130 Educators providing Courses in London delivered Live Online

Calling ALL Early Years Practitioners!!! Outcomes for this Live Webinar Masterclass Explore what high-quality curriculum is and looks like Examine the 3 Is: Intent, Implementation and Impact Review how to evidence sequencing in learning and long-term memory during Ofsted inspection Check up on Cultural Capital requirement for ALL children

Early Years Room Leader Training.

This is for New leaders/Managers working within early years. This programme is consists of 6 topics which all include work based projects. 1. What does good leadership look like? 2 Enhance your communication skills .3. Promoting good teamwork. 4 Managing Difficult Conversations. 5. Getting to know sector relevant documents. 6. The importance of wellbeing for yourself and for your team. This programme of training ensures new leaders are professional, knowledgeable and confident in leading teams of people.  The work based projects gives the opportunity to practise new skills and then reflect on that practise with the trainer. The programme is delivered individually for maximum impact either face to face or virtually depending on the location The trainer has 24 years experience of managing teams of people in the early years and can relate to the busy, challenging emotional environments that Early Years Leaders work in. Each session is 1.5hrs.  

This qualification prepares learners to become early years educators, enabling them to work with children from birth to five years and gain knowledge and understanding of the development of children aged five to seven years. Upon achieving this qualification, you will be able to work within the early years education sector. Requirements: 864 Guided Learning Hours Work placement experience in either paid of voluntary setting. Aged 16+ Payment plans are available - contact us for more info. Bundles to include CPD & Functional Skills are available - contact us for more info. Mandatory Units: 1. Introduction to the role of the early years educator 2. Holistic child development 3. Children with special educational needs and disabilities 4. Effective communication in an early years setting 5. Safeguarding and welfare requirements 6. Health, wellbeing and safety 7. Promoting an effective early years curriculum 8. Assessment of children's learning and development 9. Understanding play for learning and holistic development 10. Partnership working

Many leaders and managers working on the front line of inclusion lack emotional support from Local Authority staff or anyone else despite the challenging nature of their work. There is a massive need for active listening, containment and opportunities to problem solve and reflect confidentially with someone trusted. Course Category Peer Support Meeting emotional needs Strategic Work Early Years Description We can tailor make and deliver personalised 1:1 or group support and supervision sessions with a particular focus on emotional support. Many leaders and managers working on the front line of inclusion lack emotional support from Local Authority staff or anyone else despite the challenging nature of their work. There is a massive need for active listening, containment and opportunities to problem solve and reflect confidentially with someone trusted. Some leaders may prefer a group setting for mutual support. We can provide this numbers permitting. Book a set of 3/10/20 sessions or why not set up monthly meetings with a psychologist, head teacher or other suitable practitioner to meet your needs. Testimonials Be the first… Learning Objectives Emotional support in a confidential space To listen and offer practical support Joint problem solving around hard issues To build a trusting relationship Who Is It For ? Headteachers Children Centre Managers Heads of Service Directors Early Years Mangers Course Content Active and supportive listening and exploration of named issues Supportive and safe problem solving Consultation processes In groups to use processes such as Circle of Adults If you liked this you may like: STORY TELLING: STRENGTHENING SKILLS AND KNOWLEDGE OF COMMUNITIES

