rainbow court training centre - training programme 2011-2012

Training Programme 2011-2012

Rainbow Court Training CentreHotel Road, Watling Street, Gillingham ME8 6AA

Centre Administrator: Elizabeth Lee M.Inst.F (Cert)Tel: 01634 385680 Mob: 07503 658286

E-mail: [email protected]

www.rainbowcourt.org.uk

• 2 • Training Programme 2011–12

Course Quick Reference LITERACY Sounds-Write 15.09.10

(p.4)Using Sounds-Write as an intervention 01.11.11 (p.7)

Sounds-Write 10.01.12 (p.20)

Using Sounds-Write as an intervention 21.02.12 (p.28)

Building Blocks of Literacy & Early Communication 30.03.12 (p.37)



LANGUAGE & COMMUNICATION

Basic PECS 2 Day Workshop 13 & 14.10.11 (p.6)

Developing Communication & Listening Skills Through Music 04.11.11 (p.10)

Lis’n Tell 15.11.11 (p.13)

Making the World A Less Confusing Place 25.11.11 (p.16)

Signalong 09.01.12 (p.19)

Cued Articulation 27.01.12 (p.24)

Wonders of Widgit 08.03.12 (p.32)

LANGUAGE & COMMUNICATION Cont’d

Children who Can Speak But Don’t; Selective Mutism 27.03.12 (p.35)

Making Sense & Encouraging Early Communication 29.03.12 (p.36)

Developing Communication & Listening Skills through Music 24.04.12 (p.39)

Synthetic Phonics & the Special Needs Child 29.05.12 (p.45)

MANAGEMENT/PROFESSIONAL DVLPT COURSES

Coaching & Mentoring Skills for Line Managers 08.11.11 (p.11)

Developing the Creative Curriculum 22.11.11 (p.15)

Total Teaching: Moving from Good to Outstanding 12.01.12 (p.21)

Teaching Assistants Accredited Course (2 days) 13.01.12 & 13.03.12 (p.22)

Lend a Hand 07.02.12 (p.26)

Analysis for Achievement (Data Course) Primary 27.02.12 (p.30-31)

Analysis for Achievement (Data Course) Secondary 28.02.12 (p.30-31)

MANAGEMENT/PROFESSIONAL DVLPT COURSES Cont’d

Performance Management Training for Teachers 15.03.12 (p.33)

The Great Escape: Outdoor Learning & Play 24.05.12 (p.44)


Improving Staff Performance 28.06.12 (p.52)

Eyes Wide & Open Minds 05.07.12 (p.55)

Paediatric First Aid 30.04.12, 01.05.12

General Counselling Skills 25.05.12

BEHAVIOUR MANAGEMENT

Non Violent Resistance 03.11.11 (p.9)

Understanding Challenging Behaviour 18.11.11 (p.14)

Team Teach 03.01.12 (p.18)

Get out of my face, it’s not my fault & it’s not fair 20.01.12 (p.23)

Behaviour Management in Hearing Impaired Children under 11 02.02.12 (p.25)


Positive Behaviour Support 11.05.12 (p.41)

BEHAVIOUR MANAGEMENT Cont’d

Team Teach 22.05.12 (p.43)


The M Factor: Mood & Motivation Management 03.07.12 (p.54)

AUTISM/ DYSPRAXIA/ DYSLEXIA/ADHD

The Special Profile of Autism 11.11.11 (p.12)

Developmental Dyspraxia 17.04.12 (p.38)

The Passionate Mind: How Individuals with Autism Learn 15.05.12 (p.42)

Autism: Building a Specialist Curriculum & Enabling Effective Inclusion 19.06.12 (p.50)

The Dyslexic in the Classroom 29.06.12 (p.53)

SEN GENERAL Tourette Syndrome 11.10.11 (p.5)

Introduction to SEN for Teachers & Support Staff 18.10.11 (p.7)

Foetal Alcohol Spectrum Disorder 30.11.11 (p.17)

Understanding Attachment Disorders 09.02.12 (p.27)

Very Special Maths 16.03.12 (p.34)

Introduction to Irlen Syndrome 30.05.12 (p.46)

IMPORTANT INFORMATION There is an expectation when delegates are booked on to a course that they will be able to arrive on time and stay until the end. Late arrivals and early departures can be very disruptive to both the trainer and other course delegates. It should be noted that Certificates of Attendance will only be issued if the delegate has attended the full day. Exceptional circumstances will be acknowledged.

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+ Training Programme 2011–12 • 3 •

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Course Quick Reference LITERACY Sounds-Write 15.09.10

(p.4)Using Sounds-Write as an intervention 01.11.11 (p.7)



Building Blocks of Literacy & Early Communication 30.03.12 (p.37)



LANGUAGE & COMMUNICATION

Basic PECS 2 Day Workshop 13 & 14.10.11 (p.6)

Developing Communication & Listening Skills Through Music 04.11.11 (p.10)

Lis’n Tell 15.11.11 (p.13)

Making the World A Less Confusing Place 25.11.11 (p.16)

Signalong 09.01.12 (p.19)

Cued Articulation 27.01.12 (p.24)

Wonders of Widgit 08.03.12 (p.32)

LANGUAGE & COMMUNICATION Cont’d

Children who Can Speak But Don’t; Selective Mutism 27.03.12 (p.35)

Making Sense & Encouraging Early Communication 29.03.12 (p.36)

Developing Communication & Listening Skills through Music 24.04.12 (p.39)

Synthetic Phonics & the Special Needs Child 29.05.12 (p.45)

MANAGEMENT/PROFESSIONAL DVLPT COURSES

Coaching & Mentoring Skills for Line Managers 08.11.11 (p.11)

Developing the Creative Curriculum 22.11.11 (p.15)

Total Teaching: Moving from Good to Outstanding 12.01.12 (p.21)

Teaching Assistants Accredited Course (2 days) 13.01.12 & 13.03.12 (p.22)

Lend a Hand 07.02.12 (p.26)

Analysis for Achievement (Data Course) Primary 27.02.12 (p.30-31)

Analysis for Achievement (Data Course) Secondary 28.02.12 (p.30-31)

MANAGEMENT/PROFESSIONAL DVLPT COURSES Cont’d


The Great Escape: Outdoor Learning & Play 24.05.12 (p.44)


Improving Staff Performance 28.06.12 (p.52)

Eyes Wide & Open Minds 05.07.12 (p.55)

Paediatric First Aid 30.04.12, 01.05.12

General Counselling Skills 25.05.12

BEHAVIOUR MANAGEMENT


Understanding Challenging Behaviour 18.11.11 (p.14)

Team Teach 03.01.12 (p.18)

Get out of my face, it’s not my fault & it’s not fair 20.01.12 (p.23)

Behaviour Management in Hearing Impaired Children under 11 02.02.12 (p.25)


Positive Behaviour Support 11.05.12 (p.41)

BEHAVIOUR MANAGEMENT Cont’d

Team Teach 22.05.12 (p.43)


The M Factor: Mood & Motivation Management 03.07.12 (p.54)

AUTISM/ DYSPRAXIA/ DYSLEXIA/ADHD

The Special Profile of Autism 11.11.11 (p.12)

Developmental Dyspraxia 17.04.12 (p.38)

The Passionate Mind: How Individuals with Autism Learn 15.05.12 (p.42)

Autism: Building a Specialist Curriculum & Enabling Effective Inclusion 19.06.12 (p.50)

The Dyslexic in the Classroom 29.06.12 (p.53)

SEN GENERAL Tourette Syndrome 11.10.11 (p.5)

Introduction to SEN for Teachers & Support Staff 18.10.11 (p.7)

Foetal Alcohol Spectrum Disorder 30.11.11 (p.17)

Understanding Attachment Disorders 09.02.12 (p.27)

Very Special Maths 16.03.12 (p.34)

Introduction to Irlen Syndrome 30.05.12 (p.46)

Danecourt School is now a recognised Verification Centre for the Teacher Learning Academy (TLA). Staff undertaking a TLA presentation may find it useful to know that they are able to use our courses as a ‘source of knowledge’ and can access coaching and mentoring.

mailto:[email protected]

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Sounds-Write

Presented byDerrie Clark

Derrie is a Chartered Educational Psychologist who has worked in Kent for sixteen years. She specialises in literacy and has a particular interest in first quality teaching of literacy and raising the attainments of vulnerable and minority pupils.

on Four Consecutive Thursdays

15th September 2011, 22nd September 2011 29th September 2011, 6th October 2011

from 9.00am – 4.30pm

Target Audience: Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff.For use in Primary & Secondary schools as either a whole class/school programme or an effective Wave 3 intervention.Sounds-Write is an effective approach to the teaching of reading, spelling and writing. This four day intensive course has already been attended by over 7,000 Headteachers, Deputy Headteachers, classroom practitioners, Educational Psychologists and members of local authority support.It is designed to be fully integrated within the literacy curriculum and is taught in a structured and highly effective format for whole classes, groups and individuals. The use of an interactive and well integrated phonics approach to the teaching of literacy accelerates the speed at which pupils of all ages acquire basic skills.Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.

