ROMLEY SEND OLLAORATIVE TRAINING OFFERPage 1 The SEND Training ollaborative offers high quality,...

BROMLEY SEND COLLABORATIVE TRAINING OFFER

Training offer for practitioners working across Education, Health and Care 2019-2020

The Bromley SEND Training Collaborative was set up in September 2018 as a partnership between Bromley’s Teaching School Alliances, the Bromley Schools Collegiate, Special Schools, Additional Resource Provisions, the SEMH Outreach Team, the Clinical Commissioning Group and the Local Authority. The purpose of this partnership is to contribute significantly to teacher expertise and lead to better outcomes for children with special educational and disability needs. The collaborative met on regular occasions during the 2018/19 academic year. Their brief was to develop a coherent training offer. To help achieve that outcome, the collaborative recruited seven new SEND specialist leaders of education. They are now trained and ready to support Bromley schools. This partnership is an exceptional example of successful collaboration and shared vision. My thanks to all involved in this important work and in particular for the insight and leadership of the SEND Training Collaborative Chair, Paul Foster, Director of the Impact Teaching School Alliance and TSC Representative for the South East and South London.

Mr Jared Nehra Director of Education Children, Education and Families London Borough of Bromley

September 2019

Contents INTRODUCTION ................................................................................................................... 1

GENERAL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) 2-12

Annual Reviews … not just a Meeting! ............................................................................................. 3

Leaders for the Future (L4F) ............................................................................................................. 4

National SENCo Award: Bromley Cohort (Canterbury Christ Church University) ............................. 5

Bromley SENCo Forum ...................................................................................................................... 6

Enabling Environments (inc TEACCH) ............................................................................................... 7

Training Collaborative Meetings ....................................................................................................... 8

Additional and/or Complex Needs Immersion Mornings ............................................................ 9-12

COMMUNICATION AND INTERACTION 13-23 Autism Training / PDA ..................................................................................................................... 14

Engagement Ideas ........................................................................................................................... 15

Social Thinking and Social Stories ................................................................................................... 16

Developing Social Play ..................................................................................................................... 17

Bromley Communication Champions (SLCN) Development Network ............................................ 18

Autism Champions Network ........................................................................................................... 19

Visual Support / PECS ...................................................................................................................... 20

Using Visual Support for children in the EYFS ................................................................................. 21

Working together with Selective Talking/Mutism .......................................................................... 22

Speech, Language and Communication Needs (SLCN): .................................................................. 23 Practical, Augmentative and Alterative Communication (ACC)

COGNITION AND LEARNING 24-25

Understanding and supporting Dyslexic Learners in a Primary School .......................................... 25

SOCIAL, EMOTIONAL AND MENTAL HEALTH 26-36

Positive Behaviour Management for children in the Early Years Foundation Stage ...................... 27

Team Teach ..................................................................................................................................... 28

Bespoke CPD Sessions / Behaviour Reviews .................................................................................... 29

Positive Approaches to Challenging Behaviour ............................................................................... 30

An Introduction to Managing and De-escalating Challenging Behaviour ........................................ 31

Attachment Theory for Schools ....................................................................................................... 32

Bromley SEMH Development Network ........................................................................................... 33

BTA School SEMH Discussion Forum ............................................................................................... 34

Youth Mental Health First Aid ......................................................................................................... 35

Emotional Well Being and Mental Health Services in Bromley: Information Workshop ............... 36

PHYSICAL AND SENSORY 37-44

Sensory Place for Children in the Early Years Foundation Stage .................................................... 38

Sensory Differences (including Sensory Circuits) ............................................................................ 39

Teaching Assistants’ Vision Impairment Forum .............................................................................. 40

Teachers new to Vision Impairment Course ................................................................................... 41

Understanding Hearing Loss (Pre-school, Primary and Secondary courses) ............................ 42-44

COMMISSIONING PROFORMA ....................................................................................................... 45

EVALUATION FORM ................................................................................................................. 46-47

The SEND Training Collaborative offers high quality, evidence-based SEND training and development opportunities for Bromley Schools and Early Years settings.

We have worked together to plan and implement a coherent training offer that will develop the skills, confidence and expertise of our workforce, across the early years, primary and secondary sector, in meeting the diverse needs of children with special educational needs and disability.

Our continuous professional development opportunities are focused at three levels; Leadership training and network development; experienced teacher/practitioner training and initial and early career teacher training.

As well as a rich and varied training programme we can offer a more tailored and personalised school to school support package through our SEND Specialist Leaders of Education (SLEs).