Whatever your position in the team, good communications skills are vital. They are at the centre of every work place interaction and can make a real difference to your work environment. Here’s a worthwhile day to increase your skills in this area. These skills will not only help your personal growth but they will increase job satisfaction and in turn relationships with adults and children. Course Category Team Building and Leadership Visioning and Problem Solving Strategic Work Early Years Description “The leaders who work most effectively, it seems to me, never say ‘I’. And that’s not because they have trained themselves not to say ‘I’. They don’t think ‘I’. They think ‘we’; they think ‘team’. They understand their job to be to make the team function. They accept responsibility and don’t sidestep it, but ‘we’ gets the credit…. This is what creates trust, what enables you to get the task done.”PETER DRUCKER. Whatever your position in the team, good communications skills are vital. They are at the centre of every work place interaction and can make a real difference to your work environment. Here’s a worthwhile day to increase your skills in this area. These skills will not only help your personal growth but they will increase job satisfaction and in turn relationships with adults and children. With these new skills you will also increase your abilities in co-operative partnerships and network building. Communication is at the core of what you do; it’s how we influence people. We use it for persuading others, creating alliances, gaining support, motivating others and teaching. Being good at communicating with others will allow you to influence them and this in turn will make you more effective whilst making your job easier. A lot of our time at work consists of acting, taking or giving instructions. Past research shows that lack of good communication at the work place is not uncommon. This has a high cost including tension amongst staff and lower trust levels and effectiveness. Problems can be caused when communication problems result in instructions being misinterpreted. A simple discussion can be turned into a conflict just by poor communication. What communication skills are needed in the 21st century for the most effective leaders and managers of schools, colleges and early years settings? Would the following qualities make sense to you in describing your communication with staff, parents and your wider community? a high concern for both people and outcomes a style motivated by relationship building the flexibility to change leadership styles depending on the challenge the ability to follow as well as lead a team leadership style< able to communicate and engage the emotional support of staff quiet leadership with restraint, modesty and tenacity Perhaps you would add to or challenge this list of attributes? How do you deal with ‘yes buts’ and those who don’t do what you ask them to do? How do you motivate? How do you encourage? During this training we will explore your communication in a range of challenging situations and build consensus around desirable communication skills. Testimonials Be the first to comment on this training… Learning Objectives To explore effective communication skills for leaders and managers Self reflection and feedback opportunities To develop and extend your repertoire of communication skills Deepen your understanding of team members who don’t do what you ask and expect them to do Who Is It For? Leaders and managers of schools, colleges and early years settings Course Content Exploration of typical challenging situations- skill practice Building Shared Vision for communication Opportunities to develop and extend your communication skills for leadership in a safe environment

This workshop gives an opportunity to focus on the emotional needs of girls and how to meet these. We lift the lid on a less well explored inclusion issue, meeting the emotional needs of girls. Everyone knows a girl or woman. They may be pupil, daughter, sister, parent or partner. Course Category Meeting emotional needs Behaviour and Relationships Inclusion Early Years Description This workshop gives an opportunity to focus on the emotional needs of girls and how to meet these. We lift the lid on a less well explored inclusion issue, meeting the emotional needs of girls. Everyone knows a girl or woman. They may be pupil, daughter, sister, parent or partner. Girls will often withdraw, attack or even hurt themselves when under emotional stress and this is not always obvious in the way it is with boys. 1 in 4 women experience domestic violence and every week 2 women are killed by a current or ex partner. Whilst the world assumes girls have no problems processing their emotions, we lift the lid on this and question what is really happening for girls this century? Testimonials Learning Objectives Increased understanding of girls’ emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion Opportunity to reflect on professional attitudes and behaviour towards girls and their emotional challenges New skills and processes to make girls’ inclusion and achievement more successful Who Is It For ? Early years and school based practitioners Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local Authority support services Course Content The course explores the questions : Is there an invisible problem with girls? What can we do to meet the emotional needs of girls? What helps? What should our priority be with girls? This workshop will explore: Cultural and historical expectations of girls in our society Shared experiences of teaching and parenting girls Circle of Courage as a way of understanding emotional needs Fathers, mothers and daughters Solution Circle Problem Solving around girls’ needs What girls really need If you you want something similar, but not gender specific try: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS or you may like: RESTORATIVE INTERVENTIONS

This workshop gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well being of all children. In one year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Online Course now available via Teachable Platform – Understanding children’s Emotional Needs Learn at your own pace… lots of text and video support Course Category Behaviour and Relationships Meeting emotional needs Early Years Inclusion Description This workshop gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well being of all children. In one year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. We need to find ways to allow children to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. Testimonials Be the first…. Learning Objectives Increased understanding of emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of core values surrounding inclusion Opportunity to reflect on professional attitudes and behaviour towards children and their emotional challenges New skills and processes to make emotionally challenged children’s inclusion and achievement more successful Who Is It For ? Early years and school based practitioners Key workers Teaching Assistants with support roles Heads and deputies SENCOs Advanced skills teachers Primary and secondary classroom teachers Parents Local authority support services Course Content Shared experiences of teaching and parenting around emotional well being Circle of Courage as away of understanding emotional needs Fathers, mothers and sons and daughters Drinking and drugs, filling the emotional void Depression and suicide Anger and violence Solution Circle Problem Solving What children really need

