course directory · we are three early years professionals: denise hulme, deborah sutton and mary...

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Bespoke Training, Advice and Support

Course Directory (July 2019)

About Us

We are three early years professionals: Denise Hulme, Deborah Sutton and Mary Lestrange

who have a diverse wealth of skills and experience in inspection, childcare, education,

mentoring & management. We can offer training, support and advice to leaders and

practitioners in promoting excellent quality childcare. In 2014, Claire Taylor joined our team

as Administrator to help out ‘behind the scenes’ with bookings, accounts and paperwork.

Our Services

Quality 4 Early Years pride themselves on quality, affordable Early Years training, and as a

company we understand that everyone’s training needs are different – that’s why all of our

training courses are available to be delivered in-house at a time that suits you and your team

whether that be daytime, evening or even a Saturday – it’s up to you.

We currently deliver over 50 different courses from practical sessions to managing &

coaching training as well as individual consultancy, staff meetings, review of your SEF and of

course our mini inspections, all of which are bespoke to you. Our support can be as short as

a one-off meeting or could be a succession of training and support sessions

Supporting Clusters/ Networks

Have you considered working together with other local nurseries/ playgroups with similar

training and development needs? This will help you to share costs and meet the continual

professional development needs of your team.

Our Values

Team A passionate and committed team of different, smart, talented

professionals who strive to be the best in their field and inspire others to

improve outcomes for children and families.

Relationships A genuine and realistic understanding of our clients built through

honest, friendly, respectful and trusting relationships.

Commitment Delivery of well researched, inspirational and practical training delivered

with passion, experience and flexibility to meet the individual needs of

different providers.

Development Reputable, enthusiastic customer focussed company with a clear vision

to actively pursue growth, learning and development through

continuous evaluation of our services.

Contact Us

Debs: 07966 366 342 [email protected]

Denise: 07754 666 650 [email protected]

Mary: 07941 969 232 [email protected]

Claire: 07495 342223 [email protected]

Staff qualifications, training, support and skills (pg 20: 3.20) ‘Providers must support staff to

undertake appropriate training and professional development opportunities to ensure they offer

quality learning and development experiences for children that continually improves’. (EYFS

2017)

mailto:[email protected]




Denise Hulme

Denise is a passionate and committed director of Quality 4 Early Years. With 30 years’ experience

in childcare, many specialising in coaching and mentoring early years providers, Denise has

previously worked as a development officer and trained mentor with the NDNA and Local Authority

delivering training, network meetings, support visits and mentoring sessions for quality assurance

frameworks.

Denise is NNEB qualified with Cache Level 5 Diploma in Leadership and Management, has PTTLS

award (Preparing to teach in the lifelong learning sector), NEBS Management, Train the Trainer for

Safeguarding and Designated Persons. Other successes include: Equality Officer Lead, distance

learner support and marker of Equality and Diversity exam papers for Tribal Group.

Mary Lestrange

Mary is a dedicated director and trainer of Quality 4 Early Years, with 27 years’ experience in

childcare, 13 of these in quality assurance and training. She has a clear passion in delivering early

years training, particularly around children’s learning & development and firmly believes that

quality interactions & provision supports children’s’ life-long learning. Mary’s qualifications include;

BA hons in Early Childhood Studies 2:1, Preparing to Teach in the Lifelong Learning Sector Award

(PTTLS), NNEB, a number of one day CPD courses including; Working with 1-3 year olds, Developing

High Quality Experiences for Babies and Toddlers, Understanding Schemas, Behaviour

Management, Managing the Curriculum.

Deborah Sutton

Deborah is a Director at Quality 4 Early Years. She prides herself in and is passionate about

supporting settings. Deborah has 31 years’ experience of working in the childcare profession,

working within a range of childcare settings as a practitioner and manager. Through 8 years’

experience as an early years inspector Deborah has a clear understanding and wealth of knowledge

about the Ofsted inspection framework.

Deborah has worked for Manchester Local Authority as a Development worker, delivering training

and mentoring settings through quality assurance schemes. She has been involved in the

development and implementation of a quality assessment framework which has been a key driver

in ensuring quality across settings.

Deborah’s qualifications include an early year’s foundation Degree with distinction, NNEB, D32 and

D33. Shorter courses include train the trainer in safeguarding and designated persons and a

number of 1 day CPD sessions which has supported the delivery of high impact practical support

to early years’ providers.

Claire Taylor

Claire is the administrator at Q4EY working with all 3 directors and the 8 associate trainers we have

on board. She previously worked within the marketing department of a large wholesaler for 10

years, organising information and people to produce a wide range of marketing material. The

experience there has enabled Claire to develop & manage the administrative processes for Q4EY

and whilst she has no childcare ‘work’ experience – her 2 boys have given her plenty to contend

with at home!

L-R:

Denise Hulme,

Mary Lestrange,

Deborah Sutton,

Claire Taylor

Our Associates…

Ann was a nursery and infant head

teacher for many years and has

worked in nurseries, special schools

and behaviour support units. She

has published books on a variety of

topics, including Self Esteem,

Outside Provision, Behaviour

Management, Stories for School

Assemblies and a Reading Scheme.

She now combines working as an

EY Consultant with lecturing and

delivering early years courses.

Ann

Preston

Cath has been a teacher in the EYFS

since 1990 and has worked in

schools in South Manchester. She

spent 2 years as a Children’s Centre

Leader in Manchester and has also

been Head Teacher at Offerton Hall

Nursery school which has twice

been graded Outstanding by

Ofsted. Ofsted in their reports

described her leadership as

“inspirational”.

Cath

Larkin

Deb has worked in the addictions

field for more than 20 years and

became a Freelance Trainer in 2009.

With a focus on Parents, Work,

Young People & Safeguarding Deb

uses interactive methods in training

and workshops to involve

delegates and provide models of

learning which aim to engage

empower & educate.

Debbie

Drinkwater

Dianne has over 28 years’

experience in childcare. Her

experience includes working within

Manchester’s Children’s centre’s as

a practitioner and manager and

presently as a QA Officer for

Manchester Local Authority. Dianne

is passionate about raising the

quality of day care provision and

supporting and motivating

managers and practitioners to

strive for continuous improvement

Dianne

Goldsworthy

Kay has over 25 years’ experience

working in the childcare profession.

Her experience includes working in

the sector as a nursery proprietor

and delivering training in early

years. Kay also works as a freelance

Ofsted inspector and is passionate

about improving the care,

education and outcomes for

children and early years

professionals.

Kay

Heaford

Lesley has worked for over 30 years

in childcare. Her experiences

include being a childminder,

working in Children’s Centres,

Nurseries and Schools. Lesley has

worked with children with complex

disabilities and learning needs and

has also been the EY lead for

Safeguarding within the Local

Authority. Her current post is

Senior Quality Assurance Officer for

Manchester

Lesley

Rudge

Lisa has worked in the childcare

sector for 25 years. Her experience

includes a variety of roles; nursery

nurse and managerial positions,

then onto assistant SENDco in

schools. Having qualified as a

teacher, she teaches Early Years

Foundation Degree and Level 3 & 4

Teaching Assistants in a College.

She currently combines this with

tutoring distance courses.

Lisa

Holland

A qualified trainer and coach with

extensive experience across the

private, public & voluntary sectors,

specialising in communication,

health and wellbeing, Miranda has a

successful record of engaging

diverse audiences and enabling

them to meet personal, professional

or organisational goals. She works

with integrity, humour and

professionalism, using creative and

innovative approaches to support

groups and individuals

Miranda

Galloway

With over 20 years childcare

experience Sue has had a variety of

roles. Sue was a nanny for over 17

years, worked in playgroups and

pre-schools before becoming a CM

Network Coordinator and then a

CM development worker. Sue is

also a qualified First Aid Trainer and

in 2015 Sue became the training

coordinator for a small training

company which also

included delivering First Aid, Food

Safety and EYFS training

Sue

McDonald

Network Meetings Quality 4 Early Years also holds FREE termly Network Meetings which are a valuable platform for

support and advice, as well as being an opportunity to network with other providers. We provide a

chance to hear updates and key messages from other speakers, opportunities to hear about training

events and industry suppliers.

