The Learning Partnership 2013 Course Brochure

SPRING AND SUMMERTERM 2013

Contents

Our Courses 6

Conference Room Hire 9

Bespoke Training Events/INSET 8

North Wales

12

Courses in North Wales 17

Pen Portraits 90

About The Learning Partnership 3

Summer Conference 2013

A Focus on North Wales 16

The Learning Partnership, Llanelli 29

Course Overview 86

Resource Centre 98

Terms and Conditions 102

Our ValuesOur core values thread through all aspects of our daily lives and through our working practices:

www.tlpwales.co.ukwww.shoptlpwales.co.uk

Telephone: 00 44 (0) 1554 749043

Terms and Conditions Apply

About The Learning Partnership

Integrity and Honesty

Current and Innovative Thought and Action

Commitment and Consistency

Empowerment and Passion

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We aim to be the best that we can be and to support others in reaching their goals.

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About UsAs our name implies, The Learning Partnership works with you to provide training and consultancy of the highest quality. We pride ourselves on a core set of values that ensures the integrity of our service and our commitment to you. We provide the external, independent viewpoint that is essential for reflective, innovative practice while at the same time, we respect your unique context, challenges and circumstances.

Our innovative services include one-off training events/conferences, packages of support on a longer term, mentoring and coaching to school/organisation leaders, as well as project management and resource acquisition.

We aim to secure on-going development and improvement within your school or organisation. We establish and maintain meaningful relationships with you, expand and develop pedagogy, and support and challenge you in developing and extending high quality learning opportunities for children.

Our proven track record includes working with professionals at all levels from government, district/Local Authority and with individual schools or school clusters, with the aim of building capacity within, and for, your team.

Our partnership with you acts as a catalyst for positive, planned change and improved outcomes for children.

THE LEARNING PARTNERSHIP WALES

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Telephone: 00 44 (0) 1554 749043


Who we areWendy Thomas

Wendy Thomas has worked in a wide variety of contexts both in the UK and overseas as a teacher, advisory teacher, advisor and headteacher. Her most recent headship was of an international school in the Netherlands.

Wendy has extensive knowledge of the whole primary school phase and has supported headteachers and other senior leaders within schools, local authorities and also in non-maintained settings in assuring quality experiences for learners. Wendy has extensive experience of school improvement both as an Ofsted Inspector and in her role as School Improvement Adviser for Cardiff. She led a team of advisory teachers in preparing for the implementation, and evaluation, of the Foundation Phase for children from three to seven years of age and prides herself on offering workable, practical solutions to schools facing challenges.

As a mother of two girls, Wendy strongly believes in high quality provision for children and is committed to the principles of enquiry based learning as a means of motivating and engaging children and young people.

Glenda Dudley

Glenda Dudley has worked in education for more than twenty five years both in the UK and in an international context in Europe and the Middle East. As well as senior positions overseas, her most recent UK post was in Cardiff. She has also contributed to key pieces of national policy for the Wales Government.

Her knowledge and experience of early childhood and primary education is expansive having in depth experience of the National Curriculum and of the International Baccalaureate Primary Years Programme at The International School of Amsterdam. Glenda has also been involved with Project Zero “Teaching for Understanding” from Harvard University; a long term research project which strongly underpins the pedagogy of 21st Century.

Glenda values a partnership approach in developing learning opportunities that are relevant and meaningful, by working with diverse professionals, in order to provide exciting opportunities within schools and other educational organisations.

Partner Consultants

We work with a range of partner consultants in delivering our services. Details of our consultants can be found on our website www.tlpwales.co.uk

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OUR COURSES

In Sync with National Policy...

LiteracyPhonics and Early ReadingSomething to SayThe Writing WrangleLift the Lid on Literacy (FP)Literate and Loving It! ( Key Stage 2)Dots, Dabs and Scribbles - A Closer Look at Mark Making and Early Writing

NumeracyConnect, Extend, Challenge - Numeracy across the Curriculum in the Foundation PhaseUse It or Lose It - Numeracy across the Curriculum at Key Stage 2Number Know-howSums I can’t do...Dyscalculia in the Primary PhaseFirm Foundation in MathematicsFormula, Fun and the Foundation Phase - Problem Solving for Young ChildrenStrength in Numbers - Problem Solving at Key Stage 2Above and Beyond...Mathematics for More Able and Talented Learners

Addressing DeprivationEngaging the DisengagedThe Invisible Child - Pupils Causing ConcernSums I can’t do... Dyscalculia in the Primary PhaseThriving or SurvivingMind the Gap!

Literacy, Numeracy, The Deprivation Challenge, New Technologies,

Leadership, plus our ongoing commitment to supporting professional practice

At a glance...

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Telephone: 00 44 (0) 1554 749043


New TechnologiesA Taste of the AppleFuture Proof - ICT for our youngest learners

LeadershipThe Leading Edge Approaches to AppraisalIn the Zone - Motivational LeadershipFour Weeks Notice - Preparing for InspectionChallenging ConversationsThick and Heavy - Writing an Effective School Self-evaluation Report

Professional PracticeInspiration or Aspiration? More Able and TalentedEarly ExplorersNQT Health CheckInfluential TeachingDialogue for DiscoveryCare and ControlA Place to Be Me!Pace and ProgressConnected Thinking, Capable LearnersThe Target ChildDon’t Ask Me!Patterns of Play - A Closer Look at SchemaBrainy BabiesFuture Proof - ICT for Early YearsEarly ExplorersThe Snowman and the Windy Day - A Closer Look at CreativityDots, Dabs and Scribbles - A Closer Look at Mark Making and Early WritingIt’s New to Me!Moving on Up

...and so much more!

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BESPOKE TRAINING EVENTS/INSET

Cost for Bespoke INSET Days

For groups of 20 + participants: £65 + VAT per person

For groups of 10-19 participants: £85 + VAT per person

Unfortunately, we are unable to offer this option to groups of less than 10 participants.

The cost includes:Liaison with a Learning Partnership Consultant on the focus of the INSET day

INSET Day delivered by a Learning Partnership Consultant

Exclusive use of the training room

Coffee, tea and croissant on arrival

Mid-morning coffee

A high quality buffet lunch and dessert

All teaching and learning resources needed for the training

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Professional Learning CommunitiesAs part of our work with Professional Learning Communities we take the pedagogy of professional learning to meet the needs of your research and action project. The programme we establish with you follows the recognised steps outlined by the Wales Government: Establish a Baseline, Theory of Action, Interventions, Establish Outcomes, Reflection, Identify a New Baseline. We facilitate the PLC and liaise with project leads to fine tune the services and support you require. Please contact us for more details.

CoursesThe Learning Partnership provides a range of courses for senior leaders, teachers and practitioners both in the UK and overseas. Our affiliation with partner organisations, who operate quality training programmes, ensures that our courses are accessible to a wide audience. They provide a balance of theory and practice, are well paced and give an opportunity for long term planning as well as ideas and strategies to take back and use immediately. We are responsive to your training needs and base all of our courses on evidence based research.

ConferencesOur annual conference provides a professional context for senior leaders and teachers to consider world-wide research based practice and innovation. We pride ourselves on engaging with prestigious leaders of their field, including Prof. Ferre Leavers, Prof. Howard Gardner, Lord Robert Winston, Prof. Mick Waters, Baroness Susan Greenfield and Prof. Sugata Mitra, so that educators take time to find out about and reflect on big issues that impact on children’s learning. Please check our website for current information about forthcoming events. www.tlpwales.co.uk

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Telephone: 00 44 (0) 1554 749043


Conference Facilities for Hire

The Conference Room seats 30 cabaret style and up to 50 theatre style.

Conference Room Facilites include: data projector, PC, file chart, stationery items such as pens/pencils/highlights/post-it notes.

Day delegate rates are 10-20 people - £27.50 per person

Groups over 20 enjoy a reduced rate of £25.00 per person

This includes full use of the conference suite and the following refreshments:

Arrival: Tea/Coffee Danish Pastry/Muffin or similar

Mid Morning: Tea/Coffee Biscuits

Lunch: Two course buffet style or individual menu choice (depending on numbers)

Mid Afternoon: Tea/Coffee Welsh Cake or similar

Weekend and evening bookings are also available.

To book call 01554 749043 or e-mail [email protected]

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For further information and to book courses,please log on to www.tlpwales.co.uk

Free of

Charge!

Compatible with INCERTS

Cornerstones

Open Day

Don’t miss out... an introduction to themost up-to-date innovative curriculum available.

The Cornerstones Curriculum is a fresh and exciting approach to enquiry and child led learning built on the criteria for an outstanding curriculum from Estyn. It provides schools with the foundation and structure to develop an innovative and creative curriculum with the security and knowledge that there is full coverage and progression of the Foundation Phase and the Revised Curriculum for KS2.

Based on the Four Cornerstones of Learning, the Cornerstones Curriculum can complement your existing practice, stand alone as a full curriculum or be tailored to suit your school’s individual needs and strengths.

The half day will comprise of an introduction to the curriculum, a question and answer session, a preview of the materials available and an opportunity to consider how it might best be used within your school.

A complimentary lunch will be served following the morning session.

Places are limited to 25 and these will be allocated to the schools that register first. (Maximum 2 places per school)

Dates:At The Learning Partnership, Llanelli In North Wales

Wednesday, 16th January 2013 Friday, 22nd February 2013Monday, 25th February 2013 Friday 8th March 2013Wednesday, 24th April 2013 Friday 17th May 2013Wednesday, 12th June 2013 Friday 21st June 2013

Time: 9:30 a.m. - 11.30 a.m. followed by lunch

Target Audience: Headteachers and Senior Leaders

Cost: Free of Charge

Course Booking Code: Cornerstones

Spring and Summer 2013

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Free of

Charge!


Cornerstones

Network Days

Only open to schools who have adopted the Cornerstones Curriculum

This half day network is offered to schools who have recently adopted the Cornerstones Curriculum.

The half day will comprise of an opportunity to reflect on progress made within your school, to consider the range of experiences that the curriculum offers, and an opportunity to network with colleagues from other schools that have also adopted it.

Schools will be invited to undertake a ‘Show and Tell’ of their successes to date. (Please let us know if you would like to present to the group. Maximum presentation time of 15 minutes.)

A complimentary lunch will be served following the session.


Date: Thursday, 17th January 2013Tuesday, 26th February 2013Thursday 25th April 2013Thursday, 13th June 2013


Target Audience: Teachers




Telephone: 00 44 (0) 1554 749043


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North WalesSummer Conference

What Makes Me, Me?Lord Robert Winston

SUMMER CONFERENCE 2013

Thursday 23rdMay 2013

Keynote Speaker

Following the overwhelming success of our November 2011 Conference with Lord Robert Winston and Sue Palmer, we are delighted to offer our partner professionals in North Wales and the Cheshire region the opportunity to join us for this exciting event.

Lord Robert Winston is recognised as one of the most celebrated scientists of our era and Sue Palmer offers a wealth of experience on childhood and society. This is an opportunity not to be missed and a date for your diary!

During our conference Professor Winston will be exploring aspects of his work with particular pertinence to the educational arena: ‘What Makes Me, Me’ and ‘Are We Born or Are We Made?’

Lord Winston is the well known presenter of ‘Child of Our Time,’ a unique 20-year project that follows 25 children born in 2000 from birth to the age of 20. The children come from across the UK from a range of genetic, social, geographical and ethnic backgrounds. Through this landmark piece of research, as the children grow from infancy, through childhood and become young adults, a coherent and scientifically accurate picture is built of how the genes and the environments interact to make a fully formed adult. The research sets out to answer many unanswered questions; one of the most important questions that the project is seeking to answer is “Are We Born or Are We Made?”

Venue Cymru,

Llandudno,

North Wales

What Makes Me, Me?

“ ‘What Makes Me Me’ is all about the things that make you individually you, from the shape of your ears and the sound of your voice to the things that really scare you or make you laugh. Your genes, your personality, and your talents are all part of the story. Find out just what makes you you.” Robert Winston

Lord Robert Winston and Sue Palmer

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Telephone: 00 44 (0) 1554 749043


Taking key messages from these fascinating pieces of work, Robert Winston will explore how we, as educators, can take account of individual differences and positively influence the journey from childhood to adolescence to adulthood. The school experience really does matter!

Lord Robert Winston

Lord Robert Winston, Professor of Science and Society and Emeritus Professor of Fertility Studies at Imperial College London, a university with one of the strongest international science bases, runs a research programme in the Institute of Reproductive and Developmental Biology. He is also Chancellor of Sheffield Hallam University, Chairman of the Royal College of Music and was voted “Peer of the Year” by his fellow Parliamentarians in June 2008. He is a member of the Council of the University of Surrey.

Professor Winston’s research led to the development of gynaecological microsurgery in the 1970s and various improvements in reproductive medicine, subsequently adopted internationally, particularly in the field of endocrinology and IVF. His work on pre-implantation genetic diagnosis enabled families carrying gene defects to have children free of fatal illnesses.

He is committed to scientific education and regularly writes or hosts popular science programmes for the BBC’s main channels and Discovery networks. Robert Winston’s activities in the House of Lords include speaking regularly on education, science, medicine and the arts. He was Chairman of the Lords Select Committee on Science and Technology 1999-2002 and vice-chairman of the Parliamentary Office of Science and Technology.

His interests include theatre (National Directors’ Award, Edinburgh Festival 1969), matters of Jewish interest, classical music, skiing and the wines of Bordeaux, especially Paulliac. He is on the Board of the Lyric Theatre and has been involved with a number of UK charities, including founding The Institute of Obstetrics and Gynaecology Trust and the “Women for Women” Appeal, Cancer Research UK, the Stem Cell Foundation, and the Association of Medical Research Charities. He is a Fellow of the Royal Society of Arts, and a member of The Athenaeum and The Garrick Clubs and the MCC.

