Birmingham Toolkit Refresher Training

This workshop will be a recap of the Birmingham Toolkit, with ideas on how to use it within your setting, management of the toolkit and ideas on how to monitor and record progress.

19th May 2022

Workshop Session – 9.30-11. 30am

Delivered via Zoom – a link to the Zoom session will be sent to you nearer the time.

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– Require a learner to be withdrawn from the classroom to receive their curriculum.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.