For more information about our next network meetings, visit the dedicated page on our website

http://www.quality4earlyyears.co.uk/nework-meetings/ or email [email protected]

In House Training Any of the courses in this brochure can be arranged as a one-off training session or through

several sessions across the year in line with your development plans at a time to suit you and

your setting.

3-hour session for up to 20 delegates £420, for up to 12 delegates £370

Smaller or Bigger groups can be accommodated – email/call to discuss

Book any 2 of our 3-hour training sessions together for your staff team as in-house

training

For up to 20 delegates pay our offer price of only £775 (a saving of £65)

For up to 12 delegates pay our offer price of only £695 (a saving of £45)

Book 4 or more courses together and receive 15% discount!

Email [email protected] for more information

Along with in-house training, we also deliver a separate

Training Calendar with a selection of our courses being delivered

across Greater Manchester as well as termly Network Meetings and

Guest Speaker Evenings – download your copy from our website

www.quality4earlyyears.co.uk

http://www.quality4earlyyears.co.uk/nework-meetings/



Course Overviews (Alphabetical) Aiming High in the EYFS ........................................................................................................................................ 8

Allergen Awareness ................................................................................................................................................. 8

Basic Food Hygiene ................................................................................................................................................. 8

Basic Health & Safety.............................................................................................................................................. 9

Bringing Children’s Words to Life ...................................................................................................................... 9

British Values and the Prevent Duty in Early Years (2.5 hours) ............................................................... 9

Characteristics of Effective Learning ............................................................................................................... 10

Child-Led Displays: How to Value and Evidence Children’s Creativity ............................................... 10

Communication and Language Friendly Environments ........................................................................... 10

Curiosity and Loose Parts Play .......................................................................................................................... 11

Developing Confident & Effective Room Leadership ............................................................................... 11

Developing Key Group Time through Intimacy Island ............................................................................. 11

Developing your Team through Effective Coaching ................................................................................. 12

Difficult Conversations – Talking to Parents/Carers .................................................................................. 12

Early Phonics – the Next Stage.......................................................................................................................... 13

Effective Self-Assessment – Measuring the Impact of Practice ............................................................ 13

Effective Teaching and Learning ....................................................................................................................... 13

Embedding the EYFS and Preparing for Inspection for Out of School .............................................. 13

Engaging Parents in Home Learning .............................................................................................................. 14

Equality and Diversity ........................................................................................................................................... 14

EYFS Mathematics .................................................................................................................................................. 15

Foundations for Early Literacy and Phonics ................................................................................................. 15

Gender Differences and Valuing Different Learning Styles .................................................................... 15

How to be Outstanding ....................................................................................................................................... 16

Ideas for Early Writing .......................................................................................................................................... 16

In the Moment Planning ...................................................................................................................................... 16

Induction, Supervision and Appraisal ............................................................................................................. 16

Introduction to Attachment Theory & the Role of the Key Person..................................................... 17

Introduction to Sign to Support Children’s Speech and Language .................................................... 17

Introduction to Supporting Children with Additional Needs ................................................................ 17

Leadership and Management in the Early Years (6 hours) ..................................................................... 18

Let’s Get Physical with Under 5’s ...................................................................................................................... 18

Maintaining Good / Getting Outstanding .................................................................................................... 18

Observation, Assessment & Planning............................................................................................................. 18

Outdoor Learning in the Early Years ............................................................................................................... 19

Paediatric First Aid (12 hour).............................................................................................................................. 19

Peer Observations in Early Years Settings ..................................................................................................... 19

Positive Behaviour Support For Over 5’s ....................................................................................................... 20

Preparing for Inspection ...................................................................................................................................... 20

Promoting The Wellbeing Of Staff .................................................................................................................. 20

Raising Attainment through the use of Early Years Pupil Premium .................................................... 21

Safeguarding – Designated Safeguarding Lead ......................................................................................... 21

Safeguarding – Level 1 ......................................................................................................................................... 21

Safer Recruitment in Early Years ....................................................................................................................... 21

Sensory Play ............................................................................................................................................................. 22

Shape, Space and Measure................................................................................................................................. 22

Social Media And The Business Benefits For Childcare Providers ....................................................... 22

Special Educational Needs and Disabilities (SEND)................................................................................... 22

Speech, Language and Communication Difficulties ................................................................................. 23

Supporting and Understanding Children’s Behaviour ............................................................................. 23

Supporting Boys Early Literacy Skills............................................................................................................... 23

Supporting Children who have ADHD ........................................................................................................... 23

Supporting Children who have Autism .......................................................................................................... 24

Supporting Children who speak English as an Additional Language (EAL) ..................................... 24

Supporting Transitions ......................................................................................................................................... 24

Supporting Vulnerable Two Year Olds ........................................................................................................... 24

Team Building Ideas for Managers .................................................................................................................. 24

The Importance of Positive, Quality Interactions with Young Children ............................................. 25

The Integrated Review and Progress Check at Two .................................................................................. 25

The Quality Learning Environment .................................................................................................................. 25

The Role of the SENDco....................................................................................................................................... 26

Toxic Trio – Safeguarding Children when Parents have Multiple Needs .......................................... 26

Tracking and Evidencing Children’s Progress .............................................................................................. 26

Treasure Baskets and Heuristic Play ................................................................................................................ 26

Tremendous Two Year Olds ............................................................................................................................... 27

Tummy Time and Physical Development in Babies and Toddlers ....................................................... 27

Understanding Children’s Play through Schemas...................................................................................... 27

Understanding School Readiness..................................................................................................................... 27

Understanding the Unique Needs of Babies ............................................................................................... 28

Using Daily Routines as a Valuable Source of Learning .......................................................................... 28

Using ICT with Children Under 5 ...................................................................................................................... 28

Woodland Play in the Early Years ................................................................................................................... 28

WORKSHOP: Busy Bags (1.5 hours) ................................................................................................................. 29

WORKSHOP: FGM (1.5 hours)............................................................................................................................ 29

WORKSHOP: Maths on a Budget (1.5 hours)............................................................................................... 29

WORKSHOP: Mindfulness in the Early Years (1.5 hours) ......................................................................... 30

WORKSHOP: Professional Love (1.5 hours) .................................................................................................. 30

Courses List by Area of Learning ............................................................................ 33

Other Services .................................................................................................................. 35

Mock Inspections ........................................................................................................... 36

Course Overviews

Aiming High in the EYFS Area: Learning & Development Audience: Practitioners

This course will explore key aspects of the EYFS and support you to ensure the EYFS is embedded

into practice at your setting.

Learning Objectives:

• To identify how we use the characteristics of effective learning to support children’s

learning

• To describe practical ideas in involving parents as active partners in children’s learning

• To understand how the quality of interactions can be supported through joint observations

of activities and care routines

• To explore the prime and specific area of learning and review how they are used to

support children’s learning

• To discuss expectations in relation to assessment and the recording of children’s progress

Allergen Awareness Area: Learning and Development, Safeguarding and Welfare

Audience: All

This course aims to raise practitioners and providers awareness of the risk factors around food and

Anaphylaxis reaction and what simple steps can be taken to reduce and manage these risks when

caring for young children.


• To define what Anaphylaxis is.

• To explore common triggers of Anaphylaxis, including those covered by Food Allergen Act

2014.

• To discuss responsibilities under EYFS and Food Allergen Act 2014 in relation to food for

children in their care

• To define signs and symptoms of Anaphylaxis.

