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COVID 19 - Updated 6 April ESSENTIAL RESOURCES AND ADVICE - PSHE and SEMH support for children & young people during school closures
06 Apr
*** Please note that our resources for settings and parents are updated weekly *** In light of school closures, we wanted to provide a range of advice and resources for schools, as well as a resource for parents/carers. We are keen to share tools and resources as best we can, to support children’s wellbeing and education over this period of uncertainty and to signpost schools and settings to resources that start valuable conversations with pupils and students. These resources also provide tested tools to maintain wellbeing at what can be an anxious time for children and young people. At the end of the documents, we have included some resources which support pupils and students to continue learning at home. There are 2 documents attached to this article - one for teachers and one for schools to to give to families at their school. These resource documents are also hosted on www.schoolwellbeing.co.uk and will be updated weekly if appropriate whilst schools remain closed. We will also be posting updates and resources and advice on the Knowledge Hub group - PSHE/ Healthy School Teacher Network - please find us on khub.net or drop us an e mail and we will invite you to join the group. Please share this information far and wide so that we can all do what we can to keep children happy, learning, laughing and calm! We want to thank everyone for all the hard work that is taking place at this difficult time.
Leeds Libraries From Home #2
05 Apr
Welcome to issue 2 of the Leeds Libraries & School Library Service newsletter, featuring links to online resources, as well as our top picks from all the incredible content currently available from authors and illustrators. Leeds Libraries Digital Resources - supporting school and home learning Reading for Pleasure We have over 19,000 comics and graphic novels, suitable for all ages, available for you to borrow https://www.rbdigital.com/leeds/service/comics We have added a number of extra eBook and eAudiobooks for children to our library catalogue, which can be downloaded by multiple people at the same time through Borrowbox https://leeds.ent.sirsidynix.net.uk/client/en_GB/default. This week’s title highlight: The Boy Who Grew Dragons - Andy Shepherd (KS2 eBook and eAudio) Join the Library - https://leeds.ent.sirsidynix.net.uk/client/en_GB/default/search/registration/$N/SYMWS/true If you are having issues with joining please contact libraryenquiries@leeds.go.uk or 01133785005 Study Support For those of you taking part in local walks why not find out more about how your neighbourhood used to look. The Leodis website has over 66,000 images of Leeds dating back to the 1690s, see if your house is on there, your school or your local shops and parks. http://www.leodis.net/ Code Clubs in libraries have paused for a while but you can still access all the brilliant resources online. Most of the projects are web based and won’t require any equipment. https://projects.raspberrypi.org/en/codeclub Curated Activity World Book Day UK has created a Book Ideas Hub, containing resources for educators/students/parents to use at home https://www.worldbookday.com/ The Leeds Year of Reading Team continue to update their detailed list of resources to support teachers and families, and to sparkinspiration around the Year of Reading. http://www.leedsforlearning.co.uk/page/15600 Top Picks of the Week Under 5's – Join in with Michael Rosen (@MichaelRosenYes) as he reads his much loved story, We’re Going on a Bear Hunt https://www.youtube.com/embed/2OI7fe766nk Children (5-7) – Join picture book author/illustrator Rob Biddulph (@RobBiddulph for #DrawWithRob every Tuesday and Thursday http://www.robbiddulph.com/draw-with-rob Children (7-11) – visit Faber Booktime and hear Chris Mould (@chrismouldink) talk about his role as illustrator for the new edition of Ted Hughes' The Iron Man. Hear Chris read from the book and draw the Iron Man along with Chris. https://www.youtube.com/watch?v=9FtNE2Fm-3Y Young People – Marcus Sedgwick (@marcussedgwick) has recorded an audio version of his brilliant novel, Floodland https://marcussedgwick.com/floodland/ Understanding COVID-19 for children – https://nursedottybooks.files.wordpress.com/2020/03/dave-the-dog-coronavirus-1-1.pdf And finally, visit MyLearning and access free learning resources from arts, cultural and heritage organisations. Managed by our partners @LeedsMuseums https://www.mylearning.org/
A level and GCSE results
03 Apr
A level and GCSE results Long awaited guidance on how GCSE and A level grades will be awarded has been published in two key documents by Ofqual today. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/877930/Summer_2020_grades_for_GCSE_AS_A_level_EPQ_AEA_in_maths_-_guidance_for_heads_of_centres.pdf https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/877930/Summer_2020_grades_for_GCSE_AS_A_level_EPQ_AEA_in_maths_-_guidance_for_heads_of_centres.pdf In brief, exam boards will asking schools to submit, no earlier than by 29th May 2020, a centre assessment grade for every student in each of their subjects: that is, the grade they would be most likely to have achieved if they had sat their exams and completed any non-exam assessment. Judgements should balance different sources of evidence such as classwork, book work, performance, non-exam assessment and mock exams. They will also require the rank order of students within each grade for each subject – for example, for all those students with a centre assessment grade of 5 in GCSE maths, a rank order where 1 is the most secure/highest attaining student, and so on. This information will be used in the statistical standardisation of centres’ judgements – allowing fine tuning of the standard applied across all schools and colleges. To make sure that grades are as fair as possible across schools and colleges, exam boards will put all centre assessment grades through a process of standardisation using a model being developed with Ofqual. This will be consulted on, but is expected to look at evidence such as the expected national outcomes for this year’s students, the prior attainment of students at each school and college (at cohort, not individual level), and the results of the school or college in recent years. It will not change the rank order of students within each centre; nor will it assume that the distribution of grades in each subject or centre should be the same. The process will also recognise the past performance of schools and colleges. However, if grading