1086 Courses delivered Online

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 masterclass will enable you to gain comprehensive awareness and be a supportive guide for Key Staff through fully understanding recent changes and developments in one of the fastest growing categories of safeguarding concerns.

Imagine a school where every student feels safe, supported, and included, regardless of their needs. With the increasing focus on mental health and the market for trauma-informed practices in education, the demand for professionals with the proper knowledge and skills is rising. The Trauma and Disability Management course provides the expertise to create nurturing environments, utilising strategies such as positive handling in schools, the SCARF model, and understanding the aggression curve. You'll also gain insights into government advice, legal aspects, and practical techniques for physical intervention and restraint. Upon completing this Positive Handling in Schools course, you will be well-equipped to handle trauma and disabilities in an educational setting, contributing to the well-being of students and the overall success of your institution. Take advantage of this opportunity to enhance your professional profile and make a difference in the lives of young people. So Enrol today and start your journey towards becoming a sought-after specialist in Positive Handling in Schools. Learning Outcomes: Gain an understanding of positive handling strategies in educational settings. Comprehend the seriousness of trauma and disability management. Learn about the aggression curve and its implications. Apply the SCARF model to foster supportive environments. Understand legal aspects and government advice on handling trauma and disabilities. Explore techniques for physical intervention, restraint, screening, searching and confiscation. Course Curriculum Module 01: Explore the fundamentals of positive handling in educational settings, focusing on creating safe environments. Module 02: Understand the significance of trauma and disability management and its impact on students' well-being. Module 03: Learn about the aggression curve, its stages, and how to address aggressive behaviours. Module 04: Discover strategies for managing trauma and disabilities in educational settings, promoting inclusion and support. Module 05: Apply the SCARF model to create a nurturing environment that fosters positive behaviours and emotional well-being. Module 06: Familiarise yourself with government advice and guidance on handling trauma and disabilities in schools. Module 07: Learn about the duty of care, its principles, and its role in making decisions about trauma and disabilities. Module 08: Understand legal aspects and compliance requirements in managing trauma and disabilities in educational settings. Module 09: Gain knowledge of appropriate techniques for physical intervention and restraint in managing challenging behaviours. Module 10: Explore methods for screening, searching and confiscation in schools, ensuring safety and adherence to regulations. Certification Upon completion of the course, learners can obtain a certificate as proof of their achievement. You can receive a £4.99 PDF Certificate sent via email, a £9.99 Printed Hardcopy Certificate for delivery in the UK, or a £19.99 Printed Hardcopy Certificate for international delivery. Each option depends on individual preferences and locations. CPD 10 CPD hours / points Accredited by CPD Quality Standards Who is this course for? This Positive Handling in Schools course is designed for educators, support staff, school administrators, and other professionals working in educational settings. The Positive Handling in Schools course aims to provide them with essential knowledge and skills to handle trauma and disabilities effectively, promoting a safe and inclusive environment for all students. Participants will learn the importance of managing trauma and disabilities, legal aspects, government advice, and practical techniques to address challenging behaviours. Career path Special Educational Needs Coordinator (SENCO) - £26,000 to £44,000/year Behaviour Support Specialist - £22,000 to £35,000/year Educational Psychologist - £37,000 to £50,000/year School Counsellor - £23,000 to £37,000/year Learning Support Assistant - £14,000 to £21,000/year Inclusion Manager - £28,000 to £45,000/year