• To discuss treatment for a casualty suffering from an Anaphylaxis reaction

An opportunity to strengthen knowledge around legal responsibilities in regard to food and

Anaphylaxis reaction, signs and symptoms, common triggers and treatment. In depth look at foods

covered by Food Allergens Act 2014 and how these are sometimes hidden in food and drink

Basic Food Hygiene Area: Safeguarding and Welfare Audience: Practitioners

Good kitchen and personal hygiene, as well as sensible food storage and preparation are vital when

helping to control the spread of harmful germs. This short course offers an insight into the

fundamentals of food hygiene including catering hazards and risks that could lead to food poisoning


• By the end of the course the delegate will have a greater understanding of the measures

required to restrict contamination and the outbreak of food poisoning in catering

• They will understand the basic requirements of how to keep themselves clean and hygienic,

how to keep work areas clean and the role they play in reducing contamination

• TOPICS COVERED: Food poisoning, Food safety hazards, Personal hygiene, Protective

clothing, Pest awareness, Cleaning and disinfectants, Contamination

• ASSESSMENT: Delegates take a multiple-choice assessment and if successful receive a

certificate

All our courses are 3 hours unless otherwise stated

Basic Health & Safety Area: Safeguarding and Welfare Audience: All

Good health and safety standards rely on employers and employees working together to identify

hazards and reduce risks. This course provides the basic knowledge to enable people to have an

understanding of the main areas relating to health and safety in the workplace


• Have an understanding of the importance of health and safety and be able to contribute to

improving the health and safety within the workplace

• Delegates will have a better understanding of the topics covered:

Introduction to health and safety, Accidents and ill health, Health and safety law, Risk

assessments, Personal protective equipment (PPE), Workplace health, Safety and welfare,

Fire, Manual Handling

Bringing Children’s Words to Life Area: Learning and Development Audience: Practitioners

This course will course enable practitioners to develop and share stories by exploring how children’s

speaking and listening skills can be supported and extended through storytelling. It will bring

children’s words to life and help support children to use storytelling as a powerful tool for learning


• To understand how children’s speaking and listening skills can be fostered and developed

through stories

• To explore children’s words and bring them to life through the use of stories

• To plan, develop and enhance storytelling skills

• To explore different ways to engage children in making their own stories

British Values and the Prevent Duty in Early Years (2.5 hours) Area: Safeguarding and Welfare, Learning and Development

Audience: Practitioners, Leaders and Managers

This course will give further clarity on what British Values and the Prevent Duty means and how they

can be met in the early years


• To understand the background and purpose of British Values

• To clarify the law and your responsibilities in the Prevent Duty

• To explore how the EYFS actively promotes the teaching of British Values

• To identify how Ofsted will judge practice

• To reflect on practice in order to secure improvements

Characteristics of Effective Learning Area: Learning and Development Audience: Practitioners

This Course will explore the statutory requirement within the EYFS around how children learn by

exploring the characteristics of effective teaching and learning within a positive environment that

supports children’s learning and development. It will review point 1.9 of the statutory framework that

states practitioners must reflect on the different ways that children learn and reflect these in their

practice.


• To discuss the value of play & identify important characteristics of how children learn

• To identify how we use these characteristics to support children’s lifelong learning

• To clarify the difference between what and how children learn

• To consider how practitioners can effectively guide children’s development

Child-Led Displays: How to Value and Evidence Children’s Creativity Area: Learning and Development Audience: Practitioners

This course will help you excel at displays. It will help you celebrate children’s work, whilst being

educational, informative and help brighten up your learning environment


• To describe what being creative is all about

• To make links to the EYFS

• To identify good practice in displays

• To describe different ways of evidencing children’s learning

Communication and Language Friendly Environments Area: Learning and Development Audience: Practitioners

This course will enable practitioners to explore different ways of supporting communication and

language within their setting and explore how to develop a communication and language friendly

environment


• To explore how babies and young children develop early language and communication

skills

• To explore how practitioners can support children by providing communication and

language rich environments

• To identify problems that pre-school children may experience regarding communication

and language and what these might look like within the nursery setting

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Curiosity and Loose Parts Play Area: Learning and Development Audience: Practitioners

This course will explore the importance of providing open ended resources for young children to

explore to in order to support their creative and critical thinking.

Learning Objectives

• To gain an awareness of round the theory of loose parts

• To understand the value of loose parts to support motor sensory development

• To discuss how loose parts play links with the characteristic of effective learning

• To explore role of the adult in providing a range of open-ended resources within the

environment

• To provide practical guidance about loose parts play and opportunities to explore loose

parts

• To develop ideas around using loose parts as an effective paly to support ‘how children

learn and develop independence

Loose parts theory isn’t anything new it was originally introduced by an architect Simon Nicholson in

the 1970’s. This course will enable you to explore the key messages about loose parts and

understand the benefits of open-ended materials with no specific set directions. It will help you to

explore how children learn by using loose parts to create a richer environment for children play

Developing Confident & Effective Room Leadership Area: Leaders and Managers

Audience: Practitioners, Room Leaders and Middle Managers

This course will help develop knowledge and skills and explore the fundamentals of people

management that will support you in becoming a successful room leader


• To recognise different leadership and management styles and understand the room

leader’s role within this

• To identify what quality teaching and learning looks like

• To explore different ways of monitoring and assessing staff practice

• To develop strategies in preventing and resolving conflict

You will have the opportunity to understand and appreciate your own leadership styles and how

they can help you lead others with impact. You will have the chance to unpick quality teaching and

learning and explore a range of different methods to monitor, assess and challenge staff practise to

secure improvements. With time to reflect on your own practice using a self-assessment tool, don’t

miss the opportunity to share strategies and good practice with other room leaders

Developing Key Group Time through Intimacy Island Area: Learning and Development Audience: Practitioners

We will look at the role of the key person in supporting emotional wellbeing reflection on key-group

time


• To review the key person approach and reflect on how effective it is

• To consider times in the day for natural relationships between adults and children to

flourish

• To discuss the value and importance of key times for the intimacy to share experiences

with time for listening and comforting though small group while being close

• To explore the difference between key-group time and circle time

• To identify ways to develop key group time (Intimacy Island)

Developing your Team through Effective Coaching

Area: Leaders and Managers Audience: Leaders and Managers

This course is aimed at line managers/room leaders with supervision responsibilities. It will define

how coaching can be used to enhance the performance of the staff team


• To understand how Ofsted, make judgements on your performance management

processes

• To clarify the purpose of coaching and how it supports the delivery of effective

supervisions

• To identify practical skills and techniques in facilitating the development of others

• To describe how to challenge practice, give effective feedback and agree actions for

improvement

Ideal Follow on Course: Developing Confident and Effective Room Leadership

Difficult Conversations – Talking to Parents/Carers

Area: Safeguarding and Welfare Audience: Practitioners

This course will support practitioners working with children and families to increase their knowledge

and skills in effective communication with parents around developmental and/or safeguarding

concerns.


• To identify children and families who would benefit from early intervention in the

prevention of unnecessary escalation of issues or needs.

• To develop basic skills and strategies for approaching parents effectively in relation to

offering early support

• To understand the key themes of a Strength Based Conversation

• To support parents in finding their own solutions

• To appreciate the importance and benefits of ongoing strength-based communication

This course aims to encourage practitioners to find a new way of having difficult conversations with

parents and carers in a way which focuses on strengths and understands people within the context

of their family and community.

This approach involves listening, and genuinely understanding what matters to people, what their

life is like and where changes can be made. It is about enabling rather than using a traditional

‘helping’ style and supporting families to make positive changes to their own lives, so they are more

resilient and less dependent on services.

It will support practitioners working with children and families to understand their responsibility in

implementing the Early Help Strategy and preventing the unnecessary escalation of issues or

problems.


Early Phonics – the Next Stage Area: Learning and Development Audience: Practitioners

Success in all areas of education depends upon children developing a good standard of literacy. In

the Early Years it is essential that we build upon children’s prior attainment. How do you know when

children are ready to move on in the development of their literacy skills? What are the next steps to

take? How do you help parents to help their children?

