Search Courses

Mindfulness in Schools is offering Hounslow a free information webinar to support those interested in finding out how to bring mindfulness to their school.  This will be followed by a 15 minute Q & A session.

The webinar will include:

• What mindfulness is and isn't
• The research evidence around potential benefits
• What it looks like in a school context
• The steps to bringing mindfulness to your school
• An opportunity to find out if our 8 week live online course is right for you

This session is open to all.  Everyone is welcime to join - pupils, teachers, school staff and Governors, health care professionals, anyone interested in mindfulness and young people.

Behaviour is Communication.  The key to tackling behaviour is to understand what the child or young person is trying to communicate.  To do this, we have to plan, pre-empt and work in a solution focused way to understand the child's behaviour.  Find out how a behaviour support plan can help us to do this.

This session is open to all professionals working in Hounslow schools and Units.

EXCELLENT FREE CPD
LIMITED SPACES
Funded by Hounslow SACRE (Standing Advisory Council on Religious Education)
TOM SHERRINGTON
author of The Learning Rainforest and Teaching WalkThrus

Wednesday September 29th, 3.30 pm – 5 pm.
'Evidence-informed teaching: what does the research say?' Mode A: Effective explicit instruction, modelling and questioning, retrieval practice, practice

Wednesday October 6th, 3.30 pm – 5 pm.
‘Finding the balance between Mode A and Mode B: tacit knowledge, stretch and challenge, awe and wonder, stories, oracy, co-construction

Tom Sherrington is an education consultant and author.  He writes the popular blog teacherhead.com and his books include The Learning Rainforest and best-seller Rosenshine's Principles in Action.  Most recently he co-authored Teaching WalkThrus with Oliver Caviglioli.  With 30 years' experience as a physics and maths teacher and school leader, including 11 years as a Headteacher, Tom is in demand from schools around the world to deliver CPD for teachers and leadership teams. He works with several schools and colleges providing consultancy support on curriculum and improving the quality of teaching.  He is a regular keynote speaker and contributor to conferences and education festivals.

These sessions are available to all teachers.

To book your place please either log in to www.hounslowcpd.org.uk and book your own place, or email me - allison.wadden@hounslow.gov.uk and I will be happy to book for you.

Sensory processing is the way we process information we receive from the environment and our bodies and then use this information to respond appropriately.

We all have sensory differences and preferences.  Some of us like very strong tastes and smells like spicy foods, garlic, blue cheese, whilst others avoid them.  Some people enjoy a day of going on as many roller coaster rides as they can, whilst others would avoid even a slow roundabout or swing.  As long as we can manage to take part in the things we want and need to do these sensory professing differences don't matter or need support.  It only becomes a problem if they impact on our ability to carry out the activities we need to do.

For some children their sensory development is delayed or disordered, and this impacts on their ability to take part in everyday childhood occupations.  A child might be so distressed by noise, they miss out on a friend's party or avoid the busy parts of the playground, missing out on opportunities to practise and develop their motor skills.  A child may hit out when someone brushes up against them when lining up or sitting near them at carpet time as they experience it as painful.

Find out more about sensory processing and explore strategies to support pupils with sensory needs in the classroom.

Delegates must attend both sessions.

This course is in two parts, delivered via Zoom, each lasting 90 minutes.  It has been put together and will be led by governor training and consultant, Andrew Dodge, a school governor and chair himself, with experience in infant, primary, secondary and special schools, both maintained and academy.

As well as some presentation, these online sessions are very interactive including activities and group discussion.  The content is structured around the Three Core Functions of school governance described in the DfE Governance Handbook and covers everything you need to know in order to 2hit the ground running" and become an effective member of your governing body team.

You will gain all the essential information about schools and the education system including jargon-busting, types of school, categories of governor, the curriculum, assessment and Ofsted inspection.  You will explore what governors do and, equally important, what they should not do, with tips on how to maintain a strategic focus and avoid getting involved in the day-to-day, operational running of the school.

Core Function 1 - Clarity of Vision, Ethos and Strategy including self-evaluation and improvement planning.

Core Function 2 - Holding the Headteacher to Account covers the headteacher's report, interpreting data, advice on visiting the school and the sort of questions to ask when schools are operating normally. This session will also cover governors' accountability during school closure and the essentials to focus on.

Core Function 3 - Overseeing the Financial Performance of the School explores how governors ensure public money is well spent.

You will learn about governors' statutory duties and how to engage effectively with parents, pupils and staff.

Above all, the course should leave you motivated and inspired to contribute to your governing body thereby improving the eduction of the pupils at your school.

This two day paediatric first aid course focuses on emergency scenarios that face those looking after young children and infrants, from the Early Years up to age 11.

As this is an active session that may require a small amount of physical participation, you are advised to wear appropriate clothing and not be hindered in any way.

Lego-based therapy (LeGoff et al 2014) is an evidence-based approach that aims to develop social communication sklls such as sharing, turn-taking, following rules, using names and problem-solving.

In practice, children work in groups of three with each participant having a distinct role to build a Lego model collaboratively:

• Engineers use the Lego instructions and ask the Supplier for the specific pieces of Lego needed
• Suppliers give the Builder the pieces
• Builders follow the building instructions from the Engineer in order to construct the model

This practical course outlines how to run a lego-based therapy session in your school.

Meal times can be a tricky affair for pupils with ASD and social communication needs.  This course explores strategies and tips to reduce anxiety around meal times for pupils with ASD and social communicaiton.

The first aid at work training course provides the comprhensive set of practical skills needed by first aiders in the most workplaces to become a confident first aider at work. Giving both the ability and knowledge to deal with first aid emergencies. It meets the standards required to help comply with Health & Safety (first aid) Regulations.

The content of the course will cover how to deal with the following:

Managing an emergency

Communication and casualty care

Asthma

Bleeding (minor and severe)

Bone, muscle and joint injuries

Burns and scalds

Chest pains (including heart attack)

Fainting

Defib

Low blood sugar

Poisoning

Resuscitation (adult CPR)

Seizures (adult)

Severe allergic reaction

Shock

Stroke

Unresponsive casualty

This is an up-date for all Clerks on current issues for Governors, both locally and nationally.