Our SLEs have a wide range of skills, experience and knowledge that can support schools/settings to reflect on and review their SEND practice and work with staff to boost their professional expertise.

To ensure a consistent approach, all our CPD providers will use one common evaluation form that ensures a consistent approach; this will enable us to be responsive to and meet the needs of schools and providers.

Introduction

Who are the SEND Training Collaborative?

Teaching Schools (EYELA, WTSA, IMPACT and Darrick Wood)

Specialist SEND schools and Additional Resourced Provisions Bromley Local Authority

Bromley Schools Collegiate NHS Bromley - Clinical Commissioning Group

Bromley Trust Academy SEMH Outreach Team SEMH Outreach Team

Principles behind our evaluation approach

The principles of the evaluation tool are to:

Implement a consistent approach to evaluation to ensure we are responsive and meet the needs of schools and providers.

Ensure that attendees’ start and end points are evaluated using a scale from 1-10, this will measure the impact at the time of training.

Send out an additional 4-6 week follow up that will measure the impact of the training in school/setting following the immediate session.

Include a question that asks attendees what other training opportunities are needed that are not currently on offer across the collaborative.

Section 1:

General Special Educational Needs and Disabilities (SEND)

Annual Reviews … not just a meeting!

Aimed at SENCOs, Family

Workers

Course Content:

Legal duties of LA’s.

Schools delegated responsibilities.

Preparation.

Person-centred planning.

The Annual Review meeting.

Completing the Annual Review.

Course Outcomes:

Participants will gain confidence in implementing the Annual Review process.

Dates: Throughout the year

Time: 2 hours

Venue: School premises or

Central Library, Bromley

Price: Free to Bromley Schools

Contact: [email protected]

mailto:[email protected]

Leaders for the Future (l4f)

Course Content:

Leading yourself.

Leading for impact.

Leading and influencing others.

Leading yourself for the long term.

Leading through coaching and mentoring.

Course Outcomes:

For colleagues to develop leadership skills, knowledge and mindsets which can be used immediately to increase greater impact and influence in their field.

This course is certified by SSAT and delivered by Riverside School, an approved licensed delivery provider.

Dates: Wednesday 6th May 2020

and Wednesday 10th June 2020

Time: 9.15am - 3.15pm

Venue: Riverside School, Main Road,

St Paul’s Cray, Orpington. BR5 3HS

Price: £200


Aimed at Early-Mid stage career teachers with wider

leadership aspirations


Aimed at Qualified teachers who are new Special Educational Needs

Co-ordinators (SENCOs) or aspiring SENCOs. The NASENCO Award is the statutory qualification for all SENCOs

This Masters-level post-graduate course is led by a lecturer from Canterbury Christ Church University, with regular local sessions delivered by a Lead SEN Advisory Teacher from Bromley’s SEN Advisory Teams, alongside other Bromley Local Authority SEN managers and experts.

Course Content:

The role of the role of the SENCO.

SEN, disability and under-achievement.

Effective co-ordination of whole-school provision.

Evidence-based practice and action research.

Strategic resource planning and funding systems.

Leadership, strategic collaboration and delegation.

Partnerships with professionals, agencies and services.

Partnerships with pupils, parents and carers.

Course Outcomes: Produce a peer-moderated portfolio of evidence.

Achieve the national statutory qualification for SENCOs.

For further information, please contact Jacob Pereira, Lead SEN Advisory Teacher (Inclusion Support Advisory Team) [email protected]

Dates: January 2020 - January 2021

Time:

One year

Venue: Bromley Civic Centre

Price: £2,515 (Fees paid to Canterbury

Christ Church University)

Contact: masters@[email protected]

National SENCO Award: Bromley Cohort (Canterbury Christ Church University)


mailto:masters@[email protected]

Bromley SENCO Forum

Course Content:

Outcomes for pupils with SEND.

Leadership of SEND.

The quality of teaching and learning for pupils with SEND.

Working with pupils and parents of pupils with SEND.

Assessment and identification.

Monitoring, tracking and evaluation.

The efficient use of resources.

The quality of SEND provision.

Receive key local, regional and national SEN updates.

Engage with co-production activities and feedback with the Local Authority, local agencies and professionals.

Access training and workshops led by leading SEN experts.

Share best practice and network with other SENCOs.

For further information, please contact Jacob Pereira, Lead SEN Advisory Teacher (Inclusion Support Advisory Team) [email protected]

Dates: Tuesday 17th September 2019

Tuesday 21st January 2020 Wednesday 6th May 2020

Time: 1.30pm - 4.30pm

Venue: Bromley Central Library



Aimed at SENCOs in Bromley Primary and

Secondary Schools



Enabling Environments (inc teacch)

Aimed at school colleagues working with children and

young people with SEN

Course Content:

A presentation about creating the optimal environment in which a child with ASD can flourish and learn.

