Special Educational Needs and Disability (SEND) Service

Whole School Circle Time Training

Description
This course will cover every facet of Jenny Mosley’s whole school Quality Circle Time Model.
Impact Statement
Pupils:
  • Will have access to a range of supportive listening systems and improve their communication skills
Practitioners:
  • Will be empowered to support children and staff well-being via a structured whole school system
Settings:
  • Will have framework for a whole school behaviour model
Audience

SENCOs, Teachers & Support Staff

Using Social Stories to Support Pupils with an ASD in Schools

Description
This session will provide an introduction to Social Stories and the rationale for using these with students with an ASD. Practical application in a school setting is also provided.
Impact Statement
Pupils will be:
  • Supported to understand social situations through a story based approach
Practitioners:
  • Will have an in-depth knowledge of how social stories can support children with an ASD to understand social situations
  • Will be confident in writing social stories to use with students themselves
Settings:
  • Will be supported by staff who are confident about the rationale and theory behind Social Stories
Audience

Staff supporting pupils with an ASD in schools, SENCOs/Teachers & Teaching Assistants

How to Support Children with an ASD in the Dinner Hall and Playground

Description
This session will provide:
  • Practical strategies for supporting pupils with an ASD in unstructured times at school
  • Supporting the development of social interaction skills in the playground setting


Impact Statement
Pupils will:
  • be supported by staff with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum
Practitioners will:
  • have an understanding of autism and how it affects children and their families
  • be equipped with a range of strategies to support children with autism in the playground and dinner hall
  • be aware of the particular challenges (including sensory based issues) of the environment in the dinner hall and playground
Settings will:
  • be able to set up consistent ASD friendly approaches to the management of students in unstructured times
  • have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included in the playground and dinner hall
Audience

Mealtime Supervisors

ASD Online INSET

Description
This is an online course to support staff in learning about the thinking and learning styles of students with an ASD and how to support them within a school based context.

The course is delivered through self-directed independent on line learning, supported by 3 sessions in a group context.

The course requires about 18 hours of self directed learning from participants, which includes some short tasks as part of the process.
Impact Statement
Pupils will:
  • be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum
Practitioners will:
  • have an understanding of autism and how it affects children and their families
  • be equipped with a range of strategies to support children with autism in mainstream schools
Settings will:
  • have staff with a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included
Audience

Staff supporting pupils with an ASD in schools, SENCOs/Teachers and Teaching Assistants

Online INSET - Dyslexia

Description
This course is for schools who have achieved Dyslexia Friendly status or are working towards the Dyslexia Friendly Schools Quality Mark.
Impact Statement
Dyslexia Pupils will:
  • be supported by adults who understand their needs
Practitioners will:
  • have a baseline understanding of dyslexia which is a requirement for the Quality Mark
Settings can:
  • feel confident that all staff understand dyslexia and how to detect and support dyslexic learners
Audience

SENCOs, Teachers and Teaching Assistants

Whole School Numicon Training

Description
This course will introduce staff to a mainstream maths resource that is highly effective in leading children into abstract elements of maths with confidence and certainty.
Impact Statement
Pupils:
  • Will be able to use a structured visual imagery system to access abstract mathematical concepts
Practitioners:
  • Will be empowered to teach otherwise abstract concepts at an earlier stage
Settings:
  • Will celebrate maths in their school environment as a relevant subject in children’s lives
Audience

SENCOs, Teachers & Support Staff

Whole School Supporting Children with Gaps in their Maths Understanding

Description
This course is a 12 week programme delivered 3 x 30 minutes weekly. The programme will be suitable for children at KS2 who have gaps in their mathematical understanding and are working at 1B and above.
Impact Statement
Pupils:
  • Will have gaps in maths understanding detected and addressed, enabling them to move forward with firm foundations
Practitioners:
  • Will have a tool to detect gaps in maths understanding in KS2 children
Audience