This course looks at these questions and develops practitioners’ skills and knowledge in literacy and

early phonics


• To enable practitioners to develop their understanding of the ‘next steps’ in early literacy

and phonics

• To enable settings to support parents in helping their children make progress as the

approach school transition

• To share reading and writing activities which can be used in groups and with individual

children

• To develop effective assessment to help with transition

Effective Self-Assessment – Measuring the Impact of Practice Area: Leaders & Managers Audience: Leaders & Managers

This course explores Ofsted’s expectations for a settings self-evaluation. It will support leaders and

managers to discuss confidently how they evaluate the quality of the provision and have a clear and

ambitious vision. It will consider how to capture and measure the impact of the provision and will

support leaders and managers to gather and summarise evidence, to show they have an accurate

view of the quality of provision and what needs to improve. It will also provide an opportunity to

look at how to undertake an effective improvement plan that demonstrates progress over time.


• To explore the relevance and importance of continuous self-assessment and improvement

• To identify different ways of reflecting on practice including the importance of peer

observations and how these impact on the quality of practice

• To understand how to capture, record and measure evidence accurately

• To reflect on how to show case effective self-assessment

• To explore what Ofsted are looking for when case tracking children’s progress

• To explore how to develop a successful improvement plan

Effective Teaching and Learning Area: Learning and Development Audience: Practitioners

This course will explore what effective teaching and learning looks like in the early years and what

the key elements of effective teaching are. It will describe how Ofsted makes judgements on the

quality of the teaching and learning at early years inspections


• To describe effective teaching strategies to help children make good progress

• To explore the characteristics of effective teaching and learning

• To understand how Ofsted evaluates and makes judgements on the quality of the teaching

and learning at inspection

• To reflect and challenge practice to further improve the quality of teaching and learning in

settings

For discuss your training needs or any of the courses in this directory…

email: [email protected] or call 07495 342 223


Embedding the EYFS and Preparing for Inspection for Out of School Area: Leaders and Managers, Learning and Development

Audience: All

This course will help you explore key aspects of the EYFS and support you to ensure the EYFS is

embedded into practice at your setting. It will describe the Ofsted inspection framework and help

you prepare for your inspection and get the best possible outcomes


Part 1:

• To describe the safeguarding and welfare requirements and how to implement these into

practice.

• To identify the learning and development requirements and describe the 3 prime areas

and 4 specific areas of development.

• To discuss and identify the characteristics of effective teaching and learning.

• To identify ways to work in partnership with parents and other providers to compliment

children’s learning.

Part 2:

• To describe ways of implementing the EYFS in Out of School Provision

• To state the key features of the Ofsted inspection and define how evidence is collated and

judgements are made

• To identify ways in which you can prepare and get the best from the inspection process

Engaging Parents in Home Learning Area: Learning and Development

Audience: Practitioners

This course will support practitioners to establish effective

partnerships with parents and carers and enable them to

work collaboratively to develop children’s progress, learning

and development at home.


• To identify the importance of effective partnerships

with parents and carers

• To examine different methods for engaging with

parents and to identify what good practice looks like

• To share practical ideas to support home learning

• To identify possible barriers and how to overcome these

• To consider ways in which effective partnerships with parents can be further developed to

ensure children’s learning and development is supported at home

Equality and Diversity Area: Learning and Development Audience: All

This course will help you understand why equality and diversity is an integral part of quality

provision and to understand how you can make a difference


• To understand terminology

• To clarify the role and responsibilities of practitioners working with children

• To understand the effects of and know how to respond to discrimination

• To explore and describe good practice and ways of assessing and critically reflecting on

the environment and what you do

• To examine and solve potential barriers/challenges and identify key areas for improvement

EYFS Mathematics Area: Learning and Development Audience: Practitioners

This course will give practitioners increased knowledge of how to support children’s early

mathematical development through appropriate and meaningful activities


• To increase practitioners’ confidence in supporting children’s mathematical development

• To increase knowledge of what the EYFS says about mathematical development

• To share some practical ideas to further implement maths into our settings

Foundations for Early Literacy and Phonics Area: Learning and Development Audience: Practitioners

This course will help you to understand what phonics teaching should look like in pre-school

settings and help you to gain confidence in delivering effective phonics activities for 3 & 4 year olds


• To identify the key principles of providing a solid foundation for the teaching of reading

and phonics for young learners

• To explore a range of practical strategies to promote learning and development of literacy

and phonics

• To enable staff to be confident to teach phonemes and blending and segmenting of

sounds

• To plan literacy friendly environment and engender a love of literacy in the children.

• To consider literacy & phonics in light of the school readiness agenda

Gender Differences and Valuing Different Learning Styles Area: Learning and Development Audience: Practitioners

We often reflect upon the difference between boys and girls in our settings. But what does this

actually mean for our practice? Are boys one thing and girls something else? Are boys and girls

driven to certain behaviours and activities because of the provision we make for them?


• To reflect upon what differences between the genders are observed in daily practice

• To consider the implications for practice that gender difference may present

• To identify where the needs of both genders differ and are similar so we can make the best

possible provision

• To consider the interests of all children in order to enhance practice and the development

of all

• To explore a range of practical strategies for use in settings to ensure a balance across

setting provision

How to be Outstanding Area: Leaders and Managers

Audience: Leaders and Managers

This course will explore and identify what outstanding

practice looks like and what the key points to success are


• To identify the judgements that inspectors make

at inspection and the evidence they gather

• To discuss and unpick the grade descriptors for

outstanding in the Ofsted evaluation schedule

• To discuss, reflect on and provide ideas for those

who are striving for excellence within their team

• To look at and describe examples of outstanding practice

Ideas for Early Writing Area: Learning and Development Audience: Practitioners

This course will explore Writing in the EYFS and give practical suggestions for promoting this area

throughout your setting.


• To discuss effective ways to prepare children for becoming writers

• To consider what the EYFS documents say about writing and how to promote this through

enabling environments

• To identify strategies for encouraging boys to mark make/write

• To share practical ideas for promoting writing in all areas of continuous provisions

In the Moment Planning Area: Learning and Development Audience: All

We know that when children’s learning is at a deep level, when they are totally involved then they

are unstoppable. “In the Moment Planning” is gaining momentum in the Early Years community.

Why is this method gaining in popularity and credibility? What does it mean in practice? Does it

work? How can it be introduced into settings?


• To introduce the theory and practice of “In the Moment Planning”, with reference to

practice in “real life”

• To help practitioners gain an understanding of why this works so well and how to

introduce it

• To demonstrate how children’s progress is accelerated when this approach is adopted

• To show how to document children’s learning through “In the moment planning” practice

• To enable practitioners to communicate to parents how this method works and how they

can support their children

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Induction, Supervision and Appraisal Area: Leaders and Managers Audience: Leaders and Managers

This course will support managers and leaders in conducting professional and effective support and

supervision systems which impact on the practice of staff


• To understand your role in relation to the requirements of the EYFS and Ofsted framework

• To clarify the purpose of the different formats

• To identify ways to prepare and collate evidence of practice

• To explore different methods in conducting staff development

• To identify ways to measure the impact of support and follow through identified issues

Introduction to Attachment Theory & the Role of the Key Person Area: Learning and Development Audience: Practitioner

This course will consider the importance of attachment relationships for children in the EYFS and

how this relates to the role of the key person


• To review the key person approach and reflect on how effective it is

• To recognise the key concepts in attachment theory

• To identify the benefits of the key person approach for children, parents and practitioners

• To explore how the key person approach can be embedded into practice

• To consider times in the day for natural relationships between adults and children to

flourish

Introduction to Sign to Support Children’s Speech and Language Area: Learning and Development Audience: Practitioner

This course gives insight into the use of sign in supporting the early language development of

young children, including those with delayed speech and gives practitioners chance to develop their

own skills in using some basic signs


• To understand the purpose of sign supported communication

• To learn some basic signs to support young children’s acquisition and development of

language

• To practise and develop confidence in using signing in the setting

Introduction to Supporting Children with Additional Needs Area: SEND Audience: Practitioner

This course is for SENCOs and practitioners who want to learn more about the types of children who

have additional needs and who might attend our settings, either now or in the future. It will give

participants confidence in reassuring parents of children with additional needs, that they know how

to support their children and although this course is an introduction, it will provide information on

where to access more detailed knowledge on a variety of types of additional needs.


