examples of good practice.

·      Understanding the New Inspection Framework.

·      Using audit (inspection) trails.

·      Making accurate judgements.

·      Data analysis and progress tracking (includes RAISE online, and FFT).

·      Quality assurance systems.

·      Observing lessons accurately and effectively and recording findings.

·      Work sampling.

·      Evaluating the effectiveness of your self-evaluation systems.

·      Evaluating your SEF and writing one that is high quality.

·      Identifying strengths and weaknesses and planning for improvement.

·      How to feedback to staff constructively.

The course lasts three days and is a mix of direct tuition and skill based learning involving tasks, case study materials, and homework. The practical activities are mainly completed in groups of two or three participants so that thoughts and evaluations can be shared and compared. Each day has five hours of tuition, divided into four blocks of 1.25 hours.

Dates

06 October 2010

07 October 2010

08 October 2010

Bruce McAlpine has managed the Company for 15 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a trainer.

 “ Just wanted to say a massive thank you to PBM training, myself and the DH attended the 3 day training 'Inspection skills for HT' at the beginning of March, we have returned to school with new ideas as well as having increased confidence and skill in what we are trying to achieve here. Thanks to Bruce for being such a wonderful trainer - very knowledgeable and willing to allow discussion. Also to all the staff at PBM for providing such a relaxing environment - the food was wonderful - we will be back!! Thank you”

“Just to say that I thought the Ofsted Inspection Skills training was excellent with Bruce.  I was unsure whether I could afford 3 whole days out of school but I'm glad that I did as I learnt a lot”…

“Thank you very much for organising the Inspection Skills training with Bruce. It is the best training I have ever been to”.

“I wondered if you would be kind enough to pass on a sincere note of thanks to Bruce McAlpine. I attended his 3 day course in May of this year and worked hard to implement many of the suggestions, especially the multifilter trackers for subjects. At the end of June we were given an outstanding judgement by Ofsted! This is in no small measure due to the superb training I received on the course. As a result, I am now supporting not only my school, but also another local school in difficulty- this is because of the skills gained from the course- many thanks again,” Received October 2009.

“Outstanding- by far the best course I have been on since started teaching- this should be included as part of NPQH! Thank you!” (January 2010).

“Bruce’s ability to inform knowledge without intimidation. Thank you so much- 3 very worthwhile days.” (January 2010).

“Secure subject knowledge of all areas of the tutor…excellent value for money…very good with interaction between tutor and colleagues- issues/ questions raised were always fully answered” (January 2010).

“Clarity and coverage- more useful than I’ve ever experienced in 14 years of headship. Thankyou!”. (January 2010).

“Clear, concise, logical, reference based guidance….best course and material I have experienced, possibly ever!” (November 2009).

“The best training I have attended as a headteacher- Everything was useful. I am really looking forward to cascading it to my SLT. Exactly what we needed at this point in our school development. Thank you I will use you again. Please e-mail future courses.”

“Strongest feature: “Bruce’s patience. Ie no question was deemed too trivial…Have recommended this course to many colleagues! Great venue…and food!!”

“Another excellent event! Thank you and well done to you and the team…the strongest features were the general awareness raising of inspection framework and supporting documentation…Practical ideas for SSRE; ECM input – practical and informative. An extremely professional course. I look forward to implementing methods and practices in school”

“The quality of the training was good as was the subject knowledge of the trainer and I would a) like to be kept informed of future training events b) be sent details of buying in on a consultancy basis!!! Thank you for helping me see the wood for the trees!!”

The strongest features for me was the expert knowledge of the trainer and his ability to respond to different needs”

“Seriously one of the best pieces of INSET for HT’s that I have been on – so much covered and really practical – great advice on SEF etc…Many Thanks”.

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.



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Key benefits

1. Understand more fully the nature of a high performance leadership culture and the barriers to it.
2. Identify the key roles within a high performance leadership team
3. Explore how to develop a ‘whole school’ culture
4. Diagnose and evaluate the current leadership culture
5. Get beneath the data and introduce effective measurement of leadership
6. Introduce a variety of tools and techniques for establishing a high performance leadership culture which can be immediately used on the return to school.