There will be discussions about managing transitions and an introduction to the TEACCH approach.

Course Outcomes:

Participants will have a basic understanding of the impact of the environment on Children and Young People with Autism.

Participants will learn how to ensure that transitions are well managed.

Date: Thursday 7th November 2019

Time: 3.30pm – 5.00pm

Venue: tbc




Training collaborative meetings

Aimed at SENCOs

Course Content:

How to use the EHC portal from a SENCO point of view.

New requests.

Annual reviews.

Feedback and support available.

Course Outcomes:

Being able to confidently use the EHC portal and know where to go for help/support if needed.

Being able to request a needs assessment through the new system.

Being able to trial an annual review through the new system.

Dates: 24th September 2019 2pm - 4pm

2nd October 2019 1pm - 3pm 11th October 2019 time tbc

Duration:

2 hours

Venue: Bromley Central Library, 5th Floor Meeting Room



Please indicate which session you will attend


Additional and/or Complex needs Immersion Morning

Aimed at Colleagues working with children and young people with a range of additional and/

or complex needs

Course Content:

The sensory world and sensory processing difficulties.

Sensory profiles, plans, diets and circuits.

Course Outcomes:

For colleagues to have the opportunity to link theory, research and practice to improve outcomes for children and young people with additional and / or complex needs.

For colleagues to have the opportunity to share effective practice and take away some practical ways to provide children and young people with the sensory support they need.

Date: Wednesday 6th November 2019

Time: 9.15am - 12.45pm

Venue: Riverside School, Main Road, St Paul’s Cray, Orpington. BR5 3HS


Session 1: Sensory Needs




Aimed at Colleagues working with children and young people with a range of additional and/

or complex needs

Course Content:

Happiness Passports and the GREAT DREAM.

Approaches to wellbeing for children and young people with complex needs.

Course Outcomes:


For colleagues to have the opportunity to share effective practice and take away some practical ways to provide children and young people with the sensory support they need.

Date: Wednesday 29th January 2020

Time: 9.15am - 12.45pm



Session 2: SEMH Needs



Aimed at colleagues working with children and young people with a range of additional and/

or complex needs

Course Content:

Early communication and child development.

Intensive interaction.

Alternative and augmentative communication.

Visual supports.

Course Outcomes:


For colleagues to have the opportunity to share effective practice and take away some practical ways to give children and young people a ‘true voice’.

Date: Wednesday 25th March 2020

Time: 9.15am - 12.45pm





Session 3: Communication/Interaction


Aimed at colleagues working with children and young people with a

range of additional and/or complex needs


Course Content:

Attention Autism.

TEACCH Approaches.

Expressive Arts.

Course Outcomes:


For colleagues to have the opportunity to share effective practice and take away some practical ways to improve engagement for learning in their settings.

Date: Wednesday 24th June 2020

Time: 9.15am - 12.45pm



Session 4: Cognition and Learning



Section 2:

Communication and Interaction

Course Content:

This will be an introduction to Autism and how it affects children.

There will be an emphasis on general strategies to assist children and young people with ASD.

This session will also include some information on Pathological Demand Avoidance – how it may present and tried and tested strategies to manage children who are displaying traits of PDA.

Course Outcomes:

Participants will have a basic understanding of the theory that surrounds the Autism Spectrum.

Participants will learn a variety of general strategies that can be used with children and young people on the Autism Spectrum.

Participants will have a basic understanding of the theory surrounding Pathological Demand Avoidance.

Aimed at School colleagues working with children and


Autism Training/PDA

Date: Thursday 19th September 2019

Time: 3.30pm – 5.00pm

Venue: tbc




Engagement ideas

Course Content:

A very practical session giving you lots of ideas for capturing a child’s attention.

The training will introduce a framework for developing attention within small groups of children.

Course Outcomes:

Participants will learn a variety of practical activities for engaging children and young people.

Participants will be able to adapt a framework for developing attention within a particular group of pupils.

Date: Thursday 5th March 2020

Time: 3.30pm – 5.00pm

Venue: tbc






Social Thinking and Social Stories



Course Content:

Will explore some of the difficulties that children with ASD have in the area of social thinking.

Will introduce a number of different games and schemes that can be used to help in this area.

There will also be an introduction to the writing and use of Social Stories.

Course Outcomes:

Participants will have a basic understanding of the difficulties that pupils have in the area of social thinking.

Participants will be introduced to a variety of games and activities that can support social thinking.