£390 per personThis includes all materials, the Sounds-Write manual and CD of support materials. Refreshments are provided at every session. Lunch is NOT providedFor booking details please log on to www.sounds-write.co.uk and look for ‘Training Dates’ - Rainbow Court can be found as one of the venues. Follow the online booking instructions.




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Tourette Syndrome:Clinical, Educational & Behaviour Therapy

Presented byProfessor Mary Robertson

Emeritus Professor of Neuropsychiatry at University College London and Visiting Professor & Honorary Consultant Neuropsychiatrist at St George’s Hospital London & Medical School. She has authored four books and edited two books and over 300 medical publications. In 2006 she was awarded the Doctor of Science in Medicine degree. Professor Robertson was medical advisor to the BBC on the ‘John’s Not Mad’ television documentary. She is an international lecturer and has been advisor to the World Health Organisation on stress in neurological disorders and Tourette Syndrome.

on Tuesday 11th October 2011

from 10.00am – 3.00pm

Target Audience: SENCOs/Class Teachers/TAs/Health Professionals Tourette Syndrome is a disorder of the nervous system that causes a person to make repeated and uncontrolled (involuntary) rapid movements and sounds (vocalisations) called tics. These can be either severe or mild. Many people with very mild tics may not be aware of them and never seek medical help. Most affected people first notice symptoms of Tourette Syndrome during childhood, between the ages 7 and 10 and is four times more likely to occur in boys than in girls. Symptoms of Tourette Syndrome can range from almost unnoticeable minor movements (such as grunts, sniffling, or coughing) to continuing, uncontrollable movements and sounds (vocalisations). Symptoms can worsen before the mid-teen years. The most common first symptom is a facial tic. Other tics may follow. A tic is a sudden, rapid, repeated movement or voice sound (vocalisation). Tics can include: Arm thrusting, Eye blinking, Jumping, Kicking, Repeated throat clearing or sniffing, Shoulder shrugging. Contrary to popular belief, use of curse words or other inappropriate words or phrases (coprolalia) occurs in only a small number of patients. Professor Mary Robertson will provide a fascinating insight into the Causes of TS, Types of TS and associated features, Medical Treatment (tablets, Deep Brain Stimulation etc), Educational Advice and allied subjects, Behaviour Therapy, DVD footage and reference to a book available for teachers. Question & Answer Session.

£95 per person To include lunch & all refreshments







Basic PECS 2 Day Workshop

Presented byLouise Malkin

Pyramid Educational Consultants

on Thursday 13th & Friday 14th October 2011


Target Audience: All professionals or parents wishing to implement PECS effectively. A 2-day workshop consisting of 13 hours of training on the background, rationale and hands-on implementation of PECS. Also covered: The Pyramid Approach to Education; how to create effective learning environments and other visual strategies useful for communication and independence.This workshop is a requirement for anyone considering the PECS Implementers Certification. A Certificate of Training is issued to those attending as a professional.

£280 per person

The workshop fee includes the Second Edition PECS Training Manual, comprehensive handout & PECS Certificate of Training and lunch & refreshments on both days.

(If required, accommodation is available opposite the venue – details upon request)




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An Introduction to SEN

Presented byColin Troy

CT Training and Educational Consultancy

Colin Troy is an experienced educationalist with over 30 years of teaching experience, eight of which were as Head of two special schools. He is now a consultant, trainer and lecturer specialising in pupils and students of all ages with special educational needs and learning support. Colin has worked with the UN Development Fund promoting awareness on special needs issues and was keynote speaker at the International Schools Conference in Prague. He is an assessor for the Inclusion Quality Mark and acts as an advisor to local authorities on inclusion issues. As a trainer Colin’s energetic and experiential style enables delegates to understand how people with special needs experience the world around them and gives practical help to enable them to develop effective intervention and management techniques. Delegates have found Colin’s style inspirational but essentially practical.

on Tuesday 18th October 2011


Target Audience: Teachers/TAs who have limited experience of working with pupils with SEN.This course will offer an overview of the conditions and provide practical help to manage behaviour and develop effective methods for teaching and learning.The course will cover:Understanding the Autistic Spectrum including Asperger’s Syndrome Understanding the nature of ADHD and associated conditions and the implications on learning and behaviour How to develop techniques for effective and learning How to manage behaviour Integrating and including SEN pupils with the rest of the class

£85 per person To include lunch, refreshments & handout







Using Sounds-Write as an Intervention



on Tuesday 1st November 2011


Target Audience: SENCOs/Class Teachers/TAs who have already completed a Sounds-Write Course. This course will focus on developing the skills of those using Sounds-Write as an intervention.Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.

£90 per person To include lunch and refreshments

Coaching “simply the most effective way of getting the best out of your staff, ensuring

sustainable school improvement and meeting the challenge of change”I provide coaching skills training for staff, professional coaching for school leaders and leadership teams, and one to one coaching for Headteachers. Coaching is recognised at all levels as a key tool for effective schools and for building leadership capacity. I have substantial experience as an Education Consultant and Coach. I have worked with schools and Headteachers across Kent and Medway, with Kent and Medway Local Authorities, with the British Council, SELT and with Southend Excellence Cluster.

Contact me on 07963 782529 or via [email protected]




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Non Violent ResistancePresented byDerrie Clark


on Thursday 3rd November 2011


Target Audience: Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff/ Health Professionals/Parents/Social Services Personnel.Parents and teachers can be given various explanations for children and young people’s aggressive and unmanageable behaviour. While it may be tempting to believe that challenging behaviour can be dealt with by tackling an ‘underlying problem’, research does not bear this out. With very few exceptions, young people who act in violent and aggressive ways do so to control those around them.Commonly, behaviour problems in school or school refusal arise in a context of violent, aggressive and controlling behaviour demonstrated by children and young people at home towards their parents. Non-violent resistance is a systematic and empowering approach to helping families who find themselves in such a situation.Non-violent resistance was developed by Haim Omer and his team at the University of Tel Aviv over the last twelve years and is being further developed in the UK by Dr Peter Jacob at Partnership Projects. This day provides an introduction to the principles of Non-Violent Resistance illustrated through examples of NVR work carried out with parents by an Educational Psychologist and School Welfare Officer.








Developing Communication and Listening Skills Through Music

Presented bySarah Mann

Teacher – Danecourt School on

Friday 4th November 2011 from

9.30am – 12.00 noon

Target Audience: SENCOs/Class Teachers/TAsKey Stage 1, Early Years & Special Educational Needs.

Objectives:To understand why music is such a powerful tool for learningTo explore songs, rhymes and musical games that help to develop our children’s communication and listening skillsTo identify ways of using music to enhance story time

Music is an ideal vehicle to use in order to develop communication and listening skills. Speech and music are very closely linked – both are languages where the raw materials are sounds that need to be expressed. Both can be articulated, read, written, listened to, thought about and observed.Because of its obvious dependence upon listening and communication, music (and especially singing games and rhymes) can be used to improve these skills. Better still, they can be ‘slipped in’ during the school day across many areas of the curriculum. On the whole children find singing fun (it’s only adults that have a hang up about it!!!) and are therefore eager to participate, and in doing so are improving and developing many skills without even realising that they are learning. This course aims to equip practitioners with a well tested bank of songs, rhymes, musical games and activities that will have a positive impact on the development of a child’s communication and listening skills.

ThIS IS A PRACTICAL COuRSe AND COMFORTAbLe CLOThINg IS ADvISeD

£35 per person To include refreshments




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Coaching & Mentoring Skills for Line Managers

Presented by

Aileen halsteadAileen worked at Medway Council until 2010 as School Workforce Development Manager, working very closely with the T.D.A. Prior to this Aileen was a teacher in secondary education for 31 years. Aileen has produced materials, model policies and worked closely with the main unions. Aileen is a qualified Life Coach.

Deanne DaburnDeanne has been a teacher in mainstream and special schools for 23 years, seven of these as the Deputy Headteacher of Danecourt School. She has coached and/or mentored many members of staff, and in 2009 gained a Masters Degree in Coaching & Mentoring Practice.

on Tuesday 8th November 2011


Target Audience: Senior Leadership Staff or Middle ManagersThis training will include an introduction to the importance of using coaching skills in the school environment, a range of coaching models including the Grow Model, recent research, practical activities and theoretical sessions. The day would be of great benefit if 2 or 3 people from each school could attend.