We are thrilled to welcome back Lord Robert Winston to our programme at The Learning Partnership.

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ChildhoodSue Palmer

Sue Palmer will join Professor Winston at our conference. Sue is a renowned consultant specialising in child development and literacy. During our conference Sue will be exploring key themes from her work on Toxic Childhood and Detoxing Childhood. Sue will lead part of the day by considering contemporary childhood and the impact of our modern world on individuals. She offers insights into possible solutions to address some of the key concerns for educators.

“The world may have changed beyond recognition in the last three decades, but children haven’t changed at all. For healthy development, they still need the same basic ingredients that have helped lucky children through the ages grow up bright, balanced and fit to face the challenges of adult life.”

Sue Palmer

Guest Consultant

North WalesSummer Conference

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Telephone: 00 44 (0) 1554 749043


Sue Palmer

Sue Palmer, a former headteacher in Scotland, has written and consulted widely on aspects of literacy and child development. For more than fifteen years she has been a popular speaker on these subjects in schools, colleges and universities in the UK and across the world, and a frequent contributor to the educational press, notably the Times Educational Supplement and Child Education.

Her first book for wider audience, Toxic Childhood (Orion 2006) about the effects of contemporary childhood on child development and learning, was in the Amazon best-seller charts for two years. It was followed by Detoxing Childhood (2007) and 21st Century Boys (2009). The books have led to involvement in many campaigns related to modern childhood, and invitations to speak to a wide range of audiences, including health, social work and criminal justice professionals, playworkers, planners, advertisers and parents. They have also led to many articles and interviews in the national press, as well as frequent TV and radio appearances. Sue has acted over the years as an independent consultant to many organisations, including the Department for Education and Skills, the Basic Skills Agency, the National Literacy Trust and the BBC.

We are delighted to re-visit issues of Childhood with Sue in our Conference Programme.

Individual Rate Cost: £200 + VAT per person

Special Group Rate 40+ Cost: £180 + VAT per person(Special rate for pre-paid block bookings of 40+ delegates)

Please book early to avoid disappointment.

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A Focus on North Wales

NORTH WALES

North Wales Training EventsWeek 1: 4th - 8th March 2013

Venue: TBC

The Writing Wrangle - Literacy in the Foundation Phase

Writers’ Block to Polished Performance - Literacy in Key Stage 2

Inspiration or Aspiration? - More Able and Talented

The Leading Edge - A Leadership Course for Experienced Leaders

Cornerstones Open Day

North Wales

Week 2: 13th - 17th May 2013

Venue: TBC

Mini Mathematicians - Mathematical Development in the Foundation Phase

Mind the Maths - Cross-curricular Maths at Key Stage 2

Early Explorers - Getting the Most from Outdoor Learning

Thick and Heavy? - Writing an Effective School Self-evaluation Report

Cornerstones Open Day

The Learning Partnership is extending its support and training in North Wales in response to requests from colleagues.

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Courses in North Wales

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Literacy

Oracy is a key skill within the curriculum for Wales. ‘Speaking and Listening’ play a vital role in children’s language development and are the foundations stones for reading and writing later on. With schools under pressure to get children reading and writing as soon as possible, there is a danger that the focus shifts away from ‘oracy’ too soon.

So how do we balance the need to drive up standards in literacy, while still respecting each child’s stage of language development?

During the day, this dilemma will be explored through practical examples to demonstrate how experiences that encourage ‘reasoned talk’ secure high quality writing across the curriculum as outlined in the consultation document for the new Literacy and Numeracy Framework.

Course participants will have the opportunity to:

The Writing WrangleDeveloping Children’s Literacy Skills across the Curriculum (FP)

• Consider the stages of language development and what may impede or accelerate a child’s capacity to learn

• Explore and experiment with ideas to ‘shore up’ oracy in the Foundation Phase

• Use small world as a starting, mid and end point for talking and writing

• Gather ideas on how to get children to ‘think out loud’, articulating their thoughts clearly to others

• Consider how and when different genres of writing can be introduced to children

• Focus on the development of new technologies in developing literacy across the curriculum


Date: Monday, 4th March 2013

Course led by: Glenda Dudley and Wendy Thomas

Target Audience: Foundation Phase Teachers, Literacy Co-ordinators

Venue: TBC

Cost: £150 + VAT

Course Booking Code: NW001

North Wales

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Telephone: 00 44 (0) 1554 749043


Writers Block to Polished PerformanceLiteracy across the Curriculum at Key Stage 2

Many schools have established the ‘nuts and bolts’ of language into their core work. But how do we build on our current programme of language so that young writers develop ‘the moods of writing’ and improve the richness of their work?

This course explores and explains strategies that enable children to both prepare for, and engage in, writing that conveys and connects abstract thought, to the published page.

Date: Tuesday, 5th March 2013


Target Audience: Literacy Co-ordinators and Key Stage 2 Teachers

Venue: TBC

Cost: £150 + VAT



• Identify both the discretely taught and holistic aspects of language teaching and learning

• Reflect on the ‘nuts and bolts’ of language and how these are developed within their own context

• Explore non-fiction text types and the characteristics of each as building blocks for writing

• Consider the central place of imagination, creative thought and fantasy as keys to success for children’s narrative writing

• Support children in internalising language structures and patterns through drama and other creative arts

Professional PracticeKey Stage 2

North Wales

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Date: Wednesday, 6th March 2013


Target Audience: All Primary Teachers, Practitioners, Senior Leaders and SENCOs/ALNCOs

Venue: TBC

Cost: £150 + VAT


Inspiration or Aspiration?Nurturing, Supporting and Extending More Able and Talented


Professional Practice Primary


Recent reports from Estyn have identified that 20% of learners can be considered as ‘more able and talented’. During this course, teachers and teaching assistants will learn how to identify and support ‘more able and talented’ pupils. We will explore practical ideas for adapting existing classroom practice to ensure that pupils are constantly being stretched and challenged whilst remaining motivated, engaged and on task.

• Explore ways of identifying pupils who can be described as ‘more able and talented’

• Consider appropriate learning experiences that provide sufficient challenge for ‘more able and talented’ children

• Reflect on strategies that support ‘more able and talented’ children in becoming independent learners

• Explore the benefits of group work in supporting and developing the special talents that this group exhibit

• Network with colleagues who also have an interest in this area

North Wales

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Telephone: 00 44 (0) 1554 749043


The Leading EdgeA Course for Experienced Leaders

Securing a leadership role is a milestone to be celebrated. But then the hard work really kicks in. How do you maintain your drive and enthusiasm? How do you ensure that your perspective is reliable and your judgement is fair? Is your school still a dynamic and developing organisation, or is the ‘plate-spinning’ getting the better of you? Effective leadership is so much more than ‘keeping up appearances’.

This one day course will enable you to reflect on your current skill set and provide you with some key elements to re-visit and develop. This jargon-free day will enable you to re-align your priorities, gain perspective on your challenges and maximise the positive impact you have on those you lead.

Date: Thursday, 7th March 2013


Target Audience: Senior Leaders

Venue: TBC

Cost: £150 + VAT



Leadership

• Reflect on current challenges in a supportive and empowering environment

• Consider possible strategies for overcoming obstacles and resolving the perceived impossible

• Explore the dynamics of your team through different leadership lenses

• Develop an environment where tough situations become the milestones of your success

• Laugh, cry, scream and shout!

North Wales

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Free of

Charge!


Cornerstones

Open Day







Dates: Friday, 8th March 2013



Venue: TBC



Spring 2013North Wales

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Telephone: 00 44 (0) 1554 749043


Mini MathematiciansMathematical vocabulary and mark-making through role play

This course explores the relationship between mark making and mathematical development. It recognises the need for integration of stimulating mathematical discussion in everyday activities both in and outside the classroom whilst recognising the importance of specific and focused questioning to ensure that pupils’ ideas are heard and developed. An exploration of a mathematically rich learning environment and how it can create opportunities for incidental as well as pre-planned mathematical learning are embedded throughout the day.

Date: Monday, 13th May 2013



Venue: TBC

Cost: £150 + VAT



Numeracy

• Explore mark-making as an essential process for successful mathematical development

• Identify opportunities for children to express themselves mathematically through a variety of different media

• Share ideas for focused mathematical discussion and how this can be evaluated

• Create opportunities for role play to stimulate mathematical thinking

• Gain confidence to understand how mark making builds into more formalised diagrams and numbers

North Wales

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Date: Tuesday, 14th May 2013



Venue: TBC

Cost: £150 + VAT


Mind the Maths!Cross-curricular Mathematics for Key Stage2


Numeracy


Striking a balance between teaching key mathematical skills and providing opportunities to use and apply them in ‘real situations’ is a challenge for most primary teachers. Numeracy across the curriculum is a priority for the Wales Government and as such is a keen focus for all schools.

On this one day course you will have the opportunity to consider what cross-curricular mathematics looks like in practice and how to structure opportunities for using a range of strategies. Packed full of exciting ideas to take away and use immediately, it is a day not to be missed.

• Explore what an effective cross-curricular mathematics programme entails

• Find ways of teaching numeracy while also teaching children to think in a mathematical way across the curriculum

• Explore scenarios that provide excellent opportunities to ‘use and apply’ mathematics and numeracy in real situations

• Understand current theoretical perspectives and consider how to plan most effectively for development and progression

• Establish some long term, as well as immediate goals, for improving provision and practice within your school.

North Wales

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Telephone: 00 44 (0) 1554 749043


Early ExplorersEnsuring Progression in Outdoor Learning

Where did you play as a child and what did you get up to when you were allowed to ‘go out to play’? It is widely recognised that such experiences made a positive impact on us and as adults we are aware that it shaped many aspects of our own development. With many schools having made a significant start with outdoor learning, this course considers the issues that have been raised along the way. How are we ensuring progression in learning outside? Are all AoLs in evidence in our outdoor environment? What is the role of the adult outdoors? This course offers a great opportunity to address some of these questions and more...

Date: Wednesday, 15th May 2013


Target Audience: Foundation Phase Practitioners

Venue: TBC

Cost: £150 + VAT



• Broaden and deepen their understanding of the nature of effective outdoor play experiences for children

• Consider the importance of outdoor play for children within the Foundation Phase and what the outdoors offers that indoors does not

• Consider the type and range of experiences young children should have through outdoor provision throughout the Foundation Phase

• Consider the role that ‘Provocations and Challenges’ have to play in securing progression

• Examine the potential of the elements and features of their existing outdoor area that can be utilised to maximise use of their space

• Explore effective resources for supporting a wide range of holistic and creative experiences outdoors

• Define, explore and expand the role of the adult in the outdoor environment

Professional Practice Foundation Phase

North Wales

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Date: Thursday, 16th May 2013


Target Audience: Headteachers, Deputy Headteachers and Advisors

Venue: TBC

Cost: £150 + VAT


Thick and Heavy?A Guide to Writing a Quality School Self-Evaluation


Leadership


Three simple questions:

1. Do you need support and guidance in writing your school self-evaluation report?

2. Do you need help unpicking which evidence sits where?

3. Do you want to get your self-evaluation document to tie in tightly with the Estyn Framework and your own school improvement priorities?

If the answer is ‘Yes!’ to all three questions, then this is the course for you and one not to be missed!

• Identify evidence to support your school self-evaluation judgements

• Use a simple yet systematic approach to identifying and recording appropriate evidence

• Begin to create a complete self-evaluation within their school that identifies priorities for improvement

• Link their self-evaluation with the Estyn Framework

• Use the evaluation to identify and plan areas for improvement in your school’s development plan.

North Wales

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Free of

Charge!


Cornerstones

Open Day







Dates: Friday, 17th May 2013



Venue: TBC




Telephone: 00 44 (0) 1554 749043


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The Learning Partnership

Training Centre Llanelli

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Date: Monday, 14th January 2013


Target Audience: All Primary Teachers

Venue: The Learning Partnership, Llanelli

Cost: £150 + VAT

Course Booking Code: 318

Phonics and Early ReadingA Detailed Exploration of Effective Phonics Teaching


Literacy


An important feature of high quality phonics work is that it should be systematic which means teaching all the major grapheme-phoneme correspondences in a clearly defined sequence. Whichever phonics programme you use in school, this course will strengthen your toolkit and enable you to make phonics and active and engaging pat of everyday.

• Re-visit the key principles of teaching phonics effectively

• Explore the various approaches used in schools and consider how suited they may be for your own context

• Reflect on the phonic knowledge and skills required by children at different stages of development

• Consider what to do when progress becomes impeded

• Share ideas for activities and experiences that support learning

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Telephone: 00 44 (0) 1554 749043


The NQT Health CheckA course to support and challenge teachers in the early stages of teaching

The days of lectures and essays are past and the enormity of meeting the needs of individuals in your class has set in. So what are your current challenges and celebrations?

This course is aimed at teachers in the early stages of their career and provides an opportunity to re-visit and extend the key principles of effective teaching. The criteria for excellence will be framed within practical tasks that are fun and motivating. Packed with practical tips and ideas, it will provide an opportunity to ‘lighten the load’, reflect on the current situation and plan the next steps. The ‘Health Check’ is a unique opportunity to network with colleagues from other local authorities in similar circumstances.

A course to reinforce, refresh and develop excellence within the teaching profession.

Date: Tuesday, 15th January 2013


Target Audience: Teachers within the first two years of their teaching career


Cost: £150 + VAT



• Re-visit the key principles of effective teaching and learning (clear focus on planning, observation and assessment)

• Consider their performance and identify possible areas for further development

• Reflect on the current priorities for Wales and connect these to their practice (Literacy, Numeracy, Addressing Deprivation)

• Explore and discuss children/situations causing concern

• Network, connect and empathise with colleagues

• Leave refreshed and ready for the next phase of their journey


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Free of

Charge!


