Fil Came

I founded Learning Works with my wife, Dominique, in 1997 because we wanted to create a high quality and independent service to educational professionals and schools. We are different because of our commitment  to understanding, and then representing, the learner's viewpoint and experience within any cycle of teaching and learning.

My role is lead consultant and trainer and my professional journey began at Penlan School (Swansea) teaching groups of boys labelled 'remedial' and 'ROSLA' (Raising of the School Leaving Age). Ever since I have been passionate about getting a fair deal for pupils of all abilities who find school life challenging. Often these are also the pupils colleagues find the most challenging to teach.

Pupils labelled as "challenging" have helped me to gain my best insights into teaching and learning and I seek to use this hard earned experience as a foundation for my work. I enjoy finding solutions and I seek to write practical, matter of fact resources that do just what it says "on the can.”

Experience has taught me that it is more productive to work with what a child can do rather than attempt to remediate what they can't; that there are more similarities than differences in the way that children learn; that what the heart feels about new learning is as important as what the head knows and understands.

If you are interested in any of Fil's INSET courses please fill out the Consultant enquiry form within the inset page or contact the office on 01672 512914 for further details and availability.

My first teaching post was as a remedial teacher at Penlan School, Swansea - an all boys social priority school. In addition to this I have been a Head of Learning Support at St John's School Marlborough; a Research Fellow at the University of Bristol's Education Department; and SEN Adviser for Wiltshire County Council.

I have also been involved in a wide range of national initiatives including computer-based learning; truancy and under achievement; SENCo training; Entry Level qualifications; summer schools for improving literacy and Gifted and Talented pupils and supporting Playing for Success after-school study centres.

I have always believed in the power of quality INSET and CPD. Hence Learning Works commitment to university verified and accredited training. Learning Works is a partner with the University of Worcester and I act as an associate lecturer and lead tutor and assessor for our Advanced Diploma courses.

I continue to teach and work with pupils. I run a local tutoring service in the Marlborough area and I am currently working with pupils aged 8 to 16. I also offer a wide range of team-challenge and study skills events to schools.

I have co-written and published the following practical resources:

• 300 Tips for Busy SENCOs
• Individual Needs Fact Sheets about SEN
• Monitoring Whole School Policy for SEN
• Writing your school's SEN Policy
• INTO English
• The Learning Toolkit
• Learning Styles
• Memory Trainers
• Study Skills
• Working with Dyscalculia
• CAP It All -Concern, Assess, Provide - A practical manual for assessing individual needs
• The Learning Works Condensed Guide to: Managing SEN & LDD in Independent Schools

I use the full range of media, drawing on video, TV/radio broadcasts and seek to balance the use of PowerPoint with practical classroom examples to actively engage the audience. I provide quality handouts and additional resources with each school INSET.

The programmes are focused, move at a pace, make you think and we have fun  pooling our collective wisdom to improve our capacity to communicate with, to engage and to enthuse young learners.

Below are a number of exemplar topics and outcomes and we will work closely with you to arrive at a programme that suits your school. So that the content, timings, examples of pupil's work, school documentation etc. are all drawn together to motivate staff and support your school's priorities for development.

Meeting Individual Learning Needs in the Classroom

By the end of the day we will have:

• Received information about current legislation and codes of practice
• Reflected upon classroom practice
• Discussed pupils causing concern in your school
• Considered the learning needs of pupils with a particular focus on those with Specific Learning Difficulties (SpLD)
• Examined examples of pupil's work
• Received practical suggestions for meeting these individual needs in the classroom

Teaching and learning in a Dyslexia Friendly Classroom By the end of the day we will have:

• Examined examples teaching
• Discussed pupils causing concern
• Considered the specific learning needs of dyslexic and associated pupils
• Identified what works
• Received practical teaching and learning suggestions for meeting these individual needs

‘Battery Hens or Free Range Chickens?’ - Meeting the Needs of More Able Pupils

By the end of the day we will have:

• Confirmed our ideas about effective teaching
• Considered the learning characteristics and needs of our more able pupils, including the dual exceptional
• Discussed issues concerning identification and assessment
• Examined examples of pupil's work
• Received practical teaching suggestions
• Discussed ‘What next’?

Differentiation - What it is and what it is not

By the end of the day we will have:

• Reflected upon effective classroom practice
• Considered a whole school framework for planning and assessment
• Discussed what we mean by the term ‘differentiation’
• Examined work from a range of pupils
• Received practical ideas for teaching and learning

Personalising Learning - A new look at differentiation

By the end of the day we will have:

• Considered how we learn
• Completed individual profiles to identify our learning preferences
• Discussed the range of individual learning differences in our school
• Discussed what we mean by the term 'personalisation'
• Identified potential barriers to learning
• Received practical ideas for the classroom

Independent Schools - Independent Learners?

By the end of the day we will have:

• Reflected upon what we mean by independent learning
• Identified what is working at our school
• Received ideas to help increase independent learning within the classroom - including assessment for learning (AfL)
• Identified key learning skills for our pupils
• Drafted a statement of intent

We offer the following current publications for sale:

The Condensed Guide to Managing SEN and LDD in Independent Schools

The content of this book is rooted in over 12 years of working closely with, and providing support to colleagues from a large number of independent schools. We have often been asked by participants on our SENCo courses to get our ideas down in print. This is not a survival guide, rather it is one that we hope will enable you to thrive, so that you can step out and onwards, equipped and confident to be the effective SENCo for your school.

Concern Assess Provide - CAP It All!

Concern Assess Provide - CAP It All! is another of our practical, ‘no frills’ resources for busy SENCOs, Learning Support Coordinators and Inclusion Managers.

Working with Dyscalculia

This book is a valuable resource.  Every school should have a copy and all primary teachers, mathematics teachers and learning support staff should be encouraged to reflect on what it has to offer.

“Fil’s practical ideas embedded in theory and have really motivated us as a staff” The Hawthorns School

"It was a pleasure to work with Fil, he was enormously collaborative and really worked to help make the session appropriate at all needs" HMC Professional Development

“Fil makes a real effort to find out about the school, so that what he offers is relevant” St Andrews School

“Members of staff felt it was the best INSET they have attended. They particularly enjoyed the practical suggestions” York House School

“It was well run and interesting at all levels. A great deal of thought has gone into ensuring the personal touch” Birchfield School