£70 per person To include lunch & refreshments







The Special Profile of Autism

Presented byKaren Scott

Karen has taught in both Specialist and Mainstream settings and held the post of Deputy Head in a specialist provision offering day and residential placements. She works with children diagnosed on the Autism Spectrum and supports the families. Karen holds a specialist qualification for Autism and over the last 14 years has delivered training to Early years Practitioners and to Primary and Secondary Schools.

on Friday 11th November 2011


Target Audience: SENCO’s, Teachers, Teaching AssistantsKey Stages 1-3

The Objectives of the day are:To understand the diagnosis of Autism and its impactTo highlight language, Communication and Interaction DifficultiesTo identify some key triggers for challenging behavioursTo be aware of recent interventions and strategies to support the above

There will be an emphasis on discussion, tasks and practical resources.

All delegates will receive a presentation pack.

£80 per person To include lunch, refreshments & Presentation Pack




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Lis’n TellA Creative Bridge to Literacy

Presented byLouise Coigley MRCSLT hPC (reg)

Louise Coigley is an Independent Speech and Language Therapist with twenty five years experience. She has worked extensively in the NHS with children and teenagers with Moderate to Severe Hearing Impairment, MLD SLD and PMLD as well as semantic, pragmatic, phonological difficulties and EBD. She is an experienced workshop leader in the UK, Nova Scotia, Singapore and Australia. Her approach, Lis’n Tell, fosters the creativity of adults and children individually and in groups. She is carrying out evaluation projects with Lis’n Tell trained SaLTs working in Special and Primary education. From September 2008, Louise will be teaching Lis’n Tell on the post grad SaLT course at Greenwich University.

on Tuesday 15th November 2011


Target Audience: SENCOs/Class Teachers/TAs/Therapists For: Children from 3 years and up with a range of communication challenges including H/I, ASD, Emotional & Behavioural.

A dynamic and imaginative approach to therapeutic intervention for communication development through storytelling. Specific speech, language and social skills are developed by choosing an appropriate story and then through the use of rhythm, role, rhyme, repetition and ritual, auditory and visual memory and educational targets are reinforced. By the end of the day delegates will understand the core principles of Lis’n Tell and be able to work on a range of social skills and speech & language targets.

LIMITeD PLACeS AvAILAbLe

£95 per head To include lunch & refreshments







Understanding Challenging BehaviourPresented byTony Osgood

Before becoming a lecturer at the Tizard Centre at the University of Kent, Tony was employed within the NHS as a Specialist Psychologist and before as a Behaviour Specialist. His interests include positive behaviour support, Autism & Asperger’s Syndrome, rapport and working in a person-centred manner. He has published book chapters and a series of accessible articles for Paradigm-UK and contributes regularly to the newsletter of the Challenging Behaviour Foundation.



Target Audience: SENCOs/Class Teachers/TAs

Science has taught us a lot about why humans do the things they do. (it’s not rocket science, it’s harder. But there are a host of ideas that have proved to be of help…) What does research tell us? What can we do about behaviours that challenge? This workshop uses combinations of small group work and lecturing. Participants are encouraged to share their own experiences and solutions and to consider the difficult balance between group expectations and the needs of children who challenge.


Your company/activity could be attracting more customers by advertising in this space.

Colour B&W

Full Page £200 £150

Half Page £100 £75

Quarter Page (horizontal) £50 £38

For further details please contact the Training Centre Administrator Tel: 01634 385680 Mob: 07503 658286




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Developing the Creative Curriculum

Presented byKatie Pays

Future CreativeContinuing Professional Development Trainers

on Tuesday 22nd November 2011

from 10.00am – 3.30pm

Target Audience: Primary SENCOs/Class TeachersCourse Aims: To Understand what is meant by a ‘Creative Curriculum’ To examine the significance of creativity in primary schools To enable teachers to best resource and support children’s creative explorations To enable practitioners to develop an understanding of how they can provide learning opportunities that are challenging and interactive. To know how to plan in ways that are integrated and creative whilst ensuring coverage of the NC. To offer practical support and share good practice.Course Outline: This course highlights the importance of creative learning across the curriculum and offer practical ideas to support teachers in delivering high quality topic based cross-curricular learning. Future Creative will work with teachers to design a topic based medium term plan linked to all areas of the National Curriculum and enable them to continue this way of planning independently. Teachers will be offered an opportunity to explore a more cohesive and cross curricular way of teaching by looking at how different areas of the curriculum can be linked together also looking at child initiated and adult directed learning. Training on Active Learning will be provided and an example of an interactive lesson will be delivered. Follow up sessions can be provided if required to support teachers in their move towards a full creative curriculum.








Making the World a Less Confusing Place

Presented byMaggie Johnson

Maggie is a consultant speech & language therapist specialising in childhood communication disorders and selective mutism. Her experience in education and community setting spans over twenty two years in special schools, language units, mainstream schools, clinics and multi-agency centre. Maggie is also author of several books.



Target Audience: Professionals working in different contexts with pupils who have language, learning, listening or organisational difficulties.

Many children with additional educational needs find the world a confusing place. They may be dyspraxic, language disordered, dyslexic, on the autistic spectrum, or simply one of those children who have difficulty fitting in. Perhaps they have comprehension difficulties or cannot read the hidden language of non-verbal communication and social behaviour that the rest of us take for granted. Perhaps they are poorly organised with difficulties in sequencing, task analysis, planning, following routines, and awareness of time-difficulties which will be reflected in both spoken and written language skills.Maggie pulls these various threads together and considers practical ways in which we can help bring an increased sense of order to these children’s worlds by capitalising on their visual strengths. The day moves from increased understanding of daily routines and personal organisation to creative language work using a framework to assist curriculum differentiation and planning.It will be relevant to professionals working in different contexts with pupils who have language, learning, listening or organisational difficulties. Although the emphasis will be on younger children, many elements of the course are applicable to secondary pupils and the transition process.


First delegate full price – a 25% reduction will be applied to additional places booked




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Foetal Alcohol Spectrum Disorder (FASD)Presented by

Dr Raja Mukherjee Consultant Psychiatrist and expert in clinical aspects of FASD

Carolyn blackburn Former Project Researcher on educational implications of FASD

Dr Raja Mukherjee is a consultant psychiatrist for people with learning disabilities with a special interest in neurodevelopmental disorders across the lifespan. He runs a specialist neurodevelopmental assessment clinic which is also a specialist FASD diagnostic and functional assessment clinic. As part of his specific research he has developed an expertise in the clinical aspects of Foetal Alcohol Spectrum Disorders. Dr Mukherjee has spoken at many national & international conferences and to a House of Lords subcommittee looking at FASD. Carolyn Blackburn was the Project Researcher for a project which investigated the educational implications of Foetal Alcohol Spectrum Disorders (FASD) which has resulted in a toolkit of teaching resources available to download from the NOFAS website. Carolyn was also a Project Advisor for the Complex Learning Difficulties and Disabilities Research Project (CLDD) undertaken by SSAT, and is currently researching the diverse communication needs of young children in the foundation stage at Birmingham City University. Carolyn has worked in childcare and education for 10 years in a range of roles including Early Years Manager, Development Worker, Family Support Worker (Early Childhood Intervention), Researcher and Inclusion Support Worker.

on Wednesday 30th November 2011 from 10.00am - 3.30pm

Foetal Alcohol Spectrum Disorder is a disorder that affects 1:100 children but is totally preventable and can cause serious lifelong social and behavioural problems. Alcohol can cause more damage to an unborn baby than any other drug. There is no known safe level of alcohol during pregnancy. It is no coincidence that as young people drink more there are more children entering the education system with all kinds of learning difficulties including ADD, hyperactivity, poor memory and speech disorders. This day will take an in depth look at the impact of FASD.

Timetable for the day:am: Dr Raja Mukherjee -Overview of FASD—Symptoms and Cognitive & Profile of FASDpm: Dr Raja Mukherjee - Diagnosis Carolyn Blackburn - Educational implications followed by 15 minutes of question time

£95 per person. To include lunch & all refreshments







Team TeachPositive Handling Course

Presented bybernard Allen

Qualified Team Teach Instructor

on Tuesday 3rd January 2012


Target Audience: All staff working with individuals who display challenging behaviour.

Following the Children’s Act of 1989, growing staff anxiety caused by allegations against and suspensions of staff, plus an increase in more challenging behaviour threatened the security and effectiveness of service settings managing children and young people displaying challenging behaviours, George Matthews, a Deputy Headteacher in a special school, was given the responsibility to establish a consistent behaviour handling policy and procedures by which staff actions could be judged. This local situation was also being experienced throughout the UK by services educating and caring for individuals who displayed challenging behaviours. In 1997 George Matthews founded Team-Team Ltd, a training system which involved teams of people working together to safeguard their service and to teach individuals more socially acceptable ways of expressing their behaviours. Since this time is has become the largest provider within the UK having trained over 5,000 tutors who between them have trained 750,000 people in over 85 local authorities in the UK. Team-Teach has attained the highest level award in the U.K - a National Training Award - This government supported award is presented to entries who have demonstrated exceptional achievement through training and development.