Cornerstones

Open Day







Dates: Wednesday, 16th January 2013






Spring 2013

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Free of

Charge!


Cornerstones

Network Days







Date: Thursday, 17th January 2013







Telephone: 00 44 (0) 1554 749043


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Date: Tuesday, 22nd January 2013


Target Audience: All Primary Teachers, Practitioners, Senior Leaders and SENCOs/ALNCOs


Cost: £150 + VAT


Inspiration or Aspiration?Nurturing, Supporting and Extending More Able and Talented



Recent reports from Estyn have identified that 20% of learners can be considered as ‘more able and talented’. During this course, teachers and teaching assistants will learn how to identify and support ‘more able and talented’ pupils. We will explore practical ideas for adapting existing classroom practice to ensure that pupils are constantly being stretched and challenged whilst remaining motivated, engaged and on task.

• Explore ways of identifying pupils who can be described as ‘more able and talented’

• Consider appropriate learning experiences that provide sufficient challenge for more able and talented children

• Reflect on strategies that support ‘more able and talented’ children in becoming independent learners

• Explore the benefits of group work in supporting and developing the special talents that this group exhibit

• Network with colleagues who also have an interest in this area


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Telephone: 00 44 (0) 1554 749043


Engaging the DisengagedMilestones for Parental and Child Engagement

The data is startling; the reality is grim. Deprivation in all its forms impacts every aspect of a child’s development and progress. It leads to unfulfilled potential, fewer opportunities as an adult, higher health risks and ultimately a shortened life expectancy.

A priority for all schools in Wales is to recognise and address the future that many children could face as the result of deprivation. But where do we start and how do we measure the effectiveness of the programmes we put in place?

This course offers an insight into practical steps that all schools can take to engage with parents as we sow the seeds for educational engagement and life-long benefits for the child.

Date: Wednesday, 23rd January 2013


Target Audience: Senior Leaders, PSHE Co-ordinators, Community Link Teachers


Cost: £150 + VAT



Addressing Deprivation

• Consider the key indicators of deprivation in Wales and what the evidence means in reality

• Reflect on their own context and the needs of the children in their school

• Explore how engagement starts, where it leads and why it benefits the whole community

• Take steps to develop in-house programmes of engagement

• Understand how to develop simple criteria to collect and measure the impact of engagement with families on standards and, more importantly, the well-being of the child.

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Date: Monday, 28th January 2013




Cost: £150 + VAT


The Leading EdgeA Course for Experienced Leaders


Leadership


Securing a leadership role is a milestone to be celebrated. But then the hard work really kicks in. How do you maintain your drive and enthusiasm? How do you ensure that your perspective is reliable and your judgement is fair? Is your school still a dynamic and developing organisation, or is the ‘plate-spinning’ getting the better of you? Effective leadership is so much more than ‘keeping up appearances’.

This one day course will enable you to reflect on your current skill set and provide you with some key elements to re-visit and develop. This jargon-free day will enable you to re-align your priorities, gain perspective on your challenges and maximise the positive impact you have on those you lead.

• Reflect on current challenges in a supportive and empowering environment

• Consider possible strategies for overcoming obstacles and resolving the perceived impossible

• Explore the dynamics of your team through different leadership lenses

• Develop an environment where tough situations become the milestones of your success

• Laugh, cry, scream and shout!

36


Telephone: 00 44 (0) 1554 749043


Use It or Lose It!Improving Maths and Numeracy across the Curriculum at Key Stage 2

Mathematics is central to daily life. Our own ability to use and apply our mathematical skills is essential to being capable and competent. Teacher confidence and competence are key drivers for success - particularly with mathematics and numeracy. This course ties in with the key ideas set out in the Literacy and Numeracy Consultation for Wales and explores how we can secure high quality mathematics teaching and learning across the curriculum.

Come along and find out why lawnmowers and circular walks hold the key to good mathematics. You might experience a little magic along the way too!

Date: Tuesday, 29th January 2013

Course led by: Andrew Jeffrey

Target Audience: Key Stage 2 Teachers and Maths Co-ordinators


Cost: £150 + VAT



• Establish how and why mathematics and numeracy are two distinct things

• Develop their understanding of the ‘success triangle’ and its implications for our teaching of mathematics and numeracy


• Explore how thinking routines lead to improved standards in numeracy and enable children to investigate links between areas of maths

• Reflect on the vital role played by conversation and imagery in securing high quality mathematics

• Evaluate effective ways to raise standards in using and applying mathematics and numeracy by considering your own context and starting point



Numeracy

37

Date: Friday, 1st February 2013

Course led by: Gill Harrison and Irene de Lloyd



Cost: £150 + VAT


Four Weeks’ Notice - from Good to ExcellentPreparing for Inspection


Leadership


Inspection looming? Join us for an insightful and essential course that will support any school in preparing for inspection. During the day, step-by-step guidance will enable senior leaders to prepare for, and manage, the process of inspection within their own school context. Led by experienced and well respected inspectors, there will be an explanation and exploration of ‘Lines of Enquiry’ relating to teaching. The expectations relating to your team are identified, as well as an outline of how judgements are reached at both classroom and whole school level. If you want clear guidance on how to move from ‘good’ to ‘excellent’ and feel confident about where your areas of ‘Sector Leading Practice’ can be evidenced, then this is a day not to missed.

• Clarify their understanding of the arrangements for inspection

• Further their understanding of the Common Inspection Framework

• Familiarise themselves with the self-evaluation manual and supplementary guidance for inspection

• Clarify what ‘Sector Leading Practice’ consists of

• Consider meaningful evidence which will support their self-evaluation judgements

• Discuss their ‘hopes and fears’ regarding inspection

• Prepare your team for responding to probing questions

38


Telephone: 00 44 (0) 1554 749043


‘Something to Say?’Developing Extended Writing across the Curriculum at KS2

Extended Writing should give children the opportunity to ‘use and apply’ the writing skills they have already acquired. In this session, Paul Smith will offer a range of strategies for encouraging children to communicate effectively through longer, more detailed pieces of work in a number of curriculum areas. He will also look at ways of using Drama to enrich children’s narrative writing, particularly through the development of character and dialogue.

The session will be very practical with participants engaged in their own writing activities. It will also be a lot of fun!

Date: Wednesday, 6th February 2013

Course led by: Paul Smith

Target Audience: Primary Teachers


Cost: £150 + VAT


• Understand the importance of using Speaking and Listening as a basis for developing ideas

• Identify areas where children having a clear purpose for their writing linked to other areas of the curriculum

• Encourage children to link their work to real-life situations and experiences

• Explore opportunities to communicate with a real audience wherever possible

• Develop peer and self-assessment skills


Literacy

39

Date: Thursday, 7th February 2013

Course led by: Margaret Travers

Target Audience: Mathematics Co-ordinators, Foundation Phase Teachers and Practitioners


Cost: £150 + VAT


Connect, Extend, ChallengeProblem Solving and Reasoning across the Curriculum (FP)


Numeracy


This course looks at activities that stimulate children’s mathematical thinking and help develop their sense of number in the Foundation Phase. Delegates will gain a wealth of ideas for teacher initiated activities that support children’s thinking, problem solving and calculation and are also fun!

Young children have a natural passion for pretend play. They love imaginative experiences. As they pretend to be shopkeepers, superheroes or re-enact their favourite stories, teachers will find out how help them develop and engage in all the mathematics that surrounds them in these roles. Teaching staff will focus on where maths can be found in everyday routines and play scenarios, and how to support and generate children’s mathematical learning opportunities through imaginative and small world play.

• Identify the potential for mathematical learning in everyday routines, play and both child initiated and adult led opportunities

• Identify ways to extend children’s understanding of mathematical language and vocabulary

• Explore how stories, songs, games and outdoor activities can make maths more memorable and meaningful for young children

• Explore number opportunities through stories and role play and small world play

• Consider how to maximise children’s development of mathematical mark making and graphics

40


Telephone: 00 44 (0) 1554 749043


‘A Taste of the Apple’Using the iPad in the Classroom

If you are focused on improving Teaching and Learning using the latest hand held technology then this course is a must for you! Not only will this course show you how to maximise engagement of learners in the classroom, it will also allow you to action plan a way forward in your own setting.

Date: Friday, 8th February 2013

Course led by: Ann Roberts and Martin Jones

Target Audience: Primary Teachers and ICT Co-ordinators


Cost: £150 + VAT


• Explore Assessment for Learning - the digital way

• Consider the implications for change in the 21st Century classroom

• Consider the link between using the iPad and improving Key Skills

• Pick up tips and hints into getting the best out of your iPad

• Maximising the engagement of pupils in today’s classroom

• Consider what a technology rich learning environment comprises of and how it can create opportunities for learning


New Technologies

41

Date: Tuesday, 19th February 2013

Course led by: Sue Lowndes

Target Audience: Foundation Phase Teachers and Practitioners


Cost: £150 + VAT


Number Know-howUsing Numicon as a first teaching approach


Numeracy


Numicon is a first teaching approach designed to give children the understanding of number ideas and number relationships that is essential for success in maths. Through a series of structured patterns to represent number, Numicon forms part of a progressive teaching programme. This course is aimed at teachers and practitioners who use, or are interested in using, Numicon as part of their mathematics provision.

Sue Lowndes, an accredited Numicon Consultant, will lead this course. The course will support and develop early mathematical thinking and maths teaching through a series of interactive and progressive “tried and tested” activities.

• Explore Numicon as a quality classroom resource

• Familiarise themselves with the Numicon approach to teaching number relationships

• Develop a range of activities to support number ideas and connect pattern in number

• Gain confidence in their own understanding of teaching number and pattern

• Gather ideas to take back to the classroom and use immediately

42


Telephone: 00 44 (0) 1554 749043


Approaches to AppraisalAccelerate Staff Development and Performance in your School

What would be the impact on learning if each staff member’s performance improved by 5-10%?

Most school leaders agree that this would make a radical difference. The good news is that this level of performance gain can frequently be achieved through improved performance management. Appraisal is a key tool for senior leaders to help staff develop their performance.

This one day course will consider the principles that inspire performance as well as explore some practical tools to structure improved performance at all levels.

Is this a course your pupils can afford for you to miss?


Course led by: Nick Ashley



Cost: £150 + VAT


• Consider practical tools to structure performance management and align the work of their team members

• Prepare themselves and their team members for the appraisal

• Collect evidence to objectively support performance evaluations

• Confidently conduct a structured and positive evaluation which increases performance

• Address poor performance with confidence in a constructive way

• Avoid common errors in evaluation

• Create an effective and workable plan that aligns work with the school’s priorities


Leadership

43

Date: Thursday, 21st February 2013




Cost: £150 + VAT


The Writing WrangleDeveloping Children’s Language Skills across the Curriculum


Literacy


Oracy is a key skill within the curriculum for Wales. ‘Speaking and Listening’ play a vital role in children’s language development and are the foundations stones for reading and writing later on. With schools under pressure to get children reading and writing as soon as possible, there is a danger that the focus shifts away from ‘oracy’ too soon.

So how do we balance the need to drive up standards in literacy, while still respecting each child’s stage of language development?

During the day, this dilemma will be explored through practical examples to demonstrate how experiences that encourage ‘reasoned talk’ secure high quality writing across the curriculum as outlined in the consultation document for the new Literacy and Numeracy Framework.

• Consider the stages of language development and what may impede or accelerate a child’s capacity to learn

• Explore and experiment with ideas to ‘shore up’ oracy in the Foundation Phase

• Use small world as a starting, mid and end point for talking and writing

• Gather ideas on how to get children to ‘think out loud’, articulating their thoughts clearly to others

• Consider how and when different genres of writing can be introduced to children

• Focus on the development of new technologies in developing literacy across the curriculum

44


Telephone: 00 44 (0) 1554 749043


Brainy BabiesUnderstanding Brain Development and the Implications for Under 3’s

Nature or nurture? This course explores the effects of the environment on children’s learning and development from birth to three. It examines the Nature-Nurture debate and details when and how a baby’s brain is formed.

The importance of multi-sensory experiences is fully explained and practitioners will have the opportunity to reflect on their own early learning and developmental experiences. We examine in detail how to effectively resource for meaningful experiences in a baby room so that children are supported in making the transition from the home environment to the setting.

A rare opportunity to focus our attention on the ‘Under 3s’.

Date: Friday, 22nd February 2013

Course led by: Beth Harris

Target Audience: Flying Start Practitioners and Key Workers for the Under 3’s


Cost: £150 + VAT


• Examine in detail children’s brain development during these early years

• Understand how the physical and emotional environment can best support a baby’s learning and development

• Develop their theoretical understanding and background to underpin and improve their practice

• Consider appropriate resources and activities for this distinct stage of development

• Support colleagues in their role of caring for very young babies


Professional PracticeBirth to Three

45


Free of

Charge!


Cornerstones

Open Day







Dates: Monday, 25th February 2013






Spring 2013

46

Free of

Charge!


Cornerstones

Network Days







Date: Tuesday, 26th February 2013







Telephone: 00 44 (0) 1554 749043


47


Course led by: Alison Cooper



Cost: £150 + VAT


Lift the Lid on Literacy!Literacy across the Curriculum in the Foundation Phase


Literacy


Developing ‘Literacy across the Curriculum’ is a priority for all schools in Wales. The introduction of the Literacy and Numeracy Framework requires that secure building blocks for literacy are firmly embedded within our practice. The training day will consider the practical opportunities which Foundation Phase children need to support their development as young writers. Writing for different purposes across the curriculum is a key focus of the day.

This course is packed with practical tips and a clear strategy. This is a day not to be missed!