judgements in some schools and colleges appear to be more severe or generous than others, exam boards will adjust the grades of some or all of those students upwards or downwards accordingly. Schools and colleges have been told that they must not share their centre assessment grades with students, parents or carers, under any circumstances, until after final results are issued. This is to protect the integrity of centres’ judgements, and to avoid anyone feeling under pressure to submit a grade that is not supported by the evidence. Since the final grades for some or all students in a centre could be different from those submitted, it also helps to manage students’ expectations. Results won’t be delayed after the dates they were expected in August and ideally will be released a little earlier, so students can have the certainty they need. DfE have confirmed that they will not hold schools/colleges to account on the basis of exams and assessment data from summer 2020, and that the data should not be used by others, such as Ofsted, local authorities, academy trusts, etc to hold schools/colleges or teachers to account. DfE will not be publishing, or sharing, institution-level school/college accountability measures, such as Progress 8 and Level 3 Value Added, using the summer 2020 data. It is gratifying that the system proposed acknowledges teachers’ integrity and that they are the ones who know best their pupils and what they can do. There are difficulties, however, about the ranking. Ofqual recognises this: Where there is more than one subject teacher, they will need to agree one rank order for all students within the centre who are taking that subject. To do this, teachers within a subject department will need to discuss the rank order and come to a shared view of the standard being applied within their centre. We recognise that this will be challenging for some centres and in some subjects, and in the current circumstances. However, the rank order is important for the statistical standardisation process. Where a centre has a large entry for a subject, with many different teachers, we recognise that this will be challenging. There are a number of ways in which this could be done, including for example, for each teacher initially to grade and rank order their students; discuss and compare the qualities of students at the top and bottom of the rank order within each grade to ensure that a consistent standard is being applied; adjust the grades accordingly; and then integrate the rank orders by discussing individual students beginning at the top of the rank order and working down.
Westwood Primary School Keeps Fit at Home
03 Apr
Westwood Primary School have taken Leeds by storm with their encouragement to keep students active! All parents of nursery, EYFS and ks1 children have access to an interactive P.E. scheme online with 1000's of activities, as well as a daily P.E. challenge with balancing, coordination and agility tasks. Students have also been encouraged to take part in the Bodycoach workout at 9am to feel fresh and ready for the day. Find out more on their Twitter page @WestwoodPe. Well done to all staff, students and parents taking part, keep moving!
Schools Manufacture PPE and Scrubs for Frontline Health Workers - Can you help?
03 Apr
Last week our LLP DT Learning and Teaching Specialist Alyson Blakeley, from Prince Henry's Grammar School asked for help. Following the recent news reports highlighting the difficulties faced by hospitals, GPs and other care providers in sourcing Personal Protection Equipment (PPE) for their key workers as well as having an awareness that at the same time, in schools and colleges around the country there are 3D printers and laser cutters sitting idle, she sent out a request. Alyson wanted as many science and design technology departments across the Leading Learning Partnership (LLP) to donate their personal protection equipment (PPE) to local GPs and hospitals who are in need of the much needed equipment. The fabulous Science and Design and Technology colleagues across the partnership have really risen to the challenge. Across West Yorkshire they have now donated over 1350 pairs of goggles, across sixteen doctors’ surgeries (some of which are Covid-19 red zones), The LGI (Paediatrics and Intensive care), Chapel Allerton Hospital, Bradford Royal Infirmary, Harrogate Hospital and Pinderfields. Many other schools have also donated their goggles, antibacterial wipes, latex gloves, face masks and aprons and many more continue to do so. Alyson commented: "I'm really proud to be part of a network who have stepped up in quite a horrendous situation to help in whatever way they can. Every single doctor that I have met has been blown away by the support from schools and very grateful for the school PPE that has been donated." Many local schools have also been making the visors which featured on Look North, which were brilliantly made by Allerton High School. School’s 3D printers and laser cutters are also working at full stretch at GSAL as John Bagshaw, the head of design technology, similarly responds to the demand for vital PPE to keep frontline healthcare workers safe. The machines have been used to make visors from materials that many schools already have in stock for DT projects that can’t now be completed. The basic design uses PETg or ABS filament and elastic to make a headband to which an acetate or PET sheet is attached as a face shield. John said: “The masks go as quickly as I can make them. We are in full production mode with three printers churning out six masks an hour. It’s all hands on deck, with colleagues giving their time to help out in between their remote teaching sessions with students.” While GSAL has the machinery required to keep manufacturing vital PPE for our health workers, supplies of materials are running low. John would be grateful for supplies of A4 PET sheet or acetate sheet – the type usually used as covers for binding documents – or any CEL/Robox 3D printing filament. Call 0113 229 1552 or email enquiries@gsal.org.uk if you can help. Now there’s another challenge. Can you help? The textiles team at Prince Henry’s Grammar School have become involved in sewing scrubs for NHS workers and are in need for further support. More details can be found: https://metro.co.uk/2020/03/30/thousands-people-sewing-scrubs-nhs-workers-need-help-12477856/
3rd April – Coronavirus – Regular Update to all Early Years, Children’s Social Care, Schools and Further Education Providers
03 Apr
Please find attached the latest update from the Department of Education to keep you updated on the government’s response to COVID-19 (coronavirus).