This is our lead workshop/training day on behaviour and relationship work in Primary and Secondary schools and Academies, as well as Early Years, FE and adult settings and is both a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and people of all ages. Course Category Behaviour and Relationships Meeting emotional needs Early Years Inclusion Description This is our lead workshop/training day on behaviour and relationship work in schools and other settings and is both a values primer and a practical guide to successful innovative strategies for improving behaviour and strengthening relationships for challenging children and young people of all ages. Not just another day on ‘Behaviour Management’ – our ‘Fresh Approaches to Behaviour and Relationships’ day goes well beyond a rewards and sanctions approach to ‘behaviour’. We will be focused on those young people for whom rewards and punishments do not always work and who confuse the adults who work with them. We aim to take a relationships based approach and to give those attending an opportunity to think more deeply about why young people do the things they do and what our part as adults is in creating, sustaining and changing these behaviours. The day gives those present opportunities to reflect on their attitudes and practice in relation to children’s behaviour and relationship building. If your usual approaches to managing behaviour aren’t working with particular individuals then take a tour through this range of cutting edge strategies for bringing about positive behaviour change, and for meeting challenging emotional needs. Testimonials ‘Thank you so much for the excellent training day you delivered last week. I found the whole experience quite uplifting and inspirational.’ ‘Thought provoking and empowering. Probably the best training day we’ve had in school’ ‘There was already evidence on the first day of school for pupils that staff were adopting a different approach. Thank you so much for helping us to make a difference.’ ‘Today has to have been one of the very best INSET days I have personally been to – full of practical tips and techniques to use in the classroom; and also proof that this approach does work in practice. It really was inspirational and an excellent start to the term.’ ‘Very motivating and exciting course.’ ‘Another fantastic Colin and Derek training session’ ‘Enjoyed this course very much. Derek and Colin worked very hard and I understood it. Thank you.’ Learning Objectives Reinforce and affirm good practice Re-energise, stimulate and challenge thinking about inclusion of challenging young people and children Increased understanding about behaviour and emotions Increased confidence in managing challenging pupils in childcare settings mainstream schools Access to a wider range of practical strategies to impact on behaviour problems Opportunity to reflect on professional attitudes and behaviour towards families and children and young people Learn new skills and processes to make inclusion successful Who Is It For ? Primary and secondary staff teams All Childcare Providers – Out of School club staff/Childminders/Youth Workers Early years and school based practitioners Heads and deputies SENCOs Advanced skills teachers Primary and secondary teachers Year Managers Parents Local authority support services Course Content The course answers the questions: Are there any new ways to include our most challenging young people? Should we focus on behaviour or relationships? How do we go about including high profile children or young people? Can we find an alternative to exclusion? What would a relationship policy look like? The following are some of the key themes and tools we are likely to explore during the day Getting the welcome right for the most challenging Encouraging – getting the best from the most challenging- Circle of Courage – belonging-achievement-generosity – independence Active listening – Listening to the person underneath the behaviour Compass of Shame – which directions do children and young people head when they feel shame? And what helps children work through these feelings in more healthy ways? Involving other children and young people in solutions and interventions – Circles of friends: peer support, counselling and mediation Team Problem Solving – Solution Circles: a 30 minute group problem solving process to get Teams ‘unstuck’ and to generate positive first action steps Circle of Adults: a process that ‘listens deeper’ to generate reflective problem solving creating lasting behaviour change and effective behaviour intervention plans. A particularly valuable process for those looking to enhance their leadership and facilitation skills Restorative justice and restitution: principles and practice of this approach to repairing harm and restoring relationships without reliance on punishment Understanding the effects of Separation, Loss, Trauma and Neglect on children’s learning and relationships in school and what adults can do to reach and support these children

