In School/College INSET | Page 41 | 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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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.

Science in the Special School: Realistic Strategies and Ideas

Special Needs & Schools
Special School Science seems to have been forgotten by the publishers - and information and ideas are sadly lacking. Nor is there a culture of sharing materials between Special Schools, however this practical CPD day will create systems for networking and practical systems for collaboration.

The course will be very hands-on and look at fun and engaging activities which are appropriate for students. We will also look at the unparalleled opportunities presented by Ipads.

Selectively Mute Pupils: Pupils Who Can Speak But Don't.

Pastoral Care and Behaviour
Special Needs & Schools

Persistent failure to communicate affects pupil's 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.

SEN and Inclusion: Teaching Strategies to Support Students with Insecure Attachment Related Disorders

Special Needs & Schools
Within the classroom setting insecure attachment related behaviours may manifest themselves as an avoidant, ambivalent or disorganised response on the part of the student to learning, teaching relationships and general communication.

Software to support SEN - Using standard packages and choosing specialist ones

Special Needs & Schools
To make computers more supportive for pupils with SEN we can adapt the software we have or we can buy specialist tools. This course will demonstrate how to make well known programs such as MS Word more useful, and consider what other software is available. Although aimed at teachers working with pupils with special educational needs this course may also be appropriate for Teaching Assistants and others involved in using ICT with these children.

Special Schools and the Creative Curriculum: Implications, Opportunities and Solutions

Special Needs & Schools
Following the Rose Review of the Primary Curriculum and the recent work at Key Stage 3, schools are being actively encouraged to consider the curriculum they offer their pupils. For school leaders the message seems clear: do something creative with your curriculum!

But what is that exactly and how can it be achieved in special schools? How are cross curricula dimensions different from topic-work? How can we activate skills-based learning? What impact will this have on standards?

Students with Epilepsy: Effective Learning and Teaching Strategies

Special Needs & Schools
This course will give an overview of the nature of epilepsy and the impact on learning.

A working knowledge of the condition and practical strategies to accommodate the learning needs of students with epilepsy are vital tools to ensure that SENCOs, Teachers and Learning Support Assistants are equipped to manage epilepsy and constructively in the classroom.

The course comprises theory with practical ideas for classroom management.

Subject Leadership Skills for Staff in Special Schools

Special Needs & Schools
Subject leadership in special schools is particularly challenging. The needs of pupils are diverse, the age range of the pupils often covers five key stages and subject leaders often lead more than one subject! This course will give staff a clear, structured and systematic approach to leading and managing the key elements of a subject. It will also help staff to identify their own areas of strength and areas for development in terms of effective subject leadership.

Successful Teamwork in Special Schools

Special Needs & Schools
Delegates will gain a deeper understanding of the conditions needed for teams to be effective and how they can promote teamwork in their schools. During the day we will look at why teams exist, the importance of teams having a clear brief and being well led, how the individuals who make up teams affect the team overall and the strategies team leaders can use to make teams effective and accountable.

Supporting Dyscalculic Students in Secondary Schools

Maths
Special Needs & Schools
Delegates will understand what dyscalculia is and how it impinges on
a secondary student’s learning, self-esteem and possible achievement
across the curriculum.

Supporting Dyspraxic Students in Secondary Schools

Special Needs & Schools
Delegates will understand what dyspraxia is and how it can impinge on a student's learning, behaviour and academic achievement. Delegates will be better able to develop strategies within the classroom and school environment to give dyspraxic students full access to the curriculum.

This also raises the social profile and academic expectations of dyspraxic students. Delegates will be confident to use specific learning and study techniques and ICT recourses specifically designed with the dyspraxic student in mind.

Supporting Secondary Students with Asperger's Syndrome to fulfil their potential

Special Needs & Schools
Many students with Asperger's Syndrome struggle at Secondary School and sometimes they can become very anxious and unhappy. They may exhibit challenging behaviour and often don't fulfil their potential.

This one day course is designed to give school staff an understanding of Asperger's Syndrome and the difficulties that students with Asperger's Syndrome may experience in both school and everyday life. Based on this understanding of the condition, strategies are provided for staff to support students with Asperger's Syndrome to fulfil their potential.

Supporting Students with Asperger Syndrome in Post-16 Education

Special Needs & Schools
Delegates attending this course will be able to better understand and support learners with Asperger Syndrome. They will gain an in-depth knowledge of this complex condition and the extent of its impact on individuals affected by it. Attendees will leave the course equipped with practical tools and strategies for creating a learning environment which enables learners with Asperger Syndrome to meet their potential.

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