We design and offer a range of in-house training to support the training and devlopment needs of your setting. Our service is unique to you, which means we will be flexible in our approach. This could involve settings joining together to share the cost of training, it could be delivering full and ½ day training sessions, it could be one to one sessions, it could be attending staff meetings or sessions delivered at weekends and evenings. Our support can be as short as a one-off meeting or could be a succession of training and support sessions.
If you would like to book in-house training for your team please email email@example.com
Outlined below are some examples of courses we can offer:
Leadership and Management in the Early Years (6 hours)
- To understand different leadership and management styles and skills
- To explore the dynamics and facilitation of team roles and their performance
- To develop good practice in time management
- To clarify how to conduct effective meetings
- To develop strategies for dealing with under performance
- To explore conflict resolution
- To understand how to develop a learning culture that influences team practice
Integrated working with Vulnerable Families
- To explore what integrated working is and why early intervention matters
- To clarify the key elements of integrated working
- To consider different ways of identifying individual needs of children and families (identifying vulnerable families)
- To understand roles and responsibilities within your setting
- To explore different models of integrated working
Communication and Language Friendly Environments
- To explore how babies and young children develop early language and communication skills
- To explore how practitioners can support children by providing communication and language rich environments
- To identify problems that pre-school children may experience regarding communication and language and what these might look like within your setting
Understanding the Unique Needs of Babies
- To explore why a good knowledge of child development is vital in understanding how babies learn & develop
- To understand attachment theory and its importance for practitioners working with babies
- To understand the unique need of babies in day-care settings
- To explore key issues of working with babies & the importance of quality care routines
- To identify aspects of a quality learning environment for babies and explore appropriate resources and activities to support babies learning and development
The Importance of Positive, Quality Interactions
- To discuss what quality interaction looks like in practice
- To discuss the qualities and attitudes of adults supporting children’s learning & development
- To consider the importance of quality communication and active listening
- To explore how quality interactions support positive conditions for learning
Understanding Children’s Play through Schemas
- To discuss what is ‘schema’ theory
- To explore examples of different types of schemas
- To practically experience different types schema play
- To consider ways to support and plan for schemas
Aiming High in the EYFS
- To identify how we use the characteristics of effective learning to support children’s learning
- To describe practical ideas in involving parents as active partners in children’s learning
- To understand how the quality of interactions can be supported through joint observations of activities and care routines
- To explore the prime & specific area of learning and review how they are used to support children’s learning
- To discuss expectations in relation to assessment and the recording of children's progress.
Tracking and Evidencing Children’s Learning
- To clarify why it is important to review and track children’s progress
- To identify ways of gathering information on children’s learning and development
- To describe how to evidence individual children and cohorts of children’s progress
- To understand how Ofsted will evaluate children's progress at inspection
Characteristics of Effective Learning
- To discuss the value of play and identify important characteristics of how children learn
- To identify how we use these characteristics to support children’s lifelong learning
- To clarify the difference between what and how children learn
- To consider how practitioners can effectively guide children’s development
Engaging Parents in Home Learning
- • To identify the importance of effective partnerships with parents and carers • To examine different methods for engaging with parents and to identify what good practice looks like • To share practical ideas to support home learning • To identify possible barriers and how to overcome these • To consider ways in which effective partnerships with parents can be further developed to ensure children’s learning and development is supported at home
Preparing for your Inspection
- To describe the purpose and process of inspection.
- To describe the key features of the new inspection.
- To define how evidence is collated and judgements are made.
- To discuss ways in which you can prepare and get the best from the inspection process.
Tremendous Two Year Olds
- To discuss and describe the typical stages of development, characteristics and unique needs of two year olds.
- To identify and discuss the ways in which two year olds engage with their environment and to consider the impact the environment has on them.
- To understand the importance of forming secure attachments with two year olds to promote their well-being.
- To identify ways in which practitioners can support and promote the learning and development of two year olds.
The Two Year Progress Check
- To explore the aims and principles of the progress check and understand the requirements of the EYFS
- To define the process of the check and explore how this can be implemented into practice.
- To explore ways of involving parents, children, practitioners and other professionals in the assessment process.
- To discuss what we mean by behaviour.
- To explain how play promotes social development .
- To reflect on the impact of routines and organisation on children’s behaviour.
