This course provides participants with the seven 2 hour sessions (previously 3 days) for preparation for assessment and the fee also covers the half-day assessment required for gaining HLTA status.

These seven sessions will take you through all aspects which you need to cover in preparation for assessment against the 33 HLTA standards.

Session 1 Introduction, overview of assessment methods
Session 2 Overview of task forms, standards and examples
Session 3 How to record evidence of teaching, standards and examples
Session 4 How to select and record supplementary document evidence
Session 5 Draft task reviews, assessment grid referencing and short task completion
Session 6 Short task completion and how to prepare for school assessment meetings
Session 7 Tutorial 

All sessions including the tutorial are compulsory and candidates who miss one will need to reschedule for the next available dates. This will affect their hand in and assessment dates.

The final assessment will be by telephone or online meeting. 

All candidates must check they have the relevant level 2 (equivalent to GCSE A*-C, 9-4, grade) maths and English qualification certificates before applying.

HLTAs will:

• be supported in completing the written assignments and feel prepared for the online assessment required.

Participants who successfully complete will gain HLTA status

Staff seeking to gain HLTA status

This course provides an overview of the story box programmes, which offer a story-based multisensory approach to the development of early reading and communication skills.  Some boxes also include a focus on early maths concepts and skills.  The boxes contain a large range of engaging resources.

This training course offers staff an opportunity to become familiar with the story box programmes and available resources, and prepares them to deliver these to groups of pupils.

Pupils will:

• be able to develop their language, communication and early reading (and maths) skills through a structured, multisensory story based programme

Staff will:

• feel confident about delivering story box programme to groups of children

SENCO's and Support Staff

Guest speakers are invited to each session to focus on a particular area of interest previously identified by the group.

Recent sessions have included Managing Well-being in Schools and Developing the School Business Manager role. Relevant updates are also provided from departments within the Royal Borough of Greenwich, such as Human Resources, Payroll and Finance.

Pupils will:

• attend a school which is effectively resourced

SBMs will:

• hear from various experts on whichever areas of their work are identified
• have the opportunity to share best practice, helping them to develop their own practice in school
• form links and collaborate, ensuring SBMs are more effective in their role

Settings will:

• have more effective and robust systems in place as a result of SBMs reflecting on models of good practice

School Business Managers

Staff continue to feedback the benefits of clinical supervision support provided, this includes:

• Opportunity to share common concerns
• Opportunity to support others in similar roles
• Opportunity to tap into ideas, expertise and experience of others
• Opportunity to reflect positively and safely
• Providing personal & professional development

The sessions also model a framework for supervision that will support Learning Mentors and pastoral staff to work effectively with their students.



The sessions for current year will be facilitated by an experienced Specialised Clinical Social Worker/Psychologist from the Child and Adolescent Mental Health Service (CAMHS) Early Intervention Team, who is a member of the CAMHS Family Therapy clinic and has a specific responsibility for supporting the work of front line professionals in Children’s Services.

To ensure sessions are beneficial and effective, supervision will take place within small groups, with no more than 8 participants. Places must be confirmed.

Pupils:

• Will be safeguarded and supported by confident staff whose practice is safe and reflective

Practitioners:

• Will feel supported and have a safe space to discuss concerns, development needs and strategies

Settings:

• Will have staff who are equipped to carry out their roles in a safe and professional manner

Learning Mentors and other pastoral staff