The training combines both theory and practice, emphasising the need for staff to show restraint rather than apply it! Providing a risk assessment structure to the selection of physical interventions that best allow the employer to provide a risk reduced workplace for service users and staff. This day will provide examples of best practice paperwork that underpins practice in this area. Following training, improved performance would be demonstrated by course participants in* recognising the importance of and using de-escalation techniques and working as a team when managing challenging behaviours. * applying and understanding the legal implications of positive handling *using a gradual and graded response to managing challenging behaviours and the use of positive handling as a last resort *the need for recording and reporting of incidents.

£90 per person To include lunch & refreshments. PLACeS ARe LIMITeD




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SignalongFoundation Training Course

Presented byShelley Ribbon

Accredited Signalong Tutor and teacher at Danecourt School

on Nine Mondays:

9th January 2012, 16th January 2012, 23rd January 2012, 30th January 2012, 6th February 2012, 20th February 2012,

5th March 2012, 12th March 2012, 19th March 2012 from

1.15pm - 2.45pm

Target Audience: SENCOs/Teachers/TAsTo enhance communication in children and adults.

By the end of this nine week course delegates should be able to read and perform any sign from any Signalong manual and have an understanding of the communication needs of their clients in a signing environment.Delegates must attend at least seven sessions to qualify for the Signalong completion certificate.

£100 per person for all 9 sessions

To include Training Manual, Signalong Completion Certificate and refreshments at each session

ThIS COuRSe IS STRICTLy LIMITeD TO 10 PLACeS ONLy SO eARLy bOOKINg IS ReCOMMeNDeD







Sounds-Write



on Four Consecutive Tuesdays

10th January 2012, 17th January 2012, 24th January 2012, 31st January 2012 from

9.00am – 4.30pm

Target Audience: Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff.For use in Primary & Secondary schools as either a whole class/school programme or an effective Wave 3 intervention.Sounds-Write is an effective approach to the teaching of reading, spelling and writing. This four day intensive course has already been attended by over 7,000 Headteachers, Deputy Headteachers, classroom practitioners, Educational Psychologists and members of local authority support.It is designed to be fully integrated within the literacy curriculum and is taught in a structured and highly effective format for whole classes, groups and individuals. The use of an interactive and well integrated phonics approach to the teaching of literacy accelerates the speed at which pupils of all ages acquire basic skills.Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.

£390 per personThis includes all materials, the Sounds-Write manual and CD of support materials. Refreshments are provided at every session. Lunch is NOT provided.For booking details please log on to www.sounds-write.co.uk and look for ‘Training Dates’ - Rainbow Court can be found as one of the venues. Follow the online booking instructions.




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Total Teaching:Moving from ‘Good’ to ‘Outstanding’

Presented byNeil Mackay

Action Dyslexia Training & ConsultancyNeil Mackay is a consultant and trainer who created the concept of Dyslexia Friendly Schools. He is an experienced teacher who has taught for 26 years, working with children with a wide range of ages, needs and ability. He is known for his ability to bring the classroom into his training and for providing lively, entertaining and thought provoking opportunities for teachers and teaching assistants to reflect upon and develop their practice. His audiences particularly appreciate his ability to offer workable responses to a range of learning needs, including AD(H)D, Asperger’s Syndrome and Dyspraxia in ways which meet diverse learning needs without affecting the work of the rest of the class.

on Thursday 12th January 2012


Target Audience: SENCOs/Class TeachersThis day is about supporting colleagues to raise achievement with reduced support and to move from ‘Good’ to ‘Outstanding’ by becoming even more inclusive. The focus will be on ideas and approaches to take back to school and share.Responding to the unproductive behaviour of pupils with AD(H)D, Asperger’s Syndrome, Dyslexia and Dyspraxia through personalisation, differentiation, alternative evidence of achievement and assessment for learning.Raising the achievement of ‘think faster pupils’ – when evidence of achievement rarely matches ability.Developing the ‘just enough’ skill set – the ‘SENCO’ techniques being used by outstanding classroom teachers ‘Just enough spelling’ – for jargon and other polysyllabic words ‘Just enough reading’ – ways to enhance the comprehension of pupils who think faster than they can read. ‘Just enough writing’ – bomb proof ways to help reluctant writers get it down on paper Strategies that really work and which quickly become whole class approaches.








Teaching Assistants Accredited Course(Two Days) 20 credit course from Edge Hill University

Edge Hill University has over 125 years of history as an innovative, successful and distinctive higher education provider. Short listed for Times Higher Education University of the Year 2007 and 2010; Top in the North West for overall student satisfaction (Sunday Times University Guide 2011); Second in England for graduate employment (HESA 2009, full universities, full and part-time, first and foundation degrees); Top 20 position, and the highest ranked university in ‘The Sunday Times Best Places to Work in the Public Sector 2010’; Grade 1 ‘outstanding’ judgments made in all 33 inspection cells, Ofsted Initial Teacher Education inspection report 12/5/2011.

Delivered byNeil Mackay - Action Dyslexia Training & Consultancy

on Friday 13th January 2012 & Tuesday 13th March 2012 From 9.30am – 3.30pm

This two day teaching assistant course is accredited through Edge Hill University and worth 20 credits towards a Foundation Degree. All delegates who book on this course must complete the registration form which will be sent to them upon booking. The form must be signed by their Headteacher and brought with them on Day 1. Delegates must identify children to work with and provide case studies. They will need to show how they have modified teacher plans to support their particular pupil.Day 1Managing Behaviour for learning Identifying and responding to low level disruption and ‘unproductive behaviours’ Self esteem, stress and learning Developing memory skills – learning how to learn The reading brain – preferred way of learning to read Developing comprehension skills Writing with reluctant writers – especially boys Preparing for the assignment (1)Day 2Identifying and responding to Additional Learning Needs – AD(H)D, Asperger’s Syndrome, Dyslexia, Dyspraxia Making sense of profiles – turning data into action Quick fixes for handwriting and spelling tricky words Reading skills for revision Kinesthetic approaches to information processing – mind mapping for sceptics Preparing for the assignment (2)

£250 per person To include lunch & refreshments on both days




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Get out of my face, it’s not my fault & it’s not fair!

Presented byFintan J O’Regan

Fintan is one of the leading behaviour and learning specialists in the UK. He is a behaviour and SEN consultant for the Specialist Schools and Academies Trust (SSAT), an associate lecturer for Leicester and Brunel Universities, the National Association of Special Needs (NASEN) and the Institute of Education, an educational consultant for ADDISS, Chairman of the European ADHD Awareness Taskforce and author of the TES award winning book Educating Children with ADHD.

on Friday 20th January 2012


Target Audience: Sencos/Class Teachers/TAs Oppositional Defiant Disorder is term given to describe when a child displays a certain pattern of behaviours that includes losing their temper frequently, defying adults, being easily annoyed and deliberately annoying others. The key elements displayed by children with ODD include: Argues with Adults, Refuses and Defies, Angry and Defensive and Spiteful and Vindictive. These children display a “counter- will” against authority especially when frustrated or stressed. They are often completely inflexible in these situations and the more pressure applied to make them conform the greater the opposition. A range of systems and strategies will be considered to address successful behaviour and socialisation outcomes for children and young persons with ODD and overlapping conditions.

Areas to be addressed include The Impact of ODD in terms of the Individual, Families and Society; The overlap of ODD with ADHD, ASD, and CD; Girls and Boys and ODD; Introduction of the SF3R Behaviour Management Model; Structure and setting Realistic Rules, Rituals and Routines; Flexibility in Dealing with Difficult, Defiant and Demanding situations; Rapport and Effective Communication; Relationships and developing Trust between and within the group; Role Models and the skills required when working with parents of children with ODD.A range of practical options for the successful teaching and learning of students with ODD will be discussed together with opportunities for problem solving a range of issues regarding children with ODD.

£90 per person. To include lunch & refreshments







Cued Articulation

Presented byMaria-Loukia bratsou

Speech & Language TherapistJane Thomas

Speech & Language Therapy Technical Instructor

on Friday 27th January 2012


Target Audience: SENCOs/Teachers/TAs

A one day workshop in the use of Cued Articulation.

Cued articulation is a system of simple hand cues and colour coding which represent the sounds of the English language. It has been developed to assist those who have difficulty producing, remembering and sequencing speech sounds. It has also assisted the normal development of language, reading and spelling skills.

Two handbooks entitled Cued Articulation and Cued Vowels are provided in the cost of this workshop.

£95 per person. To include two Cued Articulation handbooks, lunch & refreshments




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Behaviour Management in Hearing Impaired Children under 11

Presented bySuzanne harriganThe Ear Foundation

on Thursday 2nd February 2012


Target Audience: Teachers of the Deaf, Speech & Language Therapists, TAs and other professionals working with deaf children, Parents.

Does deafness change behaviour and our options for managing it? This day will focus on the issues for parents and professionals concerned with behaviour management in children aged 11 and under at home and in school. It will consider some reasons for different behaviours and possible strategies for managing them. There will be an opportunity for discussing specific cases within a solution based framework.

