1628 Courses in London delivered Live Online

About this Virtual Instructor Led Training (VILT) This 5 half-day VILT course will comprehensively cover the technical aspects of gas processing. The scope will be from the wellhead through the typical gas processing plant and discuss gas gathering (pipeline hydraulics), natural gas treating (H2S, CO2 removal), acid gas injection and sulfur recovery. One unique aspect of this training course is the operations and troubleshooting discussions in each module. This VILT course is suited to technical personnel or technical management. Training Objectives After the completion of this VILT course, participants will be able to: Grasp the key specifications of natural gas and liquid products Understand the physical and transport properties of gases and liquids and liquid-vapor phase behavior Explore the various technologies for processing natural gas and to make the specifications Examine the design of the technologies Learn how to diagnose operating problems to keep facilities running reliably Target Audience This VILT course is intended for all surface technical personnel such as process engineers & technologists, facility engineers and production engineers & technologists. This VILT course will greatly benefit but not limited to: Process, petroleum and production engineers Field operators and technicians Personnel involved in gas treatment and processing Managers and Supervisors involved with gas processing operations Course Level Basic or Foundation Intermediate Training Methods The VILT course will be delivered online in 5 half-day sessions comprising 4 hours per day, with 2 breaks of 10 minutes per day. Course Duration: 5 half-day sessions, 4 hours per session (20 hours in total). The maximum number of participants for this course is 20 persons. Case studies and Exercises: This VILT course will use actual case references throughout its duration in various forms. This will allow the application of the participants' newly-acquired knowledge. Case studies also stimulate independent thinking and discussion among the participants Trainer Your expert course leader has written several papers that have been published in both academic and industry journals. He has over 30 years of industry experience, specializing in gas processing (pipeline hydraulics, separation, dehydration, treating, sulphur recovery and refrigeration processes) and also has experience with crude oil dehydration, stabilization and micro-refining topping plants. He has experience with developing new technology and is recently involved in lithium, waste biomass and used motor oil pyrolysis and geothermal projects. He has recognized expertise in thermodynamics and physical and transport properties of fluids. He has consulted for several EPC and operating companies through his company Chem-Pet Process Tech., and currently holds the role of Director of Technology in an integrated engineering and solutions provider to the energy industry. He is currently involved with a small power-based carbon capture project as well as helping clients determine the best options for utilities decisions. He has been involved with CO2 dehydration and CO2 flood gas treating as well as acid gas injection projects for several years. Highlighted Achievements: Developed ORC geothermal model to determine the available power from wells in Alberta Acting on the Technical Advisory Board for E3 Metals, extracting lithium from formation water. Acted as a Subject Matter Expert for assessing the performance of the Plains Midstream Canada, Empress 1 Deep Cut Straddle Plant in a potential litigation. Acted as an Expert Witness for JL Transportation patent defence of a dense phase technology. Process engineer lead on the addition of the new Orloff gas plant for Deltastream. Also troubleshooted the oil battery shipping pump, plate exchanger and FWKO and treater. Evaluated gas processing and sulphur recovery options for new feeds to the Zhaikmunai Zelenovsky Gas Plant, Kazakhstan (with PM Lucas, Serbia). Completed capacity analysis for hydrocarbon dew point versus liquid recovery of three trains at Birchcliff Pouce Coupe facility including amine unit, refrigerated gas plant and acid gas injection. Completed process design for CO2 flue gas dehydration for Husky Energy Inc (with Status Engineering) Provided simulations of EnCana Foster Creek and Christina Lake and Husky McMullen SAGD facilities (with Vista Projects). Performed process engineering for Cenovus Pelican Lake SAGD pilot (with GRB Engineering) Bear Lake heavy oil polymer injection pilot (with GRB Engineering). Lead process engineer on the design of IEC Kerrobert crude oil micro-refinery (topping plant). Provided engineering support and troubleshooting for Enerchem Slave Lake Crude tower and product blending (with Status Engineering). POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

EnergyEdge's course empowers you with in-depth knowledge of deepwater turbidites. Acquire the necessary skills and knowledge to excel in this specialized field of study.

