2015/16 E-learning and downloadable training resources

Transcription

1 Any setting (preschool/day nursery/childminder/afterschool club/crèche/school) that has purchased a minimum of 1 training subscription place for 2015/16 can also access a maximum of 4 e-learning logons or downloadable training resources. Please choose from the list below and send an to sfyc.hq.bookings@hants.gov.uk stating your setting name, name of the person who will complete the e-learning course/deliver the training resources, your 2015/16 training subscription number and your Ofsted number. Please note: Once the e-learning logon has been issued you have 30 days to register and complete the course E-learning courses Food Hygiene This online course is offered by NDNA in partnership with The Safer Food Group and should take around 3 hours to complete. The Basic Food Hygiene Certificate is: A Level 2 award in food safety Suitable for practitioners who handle and prepare food in the workplace including Childminders A highly interactive course, completed 100% online including videos and the exam It is fully accredited and nationally recognised by OFQUAL Approved by UK Environmental Health Officers The food hygiene training course is split into a variety of chapters with a short video on each chapter and a quick test so you can check your progress. Each chapter focuses on a different area of food hygiene, topics covered include: Food poisoning Personal hygiene Cleaning & disinfection Who is eligible? All childcare practitioners (including Childminders) who handle and prepare food in their setting/workplace. Please note: This course is not suitable for employed Nursery Cooks New! Allergy Awareness Food Hygiene course (Is not a replacement for the L2 Food Hygiene course detailed above) The Food Information for Consumers Regulation law changed on the 13th December 2014, with implications for childcare providers. Nurseries that provide snacks and meals to children must be able to detail ingredients in every single food dish. This new e-learning course will cover the following aspects Introduction to allergens The 14 allergens with a bonus chapter detailing the 14 allergens and where possible suggesting alternative ingredients. Recipe writing and ingredient panels with a bonus chapter suggesting easy ways to help you write ingredient panels, detail the allergens in your recipes and how to set up a simple system to make sure you comply with the law, whilst keeping paperwork to a minimum. Preventing allergenic contamination - prerequisites Preventing allergenic contamination service Emergency first aid with a bonus chapter featuring Helen Underwood, a leading expert on anaphylaxis and emergency first procedures including the use of EpiPens. Most importantly, explaining what to do if someone has an anaphylactic reaction. This course is fully accredited by QUALIFI, a nationally recognised UK awarding organisation regulated by OFQUAL. It covers all the mandatory UK Level 2 Allergy Awareness syllabus, includes bonus chapters and takes into account this latest change in the law. Who is eligible? All childcare practitioners (including Childminders) who handle and prepare food in their setting/workplace New Food Hygiene level 3 only for employed nursery cooks A new course that is ideal for Nursery Cooks, Chefs, Supervisors or Managers who are looking to develop their food safety and management knowledge. The course has been developed, written and verified by working Environmental Health Officers and is already a popular course with school cooks.

