From September 2014
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 Dennis
Acting Principal Educational Psychologist
QUALITY FIRST – THE TEAMS
As 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 / Teacher
Time / 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
- 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”
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:InPrint2:
This is a desktop publishing tool formakingsymbol-supportedmaterials, accessibledocuments,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: SymWriter2:
Communicate:SymWriterisaneasy-to-usesymbolwritingprogram which can be used by both teachers and pupils.Symbolsappearabovethewordsasyoutypeand‘smartsymbolising’analysesthetexttohelpselectthecorrectsymbols.Youcandropinphotosandimagestoillustrateyourdocument,oraddthemtoawordtoreplaceasymbolformorespecificmeaning. SymWriterfeaturestext-to-speechandaspellcheckerwithsymbolsupport. It also includes interactiveon-screengridstomakewritingaccessibletousersthatneedadditionalhelp. These enable the user toselectitemsfromthegrids(usingamouse,keyboard,touchscreenorswitches)tobeautomaticallyaddedtotheirdocument,switchtoanothergrid,ortoperformarangeofactions. 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.
COURSE CONTENTS
Educational Psychology Team
- All Aboard - Early Intervention in the Early Years
- Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)
- Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities
- Bullying in Schools - Are you Doing Enough?
- Capturing Early Years Children's Views for the Education, Health and Care Plan Process
- Children with Additional Needs in the Early Years - Using the Early Years SEN Support Grid
- Dyscalculia - Supporting Children in Maths
- Foetal Alcohol Spectrum Disorder - Working with Children with Complex Learning Difficulties and Disabilities (CLDD)
- I am Not a Terrible Two!
- Mental Health - Everyone’s Business
- Progress for Children with Complex Needs
- Understanding and Addressing Self Harm in Secondary Schools
- Wise Before the Event: Responding to Sad Events
SEN Services (formerly Learning Support Service)
- Exam Access Regulations for Secondary Schools
- 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
TitleAll Aboard - Early Intervention in the Early Years / Course number
Q1014P/08
Description of Course
All Aboard specifically targets under-achieving children in the Early Years, aiming to improve outcomes. It provides a model of enhanced Early Years provision which supports identified children’s learning, emotional and social needs.
Results from previous cohorts indicate that children taking part in All Aboard make greater progress in all areas of the Foundation Stage than children attending standard Early Years provision. Children with English as an additional language were found to make particularly good progress.
This four session course will guide participants through the process of identifying, planning and implementing an All Aboard intervention in their own setting.
Intended outcomes for participants:
By the end of the course you will have:
- Explored the nature of under achievement in the Early Years
- Used the All Aboard structure to plan a tailor made intervention programme
- Delivered All Aboard in your setting
- Evaluated the impact of All Aboard
Intended Participants / Foundation Stage - two practitioners including a manager and a practitioner are included in the price.
Phase of education: / Early Years/Foundation StagePlease selectAllSecondaryPrimarySpecialOther
Target audience and prior experience: / 15 settings (two participants per setting)
Date/s / 01.12.14
12.01.15
23.03.15
06.07.15 / Times / 09.00-11.30
09.00-11.30
09.00-11.30
09.00-11.30 / Venue / Future House
Future House
Future House
Future House / No of sessions / 4
Cost / £300 per school
(Maximum two people per school) / Tutor / Dr Ruth Dennis - Educational Psychology Team- Please state whether Internal or External tutor- External Tutor- Internal Tutor
Title
Attachment Difficulties - Working with Children with Complex Learning Difficulties and Disabilities (CLDD) / Course number
Q1014P/11
Description of Course
Children who have had difficult early experiences often find it difficult to cope with the emotional demands of school, resulting in behavioural difficulties. This course focuses on understanding how early attachment has an impact on later learning and behaviour, and how settings can promote a nurturing ethos to support these vulnerable children.
Intended outcomes for participants:
By the end of the course you will have:
- Increased your understanding of attachment and how it impacts on behaviour and attainment
- Increased your knowledge of a range of strategies to manage children who have attachment difficulties
- Developed a structure in your setting to support children with CLDD
Intended Participants / Teachers / other adults working directly with children and young people
Phase of education: / AllPlease selectSecondaryPrimarySpecialEarly Years/ Foundation StageOther
Date/s / 11.02.15 / Times / 09.00-12.00 / Venue / Future House / No of sessions / 1
Cost / Please select£90£170per person / Tutor / Philippa Grace - Educational Psychology Team- Please state whether Internal or External tutor- External Tutor- Internal Tutor
Title
Attention Deficit and Hyperactivity Disorder - Working with Children with Complex Learning Difficulties and Disabilities / Course number
Q1014P/09
Description of Course
Intended outcomes for learners:
ADHD is a neuro-developmental disorder characterised mainly by extreme inattention, hyperactivity and impulsiveness. It is a complex condition, which may cause a student to underachieve at school and display unpredictable challenging behaviours. The course will explore the nature and causes of ADHD and provide a range of practical strategies to support students with ADHD in school.
By the end of the course you will have:
- Increased your understanding of ADHD and how it impacts on learning and school attainment
- Increased your knowledge of a range of strategies to manage children who have ADHD
Intended Participants / Please choose from this drop down listEarly Professional DevelopmentLeadership Team MemberLearning MentorsLibrary StaffMiddle ManagementNew HeadteacherOffice StaffTeaching AssistantsTeachers and Teaching AssistantsNewly Qualified TeachersExperienced HeadteacherAssistant/Deputy HeadteacherSupport StaffTeachersKS1 TeachersKS2 TeachersKS3 TeachersKS4 TeachersFoundation Stage TeachersKS1 and KS2 TeachersKS3 and KS4 TeachersAdvanced Skills TeachersAll/any adultsSubject Managers
Phase of education: / Please selectAllSecondaryPrimarySpecialEarly Years/Foundation StageOther
Date/s / 08.12.14 / Times / 09.00-12.00 / Venue / Future House / No of sessions / 1
Cost / Please select£90£170per person / Tutor / Nazam Hussain- Internal Tutor- Please state whether Internal or External tutor- External Tutor
Title
Bullying in Schools - Are you Doing Enough? / Course number
Q1014P/15
Intended outcomes for learners:
Changes in the Ofsted framework and the Equalities Act mean that schools have increased duties to keep children safe in school. This course will provide an overview of the current understanding of what is meant by "bullying", along with a review of the most effective and appropriate ways of responding, intervening and - ideally - preventing bullying.
Intended outcomes for participants
Delegates will:
- Understand how "bullying" is currently defined and understood
- Understand the evidence base behind a range of interventions and approaches
- Consider how this applies in your own setting
Intended Participants / Managers, SENCOs and Pastoral Staff
Phase of education: / AllPlease selectSecondaryPrimarySpecialEarly Years/ Foundation StageOther