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SMaR+ offers a range of mathematics focused courses for early years professionals and primary teachers throughout the year in London and the South East.
A single day course costs £145 + 20% VAT. Two day courses (denoted by *) cost £290.
A school booking more than one course or for more than one teacher will be offered a discount. Contact us for further details.
Course PLUS+ is a an enhanced offer which includes a half-day support from a consultant after the course. Course + half-day inset is £550 + VAT. Contact us to arrange this immediately after booking.
Click on the cross to read more details about the course.
Click on the course title for a PDF version of the course details.
Primary Courses in London
| Course Title |
Date |
Booking Ref |
Age /
Phase
|
| Tutor |
Peter Clarke |
| Audience |
Subject leaders, KS2 teachers, NQTs, TAs |
| Course Aims |
- To explore the place of reasoning and problem solving in the primary mathematics curriculum
- To consider how to offer a wide range of meaningful and challenging problem solving tasks
- To look at how tasks that encourage discussion help children develop their thinking and reasoning skills
|
| By the end of the course, delegates will be familiar with: |
- the skills, stages and strategies needed to solve mathematical problems
- strategies for developing children's problem solving, communicative and reasoning skills
- strategies for effective teaching and assessment of mathematical reasoning and problem solving
- a range of problem-solving activities and investigations, including those with a cross-curricular approach
|
| Course summary |
Children need to engage in a wide range of problem solving tasks if they are to appreciate that mathematics can help them solve real, everyday problems. This course looks at how to develop and refine children's communicating, reasoning and problem solving skills through a range of different open-ended and investigative activities. |
| Tutor |
Barbara Carr |
| Audience |
KS1 & KS2, Teaching assistants, HLTAs and their SENCOs |
| Course Aims |
- To highlight the importance of developing a supportive mathematical learning environment
- To provide inspirational approaches to teaching place value
- To provide hands-on training on how to use Numicon, Cuisenaire and Dienes equipment effectively to support conceptual understanding of number from Y1-Y6
- To make direct links with mathematical language and key visual models and images in order help children access worded problems and become more fluent in their mental strategies
|
| By the end of the course, delegates will be familiar with: |
- How to model mathematical concepts in a clear, no-fuss way so that children will engage and start to build up a clearer understanding of number
- Simple resources that can be used to break down the mathematics into manageable steps including ideas to generate games
- How to use key equipment that models how mathematics works without the need for long explanations
- How to use precise mathematical language and effective questions that prompt pupils to think more independently and take more responsibility for their own learning
|
| Course summary |
Enjoy two-days of hands-on, interactive workshops focusing on some unique approaches to teaching number. Mathematical concepts will be 'stripped bare' in a way that will be both thought provoking and inspirational. Participants will be asked to complete a a gap task between the two days. Living with her innumerate adult son has made Barbara Carr absolutely determined to make mathematics more accessible to all children. Her ideas and expertise are the result of study and working closely with teachers and pupils in inner-city and urban schools for over fourteen years. |
| Tutor |
Janine Blinko |
| Audience |
Subject Leaders, Senior leaders, Teachers |
| Course Aims |
- Consider the development in children's understanding of calculating
- Focus on progression in children's developing skills and understanding in calculation
- Reflect on the relationship between the four operations
- Identify pre-requisite skills children need in preparation for written methods of calculation
|
| By the end of the course, delegates will be familiar with: |
- a structure for developing clear progression in children's understanding of and facility in calculating in the four rules
- some activities which will support children as they develop calculating skills
- have a deeper understanding of the emergence of children’s understanding of calculation and the related skills
|
| Course summary |
Many children appear muddled and try to use a range of part learned methods for calculation. The revised national Curriculum indicates a high priority for written calculation. This practical course focuses on the development of understanding and facility in calculation. Delegates will identify a clear pathway for empowering children as they become confident in calculation. To ensure that the content of the course directly relates to delegates' own context, attendees will be asked to engage in a small gap task between sessions. |
| Tutor |
Gill Potter |
| Audience |
Mathematics subject leaders, Key stage 1 teachers and teaching assistants |
| Course Aims |
To highlight the potential of mathematics to solve practical problems both in the classroom and the world at large.
