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Westminster Special School

Federation of Westminster Special Schools & Bi-Borough Inclusion Service

Language for Thinking

Full CalendarThe Training Calendar

This event will take place between 9:30am and 12:30pm on 28/02/2017

A training course that will enable staff in your school to provide universal and targeted support using the Language for Thinking intervention programme.

 

 

 
 

Dates:                   21.02.17  and   28.02.17

Venue:      Training Centre, Access and Inclusion at Queens Elizabeth II Jubilee school, Kennet Road, W9 3LG

Time:         9.30am – 12.30pm  

Cost:          FREE - Schools will need to buy one copy of the book to bring to the sessions.

(Books can be bought online at Amazon, The Book Depository & Speechmark) 

 

 

 

 

 

 

 

 

 

We have places for a SENCO and up to 4 skilled support assistants from each school to attend this training.  The course will run over 2 half day sessions and will include 1-2 follow up visits from a speech and language therapist.

Participating support staff will need to have experience running groups, an understanding of supporting children with special educational needs and an enthusiasm to develop new skills.  Between each session, they will also be required to do some follow up work on their own and with a group of children.

For more details contact: Carla Pereira, c.pereira@qe2cp.westminster.sch.uk

Or to book a place go to www.qe2cp.westminster.sch.uk

See reverse for what tri borough school staff have said

           about the language for thinking programme

 

 

“We have used Language for Thinking for several years now with Reception to Year 2. We have seen children grow in confidence in the groups which has then transferred to the classroom where they have been more vocal and better able to respond to questions.  Most of the children who have done the programme have made good progress and have at least moved on to the next level of questions. The modelling that other children in the group provide helps them with the higher order questions.

We have also seen benefits in enhancing thinking skills as the children are required to think beyond the picture or try to 'fill in the gaps'.  The staff like the scheme as the materials provided are excellent and the format straight forward”      SENCO, Brackenbury Primary School

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“Ifound the Language for Thinking activities great. They helped the children improve their listening skills. The activities are fun and this makes the children want to take part. I also found learning these skills very useful for myself as it is a skill I can use in all aspects of my job.   All the children I worked with made good, steady improvements and this helped the children while in class and also out of class”

 

“Language for Thinking is a good programme which helps develop the children’s thinking & listening skills.  I really enjoy the sessions, as do the children”     Support staff, Melcombe Primary School

 

Language for Thinking has proven to be the most valuable intervention we are currently using in our school. The intervention easy to follow for support staff designed and immediately accessible. Training and delivering the intervention had a massive impact on our staff and the way they work. I regularly find staff working collaboratively about how they will approach a session, and they even assisted each other with mutual observations and supported each other with feedback.

After just a few sessions staff reported  they had  gained a whole new understanding about how much support some children actually needed, and how expert some children were at hiding their language difficulties.  It came as quite a shock to some that the children were unable to answer some very simple level questioning. One TA reported that working within a small group and using structured questions taught her in a way nothing else had just how much language support the children needed and that as a result she was working quite differently in the classroom. Our support staff were able to use what they had learned about Blank’s levels of questioning across the curriculum to support children, and teaching staff responded to seeing what they were doing. 

The sessions are brilliantly designed to be short and all the children are able to enjoy feeling high levels of success. Although there is no writing there are still huge amounts of learning going on. All our children made measurable progress”   SENCO Pope John Catholic Primary School

 

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