11 Courses

This qualification is suitable for those aged 16 and above who work with, or care for, children.

This qualification is suitable for those aged 16 and above who work with, or care for, children.

Learn how to create easy to read accessible person centred profiles for children of all ages and young adults. Course Category Person Centred Planning Inclusion Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most easily used approach is called creating a one page plan or a person centred profile. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. One Page Plans are especially effective tools in planning and supporting children and young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials Be the first… Learning Objectives To Explore the values underpinning person centred working To show how One Page Plans naturally capture young people’s strengths and capacities A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning tool of creating a One Page Plan We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day. If you liked this course you may well like: PERSON CENTRED REVIEWS

Learn how to carry out a Person Centred Review based on the values of person centred thinking. Course Category Person Centred Planning Inclusion Strategic Work Visioning and Problem Solving Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool is a Person Centred Review – and it shows these values in action. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. Person Centred Reviews like MAPS and PATH are especially effective tools in planning transitions and annual review processes for young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials Be the first…. Learning Objectives To Explore the values underpinning person centred working To show how person centred planning with Person Centred Reviews naturally captures young people’s strengths and capacities A demonstration of how person centred reviews encourage meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning Person Centred Reviews – live demonstrations of process in action followed by real time coaching of facilitation skills. We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day. If you liked this course you may well like: PERSON CENTRED PLANNING USING PATH AND MAPS

We will come to your school at a time that suits you and run a 2-hour workshop for all staff. We will present in clear and simple terms the school’s duties under the Equality Act, help you guard against discrimination, and leave you with useful resources. How will this workshop help your school? This is a practical, "hands on" workshop designed to be engaging and constructive. Over and above helping your school fulfil its legal duties, it will help ensure that nobody is left behind or discriminated against. The workshop will show how all protected characteristics covered by the Equality Act 2010 can be reflected positively in everyday school life. It will consider real-life examples and make this more meaningful and relevant by inviting participants to bring their own examples of equality challenges in school. We will show you how to get the best out of CSIE’s toolkit ‘Equality: Making It Happen’ – a succinct and user-friendly set of reference cards to help schools promote equality – and leave you with at least two complimentary copies. Above all, the workshop will help develop a shared understanding and build a consistent response to diversity and equality. We understand that all schools are at different stages of this journey, so this workshop will assist you in determining next steps and areas of specific focus for your setting. What will the workshop cover? The workshop will: provide an overview of the Equality Act 2010, including the Public Sector Equality Duty and what it means for all schools bring awareness to unconscious bias and how it can influence our interactions present strategies for removing barriers to learning and participation address intersectionality and how it affects people’s experiences help develop confidence and language for discussing sensitive equality issues add flesh to the bones of all the above, by considering real-life examples Who is it for? The workshop has been designed for all primary and secondary school staff and governors; delivery is adjusted to the context of each school. We encourage all teaching and non-teaching staff to attend, so that your school can develop a coherent and consistent response to diversity and equality. Feedback from previous CSIE equality workshops: Very knowledgeable presenter. I feel more empowered. Clear and concise. Very thought provoking. Clear, compassionate presentation.

All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. Course Category Person Centred Planning Inclusion Strategic Work Visioning and Problem Solving Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tools – MAPS and PATH – create a hands-on demonstration of these values in action. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. MAPS and PATH are especially effective tools in planning transitions and annual review processes for young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials “Thanks again for a superb day which from my perspective as Principal Educational Psychologist has been a real boost and uplifted my spirits about helping move the Educational Psychology Service forward as well as gaining greater insight and understanding of individual Educational Psychologists. Several EPs have said that they are planning to use MAPS and PATHS in their work and I will be joining them.”DR MICHAEL HYMANS, PRINCIPAL EDUCATIONAL PSYCHOLOGIST, LONDON BOROUGH OF Learning Objectives To Explore the values underpinning person centred working To show how person centred planning naturally captures young people’s strengths and capacities A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning tools PATH live demonstration in action followed by real time coaching of facilitation skills. We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day.