• Reflect on their classroom environment and the opportunities for developing writing

• Develop their current offer of speaking and listening opportunities to support writing

• Plan for effective writing opportunities through the use of high quality picture books

• Clearly understand the progression of literacy development

• Ensure that curriculum planning is cohesive, effective and assures standards

48


Telephone: 00 44 (0) 1554 749043


Literate and Loving It!Literacy across the Curriculum at Key Stage 2

Whilst the teaching of writing has improved in Literacy lessons, children do not always have the opportunities to apply their skills independently in other curriculum areas, maintaining the same high standards expected in Literacy. This is a key message contained within the Literacy and Numeracy Consultation documentation (Wales Government, June 2012).

This one day course will consider these issues and offer practical guidance to help schools to address and improve ‘Literacy across the Curriculum’.

Date: Thursday, 28th February 2013


Target Audience: Key Stage 2 Teachers and Literacy Co-ordinators


Cost: £150 + VAT


• Develop speaking and listening activities to support writing

• Plan for progression of literacy across the curriculum

• Consider the range of non-fiction text types and the use of high quality texts in assuring standards across the curriculum

• Explore practical approaches to scaffold and support writing across the curriculum

• Reflect on the importance of effective curriculum planning and what this looks like in practice


Literacy

49


Course led by: Andrew Day and Steve Hoggins

Target Audience: Foundation Phase Teachers and Science Co-ordinators


Cost: £150 + VAT


Dialogue for DiscoveryUsing enquiry to develop scientific understanding in early primary


Professional PracticeFoundation Phase


This full day course, will be practical, experiential, interactive and learner-centred.

Attendees will experience two enquiry sessions that can be used with Foundation Phase children to help develop science within Knowledge and Understanding of the World.

Incorporating scientific enquiry into the classroom can have multiple benefits for the children and teachers, including building arguments, developing speaking and listening skills, collaboration and confidence, questioning skills, and improving critical and creative thinking.

Attendees will learn the core teaching methods of running an enquiry, discuss how enquiry can help develop understanding in science and problem solving, and come away with enquiry sessions they can run in their own classrooms.

• Experience enquiry sessions around scientific understanding

• Learn how enquiry can help young children’s understanding of science

• Learn how to incorporate enquiry into the science curriculum

• Learn the core teaching strategies and questioning skills to develop higher-order thinking in the classroom

• There will be an opportunity to conduct / observe short enquiries and receive feedback

50


Telephone: 00 44 (0) 1554 749043


Influential Teaching - Smooth Transitions to Key Stage 2Creating the Environment for Active Learning in Key Stage 2

The Foundation Phase has enabled children to develop their skills as active learners. But what is the impact on Key Stage 2? On this one day course we will explore your understanding of the characteristics of quality teaching and active learning. Based on current research we consider how the climate of the classroom is shaped by the way it is set out, the language we use, the questions that we ask and the ways in which we empower and motivate children.





Cost: £150 + VAT


• Develop a clear view of quality active learning and high quality teaching

• Consider practical ways in which adults can challenge and engage all learners

• Deepen their understanding of how to marry subject specialism with a cross-curricular approach

• Reflect on the construction of the curriculum to ensure a suitable balance of discrete subject teaching within a cross-curricular framework

• Explore how the use of language and questioning can be tailored to support and challenge pupils

• Reflect on the types of feedback we can use within active learning


Professional Practice Key Stage 2

51



Target Audience: All Primary Teachers


Cost: £150 + VAT


Care and Control: Rights, Rules and ResponsibilitiesManaging Challenging and Obstructive Behaviour



Challenging and obstructive behaviour threatens the learning environment - both physically and cognitively. For this reason it is essential that teachers are well-equipped with a wide range of strategies for identifying different kinds of behaviour and understand which strategies will work best.

This course aims to provide support and practical ideas for teachers who are both new to the profession, as well as those who are looking for new strategies and approaches to reinvigorate their practice.

• Revisit basic principles in identifying and managing behaviour

• Explore the relationship between positive behaviour management, self-esteem and well-being for the child and the teacher

• Compare the behaviour characteristics of children who can’t learn, won’t learn or who don’t care

• Consider a range of strategies for positive behaviour management and when to implement them

• Discuss the challenges and identify possible solutions for managing large groups of children

• Consider the balance between the needs of individual children and the collective group when managing challenging behaviour


52


Telephone: 00 44 (0) 1554 749043


Future ProofICT for Young Children

ICT is important in the world children are living and learning in so its integration andimplementation are key strands of learning. This one day training course is delivered byan ICT specialist and an early years’ specialist and examines the suitability of using ofNew Technologies in the Foundation Phase.

• What are the best applications of ICT for the Foundation Phase?

• How does it support all seven areas of learning and development indoors and outside?

• How can ICT be an active experience for young learners?

We highlight the latest technology that supports children’s learning and development and explore how to use ICT both in the indoor and outdoor environments in a range of contexts and across the scope of the Foundation Phase.



Target Audience: Foundation Phase Teachers and ICT Co-ordinators


Cost: £150 + VAT


• Explore all aspects of ICT and its suitability within the Foundation Phase

• Share practical examples of effective practice and see the impact on learning and development

• Try out the latest resources and products for this age group

• Consider the simplicity of available resources and how technology can best support early years practice

• Discuss the future potential partnership of ICT and education within their setting or school


New Technologies

53


Course led by: Margaret Edgington

Target Audience: All Flying Start Practitioners and Practitioners working with the ‘two to three’ age group. This course is also suitable for Nursery settings with children exhibiting low levels of development ‘on entry’.


Cost: £150 + VAT


A Place to Be Me!Monitoring Provision and Practice for Two to Three Years Olds


Professional Practice Birth to Three


With the expansion of the Flying Start programme in Wales, there are more two year olds now accessing early years’ provision as an entitlement than ever before. It is well documented that these first experiences have a long term impact on a child’s later success. So, how well is your setting doing and how do you know?

On this practical one day course, Margaret Edgington, will bring together the essential components needed to monitor provision and practice in an accessible way. You will leave the course armed with new formats and strategies for gathering information that will ultimately secure better outcomes for children.

• Examine the key features of practice that best supports a child in the two to three age group

• Enable individual practitioner to evaluate their current strengths and areas for development

• Share a range of ideas for developing the role of the adult in order to support a child’s well-being

• Consider how to carry out sensitive on-going assessments that feed into next step planning for the child

• Share formats and systems for monitoring and evaluating the setting

• Gather and share ideas unique to this age group to further develop effective practices

54


Telephone: 00 44 (0) 1554 749043


Thriving or Surviving?Well-being within the Primary Phase

It is now a requirement of the Estyn Framework that we measure and report on well-being. If you’re struggling with assessing and quantifying children’s well-being and involvement then this is the course for you. This course focuses on ideas that support the development of well-being and involvement as well as introducing the Leuven Scale which enables practitioners to assess and quantify well-being and involvement for individual, and groups of, children.



Target Audience: Headteachers, Senior Leaders, TLR Post Holders


Cost: £150 + VAT


• Identify the characteristics of well-being and involvement in children and how to assess them

• Consider key pointers for raising well-being and involvement in children and the critical role of the adult

• Consider the impact of well-being and involvement on deep level learning

• Explore how a process-orientated child monitoring system can realistically be adopted and implemented

• Explore ways in which well-being outcomes can be monitored, evaluated and reported on to Estyn



55


Course led by: Fil Came

Target Audience: Mathematics Co-ordinators, SENCOs, ALN Co-ordinators, Primary Teachers, One-to-one Assistants.


Cost: £150 + VAT


Sums I Can’t Do!Dyscalculia: How to Support Children with Difficulties in Mathematics


Numeracy


We all know that crushing moment when a child looks blankly at you in response to a mathematical problem that has been posed. But what do we really understand about dyscalculia and what has led up to the point of ‘no response’?

Fil Came, a recognised and well respected SEN consultant, explores the world of dyscalculia and the implications for our teaching. He will present the issues and challenges highlighted in the most recent dyscalculia research and will offer practical suggestions that really do ‘bridge the gap’ for children with mathematical barriers.

If you have seen those blank expressions amongst the children you teach, then this is a Numeracy course not to be missed!

• Explore factors that influence a child’s understanding of, and performance in, Mathematics

• Improve their own knowledge and skill set with regard to dyscalculia

• Consider tools and ‘diagnostic interviews’ that are best suited for assessing children who exhibit the signs of dyscalculia

• Reflect on the connective teaching model presented by Haylock and Cockburn and how this can support their own practice

• Use a range of manipulative to support children’s learning and have some fun along the way

• Amass a collection of ideas and suggestions to motivate and engage children so that standards are secured

56


Telephone: 00 44 (0) 1554 749043


Pace and ProgressUsing Assessment for Learning as a Key Driver to Success

Adopting an appropriate pace has always been a core feature of high quality teaching and learning, but this is easier said than done when faced with a range of abilities and interests. Are we using ‘Assessment for Learning‘ to its full potential in identifying when we need to inject momentum and when we need to allow for reflection and thinking time?

This course provides an opportunity to explore and develop key strategies around personalising learning so that the progress for each pupil is secured beyond a ‘race through the curriculum’.



Target Audience: All Primary Teachers and Subject Leaders


Cost: £150 + VAT


• Consider at the planning stage how to build in opportunities for AfL

• Identify key features and routines for differentiating learning and keeping pupils on track

• Ensure that pupils are sharing the responsibility of ‘challenge and success’ by demonstrating their learning through co-operative tasks

• Maintain momentum throughout a ‘Context for Learning’ by identifying the role of the adult at each point. When is support and focussed teaching needed and when/how are pupils expected to conduct their learning more independently?

• Be replenished with a bank of ideas to take back and use immediately



57





Cost: £150 + VAT


Connected Thinking, Capable LearnersPositive Dispositions and Habits for Learning




‘Develop a powerful pedagogy where the whole will be greater than the sum of the parts.’ Prof. David Perkins, Harvard University

At the heart of the Foundation Phase and the Revised Curriculum for Key Stage 2 lies an explicit emphasis of skill development and positive dispositions to learning. By integrating different types of thinking, alongside children’s personal capabilities, we provide the conditions that are ripe for the deep level learning and high standards of attainment. This course will provide you with a framework to develop thinking and learning that is practical and achievable in every classroom.

• Explore strategies that engage children, raise levels of well-being and secure high standards

• Help children develop a deeper understanding of themes/topics that go beyond the recall of surface information

• Consider the range of thinking skills and personal capabilities needed for effective learning

• Consider practical, achievable strategies that create and instil positive dispositions and habits for lifelong learning

• Adopt a range of classroom strategies that tie in with AfL and lead to collaboration and reflection

58


Telephone: 00 44 (0) 1554 749043


Early ExplorersEnsuring Progression in Outdoor Learning

Where did you play as a child and what did you get up to when you were allowed to ‘go out to play’? It is widely recognised that such experiences made a positive impact on us and as adults we are aware that it shaped many aspects of our own development. With many schools having made a significant start with outdoor learning, this course considers the issues that have been raised along the way. How are we ensuring progression in learning outside? Are all AoLs in evidence in our outdoor environment? What is the role of the adult outdoors? This course offers a great opportunity to address some of these questions and more...

Date: Thursday, 21st March 2013




Cost: £150 + VAT


• Broaden and deepen their understanding of the nature of effective outdoor play experiences for children

• Consider the importance of outdoor play for children within the Foundation Phase and what the outdoors offers that indoors does not

• Consider the type and range of experiences young children should have through outdoor provision throughout the Foundation Phase

• Consider the role that ‘Provocations and Challenges’ have to play in securing progression

• Examine the potential of the elements and features of their existing outdoor area that can be utilised to maximise use of their space

• Explore effective resources for supporting a wide range of holistic and creative experiences outdoors

• Define, explore and expand the role of the adult in the outdoor environment



59

Date: Tuesday, 16th April 2013




Cost: £150 + VAT


The Target ChildUsing Quality Observations to Assess and Plan the Next Steps of Learning



Estyn has identified the ‘weakest link’ as being the connections made between ‘observation and assessment’ to ‘planning the next steps’ in the classroom.

• Do you closely link your observations and assessment to your planning?

• Are time-sampled observation reflected and acted upon by the whole team?

• Are you comfortable using the ‘target child’ approach to observation?

If you are looking to hone your observation and assessment skills so that progression for individuals and groups of children is secured, then this is the course for you. During the day we will be using structured, targeted observations, time sampling and evaluative methods to broaden and develop the teachers’ toolkit.

• Consider the effectiveness of the range of observation techniques currently being used

• Practice observing children using the ‘target child’ method

• Reflect on information gathered through short but frequent observations

• Explore the practical realities and demands of observing children regularly

• Make explicit the link between ‘observation and assessment’ and ‘next step planning’

• Leave refreshed and raring to go!


60


Telephone: 00 44 (0) 1554 749043


Patterns of PlayA Closer Look at Schema

Have you ever given a present to a child and noticed she/he is more interested in the box, rather than the toy? Have you ever noticed a child paint or draw a lovely picture then cover it completely in scribble or paint? Parents and practitioners working with young children are often puzzled by some children’s actions. Schemas can provide the explanation! Through this course, we will explore schemas and use them as vehicle in defining a child’s pattern of behaviour as well as their current needs and interests.