Date: Thursday 11th June 2020

Time: 3.30pm - 5.00pm

Venue: tbc




Developing Social Play

Aimed at TAs, ISAs, family workers, Pre-school

practitioners

Course Content:

This workshop is designed to support you in identifying children who find it challenging to interact and engage in collaborative play with other children and adults. We will discuss the specific strategies that will help them to develop social play skills.

Course Outcomes:

Develop your understanding of the different stages of play a child can progress through.

Learn to assess children who have difficulty in playing with others and identify the reasons for this, using a baseline assessment tool from the Social Play Record.

Be able to develop play plans detailing key intervention strategies to support each child so that they can develop age appropriate social play skills.

Develop effective systems to monitor children’s progress in developing their social play skills.

Date: Wednesday 26th February 2020

Time: 1.00pm - 4.00pm

Venue: EYELA Teaching School

Price: £50 (schools)

£20 (pre-schools)



Bromley Communication Champions (SLCN) Development Network

Aimed at Communication (SLCN) Champions in Bromley primary

and secondary schools. All professionals welcome

Course Content:

School leadership.

SLCN staff development.

Communication Supportive Schools.

Supporting pupils with SLCN.

Engagement with parents, families and employers.

Course Outcomes:

Receive key local, regional and national Speech, Language and Communication updates.


Access training and workshops led by leading Speech, Language and Communication experts.

Share best practice and network with other Communication Champions to develop new SLCN provision and practice back in school.

For further information, please contact: Amy Rajah [email protected] or Hannah Little [email protected] Senior Advisory Teachers (Inclusion Support Advisory Team)

Dates: Tuesday 19th November 2019

Tuesday 17th March 2020 Tuesday 30th June 2020

Time: 3.30pm - 5.00pm







Bromley Autism Champions Development Network

Aimed at Autism Champions in Bromley primary and

secondary schools. All professionals welcome

Course Content:

Understanding and meeting the needs of individual children and young people on the autism spectrum.

Building relationships.

Curriculum and learning.

Enabling environments.

Course Outcomes:

Receive key local, regional and national autism updates.


Access training and workshops led by leading autism experts, including school-based professionals.

Share best practice and network with other autism champions to develop new Autism provision and practice back in school.

For further information, please contact Carol Pyne, Senior Advisory Teacher (Inclusion Support Advisory Team) [email protected]

Date: Thursday 30th April 2020

Time: 1.30pm—4.30pm






Visual Support/PECS Aimed at School colleagues working with children and


Course Content:

A presentation is given about creating the optimal environment in which a child with ASD can flourish and learn.

There will be discussions about managing transitions and an introduction to the TEACCH approach.

Course Outcomes:

Participants will be introduced to a variety of visual support systems.

Participants will have a basic understanding of the TEACCH approach.

Date: Thursday 16th January 2020

Time: 3.30pm - 5.00pm

Venue: tbc




Using Visual Support for Children in the EYFS

Aimed at EYFS Practitioners in schools and Early Years settings

Course Content:

Find out about the different types and uses of visual support.

Understanding why we use visual support.

Where to find useful resources for visual support.

Course Outcomes:

Practitioners will understand the importance of using visual support.

Practitioners will understand how visual support helps to provide structure and routine, encourage independence, build confidence, improve understanding, avoid frustration and provide opportunities to interact with others.

Practitioners will have the opportunity to make examples of visual support.

Practitioners will identify three actions to carry out to develop the use of visual support in their workplace.

Dates: Monday 9th March 2020

OR Tuesday 19th May 2020

Time:

4.00pm - 5.30pm

Venue: Phoenix Children’s Resource Centre

Price: Free to Bromley schools and Early Years settings



Working together with selective talking/Mutism:

Aimed at Parents, SENCOs, Teachers, Teaching Assistants

in nursery and reception

Course Content:

To enable parents/carers/staff to understand the causes of selective talking.

To provide strategies to effectively support children and young people who are selective talkers.

To foster joint working between pre-schools / schools and parents.

Course Outcomes:

What is Selective Talking/Mutism?

How to create a supportive communication environment to encourage communication.

Strategies to work towards talking.

The session will provide the theoretical basis and strategies used with children and young people who are selective talkers, and will include an element of practical problem solving.

DELIVERED BY SPEECH AND LANGUAGE THERAPISTS


Time: 4.00pm - 6.00pm

Venue: Beckenham Beacon Hospital

Price: 2 free places per school


From theory to practice, Pre-School and Reception age/School age


SPEECH, LANGUAGE AND COMMUNICATION NEEDS (SLCN)

Aimed at Parents, SENCOs, Teachers, Teaching

Assistants in nursery and reception

Course Content:

To enable parents/carers/staff to understand AAC and the impact that the use of AAC systems has on learning.

