bso.bradford.gov.uk · web viewfrom september 2015. bso.bradford.gov.uk/q1. welcome. currently...

From September 2015

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

Educational Psychology Team Children with Additional Needs in the Early Years - Using the Early Years SEN Support

Grid

Education Health and Care Plan A- Z

Education Health and Care Plan Conversion Training

EHCP - Outcomes that Make a Difference

The Baby Room Project

Wise Before the Event: Responding to Sad Events

SEN Services (formerly Learning Support Service) 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

Educational Psychology Team

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

Course numberQ1015P/02

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

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

Title Education Health and Care Plan A - Z


Description of CourseIntended outcomes for learners: Education Health and Care Plans are the new combined plans to support children with significant special educational needs.

This course will provide practical advice and support to enable you to:

Use the range model to assess whether an EHCP request is appropriate Complete 'This is Me' Know how to request an EHCP Know what happens next

Intended Participants Support Staff and SENCOsPhase of education: AllDate/s 13.01.16 Times 09.00-12.00 Venue Future House No of

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Cost FREE to Bradford Schools Tutor Dr Sophie Woodward - Internal Tutor



Description of CourseAs above.


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Title Education Health and Care Plan Conversion Training


Description of CourseIntended outcomes for learners: From September 2014, as a result of the Children and Families Act, there has been a phased transition from statements to Education Health and Care Plans.

This course will provide you with the information you need to carry out EHCP conversion reviews for Bradford children, including:

What to do before the review Who to invite What to do after the review What to send back to the LA

Intended Participants KS1 and KS2 Teachers and SENCOsPhase of education: AllDate/s 17.09.15 Times 09.00-12.00 Venue Future House No of

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Title EHCP - Outcomes that Make a Difference


Description of CourseIntended outcomes for learners: Education Health and Care Plans are the new combined plans to support children with significant special educational needs. There is increased focus on ensuring that the outcomes in the plans are SMART and make a difference for the child.

This course will provide practical advice and support to enable you to:

Accurately describe a child's needs Write outcome targets that are measurable, achievable and realistic Monitor progress Ensure appropriate provision is in place


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Title The Baby Room Project


Description of CourseIntended outcomes for learners: The Northamptonshire Baby Room Project has three main aims:

To raise the quality of babies' experiences To increase practitioner's knowledge about baby brain development To boost the status of practitioners working with babies

Intended outcomes for participants:By the end of the sessions practitioners will have:

An increased knowledge about baby brain development Knowledge about babies' personal, social and emotional development An awareness that every interaction with a baby affects brain development Knowledge of how simple experiences can have a hugely positive impact on babies and practitioners

Content of the course:The Northamptonshire Baby Room Project consists of three delivered sessions, each a month apart, allowing for a period of reflective practice in an Early Years setting:

Session One: Babies' Brain Development Session Two: Babies' Emotional DevelopmentSession Three: Babies' Playing and Learning

Any course follow up: Central to The Northamptonshire Baby Room Project is encouraging self-reflection in practitioners. Practitioners are inspired to look closely at what they do in their setting and to make changes. It is advised that two practioners from each setting attend to encourage this reflection of practice and provision.

Intended Participants Early Years Practitioners Phase of education: Early Years/Foundation StageDate/s 22.09.15

20.10.1524.11.15

Times 13.00-16.0013.00-16.0013.00-16.00

Venue Future HouseFuture HouseFuture House

No of sessions

3

Cost £200 per school (2 applicants per school)

Tutor Vickie Wilford - 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: AllDate/s 23.09.15 Times 09.00-12.00 Venue Future House No of

sessions1

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

SEN Services (formerly Learning Support Service)

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: A clear understanding of recent legislation relating to the new Code of Practice and ECHC plans 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

06.10.1513.01.1622.06.16

Times 09.00-15.3009.00-15.3009.00-15.30


No of sessions

3

Cost £500 per person Tutor SEN Services Staff - Internal Tutor

Title 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 eight 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.

Learners will have five portfolio task to complete. In addition to attending the course they will require least 3½ 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 session will be a whole day and include a taught session and a workshop in the afternoon to provide an opportunity to work on the first portfolio task. The last session is an hour long and not a taught session and is intended to deal with administrative aspects of the course. This session is used to collect portfolios, 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/s 24.09.1501.10.1508.10.1515.10.1522.10.1505.11.1512.11.1519.11.1526.11.15

Times 09.00-15.3009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-10.30

Venue Future HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture HouseFuture House

No of sessions

9

Cost £200 per person(subsidised by DSG funding)

Tutor Cognition and Learning Team - Internal Tutor

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



Intended Participants HLTAsPhase of education: AllTarget audience and prior experience:

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

Date/s 14.01.1621.01.1628.01.1604.02.1611.02.1625.02.1603.03.1610.03.1617.03.16

Times 09.00-15.3009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-12.0009.00-10.30

Venue TBATBATBATBATBATBATBATBATBA

No of sessions

9


Tutor Cognition and Learning Team - Internal Tutors

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


Description of CourseThis is an overview of the 8 week course "Supporting Pupils with Reading and Writing Difficulties - a Multi-Sensory Intervention" 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 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 session will involve a combination of taught materials, practical activities and videos with lots of opportunities for discussion and feedback.

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.

Intended Participants SENCOs and TeachersPhase of education: Primary and SecondaryDate/s 17.09.15 Times 09.00-15.30 Venue Future House No of

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Tutor Cognition and Learning Team - Internal Tutor

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: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 07.10.1508.10.1527.11.15

Times 09.00-16.0009.00-16.0009.00-16.00


No of sessions

3

Cost £500 per person Tutor Alison Smith - Internal Tutor

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