This course will give you:An understanding of behaviour issues involved in deafness and its links to language. An opportunity to explore and review the course developed by the NDCS (The National Deaf Children’s Society) for parenting a deaf child including research outcomes.A practical understanding of the techniques for behaviour management.An open forum in which delegates may raise specific behaviour management issues that they have experienced with the opportunity for exploring possible strategies.








Lend a HandPresented byKatie Pays

Future CreativeContinuing Professional Development Trainers

on Tuesday 7th February 2012

from 10.00am – 3.30pm

Target Audience: SENCOs/Class TeachersCourse Aims:Promote the positive impact of working in partnership with parents; Look at effective practice and examine some of the challenges and dilemmas facing teachers when developing professional relationships with parents; Highlight the outcomes for children; Understand the importance of effective communication.Course Outline: Acknowledge the challenges and dilemmas that teachers face when developing and sustaining effective, communicative relationships with parents; How to involve parents in exchanging information and highlight the benefits of parents and teachers working in partnership; Acknowledge the diverse needs of parents and look to develop inclusive practice that meets the needs of all parents, Discuss the impact of English as an additional language and acknowledge the potential impact of social and cultural factors on relationships with parents; Stress the importance of a warm and welcoming atmosphere for parents and look at various approaches to extending learning into the home, including learning journals, weekend bears and daily record books; Reflect on how to engage with fathers and offer practical suggestions; Examine how to bring parents information boards to life; Examine the role of ICT in relaying information to parents and examine other ways of establishing two way communications.How might parents contribute to children’s records?, What workshops could your setting run to cement an understanding of the curriculum?, Are there regular opportunities to meet with parents?, How do you exchange information on a daily basis?, How do you sustain effective, communicative relationships with parents?Links to the National Curriculum:If schools are to respond effectively to the values and purposes of the National Curriculum, they need to work in collaboration with families.It may also be informative for school governors and parents who have an interest in working together to create opportunities for spiritual and moral development.





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Understanding Attachment Disorders

Presented byColin Troy

Colin Troy is an experienced educationalist with over 30 years of teaching experience, eight of which were as Head of two special schools. He is now a consultant, trainer and lecturer specialising in pupils and students of all ages with special educational needs and learning support. Colin has worked with the UN Development Fund promoting awareness on special needs issues and was keynote speaker at the International Schools Conference in Prague. He is an assessor for the Inclusion Quality Mark and acts as an advisor to local authorities on inclusion issues. As a trainer Colin’s energetic and experiential style enables delegates to understand how people with special needs experience the world around them and gives practical help to enable them to develop effective intervention and management techniques. Delegates have found Colin’s style inspirational but essentially practical.

on Thursday 9th February 2012


Target Audience: Teachers, Support Staff, Pastoral Staff, Care Staff, Foster Carers working with young people with attachment disorders in special schools and mainstream settings.

The course will cover: The nature and characteristics of attachment disorders How attachment issues affect behaviour, teaching and learning, relationship/social skills and lifelong development Effective management strategies to develop social skills, communication skills and behaviour management. Case studies and planning individual support and intervention.








Using Sounds-Write as an Intervention



on Tuesday 21st February 2012


Target Audience: SENCOs/Class Teachers/TAs who have already completed a Sounds-Write Course. This course will focus on developing the skills of those using Sounds-Write as an intervention.Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.

£90 per person. To include lunch and refreshments

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Non Violent Resistance



on Thursday 23rd February 2012


Target Audience: /Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff/ Health Professionals/Parents/Social Services Personnel.Parents and teachers can be given various explanations for children and young people’s aggressive and unmanageable behaviour. While it may be tempting to believe that challenging behaviour can be dealt with by tackling an ‘underlying problem’, research does not bear this out. With very few exceptions, young people who act in violent and aggressive ways do so to control those around them.Commonly, behaviour problems in school or school refusal arise in a context of violent, aggressive and controlling behaviour demonstrated by children and young people at home towards their parents. Non-violent resistance is a systematic and empowering approach to helping families who find themselves in such a situation.Non-violent resistance was developed by Haim Omer and his team at the University of Tel Aviv over the last twelve years and is being further developed in the UK by Dr Peter Jacob at Partnership Projects. This day provides an introduction to the principles of Non-Violent Resistance illustrated through examples of NVR work carried out with parents by an Educational Psychologist and School Welfare Officer.







Analysis for AchievementData Analysis: The Key to Raising Achievement

Presented byNeil Mackay

Action Dyslexia Training & ConsultancyNeil Mackay is an international consultant and trainer who created the concept of Dyslexia Friendly Schools. He is an experienced teacher who has taught for 26 years, working with children with a wide range of ages, needs and ability. He is known for his ability to bring the classroom into his training and providing lively, entertaining and thought provoking opportunities for teachers and TA’s to reflect upon and develop their practice.

June ToddIndependent Consultant

June is a recently retired Head of an Inner City Primary School judged to be Outstanding in 2011. June is an independent consultant with a particular interest in the analysis of data.

on Monday 27th February 2012 (PRIMARy)

or Tuesday 28th February 2012 (SeCONDARy)


Target Audience: Senior Management., those required to provide or analyse data.The focus will be on the requirements of the new OFSTED Framework which requires schools to ‘analyse for achievement’ and use data to identify opportunities to impact on the quality of learning & teaching. A priority will be the identification and targeting of pupils who are ‘not benefitting enough’ from their education at all levels of ability and need. Participants will be asked to bring a range of data samples from their school and this ‘real time’ information will be used to identify messages, sign posts and anomalies.Data from a range of different groups, including Gifted & Talented (G+T), Looked After children (LAC), Free School Meals (FSM), English as a Second Language (ESL) will be analysed to evaluate and quantify value added opportunities, leading to the development of strategies to record successes and improvements and to close the learning gap for the target groups. Ways to use data to measure non academic achievement will be presented, including the use of assessment for learning and alternative evidence of achievement.Strategies for progress chasing and using data to measure the impact of the whole school will be presented and discussed.




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Analysis for Achievement continuedOutline of the day

Session 1—(So?) - Searching for the big PictureUnpacking the data—looking for messages, anomalies and sign posts:Unpacking the numbers—working with large and small samples from different groups etc.National comparisons and bench marking.Evaluating and quantifying value added improvements and those based on ability ranges.Effective use of data—identifying the questions to ask.

Session 2—(So What?) - Focussing the SpotlightAnalysis for value added learning.Analysing the progress of identified groups—recording successes and improvements to identify and close the gap for G+T, EAL, LAC, FSM, Gender etcUsing data to move learning forward.

Session 3 (So What Now?) - Analysis into Action (1)‘Data for Myth busting’ re what is or is not working (including actual impact of common interventions eg deployment of TA) and looking for trouble—identifying and responding to anomalies.Using data to personalise learning for ’sticky pupils’ - closing the thinking gap.Measuring the non academic progress

Session 4 (So What Next?) - Analysis into Action (2)Whole school strategies for raising achievement and attainment.Progress chasing.Managing Behaviour for Learning.‘Impact judgements’ using Assessment for Learning and alternative evidence of achievement.Data for differentiation—securing achievement at the ends of ability.








The Wonders of Widgit(Communicate in Print)

Presented byKevin Ruddell

Teacher & ICT Coordinator, Danecourt School.

on Thursday 8th March 2012

from 9.30am – 3.00 pm

Target Audience: SENCO’s/Teachers/TA’sFor: Suitable for all ages.

During the day delegates will be guided through the Communicate in Print package and shown the potential of this resource in supporting the delivery of the curriculum to children with special educational needs. In the afternoon there will be an opportunity for delegates to create visual supports which will be useful to them within their own school setting. All materials are provided. This programme is available to purchase at a discounted rate through Rainbow Court Training Centre.

£70 per person To include lunch, refreshments, materials and handout




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Performance Management Training for Teachers

Presented byAileen halstead

Aileen worked at Medway Council until 2010 as School Workforce Development Manager, working very closely with the T.D.A. Prior to this Aileen was a teacher in secondary education for 31 years. Aileen has produced materials, model policies and worked closely with the main teacher unions on all aspects of performance management, to ensure that schools are meeting the national regulations & the teachers pay and conditions document.


from 2.00pm – 5.00pm

Target Audience: Teachers who will be reviewers or teachers who require refresher training.

This training will focus on how to deliver and manage performance management and reviews using the Professional Standards for Teachers. Included in the training will be guidance on threshold applications & upper pay scale progression.








Very Special Maths

Presented byLes Staves

Les Staves has worked with special children for over forty years, was an outstanding head teacher and is now a writer and trainer with a reputation for inspirational training.

on Friday 16th March 2012


Target Audience: SENCOs/Class Teachers.This course is suitable for teaching and support staff from a variety of settings; mainstream, special or foundation stage. It is for staff involved with children of any age who are learning at early levels, across the P Levels or beginning to access the National Curriculum maths.