In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media. Course Category Inclusion Team Building Leadership Emotional needs Description In this course we deepen participants understanding of systemic racism and the spectrum of privilege. It challenges the participants to examine their behaviours and take close looks at some of the views they have held since a very young age, e.g. this area is a “bad” area, because it has a high proportion of black/brown people living in it, or that young black men in tracksuits are “thugs”. We think about where these messages come from and how people are indoctrinated by the media.  We explore the reasons why white people are so defensive when it comes to talking about race. We discuss having racial biases and the implications of them, such as unconsciously insulting people around us in the workplace. When we become aware of how our behaviours can affect people, we then look for solutions.  The course is designed for groups of professionals to come together as a team to try and take responsibility for the racism that goes on in their workplace – empowering the leadership to have difficult conversations with team members and create a paradigm shift across the entire organisation.  Please come with an open mind, and you might be surprised at what you find out. We are striving for a world where racism is an open conversation and not a topic that we shy away from.  Testimonials “That was a really insightful session and thought provoking. I would love to attend more sessions on racism. Thank you for the engaging questions and delivery” “Lots of things to reflect on!” Learning Objectives Participants will: Confront their own racism and unconscious biases Become aware of the ways they treat people differently based on race Think about practical changes they can make in their workplaces Who Is It For? Leadership teams seeking guidance and reflection Educators who want to get it right People who have had not had much contact with people outside their own race People who believe they are “not racist” Course Content Background – brief history of systemic racism Racism as a binary – the problem with thinking only “bad” people can be racist Trust – how do we feel around people we don’t trust? Difference – how do we act when we feel different? What do Good Manners look like around people of different cultures? What does Good Allyship look like in the workplace? Why don’t we talk about race? What does your race mean to you? Examining our privilege – activity Interracial friendship video Visioning – what does the ideal workplace look like? Setting Actions – what achievable actions can we set to bring us closer to our dream future?

About this Training Course  Exploration and production technology, equipment specification and processes have a unique language that must be conquered by executives such as you. A confident understanding of the technical jargon and a visual appreciation of the various pieces of equipment used provides for an overall 'big picture' of industry value chain. This serves as an excellent foundation for smooth communication and increased efficiency in inter-department project team efforts. Gain a comprehensive overview of the entire value chain and process of oil & gas upstream operations and business in this 3 full-day training course. Training Objectives By attending this industry fundamentals training course, participants will be better able to: Appreciate the dynamics of world energy demand & supply and its impact on pricing Understand the formation of petroleum reservoirs and basic geological considerations Examine the exploration process to gain an overview of the technical processes involved Gain a comprehensive overview of drilling activities - from pre-drilling preparation, through to well drilling, well evaluations and post drilling activities Get familiarised with the common production methods and the different stages of its processes Integrate your understanding of asset maintenance and downstream supply chain activities Better visualise through video presentations the various exploration equipment/ technologies and understand the major cost components Target Audience This course will be useful and applicable, but not limited to: Accounting Administration Business Development Commercial Construction E & P IT / Data Finance Finance & Treasury Health & Safety Human Resource Joint Venture Co-ordinators Legal Logistics Materials Planning Procurement Sales & Marketing Senior Management Sourcing Strategic Planning Supply Chain Tender Contract Course Level Basic or Foundation Training Methods Multi-media presentation methodology to enable better understanding and appreciation technical jargon and equipment applied in the field A pre-course questionnaire to help us focus on your key learning objectives Detailed reference manual for continuous learning and sharing Limited class size to ensure one to one interactivity Trainer Your expert course leader worked for BP for 28 years as a Research Associate and Team Leader, working on Feasibility Studies and acting as a trouble shooter covering all aspects of BPs businesses. These covered field Development Project in the North Sea and several novel resource recovery techniques which were taken from Concept to Field Pilot trials in Canada. His specific work in the offshore area covered Subsea Robotics / Automation, Seabed Production Concepts, Seabed Excavation Methods, Underwater Repair Techniques, Flexible Riser Studies and Maintenance Cost Reductions. After leaving BP in 1992, he continued working in the offshore oil industry through Azur Offshore Ltd, including activities in the assessment of Emerging and Novel Technologies, Technical and Economic Audits, Studies, Production Sharing Agreement Evaluations, Safety and Environmental issues. Clients have included Chevron UK, BP Exploration, British Gas, Technomare, Trident Consultants, Fina UK and Cameron France. He is a regular University lecturer at Crandfield School of Industrial Sciences (UK) and is a course Group Project external examiner for Crandfield. He also lectures on offshore oil industry activities at ENSIETA (France), the Technical University of Delft (Holland) and the Northern Territories University in Darwin (Australia). He is an active member of the UK Society for Underwater Technology (SUT) and serves on their Subsea Engineering and Operations Committee. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