Date: Wednesday, 17th April 2013


Target Audience: Flying Start Practitioners, Flying Start Advisory Teachers, Practitioners Working with the Birth to Three Age Group


Cost: £150 + VAT


• Observe and recognise a range of schema in action

• Consider the theorists’ views of schema

• Plan appropriate provision to support children’s current schema

• Consider the use of space, resources and the role of the adult in providing schema rich opportunities

• Explore the relationship between play, development and learning, using schema as a vehicle to identify the next steps


Professional PracticeBirth to Three

61

Date: Thursday, 18th April 2013

Course led by: Andrew Jeffrey

Target Audience: Primary Teachers and Maths Co-ordinators


Cost: £150 + VAT


Use It or Lose It!Improving Maths and Numeracy across the Curriculum at Key Stage 2


Numeracy


Mathematics is central to daily life. Our own ability to use and apply our mathematical skills is essential to being capable and competent. Teacher confidence and competence are key drivers for success - particularly with mathematics and numeracy. This course ties in with the key ideas set out in the Literacy and Numeracy Consultation for Wales and explores how we can secure high quality mathematics teaching and learning across the curriculum.

Come along and find out why lawnmowers and circular walks hold the key to good mathematics. You might experience a little magic along the way too!


• Establish how and why mathematics and numeracy are two distinct things

• Develop their understanding of the ‘success triangle’ and its implications for our teaching of mathematics and numeracy


• Explore how thinking routines lead to improved standards in numeracy and enable children to investigate links between areas of maths

• Reflect on the vital role played by conversation and imagery in securing high quality mathematics

• Evaluate effective ways to raise standards in using and applying mathematics and numeracy by considering your own context and starting point


62


Telephone: 00 44 (0) 1554 749043


In the Zone - Motivational LeadershipA Leadership Course for New and Middle Leaders

A key component of successful leadership is the ability to motivate others into purposeful action. It sounds simple but the reality can be something of a challenge. How does our own style of leadership motivate or de-motivate others? What are the pitfalls and how do we move our team forward. When does our desire to achieve set goals hinder the natural evolution of the team?

If you want some clear strategies for managing, motivating and mentoring others then this is the course for you!

Date: Tuesday, 23rd April 2013


Target Audience: New and Aspiring Leaders


Cost: £150 + VAT


• Consider the importance of setting clear goals, prioritising and securing ‘buy-in’ from the team

• Understand what motivation is and when it becomes ‘control’

• Explore the dynamics of a team that works well and a team that doesn’t

• Develop strategies for securing change and securing positive outcomes

• Underpin their leadership with inclusive practice


Leadership

63


Free of

Charge!


Cornerstones

Open Day







Dates: Wednesday 24th April 2013






Spring 2013

64

Free of

Charge!


Cornerstones

Network Days







Date: Thursday, 25th April 2013







Telephone: 00 44 (0) 1554 749043


65

Date: Thursday, 2nd May 2013

Course led by: Gill Harrison and Irene de Lloyd



Cost: £150 + VAT


Four Weeks’ Notice - from Good to ExcellentPreparing for Inspection


Leadership


Inspection looming? Join us for an insightful and essential course that will support any school in preparing for inspection. During the day, step-by-step guidance will enable senior leaders to prepare for, and manage, the process of inspection within their own school context. Led by experienced and well respected inspectors, there will be an explanation and exploration of ‘Lines of Enquiry’ relating to teaching. The expectations relating to your team are identified, as well as an outline of how judgements are reached at both classroom and whole school level. If you want clear guidance on how to move from ‘good’ to ‘excellent’ and feel confident about where your areas of ‘Sector Leading Practice’ can be evidenced, then this is a day not to missed.

• Clarify their understanding of the arrangements for inspection

• Further their understanding of the Common Inspection Framework

• Familiarise themselves with the self-evaluation manual and supplementary guidance for inspection

• Clarify what ‘Sector Leading Practice’ consists of

• Consider meaningful evidence which will support their self-evaluation judgements

• Discuss their ‘hopes and fears’ regarding inspection

• Prepare your team for responding to probing questions

66


Telephone: 00 44 (0) 1554 749043


Mind the Gap!Limiting the Impact of Deprivation in the Foundation Phase

A key Welsh Government initiative is to address the impact of deprivation on educational outcomes. Within a school environment, the earlier the intervention is put in place, the better. How well we support the ‘closing of the gap’ will be a key focus for schools over the next few years. It is a key priority for the Foundation Phase.

Sarah Seleznyov, a cognitive early years’ practitioner, will explore how we can best support cohorts of children who start school with low levels of language and delayed thinking skills. This one day course is an insightful day based on researched methods that improve outcomes for children. You will leave with practical strategies to implement immediately in your school. Raise standards and measure how much the gap has narrowed!


Course led by: Sarah Seleznyov

Target Audience: Foundation Phase Leaders, Foundation Phase Teachers, SENCOs


Cost: £150 + VAT


• Consider the links between language acquisition and the development of thinking, understanding and performance

• Reflect on the impact that language deficit has on all areas of learning

• Understand how to re-dress the balance of low achievement and how to capture progress

• Improve support for young children by using metacognition strategies

• Develop a classroom culture that promotes resilience and perseverance and ultimately raises standards


Addressing Deprivation

67


Course led by: Margaret Travers

Target Audience: Mathematics Co-ordinators, Foundation Phase Teachers


Cost: £150 + VAT


Firm Foundations in MathematicsCross-curricular Numeracy in the Foundation Phase


Numeracy


This course looks at the ways in which we can stimulate children’s mathematical thinking and develop their sense of number, early calculation and shape, space and measure. The outdoor environment is a rich source of learning where opportunities for sustained, shared thinking and talk can promote mathematical problem solving.

Margaret Travers will explore Mathematical Development, in particular numeracy, across the curriculum. Using songs, stories, games and practical activities both indoors and outside she will demonstrate how to make maths more meaningful and memorable. In addition, effective ways to plan for, observe and assess numeracy across the curriculum will be a key focus of the day. Come along to this one day course and find out how to help children develop and engage in all the mathematics that surrounds them and how to move their learning on in a meaningful way.

• Find out how to stimulate children’s mathematical thinking and develop their sense of number

• Consider where maths can be found in everyday routines and play scenarios

• Develop their own understanding of the progression of key numerical concepts to ensure robust mathematical outcomes

• Build upon current theoretical perspectives that show how to effectively plan for progression

• Leave with ideas and actions to implement the next day!

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Telephone: 00 44 (0) 1554 749043


‘A Taste of the Apple’Using the iPad in the Classroom

If you are focused on improving Teaching and Learning using the latest hand held technology then this course is a must for you! Not only will this course show you how to maximise engagement of learners in the classroom, it will also allow you to action plan a way forward in your own setting.

Date: Friday, 10th May 2013

Course led by: Ann Roberts and Martin Jones

Target Audience: Primary Teachers and ICT Co-ordinators


Cost: £150 + VAT


• Explore Assessment for Learning - the digital way

• Consider the implications for change in the 21st Century classroom

• Consider the link between using the iPad and improving Key Skills

• Pick up tips and hints into getting the best out of your iPad

• Maximising the engagement of pupils in today’s classroom

• Consider what a technology rich learning environment comprises of and how it can create opportunities for learning


New Technologies

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Date: Monday, 13th May 2013


Target Audience: Practitioners and Teachers - Birth to Five


Cost: £150 + VAT


The Snowman and the Windy DayCreativity for Young Children (Birth to Five)


Professional PracticeBirth to Five


The nature and abundance of creativity which young children naturally exhibit is something to behold - engineers, sculptors, dancers and designers are all within our reach. But how confident are we in identifying and developing the natural creativity that children bring to, and get from, the environment?

The course explores the nature of creativity in the early years particularly expressive arts and design. A practitioner’s own creativity and attitude is important in supporting children’s explorations, so come along to be inspired, supported and replenished.

Establish and sustain a truly creative curriculum!

• Examine the significance of creativity in the early years

• Support children’s creative explorations and imagination

• Try new creative techniques to engage children by using new media and materials

• Incorporate creativity into the curriculum in an holistic way

• Refresh practitioners’ thoughts on creativity and critical thinking

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Telephone: 00 44 (0) 1554 749043


Lift the Lid on Literacy!Literacy across the Curriculum in the Foundation Phase

Developing ‘Literacy across the Curriculum’ is a priority for all schools in Wales. The introduction of the Literacy and Numeracy Framework requires that secure building blocks for literacy are firmly embedded within our practice. The training day will consider the practical opportunities which Foundation Phase children need to support their development as young writers. Writing for different purposes across the curriculum will a key focus of the day.

This course is packed with practical tips and a clear strategy. This is a day not to be missed!

Date: Tuesday, 14th May 2013


Target Audience: Foundation Phase Teachers and Literacy Co-ordinators


Cost: £150 + VAT


• Reflect on their classroom environment and the opportunities for developing writing

• Develop their current offer of speaking and listening opportunities to support writing

• Plan for effective writing opportunities through the use of high quality picture books and real life experiences

• Clearly understand the progression of literacy development

• Ensure that curriculum planning is cohesive, effective and assures standards


Literacy

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Target Audience: Key Stage 2 Teachers and Literacy Co-ordinators


Cost: £150 + VAT


Literate and Loving It!Literacy across the Curriculum at Key Stage 2


Literacy


Whilst the teaching of writing has improved in Literacy lessons, children do not always have the opportunities to apply their skills independently in other curriculum areas, maintaining the same high standards expected in Literacy. This is a key message contained within the Literacy and Numeracy Consultation documentation (Wales Government, June 2012).

This one day course will consider these issues and offer practical guidance to help schools to address and improve ‘Literacy across the Curriculum’.

• Develop speaking and listening activities to support writing

• Plan for progression of literacy across the curriculum

• Consider the range of non-fiction text types and the use of high quality texts in assuring standards across the curriculum

• Explore practical approaches to scaffold and support writing across the curriculum

• Reflect on the importance of effective curriculum planning and what this looks like in practice

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Telephone: 00 44 (0) 1554 749043


The Invisible ChildMeeting Individual Needs in the Classroom

‘Experience has taught me that it is more productive to work with what a child can do rather than attempt to remediate what they can’t. I see more similarities than differences in the way that children learn. What is most significant to me is that what the heart feels about new learning is as important as what the head knows and understands.’ Fil Came

The role of the teacher is a challenging one, especially when there are children who cause us concern. During this fascinating course, Fil Came, will examine a range of situations where learning presents challenges for the child and the teacher. In particular, he will consider the part that ‘deprivation’ plays and how we can tune in to identify the signs and act immediately.


Course led by: Fil Came

Target Audience: SENCOs , ALN Teachers, Primary Teachers, Learning Support Assistants


Cost: £150 + VAT


• Discuss the various reasons why children may cause us concern

• Consider the specific learning needs spectrum and how this impedes progress

• Explore issues where low levels of literacy/numeracy are evident

• Examine the different challenges of supporting children who possess poor organisational skills and those who present memory and processing issues

• Understand the associated stress and anxiety that children experience

• Plan a framework for addressing individual needs

• Leave with practical suggestions for meeting needs within the classroom


AddressingDeprivation

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Date: Friday, 17th May 2013

Course led by: Jeannie Billington M.A.

Target Audience: KS2 Teachers, Mathematics Co-ordinators


Cost: £150 + VAT


Above and BeyondSupporting More Able and Talented Mathematicians at KS2


Numeracy


Provision for the ‘more able and talented’ pupils can vary considerably from one primary school to another. In those schools where the ‘more able and talented’ children seem to achieve particularly well, all pupils tend to achieve high standards. This is partly because the teaching and learning strategies that have a positive impact on the ‘more able and talented’ children also improve standards for all pupils (ref: Estyn, Her Majesty’s Inspectorate for Education and Training in Wales).

What are these teaching and learning strategies? And how can we identify, and cater for the needs of, the ‘more able and talented’ mathematicians in our schools?

During the day, we will attempt to explore these crucial questions and more!

• Identify the qualities and abilities that the ‘more able and talented’ mathematicians possess so we can address their needs and monitor their achievements more readily

• Recognise that certain teaching and learning strategies, which have a positive impact on the more talented pupils can also improve the ability of all pupils

• Explore tasks that, enable talented pupils to extend their enquiry skills and provide an outlet for their creative abilities

• Reflect on the importance of allowing pupils some say in what and how they learn

• Reflect on how to develop a classroom culture conducive to extending mathematical thinking and enquiry

• Appreciate the importance of providing additional provision for the more able pupils and identifying what this may consist of

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Telephone: 00 44 (0) 1554 749043


Dots, Dabs and ScribblesMark Making and Early Writing

Opportunities for mark making and early writing are fundamental in developing children’s confidence and enjoyment in becoming writers. As well as considering the progression of writing in the early years, this course is packed with tips and ideas on how to get the most out of the children in your school or setting. You will leave buzzing with ideas to start immediately, as well as longer term aims to improve your practice.

Date: Tuesday, 21st May 2013


Target Audience: Teachers and Practitioners Working with Children from Birth to Seven


Cost: £150 + VAT


• Re-visit the progression of writing from the earliest days

• Develop ideas for a ‘graphics rich’ environment

• Consider what motivated boys and girls as writers and how best to meet their needs

• Reflect on the stages that children go through when learning about print

• Consider the demands made on children as they become writers

• Refresh their bank of ideas and re-invigorate their practice!


Literacy

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Date: Tuesday, 4th June 2013


Target Audience: Key Stage 2 Teachers


Cost: £150 + VAT


Don’t Ask MeQuality Questions and Questioning in Key Stage 2



However old we are, our brain changes every day – the human brain has great plasticity. Each time we recognise a new face, learn a new word, we make changes in our brain structure. In a changing environment, the normal brain can’t help but learn. Questions and challenges really help to keep the brain growing and changing’ Sarah-Jayne Blakemore, UCL

The use of generative questions is essential to the development of curiosity and lifelong learning. This course explores the range and use of questions that teachers should add to their tool box to individualise learning and develop skills of independent and group enquiry.

