Training

This package discusses what emotional regulation is, how it affects other areas of children and young people’s development, how it develops typically and how the adults in school can effectively support.

This is an approach and curriculum which supports children and young people to develop their self-regulation skills, by helping them better understand their emotions, sensory needs and thinking patterns. Children and young people learn different strategies to manage their emotions depending on how they are feeling. Zones can help children to recognise their own triggers, learn to read facial expressions, develop problem-solving skills, and become more attuned to how their actions affect others.

Theraplay can be delivered as a dyadic intervention to support an adult and child build an attachment. It can also be applied in small targeted groups and whole classes. The theory underpinning Theraplay can be used to analyse how a whole school meets children’s needs through the core principles underlying this model. This introduction will give a taster of Theraplay and to be certified, you will need to undertake further in depth training which will also be discussed.

This course is certified training through Theraplay UK therefore there are additional charges to cover the resources sent for each person and their registration. This also covers administration of the course through Theraplay UK. The charges are £60 per person. The course can be delivered to groups of 12 staff with one trainer and 24 staff with two trainers. This course will provide schools with a basic understanding of the principles of Theraplay and how they can be applied within schools and classrooms.

Sessions will encompass lots of practical elements and the course provides a great foundation for Level 1 or Group Theraplay.

This is an introduction to a model of group play for building social skills and emotional regulation. There is a focus on safe touch and the theory behind this as well as practicalities will be discussed. Course attendees will try out the activities and work in groups to plan how their own sessions will look. There are options for us to facilitate a session in school which can be observed or videoed following this and then for us to support staff to implement.

The PACE approach was developed by psychologist Dan Hughes and is a way of interacting and being with children and young people to promote the experience of safety and connectedness. While it was initially developed for working with children and young people who have experienced trauma, we find using the PACE approach (or SPACE as we like to call it, which includes reference to our own self-regulation) helps practitioners to think, feel, communicate and behave in ways which may all children feel safe, secure and heard.

This course will outline theories around anxiety and practical approaches to support pupils. Each staff group will choose a strategy or tool to use over the coming weeks and evaluate it. This will then be presented at the workshop session.

This approach is an evidence based tool for intervention with children and young people who are struggling to make progress within the curriculum. The intervention aims to break more complex rote skills into component parts to support accuracy and fluency of key skills (including numeracy, literacy and language). Precision teaching is a powerful intervention tool that is designed to meet students where they are in to boost their engagement, confidence and progress.  It is recognised by Ofsted as it includes tight data monitoring systems. Children and young people are involved at all stages of the intervention, helping them feel empowered, which can positively impact on the self-esteem of the learner.

This introductory session highlights the importance of relational practices and provides practical advice and techniques for effectively integrating them into the school environment. It is important to follow up this session with additional training and supervision groups.

This package offers an introduction to coaching circles, along with practical approaches for implementation. Participants will gain theoretical insights and benefit from our experience in facilitating staff training and integrating coaching circles into various environments. This program marks the start of a longer journey toward fully embedding coaching circles.

This training will provide an overview of attachment theory and the neuroscience of the stress response system. It includes reflective activities and video content. It is ideal training for schools and organisations who wish to embark on the journey of becoming trauma informed and attachment aware. It emphasises the importance of reflection and regulation for adults, understanding behaviour as communication and empathy and compassion within relationships. 

This package serves as a broad introduction to the concept of executive functioning and the skills included and how these can impact on learning. With greater understanding of executive functioning, approaches to adapt teaching and differentiate to individual learning profiles can be effectively implemented. 

This package includes a follow-up workshop to help staff reflect on, assess the impact of, and further adjust their teaching practices to further support those with executive functioning differences.

This training and support is specifically designed for Teaching Assistants, enhancing their understanding of learning theory and the impact of mediated learning. The package also provides whole-staff support to reflect on and optimise the role of Teaching Assistants in the classroom, ensuring that all adults are utilised effectively.

This package helps participants to understand the broader concepts of neurodiversity in our communities. The course will outline some effective adaptations to teaching delivery, structures and routines in school which are inclusive of a neurodiverse community.

A broad introduction to memory systems with a specific focus on working memory and the impact this can have on learning including the retention and generalisation of learning. With greater understanding of working memory as a specific executive functioning, approaches to adapt teaching and differentiate to individual learning profiles can be effectively implemented. This package includes a follow-up workshop to support staff to reflect upon, measure the impact of and further adapt their teaching practice for those experiencing differences in their working memory.

Phonological Awareness (PA) is the ability to recognise and manipulate the sound structure of spoken words. It involves understanding that words can be broken into smaller sound units, which can be adjusted. PA is essential for both literacy and speech sound development. 

This session explains what PA is, why it’s important, how to assess relevant skills, and how to support the development of PA development through classroom activities and broader teaching strategies.

Developmental Language Disorder (DLD) is a lifelong condition affecting about 2 children in every classroom of 30 in the UK. Despite its prevalence, many people are not familiar with it. This session explains what DLD is, its key signs, and how to support children with DLD in the classroom.

This session focuses on ways to support all young children to develop communication skills. It covers the order in which communication skills typically develop, how to make the environment communication friendly, top tips for quality interactions and specific strategies and activities to promote speech and language skills.

This session focuses more specifically on how to support children with significant communication needs, which includes approaches such as Intensive Interaction, Makaton, Objects of Reference and activities to develop joint attention

This session covers the typical ages and stages of speech sound development (i.e., when to expect specific sounds), common speech errors, how to screen for speech sound difficulties, and practical strategies to help children improve their speech. An optional follow-up workshop allows staff to practice using the speech screener, receive feedback, and explore intervention approaches in more detail.

Around 8% of children and 1% of adults stammer, yet it remains an area which is often misunderstood. If not supported in the right way, stammering can go on to impact a child’s overall well-being, self-esteem and their participation in a range of speaking situations. 

This session introduces stammering, dispels common myths, explains what signs to look for and when to seek further help, and offers guidance on supporting a child or young person who stammers

This session serves as an introduction to understanding sensory development and the impact of sensory challenges on learning.

This session will explore the impact of motor coordination on movement and learning. Participants will learn how to identify motor co-ordination challenges in this area and be introduced to universal approaches which help support students.

Attendees will explore the importance of creating a learning environment that supports movement-based learning. The session will cover how movement impacts development and how learners who need to move can best be supported. Kinaesthetic approaches to learning will also be considered.

This session will provide an understanding of how challenges related to visual and auditory processing for students may present and how this links with arousal and anxiety.

Delegates will gain and understanding of the importance of the environment on sensory development. The session will look at how to create an environment that facilitates optimal development and progression.

This session provides an exploration of how play, as the primary occupation of children, facilitates and underpins all other aspects of development.