Programme

• The causal links between leadership and successful schools
• Exploring why ‘top teams’ often under perform
• Understanding the factors that can lead to success or failure
• What do we know about successful teams inside and outside of education
• Getting the language right – strategic or tactical
• Removing the jargon

• Setting the criteria and defining the vision
• Developing a high performance culture
• Understanding who should be involved
• Roles and responsibilities
• Who communicates and how?
• Introducing ‘Whole school’ thinking
• Building capacity

• Measuring performance and potential
• Policy or culture?
• Stakeholder mapping
• Harnessing neutrality
• Challenging conversations that raise performance

• Making sense of it all
• Finding a starting point
• Identifying the next steps and milestones
• Action planning for success
• Taking account of accountability
• Evaluation and close

Aimed at: New mentors or coaches, those charged with running coaching/mentoring schemes, or those seeking a refresher in mentoring & coaching skills.

The course is designed for staff mentoring other staff, but the skills are also suitable for staff mentoring older students. When the course is delivered in-school or college, it can be customised to focus on student mentoring specifically.

The course will guide delegates through what is meant by mentoring & coaching, and simple process models for both activities. It covers the key skills needed for conducting these learning relationships successfully.

Delegates will leave the course with a full understanding how and where mentoring and coaching may be helpful to their school or college, clear structures for running a mentoring or coaching conversation as well as the confidence and key skills required to get started.

The course is highly interactive. As well as plenary discussion, delegates will work in twos and threes to practice the key skills, and share experiences of different applications, environments and their challenges. At intervals delegates will complete a learning log to help them reflect on personal development actions.

Tutor: Following a career in Human Resources, including Director of HR at Carlsberg UK and Express Dairies, Jonathan now runs his own consultancy practice, which specialises in Mentoring and Coaching and Leadership Development. He works across both public and private sectors, with schools & colleges, police forces, government departments and the NHS, as well as companies large and small. He has a masters degree in Coaching & Mentoring and Organisational Change and is a Fellow of the Chartered Institute of Personnel and Development.

Jonathan has several publications that are currently in print:

“Mentoring ” Sue Wallace & Jonathan Gravells. Published by Learning Matters. June 2005.

"...a wise, witty, theoretically informed and practically helpful book...”  David Megginson, European Mentoring & Coaching Council

"I liked this. It's thoughtful and well-constructed." David Clutterbuck, Clutterbuck Associates

“Mentoring in Theory & Practice” – Chapter in The Lifelong Learning Sector Reflective Reader, published by Learning Matters, 2010

“A-Z for Every Manager in FE ” Susan Wallace and Jonathan Gravells, Continuum International Publishing

“Leadership and Leading Teams in the Lifelong Learning Sector ” Susan Wallace and Jonathan Gravells, Learning Matters

"Jonathan Gravells’ support has been vital in the process of setting up a new mentoring scheme at BCCS.  He provided excellent tailored and bespoke training for our senior and middle leaders in how to set up and launch a new mentoring scheme at PBM's training centre in Uttoxeter.  On the basis of the high quality of this training we invited Jonathan to visit our academy to train a core team in mentoring skills.  Again the training was tailored to our school and very proactive and interactive.  All the participants found this day to be one of the most productive training days they had undertaken and felt much more confident to use newly gained skills with the students.  I can highly recommend Jonathan's expertise."

 Strongest features of the training….

“knowledge base of the tutor”

“The opportunity to put theory into practice”

 “An excellent and extremely well deliverd refresher of the skills of effective mentoring…some very useful tips and key questions, strategies and structures which I will use in future mentoring. Thank you”

“Very well structured – ideas clearly linked, which helps build up the big picture. Role play was challenging, but very effective. Good pace to the day. Thanks. Very helpful”

 “Tutors knowledge and experience being used in discussions not just theory and different practice”

“Small group, plenty of opportunity to practice mentoring techniques. Excellent communication from Jonathan”

“Knowledge of trainer and use of real life examples…very informative, Thank you”

“Ability to adapt the training to suit the needs of the participants”

“Practice sessions…opportunity to ask questions related to own setting”

“Explored issues allowed for taking stock of own situations…A very enjoyable and informative session”

“Learning log breaks to allow time to reflect – brilliant practice sessions to enact phases of mentoring – relaxed atmosphere…allowed exploration of real and relevant situations in a supportive way”

“Very good. Lots of practical techniques, time to try things out, time to reflect and to talk”

Cancellation Policy

If 10 full working days notice is given, cancellation or transfer is free of charge and payments will be refunded in full. If less than 10 working days notice is given, then you will be liable for the full amount. Cancellations must allow 10 full working days notice to be classified as falling within the free cancellation period. Cancellations made on the tenth working day are considered to be outside the free cancellation period. All cancellations must be made by email. The date of the email will be taken to be the date of the cancellation.

Working days are based upon Staffordshire schools working days. Holiday periods do not count as working days.



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