|
| By the end of the course, delegates will be familiar with: |
- developing a collaborative approach to problem solving in every classroom
- supporting young children to communicate effectively about their problem solving skills
- understanding the concepts that underpin children's ability to engage in effective mathematical reasoning
|
| Course summary |
During this course participants will have an opportunity to explore different ways of incorporating problem solving into every day maths lessons. They will explore the complex processes that are involved in becoming confident mathematical thinkers and find ways of engaging children in meaningful dialogue. Integrated throughout the day will be opportunities to engage in a range of problem solving activities to stimulate enthusiasm and interest in mathematical reasoning. |
| Tutor |
Barbara Carr |
| Audience |
Teachers and SENCOs (Levels 1 to 5) |
| Course Aims |
- To equip teachers to use effective models and images that support children's conceptual understanding of number (including fractions, ratio, proportion and decimals)
- To encourage teachers to use precise mathematical language and its associated models to support children's ability to solve worded problems involving the four operations
- To share key models produced with concrete materials that help children make mathematical connections and develop mental imagery
|
| By the end of the course, delegates will be familiar with: |
- How to use Cuisenaire rods, Numicon and Dienes equipment appropriately to develop deeper children's conceptual understanding
- An approach that helps children access worded problems by linking precise mathematical vocabulary with its associated visual models and images
- Simple resources that children can use to generate their own numbers and games that increase their willingness to engage in 'maths talk'
- A stronger awareness of the power of searching for patterns
|
| Course summary |
A practical and interactive workshop aimed at developing a consistent approach to linking precise mathematical language with concrete models and associated visual images. Teachers will use Numicon, Cuisenaire and Dienes equipment and various 2-D models to help children ‘see’ mathematical structures in their simplest form.
Barbara Carr is a specialist in this area of mathematics working very closely with children and their teachers each week in inner-city schools. Teachers comment that they have had to re-think the way they teach mathematics but the effort has been rewarded by the progress and increased confidence of their pupils.
|
| Tutor |
Peter Clarke |
| Audience |
Subject leaders, KS1 teachers, KS2 teachers, NQTs, TAs |
| Course Aims |
- To consider the strategies for adding, subtracting, multiplying and dividing mentally and the necessary prerequisite understandings and skills
- To explore effective teaching strategies in developing children's mental fluency
- To look at the progression of basic numerical understanding
- To offer a range of suitable activities to develop children’s mental fluency
|
| By the end of the course, delegates will be familiar with: |
- the four key elements that combine to develop children's fluency in number
- Developing strategic approaches to basic numerical skills
- Purposeful dialogue in pairs and as a group
- Effective activities to practise and consolidate their numerical skills
- Meaningful and informative self-assessment
|
| Course summary |
The first aim of The National Curriculum for Mathematics (2014) is to ensure that all pupils:
"become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems".
This course aims to support the development of children’s mental fluency in basic numerical skills through whole class, paired and individual games and activities.
|
| Tutor |
Gill Potter |
| Audience |
All classroom teachers/teaching assistants, gifted and talented co-ordinators, Mathematics subject leaders |
| Course Aims |
The aims of this course are to promote mathematical challenges for all children as a fun and exciting element of each lesson. |
| By the end of the course, delegates will be familiar with: |
- developing mathematical thinking as an integral part of everyday lessons
- developing resilience towards challenging mathematical problems
- developing mathematics as a sociable activity for all children
|
| Course summary |
Children become aware of their emotions towards mathematics from an early age and are prepared to label themselves accordingly. This course encourages children to become excited by challenging mathematics and not frightened by it. We explore strategies for developing resilience and excitement about 'getting stuck' in order to take all children beyond their comfort zone. |
| Tutor |
Jean Knapp |
| Audience |
KS2 Teachers, Mathematics Subject Leaders, Gifted and Talented Co-ordinators |
| Course Aims |
- Identify assessment approaches to identify the more able in Mathematics
- Understand what we mean by a challenging activity
- Identify tools and differentiation techniques to adapt and develop activities for the more able learner
- Be aware of sources of resources to support the more able learner
- Consider the wider implications within a school when considering the needs of the more able Learner (as identified in Ofsted (May 2012) Made to Measure documentation)
|
| By the end of the course, delegates will be familiar with: |
- Pedagogical tools and differentiation techniques to adapt and develop activities for the more able and support day-to-day planning
- Sources of resources for the more able learner
- The wider implications to consider when providing for the more able
|
| Course summary |
This course will focus on meeting the needs of the more able learner in KS2 from identification, tools and differentiation techniques explored through practical activities (starters, main lessons (including investigations) and plenaries).
