... Early Childhood Service Training and Development Programme Course Guide April March 2017

Transcription

1 Discover... Early Childhood Service Training and Development Programme Course Guide April March 2017 WS

2 Welcome Our training programme provides high quality, professional training and development to the childcare workforce in West Sussex. Courses are aimed at staff working in nurseries, pre-schools, Children and Family Centres, crèches, maintained nursery schools, before and after school clubs and holiday playschemes as well as childminders, playworkers and staff working in schools delivering the EYFS. A warm welcome to the second edition of the Early Childhood Service Course Guide. To help you select the Early Years training that is most appropriate for your needs this guide will be published annually and provides full details of our training programme for the period April to March. Course dates are published termly online at Keep an eye out for release dates within your ECS weekly broadcast . Workforce Development Team workforce.development@westsussex.gov.uk Contents Accessing courses (and the Training Subscription Scheme) Page 2 Choosing courses Page 3 Finding dates, booking and cancelling places Page 4 Administration charges, course evaluations and making a complaint Page 5 Course directory (overviews) Page 6 Early Childhood Service Course Guide April 2016 March PAGE 1

3 Accessing courses All our courses have a course code, for example If the code ends in the course, event or meeting is open to any setting If the code ends in the course is only available to settings with a subscription The Training Subscription Scheme runs annually from April to March. The rate you pay is based on the total number of staff working directly with children in your setting. The subsidised scheme is good value for money and all the training is quality assured and cheaper than commercially run courses. Once you join the scheme all staff can attend courses and there are no limits to the number of courses staff can attend. Places are booked on a first come first served basis and are limited to two practitioners per setting per course or three practitioners per course with settings with 11+ staff members. Joining the scheme provides you access to the Online Provider Portal where you will be able to request course places online. The Training and Development Information Pack explains: how to join the Training Subscription Scheme the rates payable how to pay an overview of the training programme course administration, including charges Individual Qualification Bursaries Graduate Leader Fund. Early Childhood Service Course Guide April 2016 March PAGE 2

4 Choosing courses Read the course overviews within this guide thoroughly to ensure that courses meet your needs before booking. If you are unable to find a course overview, contact the Workforce Development Team workforce.development@westsussex.gov.uk or by phone Courses are split into 3 bands. Choose courses that are suitable for the staff attending: Introductory -for those who are new to working in early years and childcare Universal - for those who have a Level 3 qualification and experience in the sector and need continuing professional development in a specific area or topic Extension - for those who have additional responsibilities in their setting, are leading practice, or who are in a specific role Expression of interest courses (EOI codes) are those which have previously had low take-up when scheduled. To avoid courses being cancelled due to low numbers we invite those interested to express their interest in attending. Interest is registered in the same way as for booking courses. Once enough interest has been received a course will be scheduled with the training provider. Practitioners who have expressed an interest are sent an invitation to book. The scheduled course will have a different course code. Courses will run in Crawley, Horsham, Worthing or Chichester, whichever gains most interest. Please indicate your town of preference when booking. Early Childhood Service Course Guide April 2016 March PAGE 3

5 Finding dates Course dates are in our Training Schedule Booking places Bookings commence from a set date each term, as shown in the Training Schedule, and you cannot book or request places prior to this date. ONLINE Only available to settings with a training subscription. Courses are removed from being available online 10 days prior to the course start date. BY PHONE FIS Weekdays Have the Training Subscription number, course code, course date, venue and the practitioner s name and postcode ready before you call. We will send you an within 2 days to let you know that your place has been booked. If you do not receive this contact us. No further reminders will be sent prior to the course so please keep a record of all course bookings. Cancelling places Be aware of any charges that you may incur as a result of cancelling a place on a course (see Administration Charges). If we have to cancel a course we will contact attendees directly. If possible we will provide alternative course dates. BY PHONE FIS Weekdays Have the practitioner s name and postcode, course code, course date and venue ready before you call. Early Childhood Service Course Guide April 2016 March PAGE 4

6 Administration charges If you do not attend a course or part of a course you will incur an administration charge will be invoiced for non-attendance at all or part of a course and cancellations made within 5 days of the course start date. 150 will be invoiced for attending a course without booking a place. This charge is based on the average cost per place to attend a course. If your name does not appear on the course register this may be because you booked your place after the register was produced. If this happens please add your name, setting and signature at the bottom of the register. If you have not booked a place you will incur a charge for attending without booking. If you attend a course in place of another staff member from the same setting, whose name does appear on the register, please cross through their name and add your name and signature in their place. You will not be charged for substituting a staff member as long as they are from the same setting and the place was booked. Course evaluations and making a complaint At the end of a course we will ask you to complete an evaluation. Your feedback is important as it helps us ensure that the training is of a consistently high standard. Any compliments or complaints can be ed to us: workforce.development@westsussex.gov.uk Early Childhood Service Course Guide April 2016 March PAGE 5