Coronavirus NHS Fact sheet for Children
02 Apr
Please find attached a fact sheet for children on the Coronavirus from the NHS. Please share this with families as a simple way for children to understand the virus, how it affects people and how to keep safe.
Allerton High School Make Face Shields for NHS Staff
02 Apr
Allerton High School have reached out to help staff at hospitals across Leeds by creating over 50 face shields. Pictured are John and Martin from the Design Technology team who helped with making the shields early this week, they have recently been donated to Leeds General Infirmary and St James Hospital. This is one of the innovative and resourceful ways that schools are working to help communities across Leeds. Well done to all staff involved!
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Upcoming Training

05
05 May
Early Years New SENDCo Training - EY SENDIF and EYFFI
New SENCO training
06
06 May
Mental Health First Aid Training (Adults)
This is a comprehensive awareness and skills course, which includes a mix of presentations, discussions and group work activities. "Helen has such a wealth of experience which allows her to teach very effectively. I would highly recommend this course. I have learnt new skills to be able to support anyone suffering with mental health. A fabulous 2 days, get yourself booked on it!" Business Manager at Hollybush Primary School. "A really insightful and supportive course which has given me a much greater understanding of mental health and how I can support people more effectively. Helen's own experiences and brilliant, open personality made the course highly accessible and enjoyable too. A must for anyone and everyone" Headteacher at Spring Bank Primary School.
06
06 May
Early Years and Primary 'Children's learning through movement'
When working with movement we are looking at a developmental process 0-8 years.Throughout the training opportunity will be given to explore resources and engage in practical ideas that support the receiving of key information and discussion around the benefits of specific early movement and the links to early writing. 'Watching a child makes it obvious that the development of his mind comes through his movements' Montessori (n.d.)
06
06 May
Early Years: Phyiscal development - Children’s learning through movement
Throughout the training opportunity will be given to explore resources and engage in practical ideas that support the receiving of key information and discussion around the benefits of specific early movement and the links to early writing.
06
06 May
Individual Pupil Risk Assessment (IPRA)
The first part of the day will involve working through key documents including the Equality Act, Health and Safety at Work Act, Management of Health and Safety at Work Regulations and recent case law. We will consider the question around when to put an IPRA in place, the relationship between IPRAs and IHCPs, and other key documents and services that feed into or inform the IPRA document. The second part of the day will be working on the wording of hazards to ensure effective controls can be written, then moving onto the accurate calculation of risk ratings for the hazards. A key addition to the training is the interactive quality assurance where the delegates will work in small groups to assess a selection of IPRAs and make a judgement as to the quality of those IPRAs. The day will consist of individual work as well as small group and whole group work.
06
06 May
Governor - Induction Course Module 1 for Governors
The courses are a combination of presentations, group discussions, group and individual activities and plenty of time for questions. Hand-outs will be provided and it is recommended that these are circulated to the whole governing body for information.
06
06 May
Playful interventions to support children with SEND
This twilight session will equip practitioners with a range of playful and practical strategies that can be used to support children’s learning and increase their access to the early years play provision. It will look at some individual play strategies, such as start and finish sessions, whilst also considering some fun and interactive small group activities, using everyday resources that are widely available to settings. You will have opportunity to develop some of your own resources, enabling you to implement your ideas with immediate effect!
07
07 May
Mental Health First Aid Training (Adults)
This is a comprehensive awareness and skills course, which includes a mix of presentations, discussions and group work activities. "Helen has such a wealth of experience which allows her to teach very effectively. I would highly recommend this course. I have learnt new skills to be able to support anyone suffering with mental health. A fabulous 2 days, get yourself booked on it!" Business Manager at Hollybush Primary School. "A really insightful and supportive course which has given me a much greater understanding of mental health and how I can support people more effectively. Helen's own experiences and brilliant, open personality made the course highly accessible and enjoyable too. A must for anyone and everyone" Headteacher at Spring Bank Primary School.