In School/College INSET | Page 2 | Lighthouse Professional Development

In School/College INSET

If you are looking for a course to run onsite at your school or college, we have over 800 to chose from. These are all quality assured courses we have successfully run in the recent past.  They have been delivered exclusively by trusted trainers that consistently receive great feedback.  98% of attendees state they would recommend our courses on their evaluation forms.

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 or your colleagues. Otherwise you will be scrolling all 800 teacher training days in alphabetical order!  If you're planning a Whole School INSET day, our unrivalled range of learning and teaching, pastoral care, behaviour, leadership and Special Educational Needs programmes may well prove of interest.

Once you find a course of interest (or if you already know the INSET topic you would like to run) click on the contact form link on this page, including prospective dates, and we will happily check availability for you.  We are offering a 20% discount on all INSET speakers booked in June and July.  This applies even if you are planning ahead for the next academic year.
 

In-School & In-College Training Inquiry Form

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How to make MFL accessible to Pupils with Special Educational Needs

MFL
Special Needs & Schools

This course will enable teachers and assistants to make learning a new language a successful and enjoyable experience for pupils who have special educational needs, but who do not have severe learning difficulties.

How to Teach and Manage Children with ADHD

Special Needs & Schools
ADHD is a diagnosis characterised by symptoms of extreme inattentiveness, hyperactivity and impulsivity. It is estimated to affect between 3-5% of school age pupils in the UK. You will explore and be provided with a range of practical strategies to help you to effectively teach, manage and support the ADHD pupils in all your lessons.

ICT across the Curriculum for Special Schools

Special Needs & Schools
Delegates will have the opportunity to work through a project within their school setting that will engage SEN learners. The course will provide concrete examples of how ICT can be used effectively in many different subject areas to engage learners on a practical level.

Identifying and Supporting Asperger Syndrome at KS 3&4: A course for LSAs & Support Staff

Special Needs & Schools
Those attending this course will leave feeling able to identify key characteristics and features of Asperger Syndrome that may be displayed in students/pupils who may currently be undiagnosed and provide information on how best to refer and discuss with parents/carers.

Improving Inclusive Teaching using everyday technology

Special Needs & Schools
Many learners struggle to achieve in education because of minor, often undiagnosed learning differences. Meeting their needs cannot always rely on expert intervention. Everyone can benefit from the introduction of low cost everyday technology to improve access, understanding and achievement.

Improving Special Schools

Special Needs & Schools
This course will demonstrate how whole school target setting can be linked to individual pupil targets to raise standards. The training will also explain ways of improving teaching and learning including through developing a clear role for subject co-ordinators; and examine SEN policy, prospectus and publicity.

Leading and Managing a Successful PRU

Special Needs & Schools
This course will explain what constitutes successful practice in PRUs and equip delegates with strategies which will enable them to replicate good practice in their own PRUs. The tenure of the day will be realistic about the problems faced by PRUs, but will inspire the delegates to aim high in overcoming these apparent obstacles.

Making a Good Support Team a Brilliant Support Team!

Special Needs & Schools
The course encourages support-staff, and their leader(s), to think about what makes for good support provision. The SENCO/STL members become equipped to lead their team, and the support-staff are enabled to help define their role, and so are more motivated to successfully deliver their support.

Making an Impact with Data in Special Schools: Practical Strategies for School Improvement (National Conference)

Special Needs & Schools
Special schools are expected to provide evidence to show that they are making progress and meeting the needs of their students. Data is crucial in this process and the onus is upon headteachers and senior leaders in special schools to show that they not only possess this data but that they are using it effectively to drive school improvement.

Making Data Work for You in Your Special School

Special Needs & Schools
Special schools are under more pressure than ever before to provide evidence that they are continuously improving and meeting the needs of their students. Data now plays a crucial role in this process and the onus is upon headteachers and senior leaders in special schools to show that they not only possess the data but that they are using it effectively as an evidence base to drive school improvement.

Managing Behaviour of SEN/AEN Pupils

Special Needs & Schools
This course will examine real-world examples of the situations you are likely to encounter in the classroom, together with powerful and effective techniques to quickly and constructively contain the inappropriate behaviours commonly exhibited by pupils with certain Additional Educational Needs.

The speaker will demonstrate how to lay solid foundations that will help bring about genuine, long-lasting and positive changes to the behaviour exhibited by individual SEN/AEN Pupils and larger groupings.

Managing Children with SEN: Policy, Process, Practice

Special Needs & Schools
This course will raise a greater understanding and awareness of a number of key SEN terms in schools and colleges.

By looking at ways of introducing successful inclusive SEN policies the outcome will be to empower delegates with the confidence and expertise to introduce a range of learning and behaviour management strategies.

Managing Learning & Teaching for Pupils with ADHD

Special Needs & Schools

ADHD is a diagnosis characterised by symptoms of extreme inattentiveness, hyperactivity and impulsivity. It is estimated to effect between 3-5% of school age pupils in the United Kingdom. 