7 Course directory Page back to start of guide Support and Networking meeting events 7 Management and Leadership training 12 Provision training 16 Statutory training (including Child protection, First Aid, Food Safety) 76 Playwork training 96 Good to know Early Childhood Service Course Guide April 2016 March PAGE 6

8 Support/Network meetings and events Code Band Title Description Term Relevant? SI001N NM003N BR018N NM004N INCO/SENCO Network Meeting Early Years Learning and Development Network Meeting Business and Welfare Event Childminder Events Support offered in developing effective leadership of staff teams in meeting individual children's needs. Opportunities for networking with others in the same role. Meeting focus relevant to the local area. Provides information, explores issues and offers support. Opportunities for networking with schools, pre-schools and childminders in the local area. Covers all aspects of the Welfare Requirements, giving support in managing a business including sustainability, marketing and recruitment. Receive updated information on the latest developments, initiatives and legislation. Opportunities to share ideas and ways of working. This event will combine the information and support provided from the above INCO/SENCO Network Meeting, Early Years Learning and Development Network Meeting and the Business and Welfare Event. Early Childhood Service Course Guide April 2016 March PAGE 7

9 Meeting/Event: INCO/SENCO Networks Code: SI001N Who is the meeting/event for? These networks are open to the named INCO (Inclusion Co-ordinator) or SENCO (Special Educational Needs Co-ordinator) from all settings. Reflect on practice in your setting. Meeting/event information The role of the SENCO which may be incorporated within the wider remit of the INCO is statutory within every setting and carries a high level of responsibility. In order to support INCOs and SENCOs to fulfil their role effectively, we offer termly networks across the county. Each term, the network meetings will have a different focus relevant to the role. Within this focus, information will be given, issues explored and support offered in developing effective leadership of staff teams in meeting individual children's needs. There will also be opportunities for networking with others in the same role. Practitioners may wish to attend a network that is local to them but in order to offer maximum flexibility with regard to dates, practitioners may attend any advertised session. Places are limited. How often does it take place? Termly, usually a week before and a week after half term Who runs the meeting/event? Early Years and Child Care Advisors (Early Childhood Service) Support and Networking Early Childhood Service Course Guide April 2016 March PAGE 8

10 Meeting/Event: Early Years, Learning and Development Network Meeting Who is the meeting/event for? Code: NM003N These networks are open to any Early Years practitioner from the setting/school. The networks will be most beneficial if attended on a termly basis. Reflect on practice in your setting. Meeting/event information Each term, the network meetings will have a different focus relevant to the local area. Alongside this focus, information will be given, issues explored and support offered. There will also be opportunities for networking with schools, pre schools and childminders in the local area. How often does it take place? Around two or three weeks before half term. Who runs the meeting/event? Early Years and Child Care Advisors (Early Childhood Service). Support and Networking Early Childhood Service Course Guide April 2016 March PAGE 9

11 Meeting/Event: Business and Welfare Events Code: BR018N Who is the meeting/event for? These forums are for Childminders, managers, supervisors, owners and committee members and anyone else who may be in charge of the day to day running of the provision. Reflect on practice in your setting. Meeting/event information These events cover all aspects of the Welfare Requirements of the Early Years Foundation Stage. They give support in managing a business including sustainability, marketing and recruitment. Attendees will be given the opportunity to receive updated information on the latest developments, initiatives and legislation. Internal and external guest speakers are invited to share expertise and updates on specific topics. There are opportunities to share ideas and ways of working. How often does it take place? The events take place late in the second half of the term and are usually held in the local Children and Family Centres. Who runs the meeting/event? Early Years and Child Care Advisors (Early Childhood Service). Support and Networking Early Childhood Service Course Guide April 2016 March PAGE 10