To provide strategies to effectively support children/young people with AAC.

To enable parents/carers/staff to prepare individualised AAC resources to support their children and young people.

Course Outcomes:

What is AAC?

Give examples of types of AAC for different children and young

people/situations and ideas for implementation of AAC.

What difficulties pupils using AAC face and how to support

them.

The session will be practical, including modelling of strategies

and use of resources by participants.

DELIVERED BY SPEECH AND LANGUAGE THERAPISTS

Date: Monday 4th November 2019

Time: 4.00pm - 6.00pm

Venue: Beckenham Beacon Hospital

Price: 2 free places per school


Practical augmentative and alternative communication (ACC)


Section 3:

Cognition and Learning

Understanding and Supporting Dyslexic Learners in a Primary School

Aimed at Teachers, TAs, ISAs

Course Content:

What is dyslexia and how does it present?

How to identify dyslexia and plan specific support.

Multi-sensory teaching strategies.

Developing a dyslexic friendly and inclusive environment.

Course Outcomes:

To understand the theories and research behind the diagnosis and literacy difficulties in general.

To tackle the myths and facts surrounding dyslexia and how it links to other areas of SEND.

To review and understand screening techniques.

To understand the specialised planning techniques required after assessment.

To understand the theory behind multi-sensory teaching strategies.

To learn specialised multi-sensory teaching strategies.

To review your current learning environment and understand how to ensure it is dyslexic friendly.

Dates: 4 session course Thursday 3rd October 2019

Thursday 17th October 2019 Thursday 14th November 2019 Thursday 5th December 2019

Time: 1.30pm - 4.00pm

Venue: EYELA Teaching School

Price: £120 (for all 4 dates)



Section 4:

Social, Emotional and Mental Health (SEMH)

Positive Behaviour Management for children in the Early Years Foundation Stage

Aimed at EYFS Practitioners in

Schools and Early Years settings

Course Content:

Knowledge of the principles and key elements of positive behaviour management.

Understanding and exploring different types of behaviour and why children might behave in certain ways.

Supporting behaviour in early years settings and strategies to support children who have behavioural and social, emotional and mental health needs (SEMH).

Course Outcomes:

Gain an awareness of behavioural, emotional and social needs and recognise that behaviour is a consequence of an unmet need.

How to consider unwanted behaviour as an opportunity for planning and development.

Effective inclusion of children with social, emotional and behavioural difficulties using EYFS guidance as a basis for positive behaviour management.

Awareness of a range of approaches and activities that build positive relationships with children including examining how adults’ behaviour impacts on children’s behaviour.

Date: Tuesday 28th April 2020

Time: 12.30pm - 3.30pm


Price: Free to Bromley Schools and Early Year settings



Team Teach Aimed at Colleagues working with children and young people with a range of additional and/

or complex needs.

Course Content:

Module 1 Background to Team Teach.

Module 2 The Legal Framework.

Module 3 Understanding Aggression.

Module 4 How Feelings Drive Behaviours.

Module 5 De-escalation and De-fusion.

Module 6 Personal Safety.

Module 7 Positive Handling: including guiding, escorting and holding in standing, sitting and kneeing positions safely.

Module 8 Repair, Reflection and Review.

Course Outcomes:

Upon completing this course, participants will be able to fully understand the rationale and principles of the Team Teach approach, and will learn the use of positive handling as part of a holistic approach to managing behaviour.

They will be equipped with the expertise and confidence to stay safe, to carry out simple de-escalation strategies, and to apply positive handling to restrain and make safe individuals who pose a risk to others or to themselves.

Participants will understand the importance of targeted communication, both verbal and non-verbal.

They will be equipped with a range of physical techniques, and will therefore be able to apply a commensurate response to challenging behaviour.

They will gain knowledge and understanding of relevant legal standards and expectations related to the use of force, and of the reporting, recording, monitoring and evaluating requirements of incidents involving physical controls and reasonable force.

Dates: Runs throughout the year (please contact the school for

details of the next course)

Duration: 2 days

Venue: Riverside School, Main Road,

St Paul’s Cray, Orpington. BR5 3HS

Price: £200



Bespoke CPD sessions/ Behaviour Reviews

Aimed at Primary Schools

We are able to offer bespoke CPD sessions around behaviour management and around working with pupils with SEMH. This can take the form of a one-day in-school review of whole school practice, reviews of behaviour policies, staff meetings and INSET training.