In this practical and engaging workshop there is input on team building, problem solving as a team, improving communication and handling conflict. This is participatory day of paper, pens, graphics, music and activity. There are no PowerPoint slides or even a projector and screen! Course Category Team Building and Leadership Early Years Inclusion Description Want a really creative, effective, inclusive team? In this practical and engaging workshop there is input on team building, problem solving as a team, improving communication and handling conflict. This is participatory day of paper, pens, graphics, music and activity. There are no PowerPoint slides or even a projector and screen! We keep the focus on interpersonal processes for getting the best out of the team. Making teams both creative and inclusive is fully explored and processes for maximising this examined. Effective leadership and management, which can transform teamwork through collaboration and consensus-building processes is covered. We refocus the team on its capacities and gifts as well as give insights into what to do when individuals are off track. The Native American medicine wheel guides us through four quadrants of leadership, vision, community and management.Harrison Owen in his work on ‘Open Space Technology’ depicts the ancient Medicine Wheel (Owen, 2003). This is derived from centuries of tradition among First Nation Americans and has informed many cultures in different ways. We have found this an extremely powerful metaphor for understanding the process of team and organisational change and renewal. The wheel of change begins in the north with a leading idea, for us – there is a better way of creating a team for inclusion. Travelling clockwise to the east we develop a shared vision of what this could look like in our setting, school or community. Then moving south we ask who needs to come with us on the journey. We wish to take as many community members along with us as we can. In an Early Years setting , this would mean enrolling the support of manager, the wider staff group, parents and ultimately children. Finally, at the west, we manage and implement the idea. We take action and turn the inclusive team into reality. The cycle of this medicine wheel is an excellent way to view change processes for any team, organisation or community. When we contemplate change, the risk is always that we will jump prematurely from the big ideas (leadership) to practice (management) and ignore the other two important phases of creating vision and engaging the wider community. When the going gets tough and the inclusion of a child or young person is beginning to seem extremely difficult if not impossible many will conclude that the child should no longer be present. We would like to challenge this. Why do we move so quickly to assuming the child is in the wrong place? Surely the real question should not be ‘do they belong here?’ – but rather – ‘what team support is needed here for this to work?’ Or even more fundamental, ‘who needs a team around them at this time?’ Who needs the team? Who is struggling with the inclusion most? Is it the young person, their practitioner or teacher, their headteacher, setting manager, their parent or even a member of the local support services? Whatever the answer a team may need to be built, rallied or reformed. The nature of and number of that team will depend upon the situation. Diversity of membership will most surely be important to strengthen the quality of the support and of the ideas generated. Use radical rethinking when creating a new team or when revitalising an existing one. Creating effective teams for inclusion requires a courageous capacity for understanding and nurturing change both within the team and with those who the team work with. Testimonials ‘What a fun, enjoyable day its been. Motivating and made me laugh not fall asleep!’?? ‘This was everything a team building day was supposed to be. I have learned a lot about the people I work with and my role within the organisation’ ‘I had reservations about attending yet another team building day but this was executed by two great facilitators and they worked with us so we truly understood what we were thinking and feeling.’ ‘Innovative and refreshing’ Learning Objectives Empowerment of team players Deepened insights into team processes Practical strategies for team building learned Processes for enhancing creativity of team members explored Celebration and recognition of existing strengths and talents   Who Is It For ? Any team Course Content This course answers the following questions: How can we re-energise our team? How can we make our team more inclusive? What tools can we use to work creatively in our team? We work around the ancient medicine wheel as it guides us through the four processes of leadership, vision, community and management. We place leading ideas in front of your team including ‘no kvetching’ and shared promises. We create a shared vision of how your team would love to be. We explore who the team is. When are they at their best? What happens when someone is off track? What do they really need? How do we take the community with us at a time of change? Finally we look at the management role of the team. Getting things done together. We use problem solving together as our focus for this. Finally your team will be asked to reflect. What has the training meant to them? If you liked this you may like: SUPPORT AND SUPERVISION FOR LEADERS