12 Meeting/Event: Childminder Events Code: NM004N Who is the meeting/event for? These events are for Childminders. Reflect on practice in your setting. Meeting/event information This event will combine the information and support provided from the INCO/SENCO Network Meeting, Early Years Learning and Development Network Meeting and the Business and Welfare Event. Some of the aspects covered are as follows: - Provide support in order to fulfil your role effectively and meet individual children s needs; - Explore issues and support offered; - Support in managing a business including sustainability, marketing and recruitment; - Receive up to date information on the latest developments, initiatives and legislation; - Opportunities for networking. How often does it take place? Saturday in the first half of the term. Who runs the meeting/event? Early Years and Child Care Advisors (Early Childhood Service) Support and Networking Early Childhood Service Course Guide April 2016 March PAGE 11

13 Management and Leadership Code Band Title Description Term Relevant? EOI005S Team building in the setting The course will incorporate personality profiling, the use of tasks & challenges to engage the team, the identification of a joint vision and the opportunity to demonstrate this & commit to its delivery back in the workplace Expression of interest EOI001S Good Manager, Great Leader Influencing, communication skills, performance management, goal setting, mastering time, priorities and coaching skills. Expression of interest EOI002S Influencing Others Positively Understanding styles of influence and how to enhance them. Identifying new influencing techniques and using the right influencing method for the situation. Expression of interest Early Childhood Service Course Guide April 2016 March PAGE 12

14 Course: Team building in the setting Code: EOI005S Expression Of Interest: This course does not have a date scheduled yet. You are able to express an interest in attending this course in the same way that you book other courses by quoting the course code. Once enough interest has been received, we will schedule the course with the training provider. More information about EOI courses can be found at the start of the document. All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Consider what outcomes you would like from the programme. Our Team Development programme will be hands-on, experiential, practical and enjoyable. This will result in a greater understanding of the issues covered, with participants having practised them in a safe environment. As a result there will be far greater impact. The course will incorporate personality profiling, the use of tasks and challenges to engage the team, the identification of a joint vision and the opportunity to demonstrate this and commit to its delivery back in the workplace. Identify the characteristics of high-performing teams; Explore personality type in relation to the team (Belbin); Identify the strengths of each team member and their role within the team; Find ways to support each other in a holistic manner; Appreciate the importance of reviewing and continual improvement; Have an enjoyable programme and leave with a sense of purpose for the challenges ahead. By the end of the course I will. have a greater understanding of my personality type; understand how my personality type will contribute best within the team; understand how to contribute in a consistently constructive manner and encourage others to do the same; have had the chance to practise the agreed new ways of working; jointly agree ways to continue the momentum of working together. Management and Leadership courses Early Childhood Service Course Guide April 2016 March PAGE 13

15 Course: Good Manager, Great Leader Code: EOI001S Expression Of Interest: This course does not have a date scheduled yet. You are able to express an interest in attending this course in the same way that you book other courses by quoting the course code. Once enough interest has been received, we will schedule the course with the training provider. More information about EOI courses can be found at the start of the document. Those carrying out a leadership or management role in settings (places where early years education or childcare is provided). This includes Managers; Early Years Professionals; Foundation Stage Leaders; Special Educational Needs Co-ordinators (SENCOs); and Inclusion Co-ordinators (INCOs). Reflect on practice in your setting. Develops your role of manager and leader with effective delegation and communication to keep everyone on side. Includes influencing and communication skills, performance management and goal setting, mastering time and priorities, and coaching skills. Develop skills, knowledge and techniques to enable greater management effectiveness; Manage and organise resources effectively in an inclusive manner to achieve results; Understand their leadership style and how this impacts on others; Explore criteria of good management and link these to the reality of participants working lives. By the end of the course I will. have seen the benefits of, and practised using, a coaching management style; understand appropriate ways to influence others and be confident to use these methods; be aware of how I spend my time and have a toolkit of tricks to enable me to save time; be in a position to help my team members with their own time and priorities management; manage the performance of others in a positive and inspiring way; understand an effective delegation process and be assured in its implementation; know how to communicate effectively for best results; and understand fully how my Effective Management impacts positively on EYFS. Management and Leadership courses Early Childhood Service Course Guide April 2016 March PAGE 14