The programme will include sessions on:

Very Special Maths explores areas of learning that are vitally important for children who are progressing slowly as a consequence of barriers to learning. It will make you think about what your children need and about your teaching practices. It will offer you many insights and make sense of ways to approach the maths curriculum for children with special needs.

Count Me In explores early concepts and skills that lead to understanding and communicating about quantities and learning about counting.

Experiencing Changes looks at the practical roots of calculation.

Making Representations is about actions and mark making leading to symbolic representation and thinking.

What’s in the Mathemagical Boxes? Les has very large boxes full of resources. Delegates can handle and discuss them to stimulate their own creative thinking and Les will also complete the session with his own stories about children and lessons.





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Children Who Can Speak But Don’t:Working with Reluctant Speakers and Selective Mutism


Maggie is a consultant speech & language therapist specialising in childhood communication disorders and selective mutism with over 22 years experience in education and community settings. Maggie is author of several books.

on Tuesday 27th March 2012


Target Audience: SENCOs/Teachers/TAsMorning Session - suitable for pre-schools

Persistent failure to speak in certain situation (‘selective mutism’) is a form of social phobia commonly mistaken for shyness, stubbornness, manipulation or attention seeking. If mishandled, the silence can become increasingly difficult to break. Maggie discusses how staff in schools and pre-school settings can work with parents to help children overcome their reluctance to communicate.Prevention in the early years can save years of distress for children, families and staff but it is never too late to make a difference and help children find their voice.Staff working in pre-school settings are able to book the morning session only at a reduced charge.AM: What is selective mutism? Shyness? Reluctant speakers? Understanding the different conditions with implications for intervention and prevention.

Implications for management – early years and beyond Creating an environment which rewards communication rather than silence. Making the child an active partner, Rapport Building using a stage progression for non-verbal communication to vocalisation, Video extracts and discussion.

PM: Intervention for school-aged childrenTechniques to elicit and generalise speech, Planning and implementing a small steps programme, Coping with setbacks, Video extracts and discussion.

£85 per person. To include lunch & refreshments. £45 per person. Pre-schools - morning session only. To include refreshments. First delegate full price - A 25% reduction applied to additional places booked.







Making Sense and Encouraging Early Communication

Presented byFiona ewing

Outreach Specialist Teacher – Danecourt School

Sarah MannTeacher – Danecourt School



Target Audience: SENCOs/Class Teachers/TAs

A practical course targeted at teachers and teaching assistants who are looking for sensory and communication based activity ideas to use with pupils working at early P Levels.


Do You Need a Fundraiser?

Do you need a professional fundraiser to help raise funds

on your behalf?

If so please call 07941 234327 to discuss your needs.




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The Building Blocks of Literacy and Minority Pupils



on Friday 30th March 2012


Target Audience: Anyone working with or interested in raising the attainment of minority pupils.We now have at least 30 years of incontrovertible research evidence into the most effective way to teach the English Alphabet Code. Do we need a different approach for children with English as a second language? This day will look at what the research actually concludes and will consider some of the barriers for ESL pupils and explores how these barriers may be overcome.If you have completed the Sounds-Write training, there will be some revisiting of the Word Level. There will, however, be an opportunity to share experiences of effective teaching and interventions for ESL pupils.

£90 per person

To include lunch & refreshments.







Developmental Dyspraxia Conferenceand co-occurrence with

Dyslexia, ADHD and Autism Spectrum Disorders

Presented byDr Madeleine Portwood

Hon Fellow, University of DurhamEducation Director - Dyspraxia Foundation, Vice Chair – European Children Our Concern, Spokesperson for the British Psychological Society on: Child Development, Neuro-developmental Disorders and Teenage Suicide.A practicing Educational Psychologist for 25 years and a Specialist Senior Educational Psychologist for 20 years, with responsibility for the following: - SEBD, Early Years, SLD, Dyspraxia, Dyslexia, Sensory Impairment. She is author of many books including Developmental Dyspraxia which has sold more than 60,000 copies. Her work has been the focus of many television documentaries including the first programme in ‘The Human Mind’ series hosted by Robert Winston and she is advisor to the BBC on a new programme for children. Dr Portwood’s work is recognised internationally and she is regularly the keynote speaker at large conferences including NASEN, the BDA, Leicestershire and London Councils. She is involved in a Parliamentary Cross-Party working group focusing on provision for children and young people with ASC and has advised on policy for young people and adults with co-occurring difficulties.

on Tuesday 17th April 2012


Target Audience: SENCOs, Class Teachers, TAsAs we understand more about neurodevelopmental disorders, Dyslexia, Dyspraxia, ADD/ADHD and Autism Spectrum Disorders, it is evident that we can no longer treat them in isolation. The aim of this conference is to examine the presenting behaviours of each and learn that an understanding of the underlying neurology can inform on the most effective interventions to support youngsters with these difficulties.The format of the day will include:An overview of, Development of the brain, Possible causes of immaturity, Current research information, Diagnosis, Developmental assessment, Cognitive profile and motor skills screening, Intervention, Treatment programmes for nursery, primary and secondary aged pupils, Methods of obtaining baseline information and empirical evidence to measure the effectiveness of intervention,Case studies and questions.





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Developing Communication and Listening Skills Through Music

Presented bySarah Mann

Teacher – Danecourt School

on Tuesday 24th April 2012

from 9.30am – 12.00 noon

Target Audience: SENCOs/Class Teachers/TAs Key Stage 1, Early Years & Special Educational Needs

Objectives:To understand why music is such a powerful took for learningTo explore songs, rhymes and musical games that help to develop our children’s communication and listening skillsTo identify ways of using music to enhance story timeMusic is an ideal vehicle to use in order to develop communication and listening skills. Speech and music are very closely linked – both are languages where the raw materials are sounds that need to be expressed. Both can be articulated, read, written, listened to, thought about and observed.Because of its obvious dependence upon listening and communication, music (and especially singing games and rhymes) can be used to improve these skills. Better still, they can be ‘slipped in’ during the school day across many areas of the curriculum. On the whole children find singing fun (it’s only adults that have a hang up about it!!!) and are therefore eager to participate, and in doing so are improving and developing many skills without even realising that they are learning. This course aims to equip practitioners with a well tested bank of songs, rhymes, musical games and activities that will have a positive impact on the development of a child’s communication and listening skills.

ThIS IS A PRACTICAL COuRSe AND COMFORTAbLe CLOThINg IS ADvISeD








Sounds-Write Presented byDerrie Clark


on Four Consecutive Thursdays

26th April 2012, 3rd May 2012, 10th May 2012, 17th May 2012 from

9.00am – 4.30pm

Target Audience: Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff. For use in Primary & Secondary schools as either a whole class/school programme or an effective Wave 3 intervention.

Sounds-Write is an effective approach to the teaching of reading, spelling and writing. This four day intensive course has already been attended by over 7,000 Headteachers, Deputy Headteachers, classroom practitioners, Educational Psychologists and members of local authority support.It is designed to be fully integrated within the literacy curriculum and is taught in a structured and highly effective format for whole classes, groups and individuals. The use of an interactive and well integrated phonics approach to the teaching of literacy accelerates the speed at which pupils of all ages acquire basic skills. Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.

£390 per person.

This includes all materials, the Sounds-Write manual and CD of support materials. Refreshments are provided at every session. For booking details please log on to www.sounds-write.co.uk and look for ‘Training Dates’ - Rainbow Court can be found as one of the venues. Follow the online booking instructions.




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Positive Behaviour Support: Strategies to Support Change

Presented byTony Osgood

Before becoming a lecturer at the Tizard Centre at the University of Kent, Tony was employed within the NHS working as a Specialist Psychologist and before, as a Behaviour Specialist. His interests include positive behaviour support, Autism & Asperger’s Syndrome, rapport and working in a person-centred manner. He has published book chapters and a series of accessible articles for Paradigm-UK, and contributes regularly to the newsletter of the Challenging Behaviour Foundation.

on Friday 11th May 2012


Target Audience: Sencos/Class Teachers/TAs

Positive behaviour support focuses on teaching positive coping skills and replacement behaviours for problem behaviours. It also shows how it is those around the child teach (often inadvertently) the good, the bad and the ugly behaviours we see. This workshop will explore different approaches to engaging children with severe reputations for problem behaviour. Using humour, real stories and research, the workshop employs combinations of small group work, lecturing and case-studies. Participants are encouraged to share their own experiences and solutions.