SENCOs, Teachers & Support Staff

Online INSET - Motor Coordination Difficulties

Description
This course aims to develop the knowledge, understanding and skills of all those working with children and young people with motor-coordination difficulties to support inclusive practice.
Impact Statement
Pupils will:
  • receive appropriate support to develop their motor skills
Practitioners will:
  • benefit from a baseline understanding of motor-coordination difficulties
  • develop their expertise in supporting children with motor-coordination difficulties
Audience

SENCOs and Support Staff

Introduction to Education Health & Care Plan (EHC) Planning and Assessment - Part 1

Description
This is a half day session focussing on the development of person-centred profiles for children with additional needs that will be required for a request for statutory assessment.
Impact Statement
Pupils:
  • Will benefit from person-centred planning and a more holistic approach to achieving long term outcomes
Practitioners:
  • Will understand the context of the changes in SEND systems and processes
  • Will understand the key principles informing the EHC plan
  • Will understand the concept of person-centred planning & reviewing
  • Will understand how to develop outcomes and how they can be met in different ways
  • Understand their role in the process

  • Will understand the benefits of the new ways of working
  • Will be able to engage with the new ways of working
Settings:
  • Will be able to identify needs early and ensure that interventions and resources are identified as early as possible
Audience

Staff supporting children with additional needs - SENCOs, Inclusion Managers & Teaching Assistants

Whole School or Cluster Briefings

Description
This session will provide an introduction to the new SEND Code of Practice.
Impact Statement
Practitioners:
  • Will understand responsibilities of schools under new Children and Families Act and COP
Settings:
  • Will embed new legislation and ways of working
Audience

All staff

ASD Awareness Training for all School Staff

Description
This session provides an introduction to the thinking and learning styles of pupils with an ASD. Additionally it will provide all staff with an overview of practical strategies to support pupils with an ASD.
Impact Statement
Pupils will:
  • be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum
Practitioners will:
  • have an understanding of autism and how it affects pupils and their families
  • be equipped with a range of strategies to support pupils with autism in mainstream primary schools
Settings will:
  • be able to set up ASD friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
  • have staff who have a greater understanding of best practice in relation to pupils with autism, as well as the sensory difficulties they experience which can affect their ability to be included
Audience

Whole school teams

SENCO Networks

Description
A networking session for SENCOs to share new developments in SEND.

This session will provide support, information, advice and sign posting for SENCOs in mainstream schools in Royal Borough of Greenwich.
Impact Statement
SENCOs will have:
  • Access to up-to-date information on SEND developments that are taking place in Royal Greenwich
  • Access to specialist advice and support that supports working as a SENCO in a mainstream school setting
  • Opportunities to network with other SENCOs in a similar role in schools in Royal Greenwich
Audience

Primary & Secondary SENCOs

‘WORD UP’ Literacy Programme

Description
This course introduces participants to a programme suitable for children working within p-levels and focuses on reading whole words instead of the process of using synthetic phonics.

Impact Statement
Pupils:
  • With visual strengths but unable to use the ‘Synthetic Phonics’ approach will have access to a more accessible reading and spelling programme and make progress
Practitioners:
  • Will be informed and know the optimum time to use phonics alongside this programme
Settings:
  • All children’s needs are considered in the school provision map
Audience

SENCOs, Teachers and Teaching Assistants

Supporting Students with an ASD in Mainstream Primary Schools

Description
A 5 week course to enable staff in schools to understand ASD and develop effective support strategies
Week 1 - What is ASD? - Sharing our experiences of ASD
Week 2 - Theories linked to autism: personal experiences and sensory sensitivities
Week 3 - Communication: strategies to assist
Week 4 – Approaches and strategies
Week 5 – Managing behaviour, emotional and anxiety difficulties with students with ASD
Impact Statement
ASD Pupils:
  • Will be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum
Practitioners:
  • Will have a deeper understanding of autism and how it affects children and their families
  • Will be equipped with a range of strategies to support children with autism in mainstream primary schools
Settings:
  • Will have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included
Audience

Staff supporting students with an ASD in primary schools: SENCO/Teachers and Teaching Assistants

Makaton Training

Description
This Beginners' Workshop provides a practical introduction to the Makaton Language Programme.