16 Course: Influencing Others Positively Code: EOI002S Expression Of Interest: This course does not have a date scheduled yet. You are able to express an interest in attending this course in the same way that you book other courses by quoting the course code. Once enough interest has been received, we will schedule the course with the training provider. More information about EOI courses can be found at the start of the document. Those carrying out a leadership or management role in settings (places where early years education or childcare is provided). This includes Managers; Early Years Professionals; Foundation Stage Leaders; Special Educational Needs Co-ordinators (SENCOs); and Inclusion Co-ordinators (INCOs). Be prepared to reflect on practice in your setting. Understanding preferred styles of influence and how to enhance these. Identifying new influencing techniques to enable you to behave more credibly and effectively. Using the right influencing method for the situation. Remaining calm and professional when faced with conflict. Influencing others positively and confidently. Participants have the opportunity to develop action plans in line with the aims of the Early Years Foundation Stage. Understand intent versus impact; Using body language and non verbal communication; Understand the collaborative style of influencing; Understand the decisive style of influencing; Explore preferred styles and ways of influencing others and how to enhance these. By the end of the course I will. be able and confident about influencing others effectively; understand intent versus impact and the importance of body language and non verbal communication; understand how to make the best use of my preferred styles of influencing; be able to influence others, through the use of collaborative and decisive behaviour Management and Leadership courses Early Childhood Service Course Guide April 2016 March PAGE 15

17 Provision Code Band Title Description Term Relevant? EY065S Including all children Explores attitudes to inclusion and how practitioners can develop inclusive practice. The key issues of including and working with vulnerable groups of children and their families will be considered. EY066S EY073S EY083S Boys' learning and development Child development and the role of the adult Fun with letters and sounds A comprehensive examination of all aspects relating to boys development from birth to five and explore what makes an effective learning environment. A comprehensive overview of theoretical perspectives on child development, highlighting the role of the practitioner in recognising and supporting the uniqueness of each child s developmental journey and examining the factors that affect children s learning and development within the EYFS. Designed to support practitioners in developing language rich provision and activities. Support the development of essential skills using everyday resources, games and songs. EY084S EY088S Meaningful mark making in the EYFS Developing a stimulating learning environment Consider practical steps towards strengthening provision for mark making and its links to literacy, creativity and critical thinking. Links indoor, outdoor and emotional environments to all aspects of the Early Years Foundation Stage and explores how to effectively resource an environment that facilitates creative development. Early Childhood Service Course Guide April 2016 March PAGE 16

18 Code Band Title Description Term Relevant? EOI016S Involving and consulting children Highlights the benefits of involving and consulting with children and supports participants to explore strategies for consulting with children of all ages in order to find out their personal likes and dislike. Expression of interest EY092S Parents as partners Explore ways to foster a partnership approach to working with parents, in order to support the development of each child. EY094S Promoting positive behaviour Looks at how meeting children s individual needs directly promotes positive behaviour. EY095S EOI052S Sensory play in the early years The specific areas of learning and development Investigates how sensory play is linked to all seven areas of learning and development and examines sensory play in relation to brain development, physical development and how children learn. The course supports practitioners in incorporating the specific areas of learning and development into their provision and practice. Expression of interest EY101S Working with Vulnerable Families Raises awareness and understanding and explores the impact that high quality provision can have on vulnerable children s achievement. EY105S Talk, talk, talk! Supporting early communication Increase your skills, knowledge and understanding in your vital role of supporting young children with their speech, language and communication development. Early Childhood Service Course Guide April 2016 March PAGE 17

19 Code Band Title Description Term Relevant? EY107S EY108S EY117S EY118N EY121S EY123S EY141S Cultivating creativity in the early years Working with children who have English as an additional language Observation, assessment and next steps (2 parts) Early language development programme training (2 parts) The characteristics of effective learning Experiences, interactions and environments for under 3s (previously Brainy Babies) Involved and motivated The course explores nature of creativity in the early years and encourages practitioners to consider their own creativity. Encourages partnership working with families and identifies strategies for all children to value and respect different languages and cultures and to reach their potential. Develop skills in evaluating and analysing observations as well as using them to assess, support and plan for a child s next steps in learning. Develops practitioners' understanding of the development of communication and language for children from birth to 3. This course provides an exploration of the characteristics of learning within the reviewed Early Years Foundation Stage. Understand and support each individual child's developmental pathway, exploring early brain development and examining how young children make connections and develop new understandings. This course focuses on one of the Characteristics of Effective Learning: Active Learning. Drawing on research findings, participants experience and case studies the vital role of a child s involvement and motivation in learning is explored. Early Childhood Service Course Guide April 2016 March PAGE 18