• To look at what is meant by “Special Needs” and “Additional Needs” and discuss

appropriate terminology

• To develop a basic knowledge of a range of additional needs, including Down’s Syndrome,

• Fragile X, hearing impairment, visual impairment, ADHD, Cerebral Palsy, Autism and

Asperger’s

• To understand some of the difficulties children with these additional needs might have

• To develop confidence in supporting children who have these difficulties

Leadership and Management in the Early Years (6 hours) Area: Leaders and Managers Audience: Leaders and Managers

This course is aimed at new and existing leaders and managers wanting to develop their knowledge

and confidence in leading an effective team


• To understand different leadership and management styles and skills

• To explore the dynamics and facilitation of team roles and their performance

• To develop good practice in time management

• To clarify how to conduct effective meetings

• To develop strategies for dealing with underperformance

• To explore conflict resolution

• To understand how to develop a learning culture that influences team practice

Let’s Get Physical with Under 5’s Area: Learning and Development

Audience:

Practitioner

This course will explore the importance of why movement

matters for babies and young children and consider how it

helps children become more confident about their bodies

and developing their self-esteem


• To explore physical development

• To understand how children develop through

movement

• To understand the importance of providing an

environment which allows opportunities to move

• To explore ideas to support children’s movement

Maintaining Good / Getting Outstanding Area: Leaders and Managers Audience: Leaders and Managers

This course will support the senior practitioner/manager to keep focused on the key requirements

for maintaining or improving their previously good inspection outcome


• To explore and identify what outstanding practice look likes and what the key points to

success are

• To discuss, reflect on and provide ideas for those who are striving for excellence within

their team

• To state and explore the key features/requirements of the Ofsted inspection framework

and how these can drive improvements

• To define how evidence is collated at inspection and judgments are made

• To identify ways in which you can prepare, showcase practice and get the very best from

the inspection process

• We have tailored our Maintaining Good / Getting Outstanding package so that it can be

delivered to either Managers/Leaders or Childminders




Observation, Assessment & Planning Area: Learning and Development Audience: Practitioner

This course will give practitioners a deeper understanding of the importance of observation within

the EYFS and how observations can support planning


• To explore what is observation and assessment

• To discuss the value and purpose of observation and assessment within the EYFS

• To consider how different types of observations can be used to understand children’s

individual needs and support planning

• To discuss the process of the two-year progress check and explore how this can be

implemented

Outdoor Learning in the Early Years Area: Learning and Development Audience: Practitioner

This course will enable practitioners to support and develop children in the outdoors, it will look at

the importance of outdoor play and identify how to provide an outdoor area that encourages risky

play


• To recognise the importance of outdoor play for the under-fives at all times

• To make links with the EYFS an identify elements of practice in order to enhance provision

• To explore the challenges and barriers to outdoor play

• To give practical ideas and inspiration to enhance the outdoor areas

• To look at what risky play is and look at how this can be encouraged within your outdoor

settings

Paediatric First Aid (12 hour) Area: Safeguarding and Welfare Audience: All

This course will give a comprehensive introduction to baby and child first aid

The course covers all topics required by OFSTED & is in line with the EYFS framework.


• By the end of the course the delegate will have covered how to:

• Give emergency first aid until the arrival of paramedics

• Recognise and treat most emergency situations

Peer Observations in Early Years Settings Area: Learning and Development Audience: All

This course will focus on the importance of peer observation as a tool to support high quality

interactions between practitioners and children


• To understand the role of peer observation in early years settings

• To understand how to introduce and implement peer observation methods, including

template forms and examples

• To develop strategies to support practitioners in the process

• To gain effective ways of giving and receiving feedback so that staff learn from each other

through honest and critical reflection

• To summarise the observations and feed these into the supervision/appraisal process and

training plans

Positive Behaviour Support For Over 5’s Area: Learning and Development, Safeguarding and Welfare

Audience: All

This course is for anyone caring for children in the Early Years sector over the age of five; such as an

out of school club or as a childminder. The course aims to increase knowledge of and confidence in

supporting a range of behaviours in children


• The law and you - understanding your responsibilities

• The spectrum of behaviour in the over fives

• “Technoference” - the impact of technology on behaviour

• Positive behaviour support - considerations and techniques

• Policy and practice

•

Preparing for Inspection Area: Learning and Development, Leaders and Managers

Audience: All

This course will describe the changes in the new education inspection framework for early years and

help you prepare for your inspection


• To describe the process of inspection from the initial phone call to receiving your report

• To describe and explore the key features of the new EIF including cultural capital

• To define how evidence is collated and judgements are made

• To understand and explore the key judgements made at inspection

• To discuss ways to prepare, showcase practice and get the best from the process

• We have tailored our Preparing for Inspection package so that it can be delivered to either

Managers/Leaders, Childminders, Practitioners or a whole staff team

Promoting The Wellbeing Of Staff Through Outstanding Leadership And

Management Area: Leaders and Managers, Safeguarding and Welfare


This course will help settings feel confident that they are providing outstanding Leadership and

Management with particular reference to staff well-being. This in-turn leads to staff providing

outstanding experiences for the children in their care. By knowing the needs, knowledge and

understanding of each individual staff member, managers will be better placed to support them, and

will feel confident to approach their management for support when they need it.


• To understand the impact of a supported staff team on

the wellbeing of children and families

• To understand the vital role CPD places in promoting

the wellbeing of all staff

• To reflect upon the work pressures on staff, helping to

manage staff constructively & realistically

• To explore a range of methods of promoting wellbeing

at the setting and into the lives of staff generally so that

they can provide an outstanding service

• To identify and discuss issues for leaders in managing

staff wellbeing consistently and appropriately

Raising Attainment through the use of Early Years Pupil Premium Area: Learning and Development Audience: Leaders and Managers

This course will look at practical ideas to help settings make the best use of the EYPP and evidence

the outcomes


• To explore what the EYPP is and why it has been introduced

• To consider methods of implementation, delivery, monitoring and assessment

• To determine how to spend the money effectively

• To share practical ideas for measuring impact and outcomes

• To understand EYPP references in Ofsted’s Common Inspection Framework

Safeguarding – Designated Safeguarding Lead Area: Safeguarding and Welfare, SEND, Learning and Development


This course will prepare participants to recognise early signs of child abuse, increase confidence in

participants role in safeguarding children and help to build networks of support


• To describe the role of the designated person and key areas of responsibility

• To identify key legislation and guidance

• To explore what action to take when informed of a range of concerns about a child

• To understand the issues in connection with recording, sharing information

and confidentiality

• To take part in the referral process

• To describe the role your setting has in the multi-agency child protection process

Safeguarding – Level 1 Area: Safeguarding and Welfare, Learning and Development

Audience: Practitioner

This course will prepare practitioners working directly with children to recognise early signs of child

abuse and help improve safeguarding practices at your setting


• To identify and report possible signs of neglect, physical, emotional, sexual abuse and early

grooming

• To explore personal and organisational good practice to safeguard the welfare of children

• To recognise signs of inappropriate adult behaviour and know reporting procedures

• To examine responses to disclosures of abuse

• To clarify good practice that keeps practitioners safe from unsubstantiated allegations

Safer Recruitment in Early Years Area: Safeguarding and Welfare Audience: Leaders and Managers

This course is aimed at staff with particular responsibility for ensuring that robust systems for safer

recruitment are implemented consistently to support the safeguarding and welfare of all children.


• To understand the reasons for safe and legal recruitment and selection

• To demonstrate a robust process for the recruitment and selection of suitable staff

• To clarify the purpose of an induction and probationary period and consider strategies to

improve staff retention

• To describe harmful behaviour and explore responses to allegations made against staff

• To identify how Ofsted make judgements on practice

Sensory Play Area: Learning and Development Audience: Practitioner

This course will explore the importance of sensory play enabling you to reflect on your practice in

relation to sensory development whilst exploring through a hands-on tactile, multi-sensory

approach


• To discuss the importance and value of sensory play

• To explore links between sensory experiences and brain development

• To discuss how sensory rich play supports the prime areas

• To explore the role of the adult in providing a range of open-ended resources within the

enabling environment

• To practically explore and develop sensory materials

Shape, Space and Measure Area: Learning and Development Audience: Practitioner

This course will improve practitioners’ knowledge, understanding and skills in order to fulfil the

‘Shape, Space and Measure’ aspect of the EYFS requirements.


