In School/College INSET | Lighthouse Professional Development

In School/College INSET


We are running many hotel-based courses for teachers this spring and summer term. To view the dates and locations of those click on "Up Coming CPD Events" in the menu bar above.

However, if you are looking for a course to run onsite at your school or college, we have over 800 to chose from covering a multitude of subjects. These are courses we have successfully run in the recent past and are all delivered by trusted trainers that consistently receive great feedback.

To narrow down the list of courses to only those in your chosen subject, simply click below on the area of expertise most applicable to you.

Once you find a course of interest (or if you would like us to investigate the possibility of tackling another topic) fill out the brief form, including prospective dates, and we will happily check availability for you.
 

In-School & In-College Training Inquiry Form

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A National Conference for Teachers of EAL Unlocking the Potential of Your EAL Pupils: Practical Strategies, Successful Solutions

EAL
Schools are expected to demonstrate that their pupils for whom English is an additional language (EAL) make progress in line with other pupils. The achievement of pupils with EAL is a key focus in OfSTED's inspection of schools and makes a significant contribution to judging progress in lessons and when looking at current and historic progress data. Whilst schools are becoming increasingly skilled at identifying the needs of EAL pupils, it is essential that both qualitative and quantitative data is used effectively to plan how to meet those needs.

Addressing the Language, Literacy and Learning of EAL pupils within the Primary Classroom: A Recipe for Success

EAL

How can we most effectively support learners of English as an additional language in acquiring full English fluency in and through the primary curriculum? This is the challenge faced not only by EAL specialists, but by all teachers working with pupils learning English as an Additional Language.

Assessing the Language, Literacy and Learning Needs of EAL Learners

EAL

Assessment plays a key role in raising standards of attainment. If schools are to be successful in closing the attainment gap it is crucial that assessment and profiling systems address the diverse language, literacy and learning needs of all its learners. This course draws on recent research, national and LA initiatives and teachers own practice to suggest an integrated and inclusive approach to EAL assessment.

EAL and ICT: using PowerPoint to create innovative and inspirational interactive learning activities for EAL and all learners across the curriculum

EAL
How can we most effectively support learners of English as an Additional Language in acquiring full English fluency in and through the curriculum? This is the challenge faced not only by EAL specialists, but by all teachers working with students learning English as an additional language.

Multilingual, interactive collaborative learning resources facilitate English language acquisition and scaffold learning across the curriculum in a range of exciting ways. They are fun to make and fun to use!

EAL Coordinators: Meeting the Strategic Demands of your Role

EAL
EAL Coordinators may often find themselves trying to balance the pressures of longer-term development with the undertaking of day-to-day tasks. Whilst both have a role to play, it is the strategic aspect of the EAL Coordinator's work that makes a crucial difference to the systems and practices of a school.

Let's Click: Using Clicker 5 to Scaffold the Language and Literacy of EAL Learners

EAL
support tool that can be used to scaffold the language, literacy and learning of pupils of all ages. It combines a talking word-processor with the availability of a range of learning grids. Grids can be linked to provide a framework for pupils’ writing. Full screen grids allow for the creation of multimedia talking books and interactive activities in English and other languages.

Let's Talk: Using Talk to Develop the Language, Literacy and Learning Skills for EAL Pupils

EAL
Talk is fundamental to the academic success of all learners. For EAL learners, interaction with competent speakers of English has been found to be one of the strongest motivational forces for learning. Talk provides opportunity to develop understanding and try out more formal language orally before moving into writing.

Maximising Achievement for your more Advanced EAL Learners: Raising Attainment Strategies which work

EAL
Research shows that many of the 90% of EAL students who have long experience of learning in the UK can still have their attainment affected by the fact that English is not their first language. This is often overlooked and therefore not addressed because many of these pupils seem able to converse freely with their peers.

The DCSF is so concerned that it recently published a detailed document on the subject, "Ensuring the Attainment of More Advanced Learners of English as an Additional Language" 2009.

Meeting the needs of all of your EAL Learners

EAL
English

The proportion of pupils in UK schools who use English as an Additional Language has doubled in a decade. Many schools affected have had to find out how to best meet the needs of these students. It is essential that schools offer a coherent approach to EAL provision by meeting the needs of both New Arrivals and More Advanced EAL Learners.

