This course identifies and provides strategies for teaching the crucial concepts that children need to learn in the early stages of reading, from directionality through to working on unknown words in context. 

It identifies the three main sources of information that good readers use to read: Meaning, Language Structure and Phonics, and provides training on how to support these three areas in simple, practical ways. 

Participants will be taught how to take a Running Record. This is a simple assessment that can be taken on any text. They are a quick and efficient way of gathering information about a child’s reading and are particularly useful for children who struggle with reading, providing valuable information about the strategies a child uses/ignores. Once gaps have been identified they can be addressed in order to support the child’s reading development. 

Participants will:

• have a clear understanding of the building blocks that need to be taught in order for children to develop into good readers 
• be able to take and analyse a Running Record in order to identify key strengths and weaknesses of readers 
• be able to use a range of simple strategies to support children in addressing any specific gaps

Early Years, KS1 & KS2 Practitioners and Teaching Assistants

This course provides an overview of autism in relation to girls. It looks at the diagnostic methods and explores why ASD has often been thought of as a more 'male' condition. 

We look at recent developments in our understanding of how autism presents in girls, addressing special interests, behaviour, social skills, masking/camouflaging and mental health. 

Examining how common autism is in girls, why it often goes undiagnosed until later in life, and why other diagnoses may be given instead. We will also explore those areas where autism can pose challenges for girls and the adults around them, and discuss strategies and techniques to support. 

Pupils will: 

• be supported by practitioners who are aware of how ASD can present in girls at different ages

Staff will:

• be more attuned to the needs of girls with ASD and more confident in how to support them

Settings will: 

• be inclusive and attuned to the different presentations of ASD in both boys and girls

Staff supporting children with an ASD in school settings, including LSAs, SENCOs and Teachers

Provides an overview of what assistive technology is, who it is suitable for, and how it will benefit learners with literacy difficulties and SEND.

A range of low, mid and high technologies will be showcased with opportunities to familiarise yourself with easily accessible in-built functions across a range of devices and the following tools:

• Communicate in Print
• Clicker
• Office Lens
• Microsoft learning tools
• Reading pens

Increased awareness and confidence in selecting appropriate technologies to reduce barriers to learning, promote inclusion and independent learning to meet the needs of individual learners.

SENCOs, Class Teachers, Teaching Assistants in KS1, KS2, KS3 and KS4