How can we interrupt the isolation of disabled, challenging and other ‘different’ children and adults? This is our lead workshop/training day and is both a values primer and a practical guide to successful strategies for developing inclusive practice in educational and non educational settings for children and young people of all ages. This is practical plus being a ‘hearts and minds’ day. What does inclusion mean? Can we imagine what an inclusive school look like? What do we have to do? The day gives those present opportunities to reflect on their attitudes and practice in relation to the inclusion of children and adults who are different or challenging. The Keys can be presented as a powerful interactive Keynote for large conferences. A great way to launch a conference as the first key is ‘welcome’. Learning Objectives Increased confidence regarding developing inclusive practice in mainstream schools and other settings Access to a wider range of practical strategies to impact on behaviour problems Deeper understanding of core values surrounding inclusion of disabled and challenging children and adults Opportunity to reflect on professional attitudes and behaviour towards parents and pupils New skills and processes to make inclusion successful Course Content The course answers the questions : Why inclusion? What is inclusion? How do we go about including high profile children or young people? What does inclusion have to do with me? Best delivered over the course of a full day, ‘Keys to Inclusion’ introduces participants to 6 guiding Ideas that underpin inclusive practice. The importance of WELCOME Inclusion is about Adults’ learning Taking the Long View Giftedness as a new paradigm for understanding disability and difference The Intentional Building of Relationships – ‘Circle of Friends’ work as an example of this Not doing it alone – the importance of Teams in developing inclusive practice.

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. What is Inclusion Facilitation Work? ‘We do whatever it takes!’ Usually a Person Centred Planning event would be carried out using the PATHor MAP process – majoring on dreams and goal setting leading to precise action planning.  An experienced psychologist alongside the inclusion facilitator would carry out a PATH. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. 12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist is there to support the facilitator at all times and will guide all work done by the inclusion facilitator.  Is this just Support work? No! This is proactive engagement – doing whatever is required. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.  We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that will challenge, entertain and reach for your emotions. Learning Objectives 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover:  Inclusion values underpinning this work The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up and running of IF work Lessons learned Stories of IF work

Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. Online Course now available via Teachable Platform – Creating Circles ofFriends Learn at your own pace… lots of text and video support Course Category Inclusion Peer Support Behaviour and Relationships Autism and Communication Description Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. ‘Circle of friends’ is not the same as ‘circle time’ but many of the skills and techniques used by teachers in ‘circle time’ can be used to support the ‘circle of friends’ process. Over the past 12 years Colin Newton and Derek Wilson have been encouraging the use of ‘circle of friends’ in a wide variety of primary and secondary schools, often with very successful outcomes. Some of these are described in their books ‘Circles of Friends’, (Folens, 1999) and ‘Creating Circles of Friends’ (Inclusive Solutions, 2005). This is an excellent opportunity to learn from Colin Newton and Derek Wilson the educational psychologists who brought this Department of Education endorsed approach to the UK. Learn how to build teams around challenging pupils by drawing on a resource which is always there…. other children. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Circles of support are for us all, for life…. and they work! Testimonials ‘Absolutely fantastic session – so thought provoking and positive.’ ‘Well presented excellent course’ ‘Wonderful, mind blowing day. Lots of children and young people there we need to really see – not treat’ ‘Excellent presentation, lively, modern, current – definitely got the attention. Course gave great food for thought and I feel confident that this way of working will have a place in the future of our school. Learning Objectives To be able to understand the values and wider context of inclusion To be able to set up and run a ‘circle of friends’ to reduce likelihood of a pupil being excluded or segregated To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour Who Is It For ? Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover: The importance of Welcome Inclusion values underpinning this work The Intentional Building of Relationships – ‘Circle of Friends’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up of circles of friends Lessons learned Stories of circles in primary and secondary mainstream schools ^ Circles of Friends Training in Kiev, Ukraine