• Explore the relationship between effective questioning and enquiry based learning

• Experience a variety of engaging contexts and strategies used in developing thinking skills

• Develop a clear understanding of what is meant by ‘experiential, enquiry based learning’

• Gain practical advice on how to plan for experiential learning through questioning skills

• Look at strategies for improving pupils’ skills in planning, developing and reflecting on their learning

Professional Practice Key Stage 2

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Telephone: 00 44 (0) 1554 749043


Formulae, Fun and the Foundation PhaseOutstanding Mathematical Pedagogy in the Foundation Phase

This course, aimed at all practitioners working in the Foundation Phase, will investigate ways of facilitating quality experiences for resourceful young mathematicians. You will have the opportunity to use creative ideas and resources to excite and stimulate young minds. Packed with ideas for developing core mathematical concepts through games, play and stories this a day not to be missed.

Date: Wednesday, 5th June 2013

Course led by: Liz Thomas

Target Audience: Mathematics Co-ordinators and Foundation Phase Practitioners


Cost: £150 + VAT


• Explore the elements of outstanding mathematical pedagogy within the Foundation Phase

• Identify the potential for developing problem solving, reasoning and numeracy through child-initiated play, inspirational adult led activities, outdoor games, physical play, stories, songs and role play

• Think about how children learn numeracy concepts without realising they are doing so through everyday routines and activities.

• Focus on problem solving and the development of reasoning skills

• Consider relevant observation, planning and assessment and understand how to structure learning with an emphasis on differentiation

• Leave, at the end of the day, feeling empowered and inspired


Numeracy

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Date: Thursday, 6th June 2013

Course led by: Liz Thomas

Target Audience: Mathematics Co-ordinators, Key Stage 2 Teachers


Cost: £150 + VAT


Strength in NumbersEvery Lesson a Problem Solving Lesson


Numeracy


Join Liz Thomas, a specialist maths consultant, to explore how to teach KS2 children a range of strategies to effectively problem solve.

Course participants will explore effective questioning techniques, planning for an integrated approach to maths teaching and learning alongside a range of practical ‘hands-on’ activities that can be easily implemented in the classroom. There will be opportunity for discussion and to share good practice with colleagues.

• Identify and implement key problem solving strategies that can be used in a KS2 classroom

• Understand how to use a problem solving approach in every lesson, including those focusing on number and calculation

• Consider how to ‘build-in’ rather than ‘bolt-on’ problem solving into maths planning

• Develop specific strategies that develop children’s mathematical talk, reasoning and explanation

• Explore and practice effective questioning techniques

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Telephone: 00 44 (0) 1554 749043


Challenging ConversationsJust because you said it, doesn’t mean they’ve heard it!

In schools, as in the rest of life, we frequently face difficult conversations. Remember when you had to face a colleague with a behaviour problem that you knew if resolved would dramatically improve both the staff’s productivity and working atmosphere? Or the days of challenge when meeting with an angry/upset parent?

These high impact conversations have a large effect on the ability of leaders, individuals and teams to work efficiently and deal with important issues. Fortunately, the skills needed to achieve great results from these conversations can be learned and developed. This course will give you those necessary skills to build relationship through those times, to ensure improvement for the team and ultimately, the children.


Course led by: Robert Landon



Cost: £150 + VAT


• Spot the danger and act effectively by learning to identify the warning signs that a conversation is entering dangerous waters.

• Assess and plan the route forward so that you understand what is going on in the situation for yourself and for the other person.

• Identify what really matters and avoid getting stuck arguing, or agreeing to things you’ll later regret.

• Remove barriers to dialogue by ensuring that thorny issues of ego, emotions and confusion are acknowledged and managed effectively.

• Learn strategies to keep the dialogue honest and open watering down your message.

• Make your decisions clear and finish conversations well – ensuring that you don’t have the same discussion a week later!

• Learn how to decide and move on positively, even when differences remain.


Leadership

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Free of

Charge!


Cornerstones

Open Day







Dates: Wednesday, 12th June 2013






Summer 2013

80

Free of

Charge!


Cornerstones

Network Days







Date: Thursday, 13th June 2013







Telephone: 00 44 (0) 1554 749043


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Target Audience: NQTs/EPD and Practitioners returning to the profession or taking on a new role, Curriculum Leaders with KS2 Background


Cost: £150 + VAT


It’s New to Me!An Introduction to the Foundation Phase



The success of the Foundation Phase is dependent upon the adults having a clear understanding of their role and responsibilities when working with children. If you are recently qualified or new to the Foundation Phase then this course will help you to move your understanding and practice forward and is packed with helpful hints and practical tips.

A realistic no nonsense approach to getting the most out of your foundation phase class room.

• Develop a clear view of quality learning and teaching in the Foundation Phase

• Consider practical ways in which adults can challenge and engage all learners

• Consider ideas for the development of planning in the long, medium and short term

• Explore their role and effectiveness with regards the implementation of the Foundation Phase


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Telephone: 00 44 (0) 1554 749043


Thick and Heavy?A Guide to Writing a Quality School Self-Evaluation

Three simple questions:

1. Do you need support and guidance in writing your school self-evaluation report?

2. Do you need help unpicking which evidence sits where?

3. Do you want to get your self-evaluation document to tie in tightly with the Estyn Framework and your own school improvement priorities?

If the answer is ‘Yes!’ to all three questions, then this is the course for you and one not to be missed!

This one day course will empower and motivate you to write a meaningful self-evaluation report.



Target Audience: Headteachers, Deputy Headteachers and Advisors


Cost: £150 + VAT


• Identify evidence to support your school self-evaluation judgements

• Use a simple yet systematic approach to identifying and recording appropriate evidence

• Begin to create a complete self-evaluation within their school that identifies priorities for improvement

• Link their self-evaluation with the new Estyn framework

• Use the evaluation to identify and plan areas for improvement in your school’s development plan.


Leadership

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Target Audience: Practitioners Working in Years 1 and 2, Foundation Phase Leaders and SLT


Cost: £150 + VAT


Moving on Up! 1Planning for Children’s Learning in Years 1 and 2



This course will focus upon how to provide an exciting and appropriate learning environment for Years 1 and 2. During the day consideration will be given to progression and continuity in planning so that appropriate challenge is provided and standards are not compromised. This course is full of practical hints and tips for Year 1 and 2 teachers.

• Review the stages of the planning process for the long, medium and short term

• Consider high quality continuous and enhanced provision for children in Years 1 and 2

• Review the role of the adults working within Years 1 and 2

• Consider the interrelated processes of observation, assessment and planning

• Reflect on a case study of high quality practice


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Telephone: 00 44 (0) 1554 749043


Moving on Up! 2Observing and Assessing Children’s Learning in Years 1 and 2

There are many classroom strategies that are part of the repertoire of good teaching. A core part of the Foundation Phase is the sound use of observational practice for the purpose of gathering information on learning. But what actually happens to the information that is gathered? During this course we will be considering not just the ‘how’ of collecting information on learning but more importantly, emphasising that it’s what we do with it that really matters and makes a difference to children and their learning.



Target Audience: Teachers in Years 1 and 2, Foundation Phase Leaders, Senior Leaders


Cost: £150 + VAT


• Consider the important place of quality observation for children in Years 1 and 2

• Explore the relationship between effective observation and meaningful assessment

• Review WAG guidance on observation and assessment

• Further develop strategies and skills for observing children and feeding our assessments in to ‘next step’ planning

• Acquire practical tips to ensure that observation and assessment is manageable and realistic.



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Course Course led by Date and cost Code

Phonics and Early Reading Glenda Dudley and Wendy Thomas

14 Jan 2013

£150 + VAT

318

The NQT Health Check Glenda Dudley and Wendy Thomas

15 Jan 2013

£150 + VAT

319

Inspiration or Aspiration Glenda Dudley and Wendy Thomas

22 Jan 2013

£150 + VAT

320

Engaging the Disengaged Glenda Dudley and Wendy Thomas

23 Jan 2013

£150 + VAT

321

The Leading Edge Glenda Dudley and Wendy Thomas

28 Jan 2013

£150 + VAT

322

Use It or Lose It! Andrew Jeffrey 29 Jan 2013

£150 + VAT

323

Four Weeks’ Notice Gill Harrison and Irene de Lloyd

01 Feb 2013

£150 + VAT

324

Something to Say? Paul Smith 06 Feb 2013

£150 + VAT

325

Connect, Extend, Challenge Margaret Travers 07 Feb 2013

£150 + VAT

326

A Taste of the Apple Ann Roberts and Martin Jones

08 Feb 2013

£150 + VAT

327

Number Know-how Sue Lowndes 19 Feb 2013

£150 + VAT

328

Approaches to Appraisal Nick Ashley 20 Feb 2013

£150 + VAT

329

The Writing Wrangle Glenda Dudley and Wendy Thomas

21 Feb 2013

£150 + VAT

330

Brainy Babies Beth Harris 22 Feb 2013

£150 + VAT

331

Lift the Lid on Literacy! Alison Cooper 27 Feb 2013

£150 + VAT

332

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Literate and Loving It! Alison Cooper 28 Feb 2013

£150 + VAT

333

Dialogue for Discovery Andrew Day and Steve Hoggins

04 March 2013

£150 + VAT

334

Influential Teaching Glenda Dudley and Wendy Thomas

05 March 2013

£150 + VAT

335

Care and Control: Rights, Rules and Responsibilities

Glenda Dudley and Wendy Thomas

07 March 2013

£150 + VAT

336

Future Proof Beth Harris 11 March 2013

£150 + VAT

337

A Place to Be Me! Margaret Edgington

12 March 2013

£150 + VAT

338

Thriving or Surving? Glenda Dudley and Wendy Thomas

13 March 2013

£150 + VAT

339

Sums I Can’t Do! Fil Came 14 March 2013

£150 + VAT

340

Pace and Progress Glenda Dudley and Wendy Thomas

19 March 2013

£150 + VAT

341

Connected Thinking,

Capable Learners


20 March 2013

£150 + VAT

342

Early Explorers Glenda Dudley and Wendy Thomas

21 March 2013

£150 + VAT

343

The Target Child Glenda Dudley and Wendy Thomas

16 April 2013

£150 + VAT

344

Use It or Lose It! Andrew Jeffrey 18 April 2013

£150 + VAT

346

In the Zone

- Motivational Leadership


23 April 2013

£150 + VAT

347


Patterns of Play Glenda Dudley and Wendy Thomas

17 April 2013

£150 + VAT

345

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Firm Foundations in Mathematics

Margaret Travers 09 May 2013

£150 + VAT

350

A Taste of the Apple Ann Roberts and Martin Jones

10 May 2013

£150 + VAT

351

The Snowman and the Windy Day Beth Harris 13 May 2013

£150 + VAT

352

Lift the Lid on Literacy! Alison Cooper 14 May 2013

£150 + VAT

353

Literate and Loving It! Alison Cooper 15 May 2013

£150 + VAT

354

The Invisible Child Fil Came 16 May 2013

£150 + VAT

355

Above and Beyond Jeannie Bilington 17 May 2013

£150 + VAT

356

Dots, Dabs and Scribbles Glenda Dudley and Wendy Thomas

21 May 2013

£150 + VAT

357

Formulae, Fun and the Foundation Phase

Liz Thomas 05 June 2013

£150 + VAT

359

Strength in Numbers Liz Thomas 06 June 2013

£150 + VAT

360

Challenging Conversations Robert Landon 11 June 2013

£150 + VAT

361

It’s New to Me! Glenda Dudley and Wendy Thomas

18 June 2013

£150 + VAT

362

Four Weeks’ Notice

- from Good to Excellent

Gill Harrison and Irene de Lloyd

02 May 2013

£150 + VAT

348

Mind the Gap! Sarah Seleznyov

08 May 2013

£150 + VAT

349

Don’t Ask Me Glenda Dudley and Wendy Thomas

04 June 2013

£150 + VAT

358

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Thick and Heavy? Glenda Dudley and Wendy Thomas

19 June 2013

£150 + VAT

363

Moving on Up! 1 Glenda Dudley and Wendy Thomas

25 June 2013

£150 + VAT

364

Moving on Up! 2 Glenda Dudley and Wendy Thomas

26 June 2013

£150 + VAT

365



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Our PartnerConsultants

Nick AshleyNick has been designing and delivering training for 18 years. He is a firm believer that effective training blends both theory and experience. His approach is both inspirational and practical. He helps individuals and teams see the areas where they can grow and then works to unlock the barriers which limit performance. In this he is always action oriented and focuses on the changes which will make a difference.

Nick has strong people management experience which grounds his training in reality. He has led both in the corporate sector and through creating and growing an international business over the last 11 years. Nick is founder of the training company Red Rock International, which aims to inspire, challenge and create a supportive community in which clients and staff can reach their potential.

His experience in Performance Appraisal has taught him how to inspire and motivate, as well as guide and challenge.

Jeannie BillingtonJeannie has been an advisory teacher, head-teacher, senior lecturer in mathematics education and course director of the PGCHE and DfEE twenty-day maths courses at South Bank University. She is now an independent mathematics consultant working in schools alongside teachers and children and tutoring on various courses including PCAME.

Jeannie has written articles for mathematical journals, modules for the Open University and books for teachers, parents and children.

Fil CameFil Came is well respected independent consultant and trainer with a specialism in Special Needs. His journey began at Penlan Primary School (Swansea) teaching groups of boys labelled ‘remedial’. Ever since he has been passionate about getting a fair deal for children of all abilities who find school life challenging and just don’t seem to fit in. Often these are also the children whom colleagues find the most challenging to teach.

Fil has published several books in the field of SEN and learning skills. He co-authored the best-selling Working with Dyscalculia with Anne Henderson as well as the Memory Trainers, Learning Styles and Learning Toolkit.

