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Policy - Managing Personal Care & Self-Care
16 Oct
Managing children’s personal care and supporting self-care in Lambeth (EYFS) settings and schools. The attached document (download bar) has been written as guidance in best practice for school leaders, teachers, practitioners and support staff working in private, voluntary, independent and maintained early years and childcare settings (including children’s centres, out of school provision and nursery or reception classes in schools.) The aim of the document is to ensure inclusive practice in developing and managing children’s personal care, in regard to continence and ensuring the needs of all children in Lambeth are met appropriately and with sensitivity.
Guidance - Education Health & Care Plan Review Process
16 Oct
Guidance for Reviewing an Education Health Care Plan The attached guidance has been written to support professionals in education, health and social care, who are involved with the delivery and monitoring of statutory services to children and young people with Special Educational Needs & Disability. This document describes the local arrangements to be undertaken as part of the Annual Review process for Education, Health and Care Plans described in Special Educational Needs Code of Practice (SEND CoP) 9.166 – 9.185
Checklist - Annual EHC Plan Review
16 Oct
Checklist for Annual Review of EHC Plan.
Lambeth Olympiad & Maths Enrichment Day
16 Oct
The Lambeth Olympiad & Maths Enrichment Day is a not for profit maths outreach event, hoping to inspire young students with a very positive and exhilarating maths experience, with the aim of opening up perceptions about how interesting maths can really be. The organisation are also working on inviting top-ranking women mathematicians as well, to speak/ work alongside the girls at each of the events as positive role models. For more information please see the attached document.
Hate Crime Resources for schools
10 Oct
Hate Crime Awareness Week is on 14th - 18th October. Hate Crime increases after terror attacks and can also lead into a cycle of retaliation for future harm, division and violence. One of the biggest issues with hate crime is that often both victims and perpetrators do not realise a hate crime is being committed. What can your school do to raise awareness of this issue and what support is there for pupils affected by this? Resources for schools: Why Me? delivers a service supporting victims of crime and participants through the Restorative Justice process and are offering FREE Restorative Justice Training to Lambeth schools. Restorative Justice is a process where harmed people can have a dialogue with harmers in a carefully controlled, expertly-facilitated setting. It could be a face to face meeting or a simple exchange of letters. This process has helped thousands of victims to get answers about why they became victims of harmful incidents, and to get closure for any wrongdoing committed against them. Restorative Justice Training would be beneficial to those who are: Managing difficult disputes that contain an element of discrimination Looking at dealing with disputes in a more constructive way Why Me? are visiting schools in Lambeth and Southwark to provide FREE training on Restorative Justice for hate incidents. Why Me? also have a team of 12 experienced Restorative Justice facilitators, who are fully equipped to mediate any disputes between pupils for FREE. Book Today by emailing lnixon@lambeth.gov.uk. Lesson plans and posters: Primary and Secondary schools can use the lesson plans below to explore the issues around hate crime and help raise awareness for both potential victims and perpetrators of hate crime. There are also some posters available to download and print, should you feel this is appropriate for your setting.
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Training & Events

29
29 Oct
Financial Management for Governors
This session will provide governors with knowledge of the basics of school finances and financial monitoring. It is aimed at governors who are new to finance and those with financial experience who are new to governance. The training session, using a mix of focused learning and practical exercises, will • Provide an insight into how schools are funded; • Consider the strategic role of governors in both the approval of the annual budget as well as the regular monitoring of actual financial performance relative to budget; • Develop governors' confidence in understanding and questioning the financial information provided to them, by reviewing a Quarterly Monitoring Report together; and • Develop governors' awareness of the questions they should be considering when reviewing the effectiveness of a school's spending, looking at tools such as Financial Benchmarking and the Schools Efficiency Metric Tool.
30
30 Oct
Emotional Literacy Support Assistants (ELSA) Certificate Course 6 Days
This course provides a Certificate of attendance which is needed for registration. It does not provide registration in itself. Trainee ELSAs can only become registered ELSAs (and use the ELSA title) by continuing regular supervision/CPD- once every half term with an Educational Psychologist. There are clear benefits of registration which include: • Access to the ELSA Network online support community • Access to ELSA resources. • Sharing ideas and problem solving with other Lambeth ELSAs • Regular CPD and supervision- ensuring that approaches continue to be relevant and evidence based An ELSA register is kept at the local authority of qualified ELSAs. ELSA support is considered an evidence-based intervention for social, emotional and mental health needs and can be included in SEN support plans. For more information about ELSA see: http://elsanetwork.org/
30
30 Oct
Asbestos Awareness
This will be a two hour briefing session on compliance
31
31 Oct
The Questions That Governors Should Ask
All those involved in governance are expected to possess an enquiring mind and an analytical approach and understand the value of meaningful questioning; to provide appropriate challenge to the status quo, not taking information or data at face value and always driving for improvement. All governors should be able to contribute to courageous conversations and express their opinion. (DfE Competency Framework for Governance, March 2019) This may sound daunting and even a bit confrontational, but it’s not. In this course we will look at what you need to know and what you need to ask in order to do your job. We will look at: • The three core functions in terms of information and questions. • What is meant by challenge and how do you do it as well as what makes challenge appropriate or inappropriate. • When it may be necessary to have a courageous conversation and reach a conclusion. • Statutory duties and questions. • The relationship between the Headteacher and the governing board and how to ensure that it remains constructive.
04
04 Nov
Teaching Preparation - KS2 Tests & Assessments - 2020
The course will provide: - Clear revision tips for year 6 during the spring erm - A good understanding of SATs preparation - Implications for teaching and learning