20 Code Band Title Description Term Relevant? EY142S Sharing books, sharing talk This short but content rich course enables participants to gain an understanding of how to use books in a planned way to aid a child s ability to use expressive language and to engage with books. EY143S 2-year-old spaces and places Highlights the developmental needs of children aged two and provides practitioners with an opportunity to consider how they can provide enabling environments in their setting. EY144S Why go outdoors? Explores the importance of outdoor environments in relation to children's play, learning, health and wellbeing. EY145S Movement Matters Explores the relationship between physical and cognitive development in improving outcomes for all children. EY146S Movement and the impact on brain development This course links brain development and movement by looking into how we learn and make connections in our brain, covering antenatal to age three plus. EOI017S Equality and diversity Understand terms relating to equality and diversity and become aware of the Equality Act 2010 and the Early Years Foundation Stage requirements and to further explore issues that directly relate to early years. Reflect on the impact of discrimination and how we can develop our own practice. Expression of interest EY153S Working with 2 year olds The session will be an active learning opportunity with a chance for professional discussions, group work, considering case studies and theoretical content. Early Childhood Service Course Guide April 2016 March PAGE 19

21 Code Band Title Description Term Relevant? EY154S Marvellous maths in the EYFS A practical and empowering course that sets mathematical development in the broad context of the Early Years Foundation Stage and everyday life. EOI031S Two Year Check A background to working and exploring practice with two year olds, reflecting on the role of the 2 year check and the specific issues surrounding meeting the needs of toddlers. Expression of interest EY158S Minimising the 'difficult' in difficult conversations The course provides an exploration of the vital relationship between parents and Early Years Foundation Stage professionals with a specific focus on overcoming the challenges that can occur when difficult messages need to be communicated. EY182S Supporting boys Reflect on how boys are provided for in early years, childcare and out of school settings, the gender differences in all aspects of quality practice, and how to close the achievement gap between boys (particularly summer born boys) and girls. EY172S Talking Clearly The course will explore the adult s role in promoting clear speech, attention and listening and pre literacy skills in all children. EOI050S Quality Play Training This course provides participants with opportunities to develop strategies aimed at supporting the play of the child whose development or behaviour raises concerns. Expression of interest EOI051S EYFS The Prime Areas from Birth to 5 This interactive course provides an exploration of the prime areas of learning and development within the Early Years Foundation Stage (EYFS). Expression of interest EY177S Working with parents Explore the positive impact of actively involving parents in their children s learning and development. This training will support practitioners to make that difference. Early Childhood Service Course Guide April 2016 March PAGE 20

22 Code Band Title Description Term Relevant? EY179S Are you ready? Good practice in school readiness The course provides practical ideas, research information and best practice examples to support practitioners understanding of children s development and school readiness. EOI046S Understanding Attachment Theory and Behaviour Develop an in depth of understanding of attachment theory and critical analysis of the roles we have in our professional work. Expression of interest EOI045S The Developing Child Looks at the key areas of development including cognitive development, language development and attachment. Expression of interest EY128S Committee roles and responsibilities Aims to give new and existing Management Committee Members an overview of the role and responsibilities of a Management Committee and an insight into some of the essential skills they will require in this role. EOI044S Digging Deeper The focus of this course is to reflect on, transform and develop the way in which you work with children outdoors. You will learn with and from others using the latest thinking and research. Expression of interest EY149S EOI049S Peer observation in leading and managing children's learning and development Policies and procedure The course will focus on the importance of peer observation to support high quality interactions between practitioners and children. The course provides the opportunity to understand the requirements for policies and procedures, where this comes from and how to ensure quality documentation and processes are in practice in the setting. Expression of interest Early Childhood Service Course Guide April 2016 March PAGE 21

23 Code Band Title Description Term Relevant? EY151S The self evaluation form (SEF) for managers An opportunity for leaders and managers to discuss the purpose of self evaluation and the self evaluation form, explore techniques to judge quality of care and to make self evaluation a useful part of routine practice. The course is for the practitioner with leadership responsibility who has recognised a need to make improvements to their outdoor practice and are seeking support to identify and implement changes. EY156S Improving your outdoor environment EY163S Supervision in the EYFS with coaching Develop an effective supervision policy and supervision skills which will help ensure that safeguarding and poor performance issues are identified and addressed at the earliest opportunity. EY164S Looking with fresh eyes How to confidently use the Ferre Laevers well-being and involvement scales to observe children in the setting. EOI028S EOI032S Play and creativity in the curriculum Monitoring children's progress - Leaders' course Consider the varying roles of play in relation to cognitive, language, social, physical, moral and emotional development. It will also explore the links between play and representation. Looks at the principles of formative and summative observational assessment and supports leaders and mangers in effectively monitoring children's progress. Expression of interest Expression of interest EY109S The Therapeutic Nature of Play The course is an insight into how play can be perceived as a healing intervention for children who have emotional difficulties or traumas. Early Childhood Service Course Guide April 2016 March PAGE 22