• To increase knowledge of the stages of development of shape, space and measure within

the EYFS and develop practitioners’ own knowledge and skill in using the correct

terminology

• To recognise how to support shape, space and measure through positive relationships and

enabling environments and share ideas for activities to develop children’s knowledge in

this area

Social Media And The Business Benefits For Childcare Providers Area: Leaders and Managers


This course is for anyone not currently using social media

for their business who would like to understand more

about:

• Social media in general

• The different options - Facebook, Twitter, Instagram etc

• Benefits and risks

• Staff and safeguarding

• Getting started - tips and guidance

Special Educational Needs and Disabilities (SEND) Area: SEND Audience: Practitioner, Leaders and Managers

This course will enable practitioners to become familiar with changes in the SEND Code of Practice

2014 and will increase understanding of how to meet the needs of children identified with SEND


• To know the changes made in the SEND Code of Practice 2014

• To raise awareness of the responsibilities when working within the approach of the SEND

Code of Practice

• To understand the role of the Special Education Needs Co-ordinator and of all

practitioners in delivering inclusive practice including the responsibilities of the key person

in early identification

• To identify appropriate support for children where there are emerging concerns

Speech, Language and Communication Difficulties Area: SEND Audience: Practitioner

This course will help practitioners to recognise children who are having difficulties in developing

language skills and consider some strategies which can support them


• To consider the stages of development of speech, language and communication

• To increase knowledge of the EYFS documents, particularly positive relationships and

enabling environments

• To examine some of the difficulties young children may face and possible reasons

• To develop understanding of strategies and techniques which support children with

speech, language and communication difficulties

Supporting and Understanding Children’s Behaviour (Previously known as Behaviour Management)

Area: Learning and Development, Safeguarding and Welfare

Audience: All

This course will look at good practice dealing with children’s behaviour focusing on social

development through play using the behaviour management pyramid


• To discuss what we mean by behaviour

• To explain how play promotes social development

• To reflect on the impact of routines and organisation on children’s behaviour

• To develop strategies in the promotion of positive interaction

This course can also be delivered in a 4-hour session including Behaviour Plans

Supporting Boys Early Literacy Skills Area: Learning and Development Audience: All

This course will help practitioners working with boys aged 2-5 to build on their knowledge of the

wide range of developmental skills and understanding that boys need to develop their early literacy

skills


• Explore the range of skills and understanding that support the development of early

literacy

• Consider a range of ways to support boys’ early literacy and imaginative skills including

supporting parents in the early home learning environment

• Know of and share practical ways to support early literacy skills

Supporting Children who have ADHD Area: SEND Audience: Practitioner

This course will give practitioners understanding of ADHD and of some strategies for dealing with

the behaviours of children who have ADHD


• To know what ADHD is and who is affected

• To identify possible signs, symptoms and behaviours associated with ADHD

• To develop confidence in supporting children with ADHD

• To explore ideas for appropriate interventions


Supporting Children who have Autism Area: SEND Audience: Practitioner

This course will give practitioners understanding of what Autism is & what are appropriate strategies

for dealing with the traits and behaviours of children on the Autism Spectrum


• To know what Autism is and to recognise the traits shown by children on the spectrum

• To develop understanding of the needs of children who have Autism

• To develop confidence in supporting children on the Autism Spectrum

• To explore ideas for appropriate interventions

Supporting Children who speak English as an Additional Language (EAL) Area: SEND Audience: Practitioner

This course will help you to understand some of the difficulties that children may have when English

is not their first language, and enable you to develop strategies to support them


• To recognise the difficulties EAL children may encounter in settings

• To develop strategies to support EAL children within your setting

• To gain an understanding of the importance of effective partnerships with the parents and

families of children who do not speak English as their first language

• To identify good practice and share ideas for promoting the development of children who

speak English as an additional language

Supporting Transitions Area: Learning and Development Audience: All

This course will explore the importance of supporting transitions and will help practitioners

understand the need to plan for and successfully manage the transition process


• To understand the impact of change upon babies and young children

• To explore the role of the adult in supporting babies and young children, both practically

and emotionally through transitions

• To put effective communication procedures and systems in place to ensure all children and

adults are fully involved

• To discuss the importance of working in partnership with parents

Supporting Vulnerable Two Year Olds Area: Learning and Development Audience: All

This course will look at supporting practitioners to understand why high-quality early years

education for disadvantaged two year olds is important in narrowing the gap and is crucial in

making a difference to children’s achievement.


• To consider the characteristics of 2-year olds

• To understand what vulnerable means

• To discuss ways to support vulnerable families & engage parents

• To understand roles and responsibilities within your setting

• To review the importance of high-quality environment to motivate and engage 2-year olds




Team Building Ideas for Managers Area: Leaders and Managers

Audience:

Leaders and Managers

This course will help to develop a shared vision of

outstanding teamwork which will lead to outstanding

outcomes for children.


• To agree the elements of a vision which will

enable teams to develop their practice

• To reflect on the elements of teamwork and

about how it feels to be part of a team.

• To identify the practices which make teams

really effective.

• To connect the practices of an outstanding

team to outcomes for children

The Importance of Positive, Quality Interactions with Young Children Area: Learning and Development Audience: Practitioner

This course will explore the importance of quality interactions and look at the role of the adult in

supporting children’s emotional well-being and learning and development esteem


• To discuss what quality interaction looks like in practice

• To discuss the qualities and attitudes of adults supporting children’s learning and

development

• To consider the importance of quality communication and active listening

• To explore how quality interactions support positive conditions for learning

The Integrated Review and Progress Check at Two Area: Learning and Development, SEND Audience: All

This course will enable practitioners to carry out a progress check at two and have a clear

understanding of its purpose and place within the integrated review and Right Start Model


• To understand the purpose of the integrated review

• To explore the aims and principles of the EYFS progress check at two

• To define the process of completing the check

• To identify ways of involving parents, children, practitioners and other professionals in the

assessment process

The Quality Learning Environment Area: Learning and Development Audience: All

This course will look why it is important that the environments that babies and young children are in

have the right ingredients that support their holistic development and allow them to thrive


• To explain the 3 key aspects of the learning environment within the EYFS

• To identify aspects of a quality learning environment

• To recognise the importance of continuous provision to support learning

• To explore the characteristics of effective learning within a quality environment

The Role of the SENDco Area: SEND Audience: SENDco

This course will examine the role of the SENDco and consider the requirements of the SEND Code of

Practice


• To define what is SEND

• To increase understanding of the role of the SENDco in an early years’ setting

• To know what some of the new challenges within the latest legislation on SEND are

• To develop the skills needed to deal with children, parents and carers of children who have

SEND

Toxic Trio – Safeguarding Children when Parents have Multiple Needs Area: Safeguarding and Welfare, SEND Audience: All

This course will provide practitioners with an understanding of how mental ill health, domestic abuse

and substance misuse may impact on parenting ability and increase the risk of harm to children and

young people


• To raise awareness of the concept of ‘The Toxic Trio’ and why this is essential learning for all

frontline practitioners

• To develop your understanding of parental substance use, parental mental ill health and

domestic abuse and the impact it can have on parenting ability

• To consider learning from serious case reviews to identify how children and young people

are affected by parental behaviours

• To reflect on your role in identifying and working with families when parents have multiple

needs and increase awareness of local providers or community support available for families

This course provides an introduction to the concept of the “Toxic Trio” and highlights how children

may be at increased risk when parents have multiple needs. There will be opportunity to explore

your own role in relation to this issue and increase your knowledge of legislation, policy and local

service provision which will enable you to support families appropriately and to safeguard the needs

of children and young people in your care.