Sessions include discussing commonly asked questions, hints and tips for effective signing and symbol use and how to start using Makaton in everyday situations at home, school or work.

You will also learn the signs and symbols for Stages 1-4 and Additional Core Vocabulary.

Impact Statement
Pupils will:
  • be empowered to communicate with their peers and adults alike
Practitioners/Settings will:
  • be empowered to support learners with their communication via the use of Makaton
Audience

Teaching Assistants, Early Years Practitioners & Speech Therapists

Down Syndrome Training Day

Description
Session One will include:

  • the Specific Learning Profile
  • pacing a lesson to maximise student engagement
  • differentiation strategies

Session Two will include:

  • planning for effective blended/home-learning
  • behaviour, self-esteem and supporting unstructured times
Impact Statement
Pupils will:
  • benefit from carefully planned support tailored to meet individual need
Staff will:
  • have increased confidence to effectively implement strategies to support children with Down's
Audience

SENCOs, Teachers and Teaching Assistants supporting a child in school with Down's Syndrome

Date
7th January 2021 (9:00am - 12:00pm)
12th January 2021 (9:00am - 12:00pm)
Venue
SEND Outreach, King's Park Campus, Eltham Palace Road, SE9 5LX
Tutors
SEND Outreach Support Services
Cost
£90 (out of borough £110)
To make a booking please Login or Register

Supporting Children with an ASD in the Foundation Stage

Description
This course specifically focuses on meeting the needs of children with an ASD in the Foundation Stage. It covers:

  • What is ASD?
  • Communication development and strategies
  • Sensory sensitivities and strategies to manage them
  • Behaviour and strategies to manage behaviour
Impact Statement
Pupils will:
  • be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum
Practitioners will:
  • have a deeper understanding of autism and how it affects children and their families
  • be equipped with a range of strategies to support children with autism in mainstream primary schools
Settings will:
  • have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included
Audience

Staff supporting pupils with an ASD in the Foundation Stage, SENCOs/Teachers and Teaching Assistants

Date
7th January 2021 (9:00am - 4:00pm)
Venue
Online delivery - This session will be delivered virtually
Tutors
SEND Outreach Support Services
Cost
Free to Royal Borough of Greenwich schools
(out of borough £120)
To make a booking please Login or Register

Using Intensive Interaction to Support Pupils with an ASD in Schools

Description
This course provides an introduction to intensive interaction techniques and the rationale for using these with pupils with an ASD. Practical application in a school setting is provided.
Impact Statement
Pupils will:
  • be supported to develop communication skills using Intensive Interaction
Practitioners will:
  • gain an in-depth knowledge of how Intensive Interaction can help children with an ASD to develop communication skills
Settings will:
  • be supported by staff who are confident about the rationale and theory behind Intensive Interaction
Audience

Staff supporting students with an ASD in schools, SENCOs/Teachers and Teaching Assistants

Date
4th February 2021 (12:30pm - 3:00pm)
Venue
Online delivery - This session will be delivered virtually
Tutors
SEND Outreach Support Services
Cost
Free to Royal Borough of Greenwich schools
(out of borough £40)
To make a booking please Login or Register

Assessment of children with complex needs

Description
The aim of this course is to enable staff to make effective use of ongoing 'formative' assessment as part of the graduated approach.

Attendees will be shown examples of observation-based assessment and how to effectively track small steps of progress for children with complex needs. They will also be given the opportunity to explore how effective assessment informs planning for children with SEND.
Impact Statement
Pupils will:
  • benefit from accurate and in depth assessment of learning and identification of next steps
Staff will:
  • be able to identify and track steps of progress and set appropriate learning targets
Establishments will:
  • have more effective tracking of progress for children with complex needs
Audience

SENCOs, Teachers, Heads of Department, NQTs and Support Staff

Date
4th May 2021 (9:30am - 12:30pm)
Venue
SEND Outreach, King's Park Campus, Eltham Palace Road, SE9 5LX
Tutors
SEND Outreach Support Services
Cost
£30
To make a booking please Login or Register