2 With learning examples filmed in real life kitchen situations the training looks at managing your business and team in vital areas such as: the law controlling bacteria and food threats physical & chemical contamination cleaning pest & waste control personal hygiene and food safety The course includes 15 practical chapters with lots of videos to suit different learning styles. The course is 100% online including the exam and the certificate will be ed to you as soon as you pass. Health and Safety e-learning This course is available as an e-learning course and takes about 3.5 hours to complete. It meets the criteria laid down for the Level 2 award in Health & Safety in the Workplace. It is recognised by Environmental Health Officers and is updated by the organisation that provides the training when new legislation is brought in. It is a simple package broken down into short modules with fun animations and questions to check your learning and progress. Who is eligible? All childcare practitioners working with children either in a group setting or as a Childminder Supporting children's health and wellbeing through a healthy, balanced and nutritious diet This online course aims to develop a practitioner's knowledge and understanding of healthy, balanced and nutritious foods and drinks. It covers key legislation, why healthy eating is important including food groups, nutrients, oral health and drinks, diets and allergies, menu planning and food hygiene. By the end of this course, learners will: Understand the importance of healthy eating Understand legislation around food and nutrition relevant to early years Be able to develop the knowledge and attitudes of children towards healthy eating Understand the nutrients children need and why Be aware of appropriate portion sizes for young children Inclusively support different dietary requirements of children Be able to plan healthy, balanced and inclusive menus Consult with parents and children to develop menus Be able to develop a food and nutrition policy. Learners will be able to claim three CPD hours towards their professional development and will receive a certificate upon completion. Who is eligible? All childcare practitioners Let s look at schemas The aim of the course is to provide an overview and understanding of schemas in young children. The online course covers the different theories relating to play, learning, development and schemas and how these link to practice. This will explore difference schematic behaviours and support practitioners to plan for them, in order to support children's learning. Have looked at different theories relating to play, learning and development and schemas and how these link to current practice Understood the type of schematic behaviour you may see in a child in your setting Understood how to support schematic behaviour with the enabling environment in your setting Understood how to support schematic behaviour with the positive relationships in your setting Gained ideas and knowledge about how to support parents with schematic behaviour in the home learning environment. Who is eligible? This course is suitable for any practitioner working with young children

3 Let s look at maths shape, space and measure The let's look at... maths: shape, space and measure course looks at how to support the development stages of children in the early years in practical fun ways in the aspect of shape, space and measure Understand the key stages of development children may go through within shape, space and measure Recognise how to support shape, space and measure with the needs of the unique child Recognise how to support shape, space and measure with enabling environments Recognise how to support shape, space and measure with positive relationships Learn different ways to integrate shape, space and measure into other areas of learning and areas of the setting through these approaches. Who is eligible? Suitable for all early years practitioners working with young children in England. Let s look at maths - number The let's look at... maths: number course looks at how to support the development stages of children in the early years in practical fun ways in the aspect of number Understand the key stages of development children may go through within maths, relating to numbers Recognise how to support number with the needs of the unique child Recognise how to support number with enabling environments Recognise how to support number with positive relationships Learn different ways to integrate number into other areas of learning and areas of the setting through these approaches. Who is eligible? Suitable for all early years practitioners working with young children in England Supporting 0-2year olds in the EYFS The aim of this course is to further develop practitioners knowledge and understanding of high quality provision for babies and toddlers aged 0-2 years. The course has been designed in line with the new Early Years Foundation Stage (EYFS) 2012 and looks closely at the Development Matters statements for this age group. Have a greater understanding of the role of the key person and secure attachments Know how to implement strategies and practices to support each unique child Be able to identify schemas, how to accommodate and develop individual schemas and the links to learning and development elements of the EYFS. Who should complete this course? Experienced Level 2 practitioners or practitioners qualified at Level 3 and above. In addition, those currently working with children in this age group or individuals who may wish to work with this age group in the future would benefit from completing the course. Supporting 2yrs olds in the EYFS The 2 year old course begins by sharing valuable information around the Government s plans to introduce a new targeted entitlement for two year olds to access free early education. This ensures that all practitioners working with this age group are aware of the plans and that the number of two year olds that they are working with may increase in the future. Be aware of the different learning styles and children s schemas Have a greater understanding of the three prime areas of learning and the importance of supporting communication and language in this age group Understand what the two year old progress checks are and the requirements under the EYFS. Who should complete this course? Experienced Level 2 practitioners or practitioners qualified at Level 3 and above. In addition, those currently working with children in this age group or individuals who may wish to work with this age group in the future would benefit from completing the course.