The Passionate Mind: How Individuals with Autism Learn

Presented byDr Wendy Lawson MAPS MbPsS bss, bsw(hons), gDip

(Psychstud), gDip (Psychology), PhD (psych)

Dr Wendy Lawson MAPS lives in Australia and is an adult with high functioning autism. As well as presenting internationally and publishing many journal articles, Wendy has written several books varying from her autobiography to an everyday text on Autism.Her latest book is entitled: The Passionate Mind: How people with Autism Learn. Wendy’s work explores the influence of neurological development in individuals with autism with reference to impact upon learning styles. Wendy was awarded fourth place as ‘Australian of the year’ in 2008. As a writer, poet and educator, Wendy is well known both in the Northern and Southern hemispheres. Becoming a psychologist and sharing her knowledge, understanding and experience of life encounters, including autism and Asperger’s diff-abilities, is an ongoing journey that Wendy welcomes.

on Tuesday 15th May 2012


Target Audience: SENCOs, Class Teachers, TAs, Health Professionals, Parents and those with an interest in Autism. This workshop will be research based focusing, for example, upon building bridges between the Neurologically Typical (NT) and Autism Spectrum (AS) worlds. Relationships: whether formal, informal, familiar or otherwise, all need to be negotiated. Typically developing individuals seem to have little difficulty with communicating needs, wants and desires. They are usually appropriate and can tick the right boxes. Being on the AS (Autism Spectrum) however, means they understand the world differently. This will mean a clash in the social arena. Social demand and interaction for AS Individuals is a nightmare.Wendy’s presentation explores AS, social demand and how to bridge some of the gaps so AS individuals can truly be involved with an inclusive society. Although research based, the seminar will be ‘hands on’, practical and ‘down to earth’. This seminar will make available a number of strategies that the delegates can take away and implement in their own daily encounters.





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Team TeachPositive Handling Course

Presented bybernard Allen

Qualified Team Teach Instructor

on Thursday 22nd May 2012


Target Audience: All staff working with individuals who display challenging behaviour.Following the Children’s Act of 1989, growing staff anxiety caused by allegations against and suspensions of staff, plus an increase in more challenging behaviour threatened the security and effectiveness of service settings managing children and young people displaying challenging behaviours, George Matthews, a Deputy Headteacher in a special school, was given the responsibility to establish a consistent behaviour handling policy and procedures by which staff actions could be judged. This local situation was also being experienced throughout the UK by services educating and caring for individuals who displayed challenging behaviours. In 1997 George Matthews founded Team-Team Ltd, a training system which involved teams of people working together to safeguard their service and to teach individuals more socially acceptable ways of expressing their behaviours. Since this time is has become the largest provider within the UK having trained over 5,000 tutors who between them have trained 750,000 people in over 85 local authorities in the UK. Team-Teach has attained the highest level award in the U.K - a National Training Award - This government supported award is presented to entries who have demonstrated exceptional achievement through training and development. The training combines both theory and practice, emphasising the need for staff to show restraint rather than apply it! Providing a risk assessment structure to the selection of physical interventions that best allow the employer to provide a risk reduced workplace for service users and staff. This day will provide examples of best practice paperwork that underpins practice in this area. Following training improved performance would be demonstrated by course participants in* recognising the importance of and using de-escalation techniques and working as a team when managing challenging behaviours. * applying and understanding the legal implications of positive handling *using a gradual and graded response to managing challenging behaviours and the use of positive handling as a last resort *the need for recording and reporting of incidents.

£90 per person. To include lunch & refreshments PLACeS ARe LIMITeD







The Great EscapeOutdoor Learning and Play

Presented byRob Dembreya

Future Creative (Continuing Professional Development for Primary Teachers)on

Tuesday 24th May 2012 from

10.00am – 3.30pmTarget Audience: SENCOs/Class TeachersCourse Aims:• Promote the significance of outdoor and play based learning• Look at the theoretical perspectives on outdoor learning• Examine the importance of outdoor play in relation to learning and development• Look at examples of effective practice and appropriate resourcesCourse Outline:To highlight over 100 years of child development theory that supports and encourages children to learn, play and explore in the outdoor environment in relation to active learning and link outdoor learning to all areas of the National Curriculum. To explore the uses of the outdoor environment through KS1 and KS2 and link outdoor learning to the development of children’s communication, language and literacy and to problem solving, reasoning and numeracy. To highlight the importance of outdoor play in relation to children’s health and wellbeing; both physical and emotional. To promote the use of natural materials and the opportunities afforded by the natural world.To highlight the significance to boys’ learning and development of outdoor play and look closely at the impact that outdoor play has on behaviour and attitudes to learning in relation to indoor and emotional environments. To examine outdoor learning with regard to inclusive practice and acknowledge possible challenges and dilemmas. To examine current Ofsted guidelines with regard to outdoor environments.Links to the National Curriculum:Including all learnersSetting suitable learning challengesResponding to pupils’ diverse learning needsOvercoming potential barriers to learning and assessment for individuals and groups of pupils





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Synthetic Phonics and the Special Needs Child

(An inclusive developmental approach to Letters and Sounds)


Maggie is a consultant speech & language therapist specialising in childhood communication disorders and selective mutism with over 22 years experience in education and community settings. Maggie is author of several books.

on Tuesday 29th May 2012


Target Audience: SENCOs/Teachers/TAsThis training day explores the links between language development, phonological awareness and synthetic phonics, with practical strategies and extension activities to support speech and literacy development in learners of all ages.Phonological awareness (the ability to identify and manipulate individual sounds and sequences within words) is recognised as a key factor in the development of literacy. Not all aspects of this important skill are included in Letters and Sounds, reducing both the effectiveness of input during the foundation stage and the benefits of literacy schemes in later years. Unless the process of language acquisition and links to literacy are fully understood, children with delayed development, specific learning difficulties and impulsive behaviours are at risk of associating reading with failure, as traditional approaches are likely to be pitched above their level of reading readiness.Outline of the DayWhat does it all mean? Exploring the relationship between phonological, awareness and language development, Links with reading readiness and synthetic phonics, Identification of phonological awareness difficulties and hidden language processing difficulties, Implications in the classroom, Evaluating the risks to poor readers in existing reading schemes, Implementing a developmental approach to plug the gaps, Video presentation and discussion.Practical activities, Ideas for developing phonological awareness, sound-blending and speech pronunciation, Examining and extending Letters and Sounds, Video presentation and discussion.


First delegate full price - A 25% reduction applied to additional places booked.







Introduction to Irlen SyndromeA Very Brief History

Presented byMarie Smith

Director, Irlen Kent

on Wednesday 30th May 2012

from 12.00 noon—1.30pm

Target Audience: SENCOs/Teachers/TAs

This presentation will highlight the impact that Irlen Syndrome has on the lives of some individuals and will cover the following areas:

Early identification of Irlen SyndromeEasy ways to help minimise visual stress within the classroom environmentThe importance of screening by trained Irlen ScreenersHow to train as a screener for Irlen Syndrome





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Non Violent ResistancePresented byDerrie Clark


on Tuesday 12th June 2012


Target Audience: Headteachers/Deputy Headteachers/SENCOs/Class Teachers/TAs/Educational Psychologists/Local Authority Support Staff/ Health Professionals/Parents/Social Services Personnel.Parents and teachers can be given various explanations for children and young people's aggressive and unmanageable behaviour. While it may be tempting to believe that challenging behaviour can be dealt with by tackling an 'underlying problem', research does not bear this out. With very few exceptions, young people who act in violent and aggressive ways do so to control those around them.Commonly, behaviour problems in school or school refusal arise in a context of violent, aggressive and controlling behaviour demonstrated by children and young people at home towards their parents. Non-violent resistance is a systematic and empowering approach to helping families who find themselves in such a situation.Non-violent resistance was developed by Haim Omer and his team at the University of Tel Aviv over the last twelve years and is being further developed in the UK by Dr Peter Jacob at Partnership Projects. This day provides an introduction to the principles of Non-Violent Resistance illustrated through examples of NVR work carried out with parents by an Educational Psychologist and School Welfare Officer.








Using Sounds-Write as an InterventionPresented byDerrie Clark


on Thursday 14th June 2012


Target Audience: SENCOs/Class Teachers/TAs who have already completed a Sounds-Write Course.

This course will focus on developing the skills of those using Sounds-Write as an intervention.Sounds-Write meets all the requirements for a phonics programme as defined by the UK Government’s Department for Education (DfE). The DfE’s independent assessors have recently scrutinised our self-assessment and approved its accuracy.





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Autism Lecture:Building a Curriculum for Children & Young People with ASD

in all Educational Settings.

Enabling Effective Inclusion for Children & Young People with ASD.