ADHD is associated with a range of learning, socio-emotional and maturation issues and often results in difficult and disruptive behaviours in both classroom and social situations.

Maximising the Effectiveness of your PRU: The Annual National Conference for Heads and Aspiring Leaders of Pupil Referral Units

Special Needs & Schools
The drive to improve the educational experience for pupils who are often hard to reach and motivate is key to the success of the PRU.

Measuring and Demonstrating Impact in Your Special School: Strategies for Success for BESD Special Schools

Special Needs & Schools
Special schools are required to provide evidence to show the impact of their work on students' learning and wellbeing. Using the full range of available evidence and data is important in measuring progress in terms of achievement and social, emotional and behavioural issues. It is vital therefore for headteachers to demonstrate the range of successful strategies they are using to drive this improvement and to identify new ways to improve further.

MLD/SLD/PMLD Special Schools: National Conference on Measuring and Demonstrating Impact.

Special Needs & Schools
Special schools are required to provide evidence to show the impact of their work on students' learning, personal development and wellbeing. Using the full range of available evidence and data is vital in measuring progress in terms of achievement and social, emotional and behavioural issues. It is important therefore for headteachers to demonstrate the range of successful strategies they are using to drive this improvement and to identify new ways in which they are looking to improve further.

Moving Your Special School from Good to Outstanding

Special Needs & Schools
How do we make the learning experience sparkle for students who are either hard to reach or who have learning difficulties? This is the challenge for special school headteachers and senior leadership teams.

This one day course will explore what successful special schools can do. It will provide practical guidance on how to become an outstanding special school through issues such as specialism, middle and senior leadership, partnerships and looking outside your school to raise standards.

Music for Special Schools: Feel the Rhythm, Feel the Beat

Special Needs & Schools
The day will cover a progressive and differentiated 16 year sequence of activities for the teaching of the different aspects of rhythm to pupils with SLD/PMLD across all the key stages from Early Years through to FE. We will work with the body, the voice, instruments, pictures, puppets and symbols in ways to give both you and your pupils a positive experience of the different rhythmic concepts. We will work with examples of different contexts including world/multi-cultural music. It is a fun day with lots of practical activities and ideas.

NATIONAL CONFERENCE: Making an Impact in Your Special School: Practical Strategies for School Improvement

Special Needs & Schools
This is a time of much change for special schools. The new OfSTED framework will be in place from January 2012 and schools will need to ensure that their systems for measuring the many forms of progress across a wide range of needs are fully in place. In addition, becoming an academy is a step which has been taken by a few headteachers in special schools. Understanding the implications of academy status for your own school is essential and learning from those who have already taken the step will be both informative and valuable.

PE in Special Schools

Special Needs & Schools
This course aims to take a look at PE in Special Schools from the top down and the bottom up. Candidates will be enabled to design an appropriate curriculum to meet the needs of all students and to question how they group students for PE. There will be plenty of practical advice about the types of activities to offer and how to adapt equipment and lessons to suit the individual and group needs of your students.

Practical Strategies to Aid the Crucial Role of the SENCO in 21st Century Schools

Special Needs & Schools
At the end of this course delegates will understand the legal framework surrounding the role of the SENCO, feel more confident in their ability to manage staff and pupils and ultimately enable pupils on the SEN register to achieve their maximum potential. A range of approaches to both the management style of the SENCO and the most appropriate way to formulate teaching programmes for a range of difficulties and disabilities will be examined.

Promoting school improvement in the PRU through effective self-evaluation

Special Needs & Schools
Self-evaluation plays a crucial role in shaping both the inspection and school improvement processes in PRUs. The role of the PRU headteacher or manager is pivotal in ensuring that this procedure is both robust and reliable when making accurate and secure evaluations in relation to improvement planning.

Pupils Who Can Speak But Do Not - Working With Selective Mutism

Pastoral Care and Behaviour
Special Needs & Schools
Persistent failure to communicate affects pupils’ educational, social and emotional development and creates high anxiety for both families and professionals. When children converse freely at home - but not in other situations such as school - the term ‘selective mutism’ can be used to describe their behaviour.

Reaching and Teaching Non-Traditional Learners

Special Needs & Schools
Everybody can learn - but what to do for those pupils whose learning profiles and needs go beyond the expected pattern and provision? National statistics show that currently 50,000 pupils truant daily and that pupils with SEN are six times more likely to be excluded from school than non-SEN pupils.

Recognising and Addressing Hidden Language Difficulties through Active Listening and other Whole Class Strategies

Special Needs & Schools
Not only children with diagnoses of language disorder, ASD, dyslexia, ADHD and dyspraxia struggle to process classroom instructions and access the curriculum. Many disengaged mainstream children are also labouring with undiagnosed language processing difficulties masked by fluent speech and poor attention. Maggie will demonstrate a unique model of language acquisition that has helped teachers, parents and LSAs develop a greater understanding of the process of language development - and recognise when things go wrong.

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