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Telephone: 00 44 (0) 1554 749043


Alison CooperAlison Cooper is specialist with expertise in Primary Literacy. She has taught across the primary age range holding senior posts, has worked within a local authority school improvement team and has recently worked at both regional and national levels. Her bespoke training sessions are valued by schools, not only for their creative approach, but also because Alison has her feet firmly rooted in the classroom and offers practical guidance and suggestions.

In addition to training, Alison also has a wealth of experience working strategically and collaboratively alongside Senior Leadership teams and teachers, modelling best practice. Alison also works as an associate trainer/consultant with the National Literacy Trust, and Talk4Writing.

Andrew DayAndrew Day is a Senior Specialist with The Philosophy Foundation. He has written for the stage and screen, and is co-author with Peter Worley of ‘Thoughtings’ (Crown House 2012). He has a degree in philosophy and social anthropology, which has been invaluable in teaching various things to people of all ages, nationalities and backgrounds – from inner-city nurseries to international banks. In 2011-12 he worked as resident philosopher at Ravenscroft School in East London where he developed the ‘Maths as Enquiry’ project and consequently has been developing enquiry methods for aiding understanding in science and other curricular subjects.

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PEN PORTRAITS

Margaret EdgingtonMargaret Edgington has taught in a wide variety of settings both as a teacher and a headteacher in different parts of the country. Her experience has also included educational home visiting, lecturing on an NNEB course, and work as an early years coordinator for local authorities. She is currently working as a freelance early years’ consultant and is the author of the Foundation Stage teacher in Action. Margaret is widely published the nursery teacher in action was first published in 1991 and has been reprinted twice. Margaret is the author of The Great Outdoors.

Beth HarrisBeth Harris has over 20 years of experience in the early years’ sector, working as a senior leader, Ofsted inspector, consultant and trainer across the country. She now manages the early years programme at a voluntary organisation. Beth has a passion for exploring child development and how it relates to professional development and improved outcomes for children.

Gill HarrisonGill Harrison has extensive experience of working within the whole primary school sector. She has recently retired after a varied career spanning 39 years and is still involved in school improvement, training and inspection activities. Gill was deputy head of a Junior school and head teacher of an Infant school. This was followed by fourteen years as a local authority adviser where she worked on improvement issues with a range of schools. Within this role she had particular responsibility for introducing the Foundation Phase and led on assessment.

Gill is married to an artist and has a son who is a music teacher. As a family they enjoy creative activities such as visiting art galleries and attending concerts.

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Telephone: 00 44 (0) 1554 749043


Steve HogginsSteve Hoggins is a trained primary school teacher and a member of The Philosophy Foundation’s Senior Leadership Team. He has been teaching for over ten years. Steve has a deep interest in the role of dialogue and language in developing understanding, and has written on developing scientific understanding through peer collaboration and dialogic methods in the classroom. Steve completed his PGCE in Primary Education at Marjon, Plymouth. He then worked in a Lewisham Primary School, working in Early Years and taking on the roles of Modern Foreign Language co-ordinator and Gifted and Talented co-ordinator. Steve left primary teaching in 2012 to take on a larger role within The Philosophy Foundation charity, developing teacher training and enquiry links to the curriculum.

Andrew JeffreyAndrew Jeffrey is a mathematician, author, teacher, coach, trainer and magician! Based in Brighton, Andrew supports teachers and pupils of primary and secondary age.

He has a passion for children, mathematics and for understanding what happens when the former do not understand the latter. Andrew holds the NCETM CPD standard for delivering high-quality mathematics training, and being a magician you might learn a trick or two as well!

Martin JonesMartin is currently Deputy Head Teacher at Penygarn Community Primary and ICT coordinator. As part of his role he manages the Plaza Classroom which is a 21st Century Learning environment and also manages the Penygarn Apple Regional Training Centre. He is an Estyn Peer Inspector and has taken ICT to Excellent during the last Inspection.

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PEN PORTRAITS

Robert LandonRobert is an experienced trainer with a strong track record of getting great results. As well as supporting schools, he has worked with large corporate organisations such as GlaxoSmithKline, Pirelli and Alcatel to foster improvements through contemporary leadership training.

His professional career started as a research chemist and he went on to gain experience and qualifications as an outdoor, adventure trainer. As the father of four young children, he is committed to providing the best possible environment for learning both within a school setting and within the wider corporate world. He currently works as a Director for an international training company.

Irene de LloydIrene has worked in education for more than 38 years, as a teacher, headteacher and adviser. She has a thorough knowledge of the whole of the primary phase and has supported teachers, senior leaders, headteachers and governors in their quest to provide a high quality education for learners. Irene has an M.Sc in educational management and is an Estyn inspector. For the last thirteen years Irene has worked as a school development adviser supporting schools in self-evaluation and school improvement in Swansea. Irene took a strategic lead in the implementation of the Foundation Phase, evaluating the impact and sharing good practice across the LA. She is committed to working in partnership with wide range of multiagency colleagues in order to ensure that care and education complement each other and impact positively on children’s wellbeing and dispositions to learning.

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Telephone: 00 44 (0) 1554 749043


Sue LowndesSue Lowndes is a lecturer on the PGCE and BA Teacher Education with QTS courses, a maths teacher and a maths consultant, she also co-authors a range of maths teaching materials. She began her consultancy work in 1995 alongside running a nursery school in Buckinghamshire. As well as her work with Numicon, Sue is the maths consultant for NACE, plans and delivers bespoke maths training for schools and LAs, and maths experience days for pupils in schools for KS1-KS4.

Presently Sue is the maths leader, nurturing giftedness and creativity in mathematics, developing, writing and delivering the programme, working with and training teachers in Saudi Arabia. Sue has a desire to enable people of all ages to experience the joy of maths, reach their potential and develop self-confidence.

Ann RobertsAnn Roberts has taught in a variety of settings, including a primary school in inner London, as both a teacher and head teacher. She is currently head teacher at Penygarn Community Primary School, which is also an Apple Regional Training Centre. Ann is absolutely convinced that technology has a positive impact on learning and is committed to securing best possible outcomes for all children. She is an ESTYN inspector and has previously been involved with ContinYou and Steps PD as a First Steps Facilitator.

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PEN PORTRAITS

Sarah SeleznyovSarah Seleznyov has experience as a teacher, school leader and school improvement consultant. She is an accredited Let’s Think Tutor through the Let’s Think Forum, a group affiliated to King’s College University. The Let’s Think Forum promotes the use of an approach called Cognitive Acceleration, which is research proven to have a significant and permanent effect on the development of children’s thinking skills. Sarah is particularly interested in the development of reflective practice and the power of social construction and metacognition to transform children’s learning.

Paul SmithPaul Smith was formerly a Deputy Headteacher in a Primary School and an adviser for Devon LEA before becoming an independent education consultant. He has experience of working with a wide variety of schools and local authorities, both in delivering INSET and working alongside teachers in the classroom. His main areas of interest are children’s language development, co-operative problem-solving and literacy across the curriculum.

Paul has been involved with various national organisations such as QCA and has contributed to training materials produced by the DfES. He is also involved in initial teacher training through the SCITT programme and has run many courses for NQTs. In recent years he has worked with a number of international schools.

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Telephone: 00 44 (0) 1554 749043


Liz ThomasLiz Thomas has worked in education for twenty two years, with the last nine years in the South Gloucestershire Learning and School Effectiveness Team. Liz has e a wide experience of teaching across the primary age including the Foundation Stage; a range of leadership roles including Numeracy subject leader, SENCO and Deputy Head. She is an accredited OFSTED inspector and has worked at national level writing mathematics materials, together with running National Training for Leading Teachers. Her main areas of expertise are: all aspects of statutory assessment, assessment for learning and raising standards in maths.

Margaret TraversMargaret Travers holds a Masters degree in Early Education, and Certificate of Education as an adult trainer. She has twenty-five years experience as a nursery owner and teacher, and is a certified OFSTED inspector.

Currently, she writes and delivers a wide range of professional development courses for early years’ students and teachers. She carries out extensive research on current educational issues. She specialises in Science and Mathematics through play and Outdoor Learning. All her training places a significant focus on sustained shared adult-child interactions that support young children’s critical and creative thinking skills.

Margaret is also a qualified Montessori teacher and has studied Reggio Emilio, Te Whariki from New Zealand, and Quality Outdoor Learning from Scandinavia.

97

B4297

A484

A4138

M4

48

A4138Dafen Industrial

EstateLlangennech

Penceiliogi

Llanelli

Bryn

Dafen

Llanelli GateBusiness Park

We are located on Llanelli Gate Business Park. Leave the M4 at Junction 48. Take the A4138 to Llanelli. Travel on this road for about 3 miles. In doing so you will go straight on at two roundabouts. At the third roundabout turn right. Take the first right after the roundabout and first right again. The Learning Partnership's Training and Resource Centre is directly infront of you.

For further information and to book courses,please log on towww.tlpwales.co.uk

RESOURCE CENTRE

Resource Centre

Our drop-in facilities, including the coffee shop and resource centre, offer an opportunity for practitioners to browse and handle an extensive selection of educational resources and to be inspired with ideas for stimulating children’s learning! These facilities are available without booking ahead, however, if a large party is attending, we do appreciate advance notice. A selection of our resources is now available to buy on-line at www.shoptlpwales.co.uk. We are also able to offer a ‘Shop and Drop’ service for larger items and a ‘Take-away’ service for schools who wish to browse and buy our resources immediately. We invoice the school and payment is due within 30 days.

We are located on Llanelli Gate Business Park.Leave the M4 at Junctino 48. Take the A4138 to Llanelli. Travel on this road for about 3 miles. In doing so you will go straight on at two roundabouts. At the third roundabout turn right.Take the first right after the roundabout and first right again. The Learning Partnership’s Training and Resource Centre is directly in front of you.

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Telephone: 00 44 (0) 1554 749043


99

RESOURCE CENTRE

100


Telephone: 00 44 (0) 1554 749043


Opening TimesThe Learning Partnership -Times and Dates

Opening Hours

Monday 9:00am - 5:00pm

Tuesday 9:00am - 5:00pm

Wednesday 9:00am - 5:00pm

Thursday 9:00am - 5:00pm

Friday 9:00am - 5:00pm

Saturday Closed*

Sunday Closed

*Saturday Opening Times

The Learning Partnership is closed on Saturdays. However, we will arrange to open on a Saturday when schools make a booking with us or when they wish to browse the resources.

The general public is welcome to visit the resource centre and coffee shop during normal opening hours.

For more information contact us on:

00 44 (0) 1554 749043

Holiday Closures

Please check our website for updated information relating to our periods of holiday closure.

www.tlpwales.co.uk

101

The “Company” shall mean The Learning Partnership (Wales) Ltd and its successors and assignees and will include any subsidiary, parent or other company which is associated with it.

The “Conditions” shall mean these Terms & Conditions.

The “Purchaser” means the company, firm or individual who buys or has agreed to buy Goods and/or Services from the Company.

The “Quotation” shall mean any quotation addressed to the Purchaser by the Company including quoted products and prices published in any catalogue or promotional documentation provided by the Company.

The “Goods” and/or “Services” shall mean items, equipment or services of any nature that the Purchaser buys or has agreed to buy from the Company or such items of any nature let or hiredby the Company to the Purchaser and Services shall additionally include all presentation of courses, lectures and training including the provision of course material and presentation of course material.

The term “Liability Whatsoever” shall include, without prejudice to the generality of the expression all liability in tort, contract, breach of representation of implied warranty or condition or any other duty at common law or under the expressed terms of the contract including any liability for direct, indirect or consequential loss including but not limited to loss of profit or damage of any kind howsoever caused or arising. The said term will, however, not apply to liabilities in respect of death or personal injury.

The “Company’s Recommendations for Use” means the Company’s recommendations for use (if any) contained in the Company’s published literature current at the time of the quotation in respect of the Goods and/or Services.

Nothing in these Conditions shall exclude or restrict the Statutory Rights of a Purchaser who deals as a consumer within the meaning of the Unfair Contract Terms Act 1977 as amended.

Clause headings are for information only and shall not affect construction of these Conditions.

Unless otherwise agreed in writing acceptance of an order will be communicated by the Company to the Purchaser in writing in order to constitute a binding contract

The placing of an order (whether orally or in writing) and whether or not based on a Quotation shall be deemed subject to the Conditions which shall apply to the exclusion of any other provisions contained in any other document issued by the Purchaser or the Company and without prejudice to the generality to the foregoing, contained in any order sent by the Purchaser. All orders are accepted only upon theCompany’s terms and conditions which shall prevail over any terms and conditions in the Purchaser’s documentation which are inconsistent with those of the Company.

No modification or amendment of the Conditions shall be binding upon the Company unless agreed to in writing by a fully authorised signatory on behalf of the Company.

Unless otherwise agreed in writing all descriptions, specifications, drawings and particulars submitted by the Company or otherwise contained in the Company’s catalogues, brochures, price lists or any other published matter are approximate only and do not form part of a contract or give rise to any independent or collateral liability whatsoever upon the part of the Company being intended merely to present a general idea of the Goods and Services as described therein.

The Company shall not be responsible for the capacity or performance of any Goods, materials or other item supplied to the Purchaser nor its suitability or fitness for purpose unless specifically agreed in writing by the Company.

Save as herein provided the Company shall accept no liability for any loss or damage consequential or otherwise indirectly attributed to the act, negligence or defaults of the Company, its servants or agents.

The Company reserves the right in certain circumstances to substitute Goods or Services of a similar nature to those ordered by the Purchaser in the event of unavailability of certain stock or materials or items.

The Purchaser shall comply with the Company’s Recommendations for Use and shall provide free of charge full information, documents, access to equipment and premises as may be required by the Company for the delivery of the Goods and/or Services.

Unless otherwise agreed, the Purchaser will pay for all Goods and Services in advance of receipt by either credit or debit charge card, telegraphic transfer or by such other form of cleared funds as agreed by the Company.