Course Content and Outcomes:

Developing Restorative approaches.

Attachment-friendly rewards and sanctions.

Theoretical frameworks around behaviour management in schools.

Developing a whole-school approach to behaviour management.

Coaching sessions for SLT and staff teams.

Nurture Groups and how to develop a whole-school nurturing approach.

Visit to our Alternative Provision and opportunities to share practice.

Duration: tbc

Venue: tbc

Contact: [email protected] [email protected]

Dates: Subject to availability




Positive Approaches to Challenging Behaviour:

Aimed at Personnel who work with children/young people, who

for a variety of reasons, present with challenging behaviour

Course Content:

Understanding the term ‘challenging behaviour’.

Exploring our value base in responding to people who present with such behaviour.

Understanding the stages of an incident (cycle of arousal).

An introduction to the legal framework.

Risks related to physical interventions.

Physical intervention techniques.

Course Outcomes:

Participants will learn skills in a range of restrictive physical intervention techniques.

Participants will develop a range of skills relating to primary and secondary prevention.

Participants will be assessed as ‘competent’ or ‘not competent’ via a series of observations and a short written test.

Certificates are issued to all successful participants.

Dates: Termly, based on demand, may

also be commissioned on an individual basis by schools/MATs

Time: 2 days

Venue: Bromley Trust Academy

Price: £895 Max 30 people; therefore cost per delegate is reflective on numbers


Accredited PRICE Positive Handling and De-escalation Training


An Introduction to managing and de-escalating challenging Behaviour

Aimed at all staff in primary schools

working with vulnerable children

Course Content:

The ‘escalation curve’, and the ‘amygdala hijack’.

Why some children are more likely to respond with significantly challenging behaviour in everyday situations.

How to understand and identify triggers in the school environment.

How the reactions and behaviour of adults can affect the outcome in difficult situations.

Strategies to de-escalate and de-fuse children who are at risk of behaving in ways which are un-safe.

Course Outcomes:

Participants will develop an understanding of the impact of the fight/flight/freeze response on behaviour.

Participants will understand why situations with children who have Social, Emotional and Mental Health needs can escalate quickly.

Participants will develop an understanding of how their behaviour can impact on outcomes, and have been able to discuss strategies which work well in challenging situations.

Dates: Available on request as part of

staff meetings or INSET training, subject to availability.

Time: 1.5 hours



This is a short workshop which can be delivered to small groups focusing on an individual child, or to whole staff teams as part of a staff meeting or INSET day.




Attachment Theory for Schools

Aimed at Primary School Staff


Course Content:

Introduction to attachment theory and the key concepts of secure vs insecure attachment, disorganised attachment, containment, attunement and how attachment can form the basis of emotion regulation.

How attachment theory relates to pupils in schools and behaviours they present with, particularly behaviour which is hard to manage.

The importance of relationships between adults and children in school settings.

Why some behaviour management in schools does not work with some pupils.

What attachment-friendly schools look like.

Course Outcomes:

Participants will have an initial understanding of attachment theory and how attachment can influence pupils’ behaviour in school.

Participants will understand the impact of shame on vulnerable pupils, and why some behaviour management strategies can inadvertently make things worse for them.

Participants will have an understanding of how their behaviour may be impacting on vulnerable pupils and how they can support them effectively.

Dates: Available on request as part of

staff meetings or INSET training, subject tp availability

Time: 1.5 hours


Price: Free to schools



Bromley SEMH Development Network

Aimed at Designated Mental Health Leads, Youth Mental

Health First Aiders and all other SEMH Champions. All

professionals welcome

Course Content:

Leadership and management for SEMH.

School ethos and environment.

Curriculum, teaching and learning to promote resilience.

Pupil voice to influence decisions.

Staff development and wellbeing.

Identifying needs and monitoring impact of interventions.

Working with parents/carers.

Targeted SEMH support and appropriate referrals.

Course Outcomes:

Receive key local, regional and national Social, Emotional and Mental Health updates.


Access training and workshops led by leading Social, Emotional and Mental Health experts.

Share best practice and network with other Mental Health Leads, Youth Mental Health Aiders and other Mental Health Champions to develop new SEMH provision and practice back in school.

For further information, please contact Andrea Blair, Senior Advisory Teacher (Inclusion Support Advisory Team) [email protected]

Dates: Wednesday 6th November 2019

Wednesday 4th March 2020 Wednesday 3rd June 2020

Time: 1.30pm - 4.30pm


Price: Free to Bromley schools




BTA School SEMH Discussion Forum

Aimed at Primary School leaders, Teaching and support

staff, Advisory teachers, Mental Health Practitioners,

Educational Psychologists

Course Content:

This forum is open to anyone, but is especially suitable for school leaders who want to consider whole-school approaches, best practice and systemic solutions to supporting vulnerable pupils. Evidence-based practice, research and theoretical frameworks around SEMH are shared and discussed, and schools are encouraged and welcomed to share work undertaken in their own schools with colleagues.