24 Code Band Title Description Term Relevant? EY131S EY175S Solihull EYFS Foundation Training Safer Recruitment for Settings The Solihull Approach is an evidence based model for promoting emotional wellbeing in early years through combining the theories of attachment, reciprocity and containment in behaviour management and child development. Gain the safeguarding skills you need to better protect children while recruiting staff and volunteers to roles in education. EY178S Early Years Pupil Premium This course will demonstrate how the Early Years Pupil Premium is improving children s progress and the overall quality of your setting. Early Childhood Service Course Guide April 2016 March PAGE 23

25 Course: Including all Children Code: EY065S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). This includes Children and Family Centre staff. It is beneficial for settings who have 2 year old funded children. Please bring a copy of the publication Development Matters to the course. Everyone looks at the world from a different point of view HSBC poster campaign. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. Development Matters. This stimulating and interactive course explores attitudes to inclusion and how practitioners can develop inclusive practice. Children develop quickly in the early years, and this course will support practitioners to do all they can to help children have the best possible start in life. The key issues of including and working with vulnerable groups of children and their families will be considered.the significance of images and language in developing inclusive thinking and positive attitudes will also be explored. There will be an emphasis on reflection and identifying ways forward. To raise confidence in working with and including children and families from identified vulnerable groups by: Exploring the link between quality and inclusion in terms of good practice and the concept of inclusion as an on-going process; Focusing on certain vulnerable groups : disabled children; Looked after Children; those with English as an Additional Language; those from Gypsy and Traveller families. Exploring key issues in working with these children and their families, identifying barriers to inclusion and considering solutions; and Exploring the significance of images and language in developing inclusive thinking and positive attitudes. By the end of the course I will. have a raised awareness of my own and others attitudes to inclusion; have explored the key issues in supporting 'vulnerable' children and their families; be equipped to implement what I have learnt in order to impact positively on maximising children's progress; be motivated to consider further developments in my setting. Early Childhood Service Course Guide April 2016 March PAGE 24

26 Course: Boys learning and development Code: EY066S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Bring ideas of what the differing needs of boys are and how you currently support boys in your setting. Be prepared to share ideas and practice. Bring a copy of the Early Years Foundation Stage (EYFS). The course provides a comprehensive examination of all aspects relating to boys development from birth to five. Links delivery of the EYFS across all of its themes and principles. Provides both theoretical and practical perspectives of boys learning and development. This course examines the impact of indoor, outdoor and emotional environments on children s learning and explores what makes an effective learning environment for boys and girls and how their diverse needs can be met. In this course we draw on a number of projects and case studies which provide practical examples of how to support boys. The course provides a reflective space in which practitioners can openly explore all the issues relating to boys learning and development. By the end of the course I will. have developed a greater understanding of how boys learn and develop; understand how to equip an effective environment for learning that support both boys and girls; feel confident in both the theoretical and practical aspects of development of boys and girls. Early Childhood Service Course Guide April 2016 March PAGE 25

27 Course: Child Development and the role of the Adult Code: EY073S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Reflect on your practice and what you understand about how children learn and develop. Bring a copy of the Early Years Foundation Stage (EYFS). This course explores all aspects of child development through interactive tasks and includes time for reflection on the implications for their practice. It examines the development of young children from conception through to five years of age. The course will use a range of materials and activities, including the publication Learning, Playing and Interacting, to explore how young children learn and how practitioners can best support their learning though a balance of child initiated and adult-led activities. We examine the factors affecting development, including gender, culture, environment and social interactions. We examine the EYFS material and highlight the importance of starting with the unique child when observing and assessing children s development within the framework of EYFS. We examine the impact of the environment in supporting learning and development, and consider how to ensure that the resources and activities foster the characteristics of effective learning, are based on children s interests, and meet their individual developmental needs. To provide a comprehensive overview of theoretical perspectives on child development; To highlight the role of the practitioner in recognising and supporting the uniqueness of each child s developmental journey; To examine the factors that affect children s learning and development within the EYFS. By the end of the course I will. feel confident in the practical applications of child development theory and how it directly relates to all aspects of early years practice and provision; be more familiar with stages of child development within the EYFS, and be able to apply my knowledge in