Tracking and Evidencing Children’s Progress Area: Learning and Development Audience: All

This course will look at ways of tracking and evidencing children’s progress within the EYFS. It will

help you at your early years Inspection to demonstrate clearly the progress that children are making.


• To clarify why it is important to review and track children’s progress

• To identify ways of gathering information on children’s learning and development

• To describe how to evidence individual children and cohorts of children’s progress

• To understand how Ofsted will evaluate children’s progress at inspection

Treasure Baskets and Heuristic Play Area: Learning and Development Audience: Practitioner

This course will explore and develop practitioners’ knowledge and skills in providing treasure baskets

and heuristic play by looking at what is meant by treasure baskets and heuristic play


• To explore what is meant by treasure baskets and heuristic play

• To discuss early sensory and motor development and the 3 stage play with objects

• To discuss the role of the adult and consider objects that can be used

Tremendous Two Year Olds Area: Learning and Development Audience: Practitioner

This course will give you an understanding of the unique needs of two-year olds and how

practitioners can support their learning and development in settings


• To discuss & describe typical stages of development, characteristics and unique needs of

two-year olds

• To identify and discuss the ways in which two-year olds engage with their environment

and to consider the impact the environment has on them

• To understand the importance of forming secure attachments with 2-year olds to promote

their well-being

• To identify ways in which practitioners can support and promote the learning &

development of 2-year olds

Tummy Time and Physical Development in Babies and Toddlers Area: Learning and Development Audience: Practitioner

This course will help practitioners who work with babies & toddlers to develop their knowledge of

the physical needs of babies and how to support development in this important area


• To understand the importance of ‘Tummy Time’ as part of the physical development of

young babies

• To examine ways of supporting the physical development of babies and toddlers

• To share ideas on good practice when working with babies and toddlers

Understanding Children’s Play through Schemas Area: Learning and Development Audience: Practitioner

This course will give practitioners an introduction to schema theory and explore the different types

of schemas. It will support practitioners’ understanding of children’s play and help them to identify

schemas (repeatable patterns of behaviour) and look at how to plan for these to support children’s

individual needs.


• To discuss what is ‘schema’ theory

• To explore examples of different types of schemas

• To practically experience different types of schema play

• To consider ways to support and plan for schemas

Understanding School Readiness Area: Learning and Development Audience: Practitioner

This course will aid practitioners understanding of the term ‘School Readiness’ and what it means for

policy, practice and transition to school


• To look at research about what the term “school readiness” actually means for us in

practice

• To help practitioners reflect on their practice, to help children feel confident to meet this

sometimes-daunting transition

• To think about transition policies and procedures

• To consider communication with parents and what help they might need at home to help

their child be confident and happy when they move to school.

• To think about communication with the schools the children move on to

Understanding the Unique Needs of Babies Area: Learning and Development Audience: Practitioner

This course will support baby room staff to gain an in-depth knowledge about the unique needs of

babies. It will explore the importance of quality interactions, communication, routines and the

environment


• To explore why a good knowledge of child development is vital in understanding how

babies learn and develop

• To understand attachment theory and its importance for practitioners working with babies

• To understand the unique need of babies in day-care settings

• To explore key issues of working with babies and the importance of quality care routines

• To identify aspects of a quality learning environment for babies and explore appropriate

resources and activities to support babies learning and development

Using Daily Routines as a Valuable Source of Learning Area: Learning and Development Audience: Practitioner

This course will focus on how the daily routines necessary in caring for very young children can offer

key opportunities for bonding and learning. Routines and transitions work together to give children

a sense of knowing, adds to the predictability and can be used as valuable learning opportunities for

children


• To understand how routines can be a

source of learning

• To explore whether routines are organised

to suit adults or children

• To develop strategies to best support

children with routines

• To develop quality practice around the

active involvement of children in routines

• To gain practical ideas for planning

purposeful experiences during transitions

Using ICT with Children Under 5 Area: Learning and Development Audience: Practitioner

This course will give you an insight into the various strategies in which ICT (Information

Communications Technology) can be used with young children and provide lots of ideas for new

and interesting ways that ICT can be incorporated into everyday activities


• To identify some of the benefits of using ICT with children under 5 years of age.

• To develop practitioner’s confidence in using ICT in settings.

• To build awareness of the safeguarding issues that can arise when using the internet.

• To develop new ideas for ICT activities to use with young children

ARE YOU ON SOCIAL MEDIA? Social media is fast becoming part of everyday life, if not already – follow us for news, updates and

inspiration on any one of these platforms…

Follow us on Facebook www.facebook.com/Quality4EarlyYears, Twitter twitter.com/Quality4EY,

LinkedIn www.linkedin.com/company/quality-4-early-years or Instagram quality4earlyyears

You can also follow our blog www.quality4earlyyears.co.uk/blog/





Woodland Play in the Early Years Area: Learning and Development Audience: Practitioner

This course will help practitioners to understand the vital role woodland play has within the EYFS and

how using the natural world as a resource can aid the learning and development of a child


• To consider the context of Forest/Woodland type education in the Early Years and its effect

on the well-being of children

• To develop an understanding of the principles of this approach and how it supports EYFS

practice

• To link policy to practice & consider resources necessary to successfully introduce

Woodland practice

• To develop a policy which can be introduced to parents and staff

• To consider “Risky Play” and how this is communicated to all staff and parents

• Delegates need to be prepared to go outside for a part of this session

WORKSHOP: Busy Bags (2 hours) Area: Learning and Development Audience: Practitioner

At times, young children can become over excited, or really focussed on a certain task for example

threading. Busy bags can not only help harness this enthusiasm but can also be used to support the

next steps of development. Busy bags are also a non-confrontational tool to help support children to

better control their emotions and frustrations.

Busy Bags can be created quite cheaply and easily and can be used to help manage behaviour as

well as further development, they can be used in a variety of ways, this practical workshop will

support practitioners to identify how to create and use their own bags.


• Explore what Busy Bags are

• Look at how Busy bags support development in all areas across the EYFS

• Explore ideas for Busy Bags

• Delegates will receive a resource pack including cards and activities to get you started

WORKSHOP: FGM (1.5 hours) Area: Learning & Development, Safeguarding &

Welfare, Leaders & Managers

Audience: All

Families who practice FGM usually see it as ‘honourable’

and a way of safeguarding a girl’s future, however it is a

crime in the UK with a mandatory reporting duty. This

workshop will help raise awareness of the practice and

describe your role in prevention and reporting procedures

We will look at:

• What is FGM?

• Who practices FGM and why?

• Prevalence in the UK

• Recognising risk indicators at your setting

• Exploring concerns with parents and children

• The law and mandatory procedures




WORKSHOP: Maths on a Budget (2 hours) Area: Learning and Development Audience: Practitioner

This practical workshop looks at what is meant by Mathematical development in the EYFS and

highlights how you can include elements of maths in a variety of everyday activities and tasks. It will

explore strategies to support the development of Mathematical concepts and how many of these

can be created for very little cost using everyday items from around the setting or the home,

meaning many activities can also be replicated by parents and carers.


• Explore Mathematical development in the EYFS.

• Identify strategies to support the development of Mathematical concepts.

• Explore activity suggestions to support children’s Mathematical development

• Delegates will receive a resource pack including cards and activities to get you started

WORKSHOP: Mindfulness in the Early Years (1.5 hours) Area: Learning and Development

Audience: Practitioner

This workshop will explore mindfulness and help practitioners to support children to gain the skills

to understand and be aware of their inner & outer experiences. Thinking about how our emotions

affect our bodies this workshop will support us in understanding the importance of mindfulness in

developing children emotional health and wellbeing


• Explore what mindfulness means in the early years

• Help practitioners to support children to understand

what is going on in their heads and inside their

bodies

• Explore and think about individual well-being

• Look at ways to support children’s self-esteem and

well-being

• Explore practical ways to support children’s

emotional health and well-being

• Delegates will receive a booklet with mindfulness

activity ideas

WORKSHOP: Professional Love (1.5 hours) Area: Learning & Development, Safeguarding & Welfare, Leaders & Managers

Audience: All

Love and affection are fundamental to the growth and development of healthy young

children but having a professional intimate relationship with children in our settings can be

challenging. This workshop will provide the opportunity to explore different viewpoints and

enable you to reflect and build on your policies and practices that protect and safeguard

children at your setting

We will look at:

• Exploring what “love” means and the impact of a loving relationship

• What is meant by the term ‘professional love’?