Where payment is made by cheque it shall not be deemed to have been made until the cheque has been honoured by the drawer’s bank and cleared in the Company’s bank account.

Where the Purchaser has an agreed running credit account with the Company which may be offered or withdrawn entirely at the Company’s discretion payment will become due fourteen days after the date of the Company’s invoice. The Company reserves the right to charge interest at a rate of 2% per month or part thereof on all amounts unpaid by the due date and the Company shall be entitled to compound the same until payment in full has been received.

The time for payment of all sums due to the Company shall be of the essence. Failure to pay the price for any Goods and Services supplied or any part of the price thereof or any other monies payable by the Purchaser under these Conditions will entitle the Company without prejudice to the Company’s other rights or remedy to refuse to make delivery of any further consignment of Goods and Services under this contract or Goods and Services under any other contract and/or to cancel any order without reference to the Purchaser and such action shall not be regarded as a breach of these terms and conditions and no liability whatsoever (whether direct or indirect or consequential) shall attach to the Company inrelation thereto.

Payments received by the Company shall be applied first in settlement of any charge to interest or other costs or expenses howsoever invoiced or incurred by the Company and thereafter in settling the purchase price or principal sum or sums due to the Company.

Late payment of any invoice or other sum due under the Conditions shall entitle the Company to levy a late payment administration charge of £200 per outstanding invoice or part thereof in addition to the Company’s other legal rights.

Cancelling a Course

If you cancel a course the following terms and charges apply:

• More than four weeks prior to course – No charge

• Four to one week prior to course – 50% of total course fee

• Less than one week prior to course –Full fee – i.e. no refund

Cancelling a Conference

If you cancel a conference the following terms and charges apply:

• More than four weeks prior to the conference – 50% of the conference fee

• Less than four weeks prior to the conference –Full fee - i.e. no refund

Non-Attendance

If you do not attend a course or conference, and have not previously informed us, the full fee remains payable and no refund will be given.

a) Unless otherwise agreed in writing the price of the Goods and/or Services in respect of contractsfor delivery in Great Britain excludes the cost of delivery. Any and all charges for VAT or otherapplicable taxes and duties and costs including costs of carriage and packaging as determined by the Company at date of dispatch shall be payable by the Purchaser to the Company.

b) The Purchaser shall not be entitled to make any deduction from nor delay payment of the price of the Goods or Services in respect of any set-off, counterclaim or indemnity or otherwise whatsoever.

c) Any Quotation is based on the current cost of materials, labour, transport, overheads and/or other charges and the price quoted is subject to fair adjustment reflecting any alteration in the cost of services, equipment, materials, labour, transport, overheads or other charges incurred by the Company during the period between the date of the Quotation and the date of dispatch or provision of the Services. Increases in prices will be notified by the Company to the Purchaser in writing and shall be payable from date of notification.

Legal and beneficial ownership of Goods shall remain with the Company until full payment for the Goods, Services and/or other charges arising under these Conditions has been made in full. The risk as to loss or damage of Goods shall, however, pass to the Purchaser upon delivery thereof. Until beneficial ownership of thesaid Goods passes the Purchaser shall keep the Goods free from any charge, lien or other encumbrance.

The Purchaser accepts that until full payment of the purchase price and/or other charges arising under the conditions has been made for the said Goods and Services the Goods are held by the Purchaser in a fiduciary relationship as bailee of the said Goods on behalf of Company.

Whilst any payment in respect of the Goods and Services remains outstanding the Company may at any time and from time to time until ownership has passed require the said Goods to be returned to the Company and the Company may take possession of the Goods and may enter the premises of the Purchaser for such purpose and sever the Goods from anything to which they are attached without being liable or responsible for any damage howsoever arising or thereby caused. Such return or retaking of possession of the said Goods shall be without prejudice to the obligations of the Purchaser under these Conditions and without prejudice to the general rights of the Company.

The Company’s right to take legal action in respect of any outstanding sums in respect of the price of the Goods and Services and/or other costs shall remain with the Company notwithstanding that beneficial ownership of the said Goods has not passed to the Purchaser.

The Company or any person nominated by it shall at any time and from time to time until the payment in full of the purchase price and/or other charges for the Goods and Services have full access to the Purchaser’s books of accounts and documents and papers relating to any one or more of the following:-

i) the Purchaser’s dealings with the Company.

ii) the Purchaser’s dealings with the Goods.

iii) the Purchaser’s dealings with the proceeds of saleof the Goods.

No Goods let or hired to the Purchaser shall pass or be deemed to pass into the beneficial ownership of the Purchaser except by separate written agreement for sale upon termination of the Hire Agreement. Such Sale Agreement shall be subject to these Conditions.

1. DefinitionsIn these Conditions:

a)

b)

c)

d)

e)

f)

g)

1.1

1.2

TERMS & CONDITIONS OF THE LEARNING PARTNERSHIP (WALES) LTD

2. Generala)

b)

c)

d)

e)

f)

g)

h)

3. Terms of Payment

a)

b)

c)

d)

e)

f)

4. Cancellation

5. Price

a)

b)

c)

6. Transfer of Property

a)

b)

c)

d)

e)

f)

The Goods shall be at the Purchaser’s risk from the occurrence of the first point of time of any of the following events:-

i) The physical delivery of the Goods to the Purchaser at the Company’s place of business;

ii) The physical delivery of the Goods to thePurchaser’s carrier; or

iii) The physical delivery of the Goods to the Purchaser’s place of business or home or such other address as notified by the Purchaser to the Company.

The Goods shall remain at the Purchaser’s risk not withstanding any subsequent return or retaking of possession by the Company in accordance with these Conditions.

No title to any Goods, materials or work done shall pass to the Purchaser from the Company until payment in full has been received in cleared funds by the Company of the purchase price and any other costs or charges applying in accordance with these Conditions.

The Company’s liability for any liability whatsoever shall be limited to direct losses only and, in any event, shall be limited to the price of the provision of the Good and/or Services in question.

Loss and damage or other liabilities shall be deemed to include but is not limited to any loss of profits or anticipated profits, damage to reputation or goodwill, loss of business or anticipated business, damages costs, expenses incurred or payable to any third party whether direct, indirect or consequential or any otherdirect, indirect or consequential loss or damage.

To the fullest extent permitted by law neither the Company nor any of its presenters/servants or agents will be liable by reason of breach of contract, negligence or otherwise for any liability whatsoever whether direct, indirect or consequential occasioned to any person acting or omitting to act or refraining from acting upon the course material or presentation of the course or except to the extent that any such loss or damage does not exceed the price of the coursearising from or connected with any error or omission in any course material or presentation of any course or provision of any other service. Noting in this paragraph shall be deemed to exclude or limit the Company’s liability for death or personal injury caused by negligence or for fraud or fraudulent misrepresentation

The parties have considered the restrictions and limitations of liabilities in these Conditions and concluded they are reasonable in view of the size and nature of the parties and the price of the Goods and/or Services provided and the Purchaser’s ability to purchase adequate insurance in respect of the same.

The Company will make all reasonable endeavours to effect delivery of Goods and provide the Services on any date stated but any time or date that may be given is intended as an estimate only and will not be a contractual obligation and such time or other time shall not be deemed to be of the essence.

The Company shall not be responsible for any delays caused by inclement weather, its suppliers, human error or any other factor beyond its reasonable control. Without prejudice to the generality of the foregoing the following shall be regarded as forces beyond reasonable control:-

1) an act of God, explosion, flood, tempest, fire oraccident;

2) war, threat of war, sabotage, insurrection, civildisturbance or requisition;

3) acts, restrictions, regulations, bye-laws,prohibitions or measures of any kind on the part of any government, parliamentary or local authority;

4) import or export regulations or embargo;

5) strikes, lock outs or other industrial actions ortrade disputes;

6) difficulties in obtaining raw material, labour, fuel, parts or machinery;

7) power failure or breakdown of machinery;

8) failure by the Purchaser to collect Goods or toprovide safe and/or adequate storage conditionson site.

9) failure by the Purchaser to abide by theseConditions.

10) failure of attendance by third party providers.

c) Delivery of the Goods shall be deemed to havetaken place upon the first point in time of any events specified in Conditions 6(a) above. Signature of any satisfaction and/or delivery note by an agent, employee or representative of the Purchaser or by any independent person shall be conclusive proof ofdelivery of the Goods and/or satisfactory completion of the Services.

d) Without prejudice to any other rights of the Company, if the Purchaser shall fail to give on or before the agreed date for delivery all instructions reasonably required by the Company and all necessary documents, licences, consents and authorities (which the Purchaser is obliged under the Conditions or by law to obtain) for forwarding the Goods or for provision of the Services orshall otherwise cause or request delay, the Purchaser shall pay to the Company all costs and expenses incurred and/or arising from such delay and/or shall entitle the Company to cancel in whole or in part the provision of the Goods and/or Services.

e) Unless otherwise stated in writing the company shall be entitled to make partial delivery or deliveries by instalments and if requested by the Purchaser to arrange carriage, to determine the route and manner of delivery of the Goods at their own discretion and shall be deemed to have the Purchaser’s authority to make such contract or agreement with any carrier as the Company considers reasonable and prudent.

f) If the Company is prevented from making delivery of the Goods or provision of the Services or any part thereof on the agreed date of delivery by any cause whatsoever it shall be entitled at its option either to cancel the contract or to extend the time or times for delivery by a period equivalent to that during which such delivery has been prevented. Such alterations are without prejudice to the generality of the foregoing clauses in respect of matters that are outside theCompany’s control.

g) Where delivery of the Goods and Services is made in instalments, each instalment shall be construed as constituting a separate agreement to which all the provisions in the Conditions shall apply.

h) If the Purchaser has been notified by the Company of the Company’s ability to supply the Goods and Services and a collection or delivery date has been notified to the Purchaser in writing any Goods which remain on the Company’s premises after the said collection date dueto the failure by the Purchaser to take delivery on the agreed dates and times will be held by the Companysolely at the Purchaser’s risk and expense andwithout prejudice to the generality of the foregoing the Company may charge the Purchaser for the reasonable cost of storage and insurance in respect of the same in addition to the Company’s rights to charge for paymentfor work carried out, material used or ordered andany other additional costs incurred by the Company howsoever and wheresoever arising in respect thereof.

The Company will arrange carriage of Goods if requested to do so by the Purchaser at the Purchaser’s expense.However, the Purchaser is entitled to collect or arrange their own carriage at a time suitable to the Company. If requested by the Purchaser, the Company will use its reasonable endeavours without incurring any liability whatsoever in connection with the same to meet specialdelivery requirements subject to any additional costs being incurred thereby being borne by the Purchaser.

10.1 All and/or any losses, costs or charges incurred by the Company due to changes required or made bythe Purchaser in respect of materials, design, quality or delivery from those set out in the acceptance of the Order shall be immediately payable to the Company by the Purchaser.

10.2 The Company will be under no liability in respect of any defects in the Goods or Services arising from any drawing, plan, design or specifications supplied by the Purchaser or their failure to meet any purpose or requirement of the Purchaser unless such purpose or requirement was made known to the Company at the time the Purchaser placed the order for such Goods and Services and was agreed in writing by the Company.

Notwithstanding any other provision contained inthese Conditions should the manufacture, provision, performance, processing, supply or dispatch of the whole or any part of the Goods and/or Services contracted for be prevented or hindered by any cause or causes whatsoever beyond the Company’s reasonable controlthe Company shall be entitled at its sole discretion to cancel the contract or to postpone or suspend any delivery or deliveries under the contract until such time as the Company have deemed such cause or causes have ceased to operate. The Company shall not be underany liability to the Purchaser in respect of any such cancellation, postponement or suspension in respect of any matters beyond its reasonable control including and without limiting the foregoing any acts of God, legislation, war, fire, flood, drought or other natural calamity, failureof power supply, lock out, strike or other action taken by employees of the Company or any of the Company’s suppliers or carriers or sub-contractors in contemplation or furtherance of a dispute or owing to any inability to procure materials required for the performance of thecontract or arising from any government act which directly or indirectly interrupts, prevents or hinders the due performance of the said contract.

Any notice required to be given by either party to the other under these Conditions shall be in writing and addressed to that other party at its registered office or last known principal place of business or such other address as may at the relevant time be notified pursuant to this provision to the party giving the said notice.

No waiver of the Company of any breach of the terms of the contract or these Conditions by the Purchaser shall be considered as a waiver of any subsequent breach of the same or any other provision.

Any provision of these Conditions that may be held by any competent authority to be invalid or unenforceable in whole or in part will not render invalid such other provisions of these conditions and the remainder of the provision in question shall not be affected thereby.

The Company reserves the right to sub-contract the performance of any obligation under any Agreement or these Conditions to a sub-contractor of their choice.

The Purchaser is not permitted to assign any rights or obligations contained in these Conditions or in any Agreement with the Company.

The law of England and Wales shall apply and the English or Welsh Courts shall have sole jurisdiction in respect of any claim or dispute in any way arising from the sale of Goods or the supply of Services under these terms by theCompany to any Purchaser in any part of the world.

7. Title and Risk

a)

b)

c)

d)

f)

g)

e)

8. Deliverya)

b)

c)

d)

e)

f)

g)

h)

9. Carriage

11. Force Majeure

12. Notices

10. Changes required by the Purchaser causing loss or expense to the Company

13. Waiver

14. Severance

15. Sub Contracting

16. Assignment

17. Law and jurisdiction

The Learning Partnership

Llys Aur

Llanelli Gate

Llanelli

SA14 8LQ

Telephone: 00 44 (0) 1554 749043

Email: [email protected]

General information: www.tlpwales.co.uk

Resources: www.shoptlpwales.co.uk

Documents

The Learning Partnership 2013 Course Brochure