Examples of areas covered include – Behaviour Policies, SEMH pedagogy, Nurture Group practice, Restorative practices, developing whole-school approaches.

Course Outcomes:

The forum is intended to provoke thinking, encourage discussion, develop links between schools and to promote access to evidence-based practice with regard to SEMH. This can in turn be used to inform whole school development and to support leaders who wish to develop their capacity to support pupils with challenging behaviour.

Links between theory and practice with regard to SEMH will be explored and considered.


Tuesday 3rd March 2020 Tuesday 23rd June 2020

Time: 1.30-3.00pm


Midfield Campus




Dates and Times:

Youth Mental Health First Aid

Aimed at Professionals who regularly work with children and young people aged 8-18

Three courses are available: Two Day Mental Health First Aider: for those on the frontline. One Day Youth Mental Health Champion: for those with pastoral responsibilities. Half Day Youth Mental Health Aware: Introductory course for all.

Course Content:

Anxiety and Depression.

Suicide.

Self-harm.

Psychosis.

Eating disorders.

Course Outcomes:

An in depth understanding of young people’s mental health and factors that affect wellbeing.

Practical skills to spot the triggers and signs of mental health issues.

Confidence to reassure and support a young person in distress.

Enhanced interpersonal skills such as non-judgemental listening.

Knowledge to help a young person recover their health by guiding them to further support.

Tools to look after their own mental wellbeing.

For more information, please visit: https://mhfaengland.org/organisations/youth/

For further local information and details about running these courses in your school, please contact Andrea Blair [email protected], Senior Advisory Teacher (Inclusion Support Advisory Team)

Two Day First Aider: Thursday 21st - Friday 22nd November 2019 OR Thursday 30th - Friday 31st January 2020

OR Thursday 25th - Friday 26th June 2020

8.30am - 4.30pm

One Day Youth Champion: Thursday 28th November 2019 OR Thursday 6th February 2020

OR Thursday 2nd July 2020 8.30am - 4.30pm

Venue: Phoenix Children’s Centre

Price: Two Day First Aider: £25

One Day Youth Champion: £15 Half Day Aware: £12


Half Day Aware: Thursday 5th December 2019

OR Thursday 13th February 2020 OR Thursday 9th July 2020

12.45pm - 4.15pm

https://mhfaengland.org/organisations/youth/



The workshop will be jointly presented by colleagues from Oxleas CAMHS and Bromley Y, and will provide an overview of emotional wellbeing and mental health pathways in Bromley and guidance with regards to referring children and young people to the appropriate services.

Please note that the sessions will be repeated on both dates so you will only need to book on to your preferred date.

Places will be booked on a first-come first-served basis. Please contact [email protected] to secure a place.

Emotional Wellbeing and Mental Health Services in Bromley: information workshop

Aimed at all practitioners, managers and commissioners

across the local network

Dates: Wednesday 25th September 2019

Monday 4th October 2019

Time: 3.00pm - 5.00pm

Venue: Global House, 10 Station

Approach, Hayes. BR2 7EH





Section 5:

Physical and Sensory

Sensory Play for children in the Early Years Foundation Stage

Aimed at EYFS Practitioners in Schools and Early Years settings

Course Content:

Understanding why sensory play is important and who it benefits.

How sensory needs impact learning.

Course Outcomes:

Practical ideas and information for developing safe sensory play.

Practitioners will have practical experience of different kinds of sensory play.

Practitioners will have developed understanding of how sensory play links with the prime areas of development.

Date: Tuesday 24th March 2020

Time: 12.30pm - 3.30pm


Price: Free to Bromley schools and Early Years settings



Sensory Differences (inc. sensory circuits)



Course Content:

This session will outline many of the sensory difficulties faced by children with ASD.

We will explore many ways in which children can be supported to manage or overcome these difficulties.

Course Outcomes:

Participants will gain un understanding of the many sensory difficulties faced by children and young people with Autism.

Participants will learn a number of techniques and activates that can be used to support pupils with sensory difficulties.

Date: Thursday 30th April 2020

Time: 3.30pm - 5.00pm

Venue: tbc




Teaching Assistants Vision Impairment Forum

Aimed at Teaching and support assistants working with pupils

with a vision impairment

Course Content:

Topics for future forums may cover:

Sourcing and preparing materials and resources.