This course is an exploration of our understanding of structural racism in the UK and provides a good foundation for anyone wanting to be a responsible ally. Are you working with young people, but struggling with conversations about race? Are you worried that you have been getting it wrong when it comes to race? Do you have questions about race that you are afraid to ask? This course is for you. Description  Racism is a real problem in the UK, but it is much more hidden and covert than it has been in the past. People know its not ok to say the ’N-word’, but sadly, racism has permeated British society much more deeply than this. On this course we will help redefine the idea of racism and explain the complex nature of its modern day manifestation. We will explore how to talk with young people about race and particularly how to challenge when racism occurs. To achieve this, we need to start with ourselves. We will cover the idea of Unconscious Bias making us react differently to people based on our socialisation. We will cover the concept of White Privilege making it difficult for white people to get into the shoes of someone of another race. We will cover the concept of micro-aggressions that are difficult to report to a superior because they may be misconstrued as a mere “interpretation” of the situation and not an incident of racism. We will introduce the idea of the “racism binary”, and how we need to become more accountable for our own actions, and instead of getting offended, take responsibility when someone says something we did or said was racist. This can lead to a much more useful conversation than trying to defend yourself by saying “I’m not racist”.  When we live in a world where racism doesn’t exist, only then can we say “I don’t see colour”, because it does exist, and it does have an impact on peoples lives.  When racist incidents happen, people get hurt. Unfortunately, it is an all too familiar feeling for a lot of people in the UK who have been forced to accept it as part of life. Most of these situations will never be resolved, because they will never be reported. Poor handling of racist incidents teach young people not to say anything, thinking it will only make the situation worse. A lot of people believe that racism is never going away, because their experiences have confirmed this belief. There is a lot of work to be done, and the time is now.  This course is an exploration of our own socialisation and personal expressions of race, which will leave you feeling positive and hopeful about the future. Be bold, and join us on this journey into the ever growing multicultural melting pot. Enquire for more information about this thought provoking training day.  Learning objectives  Develop understanding of modern racism in the UK Strengthen knowledge of key terminology Understanding how to think like an “Ally” Explore strategies for dealing with racism when we encounter it Developing our confidence and ability to hold conversations with young people about race Who is it for? Leadership teams seeking guidance and reflection Multi Agency Teams Social workers CAMHS teams Year Managers Primary and secondary staff teams College staff Early Years and School based Practitioners Heads and Deputies SENCOs Advanced Skills Teachers Primary and secondary teachers Local Authority Support Services Voluntary Organisations People who want to “get it right” Content AM What makes a good welcome? Why don’t we talk about race? History of racism in the UK Definition of modern racism – how racism manifests in a post-racist world Unconscious bias The ‘racism binary’ – taking accountability for our words/actions Examining our privilege What does your race mean to you? PM Trust and difference exercises – how can we become more trustworthy? What is good Allyship? What to do and what not to do Strategies for dealing with racism incidents Restorative Justice How can we create dialogue with young people about race? Affinity groups What does the ideal workplace/school look like? What actions will we take away?

