Skip to content

Event Calendar

March
2020
S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
 
 
 
 
Use this calendar to display events based on start date.

Search Events

2 events found

Page 1 of 1

Ethnic Minority Achievement (EMA) Network (Cancelled)

Starts: Monday 16 March 2020 - 14:00 - 16:00
Venue : Maria Fidelis Catholic School, 34 Phoenix Road, London, NW1 1TA map
Who is this event for
Strategic leads for Ethnic Minority Achievement (EMA) within Camden.
What does this event cover
The Ethnic Minority Achievement (EMA) Network supports schools, settings and communities in raising the aspirations and attainment of Black and Minority Ethnic (BME) children and young people in Camden.
Please note
This session is part of the Secondary Network Package, costing 6 learning blocks per school.

Involvement & Wellbeing: Thinking about POMS

Starts: Monday 16 March 2020 - 09:30 - 15:30
Venue : Crowndale Centre, 218 Eversholt Street, London, NW1 1BD map
Who is this event for
This course is for anyone working with children aged 2 and over who has not previously been introduced to the Process Oriented Monitoring System (POMS) approach or requiring a refresher. We will look at the scales, practice their use looking at DVD clips and reflect on proven strategies to enhance children’s Wellbeing and Involvement to take back to our teams
What does this event cover
We all have experience of working with children who for some reason or another show signs that they are not as settled in our settings as we would like, that they struggle with aspects of the social experience, find routines really challenging and need that bit of extra support to fully access a broad and balanced curriculum.

The POMS approach allows practitioners to quickly and efficiently monitor children to assess their Involvement and Wellbeing levels using descriptors offered within the Leuven Scales (developed by Prof. Ferre Laevers and his team from Leuven University, Belgium)

Using the POMS approach has resulted in swift success in not only identifying children with lower Involvement and Wellbeing in our settings, but in developing strategies to support them.
Please note