Description Bullying Prevention And Response Diploma Introducing the Bullying Prevention And Response Diploma - a meticulously crafted online course for individuals passionate about combating bullying in various spheres of life. This programme aims to equip learners with comprehensive knowledge, strategies, and expertise, tailored to understanding, preventing, and responding to the pervasive issue of bullying. At the heart of this diploma lies the foundational module: Understanding Bullying. Grasping the very essence of bullying behaviours, their root causes, and the intricate dynamics is paramount. This module provides students with a thorough comprehension of the elements and patterns of bullying, ensuring they can identify and respond effectively. No bullying prevention course would be complete without addressing those directly affected. The Victims of Bullying module sheds light on the psychological, emotional, and social impacts experienced by targets of bullying. This knowledge empowers students to provide the much-needed support to victims, and assist them in their journey to recovery. Simultaneously, it's vital to understand those who perpetrate these acts. The Perpetrators of Bullying segment delves into the psychology behind the individuals who resort to bullying. By understanding their motivations, triggers, and behaviours, we can tailor strategies to reduce such incidents and potentially rehabilitate those involved. Schools play a pivotal role in the lives of children and adolescents. The Role of Schools in Bullying Prevention module elucidates the responsibilities and proactive measures schools can take in curbing bullying, creating a safe environment for all students. Beyond the school walls, the Bullying Prevention And Response Diploma highlights the importance of Parental Involvement in Bullying Prevention. Parents and guardians can be key allies, and this segment ensures they have the tools and knowledge to support their children and work collaboratively with educational institutions. In today's digital age, Technology and Bullying is a pressing concern. Cyberbullying and online harassment can have devastating effects. This module provides a deep understanding of the nuances of digital bullying and offers modern solutions to address these challenges. An effective approach to tackling bullying requires a united front. The Community Efforts and Collaboration module presents the integral role communities play, fostering partnerships and collaborations amongst various stakeholders. Legal and Ethical Considerations remain at the forefront of addressing bullying. This segment of the diploma educates learners on the legal ramifications of bullying, the rights of victims, and the ethical considerations that underpin effective interventions. Recognising that certain groups face unique challenges, Special Considerations for Vulnerable Populations underscores the tailored approaches required for individuals who may be at a heightened risk of bullying due to specific characteristics or situations. Lastly, it's crucial to remain forward-thinking. Future Directions in Bullying Prevention projects the trends, challenges, and innovative solutions expected in the coming years, equipping graduates of the Bullying Prevention And Response Diploma to remain at the forefront of this critical field. In sum, this online course offers a holistic, well-rounded, and thorough education on the multifaceted issue of bullying. By undertaking the Bullying Prevention And Response Diploma, individuals are not only investing in their personal growth but also contributing to a broader societal change. It's an invitation to be part of the solution in shaping safer, more inclusive communities for everyone. What you will learn 1:Understanding Bullying 2:The Victims of Bullying 3:The Perpetrators of Bullying 4:The Role of Schools in Bullying Prevention 5:Parental Involvement in Bullying Prevention 6:Technology and Bullying 7:Community Efforts and Collaboration 8:Legal and Ethical Considerations 9:Special Considerations for Vulnerable Populations 10:Future Directions in Bullying Prevention Course Outcomes After completing the course, you will receive a diploma certificate and an academic transcript from Elearn college. Assessment Each unit concludes with a multiple-choice examination. This exercise will help you recall the major aspects covered in the unit and help you ensure that you have not missed anything important in the unit. The results are readily available, which will help you see your mistakes and look at the topic once again. If the result is satisfactory, it is a green light for you to proceed to the next chapter. Accreditation Elearn College is a registered Ed-tech company under the UK Register of Learning( Ref No:10062668). After completing a course, you will be able to download the certificate and the transcript of the course from the website. For the learners who require a hard copy of the certificate and transcript, we will post it for them for an additional charge.

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

Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. Using the PATH or MAP processes of group facilitation and the creating of a large wall sized graphic we will provide a School Improvement Plan to be proud of!  Course Category Visioning and Problem Solving Person Centred Planning Strategic Work Team Building and Leadership Description There is an old Japanese proverb, “Vision without action is a daydream. Action without vision is a nightmare” “There is no power for change greater than a community discovering what it cares about” MARGARET WHEATLEY – ‘TURNING TO ONE ANOTHER’ (2002) Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Drawing on the planning tools MAPS and PATH (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. ??Let us join you to explore your vision and the ‘roadblocks’ to your vision. Testimonials “Thank you so much for the work you did with us yesterday – I have since been in 2 schools today and have spoken to an number of other colleagues who were present – all were totally overwhelmed by the session – they loved it.” “I was totally blown away, so nice to reflect and realise what a long way we have come” “That was so powerful and motivational” “Our Primary is now an OFSTED rated ‘Outstanding School’ – we were in Special Measures – the Visioning and Planning using the PATH process for 3 years has seriously contributed to this”. Learning Objectives To create a far reaching and shared vision of the future for the school team/group you are working with and ensure that each person present contributes to this To create a visual representation (a graphic) of the vision and use this to plan future actions and to inform school improvement and development plans To facilitate the group in thinking through what some of the barriers to achieving their vision are and to begin work on how these can be removed To build a sense of commitment, common purpose and trust within the team/group Who Is It For ? Headteachers School managers EIP Managers Whole staff – including everyone Course Content The facilitation of a shared vision can be delivered as a full or a half day but, unlike our other training days this day depends on your and your team’s needs and the time you have available The course will cover: Creating the vision The Story So Far Headline Themes Naming the Nightmare A Year from Now Naming Roadblocks and Barriers Building strength Who will we need to take with us on the journey towards the vision Who are we? – Gifts, Strengths and Talents Charting Specific Actions