Person Centred Planning (PCP) is a powerful tool for visioning, future planning and team building. It gets everyone on the same page and creates a progressive, constructive atmosphere so it is especially useful for people who are feeling ‘stuck’ or in a really desperate situation. The PCP processes we teach are called “PATH” and “MAPs”, and are both used for different situations. “To facilitate a group, family, team or organisation in thinking together around a given challenge or issue. Here is an opportunity to experience for real the person centred, futures planning tool – MAP/PATH” (Pearpoint, Forest, O’Brien. 1989). PCP can focus on an individual, with family and friends in the room supporting them, or focus on a group who want to set goals, and realise their potential as a team. PCP focuses on hopes and dreams, so is a very positive approach to planning, and utilises graphic facilitation, making it a very friendly way of working that is accessible to everyone.  This unique, hands on PCP training course explores the difference between ‘person-centred thinking’ and ‘service-centred thinking’. Traditionally, we have not always listened deeply enough to the needs of those we are planning for. Often ‘medical model’ thinking dominates our planning for those with the most complex needs. Typically we plan ‘about’ rather than ‘with’ children and adults.  We examine this ‘service centred’ approach that most professionals are used to, and question its limitations. This values based approach to inclusion will give participants the ‘theory’ behind why thinking and working in a person centred way is so important, and challenges people to strive for more for the people we are planning around. In addition to the knowledge and theory, this course empowers participants to facilitate their own Person Centred Plans using the PATH or MAPs process and provides the skills to do this effectively. Learning objectives  Strengthen understanding of how to think in a person centred way Knowledge of the steps of PATH / MAPs process Ability to facilitate PATH/MAPs process Ability to graphically facilitate a PCP meeting Develop problem solving and planning skills Inclusive Solutions offer: We could provide training for a team of staff, or we could facilitate a PATH or MAP around a disabled person. We can also offer bespoke training packages, please enquire for more details.  1 day “Introduction to PCP” with up to 100 attendees focusing on ‘Person Centred Thinking’ – includes live demonstration of PATH or MAPs Process (for a member of the group / with a student and their family/friends). 2 day “PCP Skills training” – More skills focused, lots of practice. Includes Graphics academy, Process academy and Coaching (Best with under 30 attendees). 2 day “Introduction to PCP with Skills training” – includes live demonstration of PATH or MAPs process, Graphics academy, Process academy and Coaching (Best with under 30 attendees). Half day PATH or MAP for a disabled person, led by two experienced Inclusive Solutions facilitators. Full day PATH or MAP for a team, organisation or group such as a full school staff led by two experienced Inclusive Solutions facilitators. Typical Structure of 2-Day “Introduction to PCP with Skills” Training This course is most useful when delivered over 2 days so we have time to cover the ‘skills’ behind facilitating a PATH or a MAP. Here is an example of what usually happens. If you need us to, we can tailor any of our courses to suit your specific needs.  Day 1 AM What makes a good welcome?Service centred thinking and working – what does it involve, how does it make people feel?Reflections on current practices – what is useful and what is harmful?Introduction to underpinning values of person centred thinking and working In depth exploration of the fundamentals of inclusion – encouraging identity, focusing on gifts and capacities Sharing success stories, and personal insight from experienced psychologistsShowcasing a number of practical PCP process in actionIntroduction to the “5 service accomplishments”, or “5 ordinary needs” PM  Full PATH process demonstration, led by 2 experienced facilitators – one process facilitator and one graphic facilitatorVolunteers will make notes on what they see the facilitators doing and feedback at the end of the dayFeedback, Q&A Day 2 AM Graphics Academy – we will ease you into the world of graphic facilitation and show you how simple it really is – includes live coaching and graphics tutorial, then participants will practice on each other by facilitating the first 1 or 2 sections of the PATH Process Academy – we will give you some pointers about holding the group, and facilitating in an inclusive way, this is another chance to practice your new graphics skills PM The group is divided up, and volunteers are selected to facilitate PATH meetings The group then run the PATH’s simultaneously with an experienced coaches in the room to guide and to be available for questionsWe reconvene to feedback about the process and digest all we have learntBrief Q&A session and then final reflections

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. Course Category Inclusion Parents and Carers Behaviour and relationships Problem Solving Description In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults process. Inspired by our own Parent Solutions work and the Circle of Adults process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  Learning Objectives To provide opportunities for: Shared problem solving in a safe exploratory climate in which the family will find its own solutions. Individuals to reflect on their own actions and strategies An exploration of whole-family processes and their impact Emotional support and shared understandings of issues at a child, parent, family, school and community level. Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. Who Is It For? Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. Social Care teams School staff Community organisers Educational Psychologists Course Content True family empowerment Deepening shared stories and understandings Facilitating groups Problem solving process Handling family group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Process: Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. One issue is selected for the main focus Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. Additional questions/information from the group about the problem are gathered: Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice. Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions

This Paediatric First Aid Training Course is a QA Level 3 Award and is recognised by Ofsted and includes the requirements of the appointed person in the workplace. This 2 Day Paediatric First Aid QA Level 3 award course is suitable for school staff, child minders, nursery assistants and staff who look after children as part of their working requirements. It will be of particular interest to Child Minders, Teachers, Crèche Assistants and staff who have a responsibility for children whilst in their care. You can be assured that you are meeting your First Aid Training requirements by attending this Paediatric First Aid Course which is Ofqual regulated. This 2 Day Paediatric First Aid course can also be delivered directly in your workplace for 6-10 delegates for only £1180.00 +Vat. Delivered in Liverpool, Manchester and across North Wales. The prevention of accidents is obviously preferable to giving first aid. Nothing can replace adequate supervision of a child in a friendly and relaxed environment. Now and again however, accidents and illness do happen and you may be called upon to give first aid to a child in your care. It is important therefore, to make a plan for how you would deal with such an emergency situation. The current EYFS statutory framework requires at least one person who has a current Paediatric First Aid certificate to be on the premises or outings at all times when children are present. According to EYFS guidance for effective paediatric first aid training; Training is designed for workers caring for children in the absence of their parents The training leading to a certificate or a renewal certificate is a minimum of 12 hours The Paediatric first aid training certificate should be renewed every 3 years Resuscitation and other equipment include baby and junior models, as appropriate Training covers appropriate contents of a first aid box for babies and children Training should include recording accidents and incidents For more information on our Paediatric first aid training courses delivered directly in your workplace anywhere in Liverpool, please email us or why not call us on 0151 515 0416 and speak to our experienced and friendly staff. Paediatric First Aid Training 2 Day - Liverpool

Everyone shares responsibility for safeguarding and promoting the welfare of children and young people, irrespective of individual roles. This course is for those who have already completed a Level 1 course and need to gain an advanced knowledge of Child Protection, including working towards becoming a Designated Safeguarding Lead (DSL), manager or policy writer. This course is designed for individuals who work with children in either a paid or voluntary capacity. It relates to the issues surrounding safeguarding children by exploring the concepts of "child vulnerability", "child protection" and "significant harm"; coupled with the individual and organisational responsibilities of protecting children from abuse.