Free resources available to support the more able learner will also be explored as well as the implications outlined in Ofsted’s May 2012 publication 'Made to Measure'.
We will also look at what we mean by providing a 'challenging activity' and the implications on day-to-day planning.
|
| Tutor |
Caroline Clissold |
| Audience |
Subject Leaders, KS1 and KS2 Teachers and Teaching Assistants |
| Course Aims |
- to develop effective strategies in the teaching of fractions throughout KS1 and KS2
- to understand the importance of teaching the early stages of fractions in the EYFS and KS1 in order for the children to develop this concept successfully in KS2
- to become confident in providing effective opportunities for using and applying through fraction within mathematics and real life
|
| By the end of the course, delegates will be familiar with: |
The expectations for fractions in the National Curriculum and how these can effectively be achieved |
| Course summary |
This day will involve a range of practical activities to take back to use in the classroom which encourage the understanding and development of fractions from EYFS to Year 6 in the daily mathematics lesson. |
| Tutor |
Janine Blinko |
| Audience |
Teachers, Mathematics subject leaders, NQTs, TAs |
| Course Aims |
- Consider the development of children's understanding of algebraic ideas as central to mathematical thinking
- Identify 'pre-algebra skills'
- Discuss barriers to ensuring confidence in algebra, and offer strategies to overcome these
- Reflect on progression in the development of algebraic ideas
|
| By the end of the course, delegates will be familiar with: |
- key activities which support the development of algebraic thinking
- a deeper understanding of algebra and pre-algebra in the context of the mathematics classroom
- the progression of ideas in algebra leading to the demands of the Y6 curriculum
|
| Course summary |
The revised National Curriculum has ambitious demands in terms of pupil understanding of algebraic ideas in Y6. Teachers throughout the primary school will need to appreciate the skills children will need to prepare them for this. This course identifies aspects of algebra, and the links with fractions, and offers key activities to support the development of understanding in KS1 and KS2. |
| Tutor |
Laurie Jacques |
| Audience |
Mathematics subject leaders, Key stage 1&2 teachers/teaching assistants |
| Course Aims |
- To understand the progression across the primary phase in the new National Curriculum
- To understand what progression in geometrical thinking looks like
- To explore and evaluate some geometrical tasks and problems for KS1 and KS2 pupils
|
| By the end of the course, delegates will be familiar with: |
- The programmes of study for Geometry in the new National Curriculum
- The progression in geometrical thinking from Y1 to Y6
- A range of tasks and activities, including the use of ICT in teaching Geometry topics
|
| Course summary |
During this course participants will have an opportunity to interrogate the geometry content of the new National Curriculum from Y1 to Y6. This will be explored in the context of developing geometrical thinking. Throughout the day participants will explore a range of geometrical tasks and problems using different resources that develop geometrical thinking including ICT resources. Participants will be asked to bring along laptops on the day. |
Primary Courses in Canterbury
| Course Title |
Date |
Booking Ref |
Age /
Phase
|
| Tutor |
Laurie Jacques |
| Audience |
KS1 and KS2 Teaching Assistants; HLTAs |
| Course Aims |
- To develop practice in supporting children's mathematical development and self-confidence by providing a suggested model for Wave 3 mathematics intervention
- To familiarise TAs with specific detail about using Wave 3 mathematics intervention materials
- To learn how to identify specific areas of mathematics that can prevent children achieving expected levels of progress
|
| By the end of the course, delegates will be familiar with: |
- Understand the small steps of progression in the four operations
- A set of materials that can be used to identify gaps in understanding and provide short term intervention in specific areas of arithmetic
- Know how to use the intervention materials to plan and teach a short series of intervention sessions to pupils
|
| Course summary |
This 2 Day course is an intense but enjoyable professional development experience for teaching assistants and HLTAs who are expected to work with pupils struggling with key ideas in the four operations. Outcomes of this course are most effective when 2 or more TAs/ HLTAs attend per school who can become the 'maths intervention experts'. Participants are expected to complete a task between the two days which will be used on Day-2. |
| Tutor |
Janine Blinko |
| Audience |
Subject Leaders, Senior leaders, Teachers |
| Course Aims |
- Consider the development in children's understanding of calculating
- Focus on progression in children's developing skills and understanding in calculation
- Reflect on the relationship between the four operations
- Identify pre-requisite skills children need in preparation for written methods of calculation
|
| By the end of the course, delegates will be familiar with: |
- a structure for developing clear progression in children's understanding of and facility in calculating in the four rules
- some activities which will support children as they develop calculating skills
- have a deeper understanding of the emergence of children's understanding of calculation and the related skills
|
| Course summary |