Behaviour Management and Development of Behaviour Plans
- To discuss what we mean by behaviour & how play promotes social development.
- To reflect on the impact of routines and organisation on children’s behaviour.
- To develop strategies for the promotion of positive interaction.
- To develop effective strategies to manage children’s behaviour considering behaviour plans.
Safeguarding - Level 1
- To identify possible signs of neglect, physical, sexual and emotional abuse
- To explore personal and organisational good practice to safeguard the welfare of children
- To recognise signs of inappropriate adult behaviour
- To clarify good practice that keeps practitioners safe from unsubstantiated allegations
Observation, Assessment & Planning
- To recognise the importance of observation within the EYFS.
- To consider how different types of observations can be used to understand children’s individual needs and support planning.
- To clarify the child’s perspective within the observation process.
Self-evaluation and the Ofsted SEF
- To understand why self evaluation is important
- To identify different ways of reflecting on practice
- To understand how to record measurable evidence
- To understand the importance of strong leadership and management
- To participate in the Ofsted self evaluation process
- To explore how the SEF is used for the purpose of inspection
Gender Differences and Valuing Different Learning Styles
- • To reflect upon what differences between the genders are observed in daily practice • To consider the implications for practice that gender difference may present • To identify where the ne3eds of both genders differ and are similar so we can make the best possible provision • To consider the interests of all children in order to enhance practice and the development of all • To explore a range of practical strategies for use in settings to ensure a balance across setting provision.
Introduction to attachment theory and the role of the Key Person
- To recognise the key concepts in attachment theory.
- To identify the benefits of the key person approach for children, parents and practitioners.
- To explain how the key person approach can be implemented.
Outdoor Learning in the Early Years
- • To recognise the importance of outdoor play for the under fives at all times • To make links with the EYFS an identify elements of practice in order to enhance provision • To explore the challenges and barriers to outdoor play • To give practical ideas and inspiration to enhance the outdoor areas • To look at what risky play is and look at how this can be encouraged within your outdoor settings
The Quality Learning Environment
- To explain the 3 key aspects of the learning environment within the EYFS.
- To identify aspects of a quality learning environment.
- To recognise the importance of continuous provision to support learning.
Child-Led Displays: How to Value and Evidence Children’s Creativity
- • To describe what being creative is all about • To make links to the EYFS • To identify good practice in displays • To describe different ways of evidencing children’s learning
Equality and Diversity
- To understand terminology
- To clarify the role and responsibilities of practitioners working with children in the EYFS
- To understand the effects of, and know how to respond to discrimination
- To identify good practice and ways of reflecting on the environment and what we do
- To examine and solve potential barriers/challenges
Induction, Supervision and Appraisal
- To understand your role in relation to the requirements of the EYFS and Ofsted framework
- To clarify the purpose of the different formats
- To identify ways to prepare and collate evidence of practice
- To explore different methods in conducting staff performance
- To identify ways to measure the impact of support and follow through identified issues
Safer Recruitment in Early Years
- To understand safe, legal and successful recruitment and retention
- To demonstrate a safe, legal and robust process for the recruitment and selection of suitable staff
- To explore the process of application and recording of the Disclosures and Barring Service (DBS)
- To clarify the purpose of an induction and probationary period and consider strategies to improve staff retention
- To identify how Ofsted make judgements on practice
- To explore responses to allegations made against staff
Designated Safeguarding Lead
- • To describe the role of the designated person and key areas of responsibility • To identify key legislation and guidance • To explore what action to take when informed of a range of concerns about a child • To understand the issues in connection with recording, sharing information and confidentiality • To take part in the referral process • To describe the role your setting has in the multi-agency child protection process
How to be Outstanding
- To identify the judgements that inspectors make at inspection and the evidence they gather
- To discuss and unpick the grade descriptors for outstanding in the Ofsted evaluation schedule
- To discuss, reflect on and provide ideas for those who are striving for excellence within their team
- To look at and describe examples of outstanding practice
Developing your team through Effective Coaching
- To clarify the purpose of coaching and how it supports the delivery of effective supervisions
- To identify practical skills and techniques in facilitating the development of others
- To describe how to challenge practice, give effective feedback and agree actions for improvement
- To understand how Ofsted make judgements on your performance management processes