This is a practical ‘non medical’ day for front line practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. Splitting, handling projected feelings, constancy and permanence are explored. Online Course now available via Teachable Platform – Understanding Attachment Learn at your own pace… lots of text and video support Course Category Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning Description This is a practical ‘non medical’ day for front line practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language of attachment and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. We explore the feelings of being on a desolate island of relational poverty or to imagine swimming with sharks. We explore the themes of violence, anxiety and experience of being a victim as young people grow older. We look at telling lies and explore how we can respectfully understand this. We reveal the new and innovative compass of vulnerability – the cognitive errors to which some are much more vulnerable. We look at triggers, self regulation and unpack a range of strategies.  Transference and counter transference are examined along with splitting, handling projected feelings, constancy and permanence. We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at an personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  Testimonials Very moving presentation I will always try and think behind the behaviour now It had a huge impact on all levels We all seem to need it Belonging and feelings are so important Very user friendly Excellent! Learning Objectives Increased confidence regarding developing inclusive practice for children with serious attachment needs in mainstream schools Simple understandable explanation of attachment understood Access to a wider range of practical strategies to impact on social and behavioural needs Deeper understanding of core values surrounding inclusion of emotionally disabled children Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs New skills, scripts and processes to make inclusion successful Who Is It For ? Practitioners working in schools and other settings with children and young people of all ages 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 : How can we start to develop an understanding of children with attachment needs? What is the true impact of loss, trauma and abuse? What else can we do to go about including high profile children or young people with challenging emotional needs? What useful psychological constructs can we use to guide us? This course also explores practical strategies and language for key adults rebuilding relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.

This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional teams. Parents and carers can also participate in this training. One day introduction to underlying values and practicalities of approach in schools – 100 people 2 Day skill training for 30 participants to learn PATH planning skills 1 day follow up after 3 months to problem solve issues and celebrate what achieved. Person Centred Planning (PCP) 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 with children is a PATH – and it shows these values in action. Why now? The Children and Families Act 2014 sets out clear principles for supporting and involving children and young people in all aspects of the support and planning of their special educational need. The Special Educational Needs and Disability Code of Practice: 0 – 25 years provides the statutory guidance relating to part 3 of the Children and Families Act 2014. Embedded in its principles is the need for a stronger focus on the participation of children, young people and their parents/carers in decision making at both individual and strategic levels. The use of Person Centred Approaches provides the opportunity to fulfil those principles. Working in this way ensures the CYP and their parents/carers are at the centre of all decision making and future planning. It provides an opportunity to engage directly with children and young people to discuss their needs, and plan how they can achieve the best possible outcomes. This should be integral to all planning for children and young people with Special Educational Need and Disability (SEND) throughout their lives. Education Health Care Planning processes are required to be truly person centred at every stage, including annual reviews, so understanding this way of working has never been more essential. Is this different to what we do already? This person-centred way of working offers a radical new approach to visualising planning, empowering and directly involving children and those that care about them throughout planning meetings and allowing for inclusive, creative methodology which builds on and challenges existing practice in schools. Core principles The focus of inclusive, person-centred working is first and foremost on ordinary needs and not solely on special needs. – Being somebody – Contributing by sharing gifts and capacities – Knowing people and having relationships – Having choice and control – Sharing ordinary places – being present in local spaces and having a valued role there The training is delivered by Inclusive Solutions who are Educational Psychologists with a national reputation for training and person centred planning with schools over the last 16 years. In this training, you will learn how to facilitate with a child, family, team or an organisation to think together around their preferred future or about a challenge or issue. Here is an opportunity to experience first-hand the person centred, futures planning tool – PATH (Pearpoint, Forest et. al. 1989). This course will provide participants with a practical introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance. Participants will gain: 1 Knowledge of person centred planning and approaches 2 An understanding of how person centred approaches can be used in schools 3 A basic knowledge of the person centred review process and where to find out more information 4 The skills to gather information about what is important to and for the children and young people they support 5 An understanding of PATH and situations in which this process could be used in school The course answers these questions: • What are person centred approaches? • How can we use person centred approaches in our school? • What is person centred thinking and how can it be used in schools? • How can we learn about what is important to and for the child or young person and share this information? • How can we make sure that the child is at the centre of their annual/transition review?