Birmingham Toolkit Recap Training

This workshop will be a recap of the Birmingham Toolkit that Sheffield colleagues attended during 2019-2021, with ideas on how to use it within your setting, management of the toolkit and ideas on how to monitor and record progress.

7th October 2021

Workshop Session – 9.30-11. 00am

Delivered via Zoom – a link to the Zoom session will be sent to you nearer the time, please ensure we have your correct email address

To book a place please visit the Eventbrite Booking System:

Birmingham Toolkit Guidance – The Toolkit can…

– Allow Sheffield to have a consistent tool to use to support Cognition and Learning in our schools, support the identification, provision and tracking progress.

– Gives the opportunity to develop the pedagogy of learning and support teaching to enhance quality first teaching.

– Develops knowledge about the progressions through the curriculum that need to be worked through and the order this needs to be done in.

– Allows to have a graduated response to the learner that can be worked through if the learner continues to struggle with the area.

– Give a variety of learning activities to work on the same skill in order to master/achieve the evidence needed

– Allows support for underlying difficulties that maybe present as behaviour outbursts.

– Allows for significant opportunities to evidence a learning point is secure.

– Allows schools to have specific progress information for an individual.

– Allows support for activities to be completed at home with parents/carers.

– Work with your school assessment systems.

– Allows a strategic collaborative approach with all staff lead by SLT and make sure your school expectations are clear.

Be implemented well so that it becomes part of the weekly planning. – Be moderated with colleagues across the city, both in school and out of school. – Breaks the National Curriculum down in to smaller steps with individualised activities to promote non-linear progress allowing the child to be successfully included in the classroom.

It does not

– Replace Section 2A/B of the SSGe. – Prevent other areas of need for the learner being explored e.g. a referral being made to Speech and Language. – Require a learner to be withdrawn from the classroom to receive their curriculum. – Assume pre-requisite skills are in place on the toolkit and baseline each child.


Oct 07 2021


9:30 am - 11:00 am