Many children appear muddled and try to use a range of part learned methods for calculation. The revised national Curriculum indicates a high priority for written calculation. This practical course focuses on the development of understanding and facility in calculation. Delegates will identify a clear pathway for empowering children as they become confident in calculation. To ensure that the content of the course directly relates to delegates’ own context, attendees will be asked to engage in a small gap task between sessions. |
| Tutor |
Laurie Jacques |
| Audience |
Mathematics subject leaders, Key stage 1 teachers and teaching assistants |
| Course Aims |
- To recognise how mathematical reasoning and problem solving can be part of every maths lesson
- To develop strategies to plan for mathematical reasoning and thinking in every maths lesson
- To explore and evaluate tasks and activities that promote mathematical reasoning and thinking
|
| By the end of the course, delegates will be familiar with: |
- Strategies for planning mathematical reasoning and problems solving in the new Curriculum
- A range to tasks and activities that support mathematical reasoning and thinking, from Mental/ Oral starters to a series of lessons
- How to assess pupils' problem solving and reasoning in every lesson
|
| Course summary |
During this course participants will have an opportunity to explore different ways of incorporating problem solving into every day maths lessons in the context of the new Curriculum. Throughout the day participants will have opportunities to engage in a range of problem solving activities suitable for KS1 pupils. |
| Tutor |
Laurie Jacques |
| Audience |
Mathematics subject leaders, Key stage 2 teachers and teaching assistants |
| Course Aims |
- To recognise how mathematical reasoning and problem solving can be part of every maths lesson
- To develop strategies to plan for mathematical reasoning and thinking in every maths lesson
- To explore and evaluate tasks and activities that promote mathematical reasoning and thinking
|
| By the end of the course, delegates will be familiar with: |
- Strategies for planning mathematical reasoning and problems solving in the new Curriculum
- A range to tasks and activities that support mathematical reasoning and thinking, from Mental/ Oral starters to a series of lessons
- How to assess pupils' problem solving and reasoning in every lesson
|
| Course summary |
During this course participants will have an opportunity to explore different ways of incorporating problem solving into every day maths lessons in the context of the new Curriculum. Throughout the day participants will have opportunities to engage in a range of problem solving activities suitable for KS2 pupils. |
Early Years Courses in London
| Course Title |
Date |
Booking Ref |
Age /
Phase
|
| Tutor |
Judith Twani |
| Audience |
Reception Class Teachers |
| Course Aims |
To unpick the two maths early learning goals and consider the best strategies for supporting children to achieve their potential in mathematics. |
| By the end of the course, delegates will be familiar with: |
- The current debates around the early learning goals
- The content of the two mathematics early learning goals
- Creating an environment and provocations that support the mathematical progress of the children
- The role of the adults in supporting the children
- Ideas for the effective involvement of parents in children's mathematical journeys
|
| Course summary |
The new early learning goals contain many mathematical concepts and are also the source of controversy. We will take some time to discuss the current debates, compare the present early learning goals with the previous profile and refer to relevant research. During this course delegates will have the opportunity to consider the different aspects and, using some of the profile exemplification, discuss what these look like in practice. There will also be practical hands-on activities and delegates are invited to bring with them (if possible) one resource that they find invaluable in supporting mathematics. We will explore the roles of the environment and the adults in supporting children’s journeys. We will also discuss how to best involve parents in their children’s mathematical learning and assessments.
|
| Tutor |
Judith Stevens |
| Audience |
NQTs and those new, or returning to the EYFS |
| Course Aims |
Participants will have opportunities:
- To reflect on Mathematics within the EYFS 2012
- To consider what children need to know to become effective, confident mathematicians
- To think about what adults need to know, provide and do to support children's mathematical learning
|
| By the end of the course, delegates will be familiar with: |
- The content of the specific area of Mathematics in the EYFS 2012
- The way in which the Characteristics of Effective Learning underpin Mathematics and mathematical problem-solving
- The importance of receptive and expressive vocabulary in mathematical learning
- Enabling indoor and outdoor environments which support mathematical learning
|
| Course summary |
The course will be delivered by Judith Stevens, author of The Foundations of Mathematics: an active approach to number, shape and measures (2013). This practical session offers NQTS and those new, or returning to, the EYFS, clear guidance on what children need to know and how children learn about number. Participants will reflect on the learning environment they currently provide and how this can be developed to enthuse and inspire young maths learners. The session will be rich in visual images and ideas from current successful EYFS practitioners. There will be an emphasis on the fundamental nature of mathematical language and the use of everyday objects to support both aspects of mathematics. Resources will include an easy to manage environment audit tool and action plan and a summary of essential vocabulary.