Raising Achievement of More Advanced EAL Learner: Practical Strategies Which Work

EAL

All EAL students have an entitlement to a level of support in line with their ability and linguistic level. Students who have long experience of learning in the UK can still have their attainment affected by the fact that English is not their first language. This is often overlooked and therefore not addressed because many of these pupils seem able to converse freely with their peers.

Roma Pupils: Supporting them to Succeed & Achieve

EAL
Leadership
Pastoral Care and Behaviour

Inspection evidence and anecdotal evidence suggests that a number of schools are experiencing a significant rise in the number of Roma pupils from Eastern Europe. As a consequence some are struggling to identify sufficient r esources to meet these pupils’ wide-ranging needs. Historically, Gypsy/Roma pupils have had the poorest outcomes of any ethnic group in England in terms of attainment, attendance and exclusions.

Successfully Teaching EAL Students in Your Subject: Practical Strategies for the Classroom Meeting Needs, Ensuring Progress

EAL
With the increased focus from OfSTED on evaluating how teachers meet the needs of different groups of students in lessons, teachers in all curriculum areas need to demonstrate how they make their subject accessible for all. Addressing the needs of students of different nationalities, abilities and levels of proficiency in English is a significant challenge since 'catch up' and progress must be made without delay.

Supporting Refugees and Asylum Seekers in Secondary Schools

EAL
Schools are required to meet the diverse needs of pupils from all social and cultural backgrounds and equality and diversity is now a limiting judgement in the new Ofsted framework. Refugees and asylum seekers are at the heart of this. Both the social and academic needs of these pupils must be met and this presents challenges with some arriving in school during the school year and with wider issues such as housing affecting pupils' well being.

Teaching Assistants and EAL: Meeting the Demands of your Role Effectively supporting students learning English as an Additional Language

EAL
English
Primary & Early Years

The Teaching Assistant (TA) plays an essential role in the drive to raise standards in schools. In addition to the support provided for students with learning difficulties and disabilities, the TA may also be required to support groups of students for whom English is an additional language (EAL) both in whole class and small group teaching and learning situations. Those supporting EAL students are at the forefront of removing barriers to learning and inclusion.

Meeting the needs of all of your EAL Learners

EAL
English

The proportion of pupils in UK schools who use English as an Additional Language has doubled in a decade. Many schools affected have had to find out how to best meet the needs of these students. It is essential that schools offer a coherent approach to EAL provision by meeting the needs of both New Arrivals and More Advanced EAL Learners.

Teaching Assistants and EAL: Meeting the Demands of your Role Effectively supporting students learning English as an Additional Language

EAL
English
Primary & Early Years

The Teaching Assistant (TA) plays an essential role in the drive to raise standards in schools. In addition to the support provided for students with learning difficulties and disabilities, the TA may also be required to support groups of students for whom English is an additional language (EAL) both in whole class and small group teaching and learning situations. Those supporting EAL students are at the forefront of removing barriers to learning and inclusion.

Roma Pupils: Supporting them to Succeed & Achieve

EAL
Leadership
Pastoral Care and Behaviour

Inspection evidence and anecdotal evidence suggests that a number of schools are experiencing a significant rise in the number of Roma pupils from Eastern Europe. As a consequence some are struggling to identify sufficient r esources to meet these pupils’ wide-ranging needs. Historically, Gypsy/Roma pupils have had the poorest outcomes of any ethnic group in England in terms of attainment, attendance and exclusions.

Roma Pupils: Supporting them to Succeed & Achieve

EAL
Leadership
Pastoral Care and Behaviour

Inspection evidence and anecdotal evidence suggests that a number of schools are experiencing a significant rise in the number of Roma pupils from Eastern Europe. As a consequence some are struggling to identify sufficient r esources to meet these pupils’ wide-ranging needs. Historically, Gypsy/Roma pupils have had the poorest outcomes of any ethnic group in England in terms of attainment, attendance and exclusions.

Teaching Assistants and EAL: Meeting the Demands of your Role Effectively supporting students learning English as an Additional Language

EAL
English
Primary & Early Years

The Teaching Assistant (TA) plays an essential role in the drive to raise standards in schools. In addition to the support provided for students with learning difficulties and disabilities, the TA may also be required to support groups of students for whom English is an additional language (EAL) both in whole class and small group teaching and learning situations. Those supporting EAL students are at the forefront of removing barriers to learning and inclusion.

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