The role of adults supporting pupils in the classroom.

Low vision aids and IT equipment.

Examination access arrangements.

Promoting self-advocacy and independency.

Understanding vision impairment and its impact.

Addressing challenges and difficulties in supporting pupils with a vision impairment.

Course Outcomes:

To give support and advice to teaching and support assistants who are working with pupils with a vision impairment.

For teaching assistants to have the opportunity to meet other TAs working with pupils with a vision impairment and to share experiences and strategies.

To build good practice in supporting pupils with a vision impairment.

Dates: one a term Monday 16th September 2019

Monday 29th January 2020 Monday 27th January 2020

Time: 1.30pm - 3.00pm

Venue: Griffins,

Sensory Support Services


Contact: Charlotte.O’[email protected]

mailto:Charlotte.O’[email protected]

Teachers new to Vision Impairment Course

Aimed at teachers who have a pupil with vision impairment

in their class

Course Content:

Vision Team and referral system.

The eye.

Practical activities with simi-specs.

Access to learning and learning to access (practical strategies).

Materials/equipment.

Impact of vision on social and emotional, independence and mobility.

Environmental considerations.

Preparation of materials.

Tests and exams access arrangements.

Course Outcomes:

To provide:

Knowledge and understanding of the range of vision impairments and an opportunity to ask about individual pupils.

An understanding of the impact vision impairment has on young people’s learning and social and emotional skills.

Information to ensure an inclusive environment that meets the needs of learners with a vision impairment .

Date: Thursday 12th September 2019

Time: 4.30pm - 6.00pm

Venue: Griffins,





Understanding Hearing Loss (pre-school)

Aimed at Pre-school staff

Course Content:

Audiology.

Impact of hearing loss.

Strategies and recommendations to support holistic outcomes.

Course Outcomes:

Understanding the impact of hearing loss.

Knowledge of strategies to help children and young people overcome barriers to learning and social situations.

Use of equipment to support hearing loss.

Playroom management and recommendations for learning.

Role of the teacher of the Deaf.

Date: 26th September 2019

Time: 8.30am - 11.00am

Venue: Griffins,





Understanding Hearing Loss: Primary School

Aimed at Primary School staff

Course Content:

Audiology.



Course Outcomes:




Classroom management and recommendations for learning.



Time: 4.30pm - 6.30pm

Venue: Griffins,





Understanding Hearing Loss: Secondary School

Course Content:

Audiology.



Course Outcomes:




Classroom management and recommendations for learning.



Time: 4.30pm - 6.30pm

Venue: Griffins,




Aimed at Secondary School staff


Commissioning Proforma

Details of School Requiring Support

School Name:

School Telephone Number:

Name of Headteacher:

Contact Email:

Identification of Needs

Methods: Method used to identify need:

Exam Results/Student Outcomes

Observations

Teacher Feedback

Pupil Voice Parent Voice

Ofsted Learning Walks

Contracting

What support? Who? When?

Impact

How will impact of support be measured?

When will impact be reviewed? How?

Costs/Funding agreed

(Match Funding - £175/Day/SLE)

Signed Headteacher: Date: ..................................................

Signed Broker: Date: ..................................................

Signed SLE: Date: ..................................................

Evaluation form

Name of Course:

Facilitator(s):

Date and Venue:

Evaluation completed by:

To keep improving our service and facilities, your feedback would be appreciated.

Yes Completely

Yes, mainly Partially No, not at all N/A

Did the contents meet the aims of the session?

Was the presentation clear and audible?

Were materials/handouts appropriate (if applicable)?

Did you have enough time to ask questions?

Were the facilities provided suitable?

Additional comments:

Please circle the appropriate score and add comments if you wish (this is in relation to the aims and objectives of the course)

No understanding Full understanding

Level of understanding and readiness PRIOR to attending the course:

1 2 3 4 5 6 7 8 9 10

Level of understanding and readiness AFTER having attended the course:

1 2 3 4 5 6 7 8 9 10

What elements of the course did you find most helpful?

What is the main thing that you will take away from the course?

Continued overleaf

Evaluation form (continued)

Were there any elements you found unhelpful?

Was there anything you were hoping to get from today but didn’t?

Was there any unexpected learning from the course?

If so, please say what this was.

Are there any training needs for SEND that you feel are needed and currently not met by the Bromley SEND

Collaborative training offer?

If yes, please state what these are below.

Any other comments / suggestions?

THANK YOU.

Photography courtesy of Riverside School. Designed by Impact Teaching School Alliance

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