|
| Tutor |
Margaret Travers |
| Audience |
Early Years Practitioners/Teachers/TAs Nursery/School/Children’s Centres
Maths Coordinators/Head/Deputy
|
| Course Aims |
- To involve participants practically in finding out how outdoor play is a powerful learning medium for children to develop mathematics
- To be successful, learning needs to involve children in doing, thinking and playing, and should be interactive and meaningful to them
|
| By the end of the course, delegates will be familiar with: |
- Effective ways to develop the outdoor area to support children's progress and love of maths
- Practical easy ways to develop a mathematically rich outside area
- Developing fun appropriate outdoor activities
- Gaining new ideas and inspiration for the creative teaching of maths. Including
- Developing children's number sense
- Space, shape and measure, calculation, thinking, reasoning and problem solving skills
- mathematical mark making and the development of mathematical graphics
|
| Course summary |
Participants will find inspiration to plan, resource and develop their outside areas and to use these effectively to maximise mathematical development. Whether a small tarmac space, or a large field, there are ways of making outdoors an outstanding and strong area for learning and progression. Visual slides and case studies will show children exploring, using their senses and becoming involved in self initiated and adult focused play experiences. |
| Tutor |
Judith Twani |
| Audience |
Early Years teachers – Reception and Nursery |
| Course Aims |
To consider what exceeding expectations in maths in the Foundation Stage looks like.
To explore practical opportunities for challenging and stretching children who are exceeding expectations
|
| By the end of the course, delegates will be familiar with: |
- Creating an environment that challenges children using open ended resources and inspiring, purposeful opportunities
- Using children's interests as a springboard for their ongoing learning
- Identifying children who are exceeding in mathematics
- exploring appropriate ways to assess and provide for pupils exceeding in mathematics
- practical activity ideas
|
| Course summary |
The new early learning goal for mathematics is already a challenge but how do we keep those children who are moving forwards rapidly in maths engaged and motivated? This course will provide opportunities to discuss individual children to ensure that we provide the right environment and adult input.
We will consider what “exceeding” may look like in terms of mathematics and how appropriately that relates to the expectations of Level 1 for the National Curriculum.
Practical activities will combine with lively discussion to make this a valuable interactive day. |
| Tutor |
Judith Twani |
| Audience |
All early years teachers and practitioners |
| Course Aims |
To explore the characteristics of effective learning and teaching and their implications for the development of mathematics in Early Years |
| By the end of the course, delegates will be familiar with: |
- The characteristics of effective learning and teaching
- The importance of understanding “HOW” children learn and not just “WHAT” they are expected to know
- How to plan for mathematics learning using the characteristics
- Observing play and spotting the maths taking place
|
| Course summary |
The Revised EYFS 2012 has rightly drawn our attention to how children learn and describes this as the characteristics of effective learning and teaching. These principles should underpin all areas of learning and development and this course will invite delegates to particularly consider how they underpin mathematics. This will be a practical day as we explore, play, create and think critically and get involved in some active learning. Delegates are asked to bring a cardboard box or some other recycled resource (such as cartons, containers, tubes etc) with them to use during the day. |
Early Years Courses in Canterbury
| Course Title |
Date |
Booking Ref |
Age /
Phase
|
| Tutor |
Margaret Travers |
| Audience |
Early Years Practitioners/Teachers/TAs, Nursery/School/Children's Centres, Maths Coordinators/Head/Deputy |
| Course Aims |
- To involve participants practically in understanding how to plan and evaluate the Characteristics of Effective Learning
- To provide inspiration and great ideas for developing maths through play and exploration and active experiences both indoors and outside
- To recognise and extend creativity and critical thinking skills in games and play
|
| By the end of the course, delegates will be familiar with: |
- Planning and assessing for the Characteristics of Effective Learning and understanding how these strongly support mathematical skills
- New ideas and inspiration for developing exciting child initiated and adult focused games and activities for maths
- Observing and assessing children's developing mathematical skills as they play and explore
- Understanding how to extend opportunities for children to develop critical thinking skills
- Understanding how to sustain children's interest in developing maths through motivational exciting resources and play spaces both inside and outdoors
|
| Course summary |
