|
Priority 1: To improve outcomes (educational and social) for children and young people from minority backgrounds and groups |
Priority 2: To improve educational outcomes, including for children at SEND support |
Priority 3: To strengthen leadership capacity in schools and across the districts |
||
|
|
|
We provide subject specific training and courses. Please visit our Upcoming HIAS Training Offers on the Learning Zone page for full details of our current training offer.
For any queries regarding our training offer, please contact htlcdev@hants.gov.uk. For any course booking queries, please contact htlc.courses@hants.gov.uk.
|
|
Diversity and Equality Networks and EARA groups The focus for the network meetings will be ‘diversifying the curriculum and environment’. The EARA meetings will provide an opportunity for the children to take a lead in promoting Rights and Equality through pupil voice and contribute pro-actively to promoting a more inclusive culture in their schools. |
 |
Assessment across the wider curriculum This is a course to support the development of effective assessment within the Foundation subjects. |
|
 |
Excellent Teacher Program Using UPR teachers to develop high quality teacher pedagogy through a peer review program. |
 |
Transforming SEND Module One Facilitated sessions to support school leaders to access and review the online SEN modules |
|
|
|
Meeting the expected standard in reading, writing and maths at the end of KS2 for children at SEN support – CPD for LSAs The course is targeted at LSAs in Year 5 or 6 in primaries and juniors with a more significant number of children at SEN support, with the aim of supporting the children at SEN support to get as close to the ARE standard as possible by the end of the year. |
 |
Y6 data project Support schools with improving outcomes at the EOKS2 through the forensic use of data and the rapid identification of those children at risk of not ‘keeping up’ and not meeting the expected standard at the end of Year 6 |
|
|
|
Parent Engagement Project Increasing numbers of complaints across the LA would indicate that parent engagement could be more effective in schools. The cutting of external services means that there is a greater need for schools to work more collaboratively with schools. |
 |
New to Subject leadership Understand the importance of having clarity of end points for the subject. How to sequence the curriculum, Monitoring and evaluating the implementation of the curriculum. How to measure impact, improving outcomes for pupils. Role of assessment. |
|
|
|
HT Mentor Training To ensure consistent and effective support for HTs new to their posts, provided by experienced HTs who feel well supported by the LA and through a collaborative approach with other HT mentors |
 |
Strategic SENCOs Supporting your SENCo with a strategic understanding of their role and how to impact whole school needs. The aim is also to provide a support network, and the time and space to consider strategic priorities. |
|
|
|
DHT Network - Hart and Rushmoor To enable schools to work together, to share best practice and problem solve |
 |
Year 6 data Follow up course Recap the learning from the previous course and consider how provision is going to be adapted for the current Year 6. |
|
|
|
Exec HT Network This network is designed to facilitate conversation, problem solving and develop closer networking relationships for those working in Federations. The sessions will be tailored to the group. |
 |
Demonstrating Curriculum Impact – Collaborative Curriculum Development This course will equip you and your subject leaders with articulating the effective monitoring and impact on your subject developments within the wider curriculum. |