4 New! Downloadable training packages for Leaders/Managers These resources have been developed by Noel Quinn Training and Consultancy as a result of the training they do with early years providers to assist leaders and managers in developing practice in their setting. Toy Box Talks are completely different to the traditional training course route! The greatest challenges the manager faces in learning and development are: Lack of money to commission tailored team training Challenge to get the team together for a whole training day Lack of time and knowledge for the manager to plan and deliver a training session Lack of focused courses that really meet the needs of the team The challenge of attending training and then returning to the setting and cascading or convincing the team A Toy Box Talk is a cost-effective short (usually one hour) learning resource that a manager can use with their whole team within a team meeting Why Toy Box Talks work: The manager doesn t have to plan the learning it is all provided for them They can take part in the learning It s quick (usually no more than an hour), but has real impact, and can be incorporated into a team meeting It s significantly cheaper than attending training courses, and means that the whole team has the chance to work together Format Each Toy Box Talk will follow a similar format: 1 Scenario 2 Team Talk discussion 3 Prompts key points that you want the team to reflect on 4 What are we doing well? - evidence for the SEF 5 What s next? action planning. Options to choose from The drive-thru drop off: Engaging with parents who drop and run The aim of this session is to encourage the whole team to think about the difficulties they face with the parents who aren t for many reasons engaging with the setting, and consequently, not engaging with their child s learning. Settings difficulties with partnership working can impact significantly on Ofsted outcomes, so this one hour session helps the team to think about creative and effective ways of developing these relationships, including how to encourage those parents and families who are not being represented to not simply drop and run The whole team has an opportunity to consider current practice and approaches and discuss how well these are (and aren t) working. The team learn together and can discuss their setting, and reassess their current mindset They won t share, and they don t listen: the job description of the two-year-old The aim of this session is to allow the whole team an opportunity to rethink their approach to twoyear-olds. Practitioners face a dual challenge: on the one hand, how to provide a quality service for twos that takes account of their development, and on the other, to ensure that the threes and fours are not being disadvantaged! The whole team has the chance to revisit their child development knowledge and focus on what it means to be a two-year-old. This is especially important for those who are confident in their practice with older children, but are less sure about how this differs for the younger ones. The team learn together and can share their practice, challenges and knowledge

5 They keep mixing up the sand and water!: planning the environment for 2s The aim of this hour long session is to allow the whole team an opportunity to challenge their thinking about how the environment, that has been designed with the threes in mind, to work for the younger children The whole team has a chance to revisit their child development knowledge and focus on what it means to be a two year old. This is especially important for those who are confident in their practice with older children, but are less sure about how this differs fro the younger ones The team learn together and can share their practice, challenges and knowledge The manager can also take part in the training Jack built a tower of 7 blocks. So what?: Recording quality information and using the child s voice The aim of this session is to encourage the whole team to think about what their observation and assessment approach is actually doing to improve practice. This hour-long session will encourage a new perspective and encourage the answer to the question: so what? The whole team has the chance to revisit their observation, assessment and planning process, by putting the child firmly at the center of their judgments The team learn together and can share their practice, challenges and knowledge But I can t unfriend my friend! The social networking dilemma in early years Social networking is both the greatest and the worst communication medium we have ever experienced. Some people fear it, some people love it, and some haven t thought through what friendships really mean for the early years practitioner. The aim of this hour-long session is to help the team consider the pros and cons, and what the implications are for safeguarding, boundaries and professionalism All team members have the chance to consider a responsible approach to social networking use and how this can inform their policy. The team learn together and can share their fears and challenges Toy Box Talk for Childminders Each Toy Box Talk for Childminders is a short training and information session that you can use yourself or with your assistants, and should take no more than an hour to complete. Toy Box Talk for Childminders gives you a clear framework for your own or your assistants personal development, plus information and ideas that you may wish to use. Each Toy Box Talk for Childminders will follow the GROW model: this is a well-respected, widely used and highly effective model which provides a framework in which: Goals can be set Reality can be reflected upon Options can be considered, and an action plan developed, looking at What, Who, When, How. Managing poor behaviour These are the aims of this Toy Box Talk hopefully they will help you to achieve your goal(s). To help you identify what you consider to be challenging behaviour To identify possible causes of challenging behaviour To identify appropriate strategies for managing behaviour To provide you with sample templates for recording your concerns regarding behaviour.