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Led by an EYFS SLE, this training aims to:

• Develop understanding of the principles behind Talk for Writing approach, through the use of literature and examples 
• Help teachers and support staff understand how these principles can be applied across the Early Years 
• Explore ways to utilise this teaching tool to build effective communication and language with the children, as well as to aid them in their accelerated writing development

Session 1: Deepening an understanding of the principles behind Talk for Writing, through the use of literature and examples

Session 2:Identifying effective methods to support Talk for Writing in the Early Years classroom

Session 3: Building resources to implement in your own classroom, with support and guidance

This session is led by an EYFS SLE and:

• Examines the best ways to use LSAs and other support staff in Early Years to create an effective team that drives outcomes for children 
• Supports leaders with the training and development of LSAs 
• Illustrates how to use data with the LSA team 
• Explores how to deploy LSAs effectively through planning 
• Illustrates how to demonstrate the impact of LSAs.

Target Audience: EYFS teachers & leaders

This session is run by a English SLE and aims to:

• help teachers develop an understanding of two-tier vocabulary 
• develop an understanding of the benefits of two-tier vocabulary 
• consider ways to adapt planning and teaching to embed two-tier vocabulary

Link to engage in this webinar: https://reach2.zoom.us/j/527226202

The programme

The main focus of this programme is the participant’s own leadership development, including how to make best use of tasks and tools to make the transition to senior leadership. Participants will be assessed through a written assignment to ensure that they have reached the qualification requirements plus a viva interview to assess them against the more challenging Ambition bar. 

The programme will consist of a series of five training sessions spread across two terms, along with pre- and post-reading and an in-school impact project. 

The training sessions will include the following five core areas:

Self-development and stepping up into senior leadership
Strategic leadership using data
Leadership of whole-school CPD
Teaching and learning improvements
Horizon scanning and looking to the future

To make sure you get the most out of the programme you will need to carry out pre-and post-workshop reading outside of the sessions.

Eligibility

This programme is suitable for:

Middle leaders who are aspiring to senior leadership and meet the following eligibility criteria:

Likely to be in a senior leadership role in the next 12-18 months
Have completed at least one year at a middle leadership level
May have served on an extended SLT
 

Those currently in senior leadership roles who fit within the guidance below:

Senior leaders should have responsibility for the results of a team, and line manage at least one middle leader
Will serve on the senior leadership of the school, and attend SLT meetings
In primary schools, senior leaders will have roles such as assistant/associate headteacher as well as substantive whole-school responsibilities
If the senior leader is aspiring to headship, or is a deputy headteacher / deputy or assistant headteacher, this person is likely to be more suited to NPQH

For both aspiring and serving senior leaders to receive their qualification, they will need to lead an improvement project across their school, to reduce variation in pupil progress and attainment and improve the efficiency and effectiveness of teaching.  Therefore, it is essential that this is something your school understands and will support when placing participants on the programme.

Run by a headteacher, senior leaders and mental health professionals, this training:

• Explores how zones of regulation can be used to support children’s positive self-image and attitude to learning 
• Explores how to build the skill of resilience in learners 
• Examines the importance of developing robust policy to support effective practice and consider all stakeholders. 

Target Audience: Those leaders in schools responsible for health, well-being and behaviour, as well as designated safeguarding leads 

The main focus of this programme is to ensure that all participants increase their confidence, capability and impact as a middle leader. The course will empower participants to proactively develop a strong network to support them in their first steps in leadership.

Participants will be assessed through a written assignment to ensure that they have reached the qualification requirements, plus a viva interview to assess them against the more challenging Ambition bar.

The programme covers six areas of focus:

• Strategy and improvement
• Teaching and curriculum excellence • Leading with impact
• Working in partnership
• Managing resources
• Risks and increasing capability

Workshops are a mixture of theoretical input, case studies and interactive discussion amongst participants. Participants will also be directed to a bank of online resources designed to supplement and enhance learning, and so prepare them for the written assessment.

For both aspiring and serving middle leaders to receive their qualification, they need to complete the project element of this qualification successfully. This is to lead an improvement project in their team, lasting at least two terms, aimed at improving pupil progress and attainment and the capability of their team. It is essential that the school understands this element of the programme, and the support that will be required of them, when they are placing participants on the programme. 

Eligibility

This programme is suitable for:

Teachers who are aspiring to middle leadership and who meet the following eligibility criteria:

Likely to be in a middle leadership role in the next 12-18 months
Have completed at least one year of full-time teaching
Those currently in middle leadership roles who fit within the guidance below:

In primary schools, middle leaders will have roles such as phase leaders; key stage leaders or a whole-school lead role (for example, literacy)
If the middle leader is aspiring to senior leadership, or currently serves on the senior leadership team, this person may be more suited to the National Professional Qualification for Senior Leaders

For both aspiring and serving middle leaders to receive their qualification, they will need to be able to complete the project element of this qualification successfully. This is to lead an improvement project in their team, aimed at improving pupil progress and attainment and the capability of their team. It is essential that the school understands this element of the programme, and the support that will be required of them, when they are placing participants on the programme.

This practical day led by a Specialist Learning Advisor:

• Provides a hands-on day of computer coding, filled with practical ideas for teaching computer science 
• Breaks down the skills and terminology in the Computer Science curriculum and explores ways of teaching using free the software ‘Scratch’ 
• Supports delegates in developing games, quizzes and a time-travelling adventure – and then adapting these for different contexts 
• Develops understanding of managing potential pitfalls when teaching computing
• Unpicks the skills that children need to become successful coders and what we can do to help them.

Target Audience: KS2 Teachers

Led by Jack Brown, an experienced art in education consultant, this training: 

• Explores a range of useful art skills and presentation techniques 
• Explores working with clay, linocut prints, drawing from life, mark making, photography, paint, film and apps 
• Fosters understanding of curriculum links and how to use ‘thinking routines’ to look critically artworks and displays/exhibitions 
• Is an opportunity for participants to explore materials, steal ideas, pick up useful resources and find new ways to engage pupils with your art curriculum.

Target Audience: Art Leaders