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For: EY teachers and practitioners, leads, assistant/deputy/heads and principals of maintained schools and academies • identifying key knowledge, skills and understanding in early years, • using "teach, practise, apply' effectively as a process to embed learning • highly effective use of the continuous provision to embed learning

Mental fluency is paramount to learning successfully in mathematics and is much more than what a child can do in their heads. The implications of the end of key stage tests clearly indicate that there is a requirement for children to be mentally fluent at a higher level than previous years. Do your pupils approach their mathematics with confidence, flexibility and are able select efficient strategies? Do your teachers teach your children to look for patterns and connections when teaching mental efficiency so they can explain their methods, and produce accurate answers efficiently? This course will: • Help delegates to consider the elements needed to ensure their pupils approach their mathematics with confidence and flexibility; Delegates will look at three types of fluency in mathematics - Efficiency, Accuracy and Flexibility and teachers will explore the use of manipulatives, appropriate connections and consolidation in meaningful contexts to aid fluency. • Look at strategies to support retention of times tables facts; Delegates will explore opportunities to practise core facts and skills, in interesting contexts and leave with strategies and activities to use in the classroom to enhance all aspects of fluency and children’s reasoning skills

• Increased confidence in teaching grammar • Consistency in the terminology used for teaching grammar • Increased confidence in teaching guided reading • Greater understanding of progression in writing and how to use modelled, shared and guided writing • Knowledge of a wide range of suitable texts to use to support the teaching of reading and writing

• Strengthened phonics subject knowledge; • Increased range of approaches for engaging children in the discrete phonics session; For: EYFS, Y1 and Y2 NQTs, RQTs Teachers and TAs English Subject Leaders. • Assured understanding of how to ensure application of phonics in reading and writing across the curriculum; • Greater knowledge of suitable texts to support the teaching of phonics and spelling

• The opportunity to explore the difference between mastery and mastery with greater depth at KS1. • Delegates will be supported in how to distinguish between activities that allow the children to demonstrate mastery and mastery with greater depth and will explore how questioning can support them to gather sufficient evidence to make these judgements.

• Delegates will have the opportunity to explore the difference between mastery and mastery with greater depth at KS2. • Delegates will be supported in how to distinguish between activities that allow the children to demonstrate mastery and mastery with greater depth and will explore how questioning can support them to in gather sufficient evidence to make these judgements.

• A greater knowledge of the subject knowledge for grammar/ punctuation and exciting ways to teach it For: TAs/NQTs/RQTs • An understanding of shared and guided writing and how this can support pupil progress in writing • Confidence with English planning

• How to develop an environment alive with mathematical possibilities, indoors and out - exciting things to compare, to puzzle, to explore, to count, to describe. • Look at opportunities to build an ethos that encourages conjectural thinking, and promotes creative approaches to problem-solving by nurturing flexibility, perseverance and a 'what if?' approach to thinking and learning will be examined through exciting mathematical activities.

• Increased confidence in teaching grammar • Consistency in the terminology used for teaching grammar • Increased confidence in teaching guided reading • Greater understanding of progression in writing and how to use modelled, shared and guided writing • Knowledge of a wide range of suitable texts to use to support the teaching of reading and writing

• To understand the requirements of Quality First Teaching in relation to the role of the Teaching Assistant; • Develop further understanding of how to remove barriers and have the greatest impact on learning; • Gain clarity of what OFSTED expects of teaching assistants; • Understand the implications of the SEND Green Paper; • Review knowledge and understanding of differentiation and Assessment for Learning; • Build confidence in applying a range of practical tools to support effective learning and teaching; • Share good practice with colleagues; • Apply knowledge about effective questioning to current classroom practice.