Presented byProfessor Rita Jordan PhD Obe

Professor Jordan is an important figure in the world of Autism. She taught clinical linguistics, special education and primary education at the University of Hertfordshire and is now leading a team of academics in Autism Studies providing a range of professional development programmes in Autism Spectrum Conditions at the University of Birmingham. Professor Jordan has served on national and international task forces on autism and consults and lectures world-wide.

on Tuesday 19th June 2012


Target Audience: SENCOs/Teachers/TAsbuilding a curriculum for Children & young People with ASD in all education settings – This talk will consider the curriculum needs arising from autism spectrum conditions (ASD) and suggests ways in which they can be addressed. It will do this from two perspectives: it will examine aspects of the full curriculum that may present particular difficulties of access for individuals with ASD and it will examine the way in which the traditional curriculum may need extension to meet the therapeutic needs inherent in ASD. In considering access, the talk will look at ‘educational language’ and particular issues presented by certain curricular subjects, including English language and literature, mathematics, science, physical education, history and modern foreign languages. In terms of ‘education and therapy’, the talk will address ways in which the child or young person with an ASD can be helped to understand themselves and others, including becoming aware of their own emotions and managing their own behaviour. It will explore ways of developing communication and teaching in explicit ways that make the ‘hidden’ curriculum accessible for those with ASD. Finally, the talk will consider the bases of curriculum development for children with ASD, including a developmental curriculum and an ecological curriculum. ...continued opposite




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enabling effective Inclusion for Children & young People with ASD – This talk will examine the particular difficulties individuals with ASD face in understanding and managing within a social environment and where teaching occurs through social and linguistic mediation. It will look at all aspects of the school environment that might lead to difficulties for those with ASD and where adaptation may be needed. This includes the physical environment, the classroom organisation, discipline measures, homework and examinations. It considers different models of promoting inclusion including individual support assistants, peer support, autism advisory teams, ASD classes, units and resource bases and relationships between mainstream and specialist schools. The talk will include an analysis of the nature of inclusion as compared to forms of locational integration and promotes the benefits of true inclusion, but with adequate and appropriate support.

£95 per person. To include lunch & refreshments First delegate full price - A 25% reduction applied to additional places booked

Performance Management Training for Teachers

Presented byAileen halstead

Aileen worked at Medway Council until 2010 as School Workforce Development Manager, working very closely with the T.D.A. Prior to this Aileen was a teacher in secondary education for 31 years. Aileen has produced materials, model policies and worked closely with the main teacher unions on all aspects of performance management, to ensure that schools are meeting the national regulations & the teachers pay and conditions document.

on Thursday 21st June 2012

from 2.00pm – 5.00pm

Target Audience: Teachers who will be reviewers or teachers who require refresher training.

This training will focus on how to deliver and manage performance management and reviews using the Professional Standards for Teachers. Included in the training will be guidance on threshold applications & upper pay scale progression.








Improving Staff PerformancePresented byColin Troy

CT Training and Educational ConsultancyColin Troy is an experienced educationalist with over 30 years of teaching experience, eight of which were as Head of two special schools. He is now a consultant, trainer and lecturer specialising in pupils and students of all ages with special educational needs and learning support. Colin has worked with the UN Development Fund promoting awareness on special needs issues and was keynote speaker at the International Schools Conference in Prague. He is an assessor for the Inclusion Quality Mark and acts as an advisor to local authorities on inclusion issues. As a trainer Colin’s energetic and experiential style enables delegates to understand how people with special needs experience the world around them and gives practical help to enable them to develop effective intervention and management techniques. Delegates have found Colin’s style inspirational but essentially practical.

on Thursday 28th June 2012


Target Audience: Anyone who is or aspiring to be involved in managing teams of staff or department.This course will help set up performance management practice which will allow staff members to develop their skills and performance. It will suggest ways of having challenging conversations, coaching techniques for developing skills and guidance on supportive structures and systems. The course will cover:Performance management theory and practice, Assertive communication skills, How to manage difficult conversations and challenging situations, Mentoring and coaching skills.Helpful structures and systems.





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The Dyslexic in the Classroom

Presented byLee Pascal

National Speaker, Special Needs Teacher, Guest Lecturer for universities, local authorities, NASEN and PATOSS, Presenter on Teacher TV, Co-author of ‘Get Better Grades’, former literacy advisor to the BBC and Director of the Study Hall

on Friday 29th June 2012

from 9.30am – 3.00 noon

Target Audience: SENCOs/Class Teachers/TAs/Parents Key stages 1-4

This day addresses the problems that pupils with Specific Learning Difficulty (Dyslexia) encounter throughout the curriculum. Delegates are made aware of the particular problems of pupils with these special needs and are encouraged to rethink the vocabulary they use, replacing such commands as ‘Read carefully’ with practical exercises designed to teach academic skills. Special attention is given to addressing ability differentiation and to ensuring that work done in special needs departments relates directly to class requirements. Other topics covered include motivation, confidence boosting, marking and homework.Lee’s lectures are lively and stimulating with audience participation an important element in the problem solving structure. Participants are encouraged to offer specific difficulties encountered in the classroom with a view to discovering practical solutions.








The ‘M’ Factor: Mood and Motivation Management

Presented byFintan J O’Regan

Fintan is one of the leading behaviour and learning specialists in the UK. He is a behaviour and SEN consultant for the Specialist Schools and Academies Trust (SSAT), an associate lecturer for Leicester and Brunel Universities, the National Association of Special Needs (NASEN) and the Institute of Education, an educational consultant for ADDISS, Chairman of the European ADHD Awareness Taskforce and author of the TES award winning book Educating Children with ADHD.

on Tuesday 3rd July 2012


Target Audience: Sencos/Class Teachers/TAs It’s not behaviour management and it never has been. It is mood management. Success in behaviour and learning are all about motivation, desire and generating a proactive learning mood. This presentation will consider the issues of mood and motivation, reviewing key behaviour management and teaching skills, the language of learning, the power of praise and creating whole class positivity.The course will include:Understanding how the issue of mood determines success in behaviour and learning. Considering the power of motivation and how to develop tools to teach and manage hard to reach students and reduce boredom in the classroom. Consider the 5Ps of Marketing; Promotion, Place, Product, Price and People in terms of mood and motivation management. Looking at the key skills in teaching and managing students in the classroom Analysing a range of strategies and techniques to engage the disaffected learners. An insight into the successful USA programme that uses a series of metaphors, music and activities to achieve responsibility, freedom and respect in children and young people.





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Eyes Wide and Open MindsObservation, Assessment and Planning

Presented byRob Dembreya

Future Creative (Continuing Professional Development for Primary Teachers)

on Thursday 5th July 2012

from 10.00am – 3.30pm

Target Audience: Early Years ProfessionalsCourse Aims:To develop an understanding of the role of observations, assessment and planning in identifying children’s individual needs and how they can be built upon as the foundations for moving children’s learning and development forward.Course Outline:To examine various methods of observing young children; To explore the theoretical perspectives on OAP; To highlight learning journals as a means of recording children’s learning and development; To discuss the role of observations; Assessment and planning in supporting children’s transitions; To make the links from observations to the themes, principles and commitments of the EYFS; To encourage practitioners to observe with their eyes wide and their minds open; To present numerous case studies in order to identify the core elements of observation; To examine the value of home visits and ‘about me’ profiles as a starting point for meaningful assessment; To highlight the role that children can take in recording their own learning and development; To discuss in relation to children’s schemes and child development; To highlight the impact of working in partnership with parents; To highlight the interdependence of quality observations, meaningful assessments and appropriate planning and resourcing; To examine in relation to routines and how these should flow in relation to meeting children’s unique needs; To place the child at the centre of all these interconnected processes; To highlight what children can achieve; To look closely at the commitment to planning, both long term and medium term; How to reconcile planning with being responsive to children’s changing needs;To recognise assessment as part of the process towards resourcing environments appropriately; To explore the holistic nature of the EYFS.Links to the Common Core Framework: This course will ensure that delegates are able to implement the common core framework.

£95 per person. To include lunch & refreshments.






Programme designed and printed by Hayward Design & Print • 01227 721864 • www.hayward-design.co.uk


General Counselling SkillsPresented by

Together in Communication

on Friday 25th May 2012


Target Audience: SENCOs/Class Teachers/TAsThis course gives learners a basic understanding of the concept of counseling and considers how counselling skills can be applied in everyday school situations.

Course OutlineThrough experiential learning participants will:• Understand and make use of basic counselling skills and concepts• Understand how counselling affects people• Be able to demonstrate active listening skills• Recognise ethical principles in counselling practice, including the importance of

high quality supervision.

£95 per person To include lunch & all refreshments




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Paediatric First Aid

on Monday 30th April & Tuesday 1st May 2012


Target Audience: This two day Paediatric First Aid course is designed for all those responsible for looking after babies and children. By the end of the course you will be able to manage ill and injured babies and children.

Course Aims:This two day course has been recognised and approved by the National Child Minding Association and the Pre-School Learning Alliance and meets the requirements of Ofsted as laid out in the Statutory Framework, Early Years Foundation Stage.The course requires involvement in both theory and practical sessions.The course is delivered over 12 hours and is approved by the NCMA and PSLA.

Course Outline:• Resuscitation• Dealing with an Unconscious Child• Control of Bleeding• Management of Burns• Head Injuries• Signs and Recognition of Medical Conditions

Links to the Common Core Framework: This course will ensure that delegates are able to implement the common core framework.

£90 per person. To include lunch & refreshments on both days.






rainbow court training centre - training programme 2011-2012

Documents

developing communication

behaviour management

training programme

challenging behaviour

positive behaviour support

general counselling

mood motivation management

staff performance