Participants will find inspiration to plan, resource and develop their practice, and truly understand how children learn maths effectively through effective planning for the Characteristics of Effective Learning. Practitioners will take part in activities, watch film clips, and slides giving great ideas. |
| Tutor |
Judith Stevens |
| Audience |
NQTs and those new, or returning to the EYFS |
| Course Aims |
Participants will have opportunities:
- To reflect on Mathematics within the EYFS 2012
- To consider what children need to know to become effective, confident mathematicians
- To think about what adults need to know, provide and do to support children's mathematical learning
|
| By the end of the course, delegates will be familiar with: |
- The content of the specific area of Mathematics in the EYFS 2012
- The way in which the Characteristics of Effective Learning underpin Mathematics and mathematical problem-solving
- The importance of receptive and expressive vocabulary in mathematical learning
- Enabling indoor and outdoor environments which support mathematical learning
|
| Course summary |
The course will be delivered by Judith Stevens, author of The Foundations of Mathematics: an active approach to number, shape and measures (2013). This practical session offers NQTS and those new, or returning to, the EYFS, clear guidance on what children need to know and how children learn about number. Participants will reflect on the learning environment they currently provide and how this can be developed to enthuse and inspire young maths learners. The session will be rich in visual images and ideas from current successful EYFS practitioners. There will be an emphasis on the fundamental nature of mathematical language and the use of everyday objects to support both aspects of mathematics. Resources will include an easy to manage environment audit tool and action plan and a summary of essential vocabulary. |
| Tutor |
Judith Twani |
| Audience |
Early Years teachers – Reception and Nursery |
| Course Aims |
To consider what exceeding expectations in maths in the Foundation Stage looks like.
To explore practical opportunities for challenging and stretching children who are exceeding expectations
|
| By the end of the course, delegates will be familiar with: |
- Creating an environment that challenges children using open ended resources and inspiring, purposeful opportunities
- Using children's interests as a springboard for their ongoing learning
- Identifying children who are exceeding in mathematics
- exploring appropriate ways to assess and provide for pupils exceeding in mathematics
- practical activity ideas
|
| Course summary |
The new early learning goal for mathematics is already a challenge but how do we keep those children who are moving forwards rapidly in maths engaged and motivated? This course will provide opportunities to discuss individual children to ensure that we provide the right environment and adult input.
We will consider what “exceeding” may look like in terms of mathematics and how appropriately that relates to the expectations of Level 1 for the National Curriculum.
Practical activities will combine with lively discussion to make this a valuable interactive day.
|
| Tutor |
Margaret Travers |
| Audience |
Early Years Practitioners/Teachers/TAs, Nursery/School/Children's Centres, Maths Coordinators/Head/Deputy |
| Course Aims |
- To involve participants practically in finding out how outdoor play is a powerful learning medium for children to develop mathematics
- To be successful, learning needs to involve children in doing, thinking and playing, and should be interactive and meaningful to them
|
| By the end of the course, delegates will be familiar with: |
- Effective ways to develop the outdoor area to support children's progress and love of maths
- Practical easy ways to develop a mathematically rich outside area
- Developing fun appropriate outdoor activities
- Gaining new ideas and inspiration for the creative teaching of maths. Including
- Developing children's number sense
- Space, shape and measure, calculation, thinking, reasoning and problem solving skills
- mathematical mark making and the development of mathematical graphics
|
| Course summary |
Participants will find inspiration to plan, resource and develop their outside areas and to use these effectively to maximise mathematical development. Whether a small tarmac space, or a large field, there are ways of making outdoors an outstanding and strong area for learning and progression. Visual slides and case studies will show children exploring, using their senses and becoming involved in self initiated and adult focused play experiences. |
Cancellations
If you cannot attend, you may substitute a colleague at no additional charge. Please let us know beforehand.
If you cannot find a substitute, you must cancel in writing at least two weeks before the course date. We will provide a full refund or credit note less £25 + VAT administration charge. The full course fee is payable if you do not send a written cancellation in time.
SMaR+ reserves the right to cancel a course or change the consultant without prior notice.
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