Prevent Training - Online Course Our Prevent Duty online training course explains the main points of the Prevent Duty and the measures that schools and childcare providers must take in order to comply with it. Examples and scenarios will make you aware of the indicators that a child may be vulnerable to radicalisation and what to do if you believe a child is at risk. For employers, it is an easy way to ensure that they comply with the legal responsibilities under Section 26 of the Counter-Terrorism and Security Act 2015. What is meant by Prevent Duty? The Prevent Duty is a duty on certain organisations to safeguard vulnerable people and communities from being radicalised to supporting terrorism or becoming terrorists. All schools and registered childcare providers have to conform with Prevent. They need to have clear procedures in place and fulfil their obligations under Prevent to protect students from the threat of radicalisation and extremism. The Prevent Duty is part of a school's or childcare provider's wider duty to safeguard children. What are the learning outcomes for the Prevent online training course? At the end of the Prevent training course you will be able to: State what the Prevent Duty is and how it works. Understand what Channel is and how it relates to Prevent. Identify key legislation relating to Prevent. Provide examples of the signs of radicalisation. Recall what individuals and organisations must do to comply with Prevent. Explain the need for sharing information. Use examples to explain how to respond to extremism. Recall other sources of information for schools about Prevent. Introduction to the Prevent Duty The first topic explains the terms 'radicalisation', 'British values' and 'extremism'. It outlines the Prevent Duty and explains the relationship between Prevent and safeguarding duties. The topic identifies which organisations must comply with the duty. How the Prevent Duty works The second topic outlines the role of schools and childcare providers play in preventing radicalisation. It describes the counter-terrorism scheme called Channel and the role this plays in safeguarding young people. Complying with Prevent The third topic identifies what a Prevent risk assessment covers and other organisations that schools must work with. You will learn about how the internet poses a risk for young people and what schools must do about those risks. The topic covers information sharing and record keeping. It also explains who is responsible for compliance and what happens if you do not comply with the Prevent Duty. Sharing Information Topic 4 describes the legislation that applies to sharing information under the Prevent duty. This includes requirements for school leaders and staff. Vulnerabilities and Signs of Radicalisation Topic 5 identifies vulnerabilities that can lead children to radical views and behaviours that are causes for concern. How to Respond to Extremism Topic 6 proposes a procedure for reporting a concern and discusses the importance of responding proportionately. It gives examples of how to promote resilience to extremism. Accessing Support The final topic provides some further sources of information about Prevent.

A Warm Welcome to Ludo Tutors Founded in 2017 by Martha, a Dyslexic and Dyspraxia graduate from Cambridge University (Education with English and Drama, BA MA Cantab), Ludo Tutors was created to provide students with a holistic, well-rounded education and excellent quality Tutors. We have over 150 Tutors on our books and tutor everything from Academic subjects (such as 11+ Exams, Key Stage Three Science, GCSEs and A Levels) through to LAMDA Drama, Shakespeare and Public Speaking Exams). What are 11+ / Entrance Exams? 11+ Exams, sometimes called 'Entrance Exams', are examinations that many UK private schools. The rare usually competitive and a bit daunting! Don't panic, though - we're here to help!  How do I take Entrance Exams? Different schools have different application procedures, timelines and expectations. Some will belong to a body of schools using the same examination papers, whereas others will set their own, independent exams. Many also charge an administration fee. We do not advise parents on the applications themselves, but we have garnered a depth of knowledge about 11+ Exams that enable our Tutors to workeffikiently and effectively, whilst still keeping their students engaged and in good spirits. Who are your Tutors? Over half of our Tutors studied at either Oxford or Cambridge University and many hold PGCEs or TEFL/CELTA qualifications. All Tutors are Enhanced DBS checked. We interview each Tutor personally, to get to know them and to find our students the best match. What 11+ experience do you have? Our Founder, Martha, has extensive experience preparing students for the UK's top independent school exams, with many of her students achieving their first choice school, if not also a scholarship - lovely! This work is now carried out by our experienced and friendly tutors, with input from Martha if, as and when they may need extra support.

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eduScrum: Turning Education Upside Down Our world is transforming at a rapid and exponential rate. The adoption rate for new inventions is ever decreasing and requires flexible and responsive organizations with people with the right skills rather than with knowledge. Although, when we look at schools we still see the remains of an industrial age, while we have already moved to an information age and now about to enter the age of creativity. This is not so in schools, students are still sitting in rows like factory lines and only required to come up with a single right answer as provided by the teacher. Teachers are no longer the owners of the 'well of information'. Information is abundant and it is a challenge to deal with that. Creativity is needed to come up with new approaches and insights. That's what our children will need when they enter the market. Many schools know that they will have to do something with 21st century skills but very few are successful in making it happen. EduScrum, a framework adapted from Scrum, has already baked in some of the 21st century skills and can provide guidance for other skills to be used. A shift is needed to help students to develop as human beings, and let them make progress in their personal qualities.