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Learning to write coherently and effectively can be likened to building a house. EYFS and key stage 1 provide pupils with a solid foundation which can be built upon throughout key stage 2. In year 3, children will begin building their walls, being exposed to new content such as subordination and speech marks. Following on in year 4, as the roof goes on, children will be expected to move the position of their subordinate clause and punctuate all speech. However, if there are cracks in the foundations (or gaping holes!) our metaphorical house will come crashing down.

Delegates will be ...

This briefing will support all Year 6 teachers in fully understanding the end of KS2 statutory assessment procedures. The briefing will give feedback on the Y6 writing moderation visits from 2023 as well as update teachers on the administration the SATS for reading, maths, and GPS.

The final teacher assessment at the end of KS2 for 2024 also means the continuation of external moderation visits. This twilight is for all year 6 teachers to make sure they are up to date with the statutory requirements for assessment for 2024.

As part of the twilight teachers will get the follow ...

This half-day course will support Y1 teachers, teaching assistants, English subject leaders or senior leaders to familiarise themselves with the expectations for writing as set in the National Curriculum 2014. In addition to discussing the knowledge and skills outlined in the Y1 programme of study, we will also explore some teaching strategies to support their acquisition.

Delegates will be contacted three days before the session with details of how to access the online training, which will be sent via a link to the email address on your CPD Online account. Please ensure that the em ...

This course is a full day in order to explore the use of concrete materials to support children’s understanding in mathematics. One of the key recommendations to from EEF is to use manipulatives at all key stages in order to help close the attainment gap . This course will therefore explore the use of models and images to support all strands of mathematics. There will be opportunities to look at the use of manipulatives to support basic concepts as well as the use of models and images to challenge thinking and support deeper problem solving. Delegates will have the opportunity to expl ...

This course is a full day in order to explore the use of concrete materials to support children’s understanding in mathematics. One of the key recommendations to from EEF is to use manipulatives at all key stages in order to help close the attainment gap . This course will therefore explore the use of models and images to support all strands of mathematics. There will be opportunities to look at the use of manipulatives to support basic concepts as well as the use of models and images to challenge thinking and support deeper problem solving. Delegates will have the opportunity to expl ...

Due to an increase in requests, we are running a CPD network for English Leads. These sessions will provide information about national and local priorities, including the latest developments in primary English; advice and guidance to support the strategic leadership of English and opportunities to share best practice amongst schools. Delegates will help to shape the agenda and sessions will be tailored accordingly.

Feedback from English Lead sessions consistently reflects that subject leaders find it an invaluable source of information and support. With the pace of change nationally ...

This course will build upon the course last year where we explored the wide-ranging, and changing role of the TA in our schools and discussed effective deployment, support for pupils’ developing independence and support for specific needs.

The first session will be face to face and start with a review and update of the role of TA, taking into account any new research or recommendations, and hearing from delegates about new training, resources and opportunities. There will be an opportunity to learn about executive function skills, and in particular, working memory as that was ...

The approach changed back in 2008 which gave clear guidance on how a part time teachers’ pay should be
calculated. STPCD recognised that all schools’ timetables are different and determined that a part time teachers’ pay should be calculated proportionately in relation to the teaching time of a full time teacher in the same school.

The old approach to paying in tenths of a week clearly breaches the document requirements and could be subject to challenge from both the individuals and the professional associations, and could bring significant claims of under/ove ...

This is a four-session course to support subject leaders in their roles of monitoring improvement within their subject. Sessions will focus on the core aspects of leadership and management through taking a detailed dive into their subjects and linking to expectations of the Ofsted Inspection Framework.

Sessions 1 and 2 are online and sessions 3 and 4 are face to face.

Sessions 3 and 4 are optional. Sessions will cover:

Session 1 Heads
Overview of the Ofsted framework from the School Inspection Handbook and statutory expectations including recent changes

This sequence of two half-day sessions will support teaching assistants to understand the expectations for the development of reading and writing skills in KS2, as set out in the National Curriculum 2014. In addition to discussing the knowledge and skills outlined in the above document, we will also explore some teaching strategies to support their acquisition.

This is for SAS Schools only.

Delegates will be contacted three days before the session with details of how to access the online training, which will be sent via a link to the email address on your CP ...