• Understanding the issues and challenges

• Parents perspectives

• Reflecting on safeguarding practices at your setting

31

Courses (by Area) Learning and Development

Aiming High in the EYFS ........................................................................................................................................ 8


Bringing Children’s Words to Life ...................................................................................................................... 9

British Values and the Preventy Duty in Early Years .................................................................................... 9

Characteristics of Effective Learning ............................................................................................................... 10

Child-Led Displays: How to Value and Evidence Children’s Creativity ............................................... 10

Communication and Language Friendly Environments ........................................................................... 10

Curiosity and Loose Parts Play .......................................................................................................................... 11

Developing Key Group Time through Intimacy Island ............................................................................. 11

Early Phonics – the Next Stage.......................................................................................................................... 13

Effective Teaching & Learning ........................................................................................................................... 13


Engaging Parents in Home Learning .............................................................................................................. 14

Equality and Diversity ........................................................................................................................................... 14

EYFS Mathematics .................................................................................................................................................. 15

Foundations for Early Literacy and Phonics ................................................................................................. 15

Gender Differences and Valuing Different Learning Styles .................................................................... 15

Idea for Early Writing ............................................................................................................................................ 16


Introduction to Attachment Theory & the Role of the Key Person..................................................... 17

Introduction to Sign to Support Children’s Speech and Language .................................................... 17

Let’s Get Physical with Under 5s ....................................................................................................................... 18

Observation, Assessment & Planning............................................................................................................. 19

Outdoor Learning in the Early Years ............................................................................................................... 19

Peers Observations in Early Years Settings ................................................................................................... 19

Positive Behaviour Support for Over 5s ......................................................................................................... 20


Raising Attainment through the use of Early Years Pupil Premium (EYPP) ...................................... 21



Sensory Play ............................................................................................................................................................. 22

Shape, Space and Measure................................................................................................................................. 22


Supporting Boys Early Literacy Skills............................................................................................................... 23

Supporting Transitions ......................................................................................................................................... 24

Supporting Vulnerable Two Year Olds ........................................................................................................... 24

The Importance of Positive, Quality Interactions with Young Children ............................................. 25




Treasure Baskets and Heuristic Play ................................................................................................................ 26

Tremendous Two Year Olds ............................................................................................................................... 27

Tummy Time and Physical Development in Babies and Toddlers ....................................................... 27

Understanding Children’s Play through Schemas...................................................................................... 27

Understanding School Readiness..................................................................................................................... 27

Understanding the Unique Needs of Babies ............................................................................................... 28

Using Daily Routines as a Valuable Source of Learning .......................................................................... 28

Using ICT with Children Under 5 ...................................................................................................................... 28

Woodland Play in the Early Years..................................................................................................................... 28

WORKSHOP: Busy Bags ....................................................................................................................................... 29

WORKSHOP: FGM .................................................................................................................................................. 29

WORKSHOP: Maths on a Budget ..................................................................................................................... 30

WORKSHOP: Mindfulness in the Early Years ............................................................................................... 30

WORKSHOP: Professional Love......................................................................................................................... 30

Leaders and Managers

Developing Confident & Effective Room Leadership ............................................................................... 11

Developing your Team through Effective Coaching ................................................................................. 12

Effective Self Assessment .................................................................................................................................... 13


How to be Outstanding ....................................................................................................................................... 16


Induction, Supervision and Appraisal ............................................................................................................. 17

Leadership & Management in the Early Years ............................................................................................ 18

Maintaining Good/Getting Outstanding ....................................................................................................... 18


Promoting the Wellbeing of Staff through Outstanding Leadership ................................................. 20

Raising Attainment through the use of Early Years Pupil Premium (EYPP) ...................................... 21



Social Media and the Business Benefits for Childcare Providers .......................................................... 22

Special Educational Needs and Disabilities .................................................................................................. 22

Supporting Transisitons ....................................................................................................................................... 24

Supporting Vulnderable Two Year Olds ........................................................................................................ 24

Team Building Ideas for Managers .................................................................................................................. 25




WORKSHOP: FGM .................................................................................................................................................. 29


SEND

Introduction to Supporting Children with Additional Needs ................................................................ 17


Special Educational Needs and Disabilities (SEND)................................................................................... 22

Speech, Language and Communication Difficulties ................................................................................. 23

Supporting Children who have ADHD ........................................................................................................... 23

Supporting Children who have Autism .......................................................................................................... 24

Supporting Children who speak English as an Additional Language (EAL) ..................................... 24


The Role of the SENDCO ..................................................................................................................................... 26


Safeguarding and Welfare


Basic Food Hygiene ................................................................................................................................................. 8

Basic Health & Safety.............................................................................................................................................. 9

British Values and the Preventy Duty in Early Years .................................................................................... 9

Difficult Conversations – Talking to Parents/Carers .................................................................................. 12

Paediatric First Aid ................................................................................................................................................. 19

Positive Behaviour Support for Over 5s ......................................................................................................... 20

Promoting the Wellbeing of Staff through Outstanding Leadership ................................................. 20






WORKSHOP: FGM .................................................................................................................................................. 29


Additional Services Have you recently been inspected and want to improve your grade, or looking for some

external support to improve your practice?

Quality 4 Early Years offer a range of different services to meet every early years’

providers needs including flexible in-house training for your team at your setting at a

time that suits you, and delegate training at a number of accessible venues nearby. We

carry out mock-inspections at settings and deliver free termly network meetings for

providers to attend, share practice and receive updates in the sector. We can also help

you reflect on the quality of your service, management and teaching practices and your

learning environment through our consultancy service.

Consultancy Service

• 1-1, management or team support with developing a

vision

• Support for pre/post Ofsted Inspection

• Identifying areas for improvement

• Developing strategy and policy

• Management organisation

• Quality assurance

• Role modelling practice

If you would like to find out how our consultancy

service could support your developmental needs

please contact Denise on 07754 666 650 or email

[email protected]

1-hour consultancy £75, Half Day (3 hours) £180, Full Day (6 hours) £295


Are you due an Early Years Ofsted Inspection this Year?

Book one of our Mock Inspections…

The mock inspection will help you to improve the quality of your practice and

prepare you for your Ofsted inspection by identifying recommendations for

improvement. It will help to develop your confidence and support you and your

team in taking control of your inspection and getting the best possible outcome.

Our advisor(s) will conduct the inspection which will commence at 8.30 and

feedback will begin at approx. 1pm.

Advisors give advice about the process of inspection, joint observations, how to

conduct yourself at inspection and how judgements are made, and evidence

collated. They will spend time observing practice, looking at documents, talking

to staff. Advisors will support you in drawing up an inspection preparation plan

and help prepare for the meeting which providers and managers have with the

inspector.

Following the inspection, the provider will receive an impact-based action plan

detailing the agreed key recommendations for improvement and a list of other

points observed during the inspection which will help improve the quality of the

settings practice.

You will also receive a CD with useful Ofsted documentation and Q4EY materials

which will support you in preparing for inspection and developing your practice;

and a CD with photographs of environments in settings rated ‘outstanding’ at

Ofsted inspection

Only £595

If you’d like to find out more about Quality 4 Early Years and our courses/services, we’d love to talk

to you. You can send us an email: [email protected], via our website:

www.quality4earlyyears.co.uk or give us a ring on 07495 342 223

Quality 4 Early Years Consultancy Ltd, Registered in England and Wales No. 09598945

Mock

Inspections


http://www.quality4earlyyears.co.uk/

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