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

A Restorative Approach (RA) is inspired by the philosophy and practices of Restorative Justice, which puts repairing harm done to relationships and people at the heart of its response to conflict. 

This Restorative Justice Council (RJC) approved course provides intensive, interactive facilitator training, focused on building an understanding of a restorative ethos and developing effective facilitation skills which enable participants to facilitate safe and effective restorative processes in their setting.  

This course is delivered by experienced restorative practitioners and aims to fully train individuals to facilitate restorative processes in a range of settings. As with all Royal Greenwich restorative training, the focus is on the synthesis of effective practice alongside theoretical understanding.  

After the Facilitator course, participants can go on to undertake the Restorative Approaches: Theory and Practice Level 5 programme. This is a course credit rated by the University of Greenwich and RJC, which will further develop their skills in this area and enable them to gain 60 credits at Level 5.  

Pupils will: 

• develop essential life skills in conflict resolution, problem solving and emotional literacy; helping them to understand how to positively repair relationships damaged through conflict

Practitioners will: 

• develop practical skills and knowledge, which they can apply to conflict situations in their work setting
• have the opportunity to work towards a L5 University accreditation and on completion, opportunity to apply to achieve registration with the Restorative Justice Council

Settings will:

• benefit from having staff with specialist skills and knowledge who can support an enhanced conciliatory culture across the setting

All practitioners working in education, family support and youth justice

This five-day course includes the following:

Week 1

• What is ASD? Sharing our experiences of ASD

Week 2

• Theories linked to Autism - personal experiences and sensory sensitivities

Week 3

• Communication - Strategies to Assist

Week 4

• Approaches and Strategies

Week 5

• Managing Behaviour, Emotion and Anxiety
• Difficulties with Pupils with an ASD

Pupils will:

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners will:

• have deeper understanding of autism and how it affects children and their families
• be equipped with a range of strategies to support children with autism in mainstream primary school

Settings will:

• have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included

Staff supporting pupils with an ASD in primary schools, SENCOs/Teachers & Teaching Assistants

This course builds on Level 1 and 2 and will cover the role and responsibilities of the designated person, context, process and procedures, thresholds for intervention, how to respond to concerns and how to make your setting safer. It provides an update on the most recent legislation changes that affect Safeguarding and Child Protection.

By the end of the course, you will

• understand the role and responsibilities of the Designated Safeguarding Lead
• recognise need for collaborative work with other agencies to identify, assess and meet needs of children where there are safeguarding concerns
• have awareness of impact of parenting issues, such as domestic abuse, substance misuse on parenting capacity.
• recognise importance of family history and functioning in assessing risk
• be able to work with children and family members to address safeguarding issues as appropriate
• identify and address lack of co-operation /superficial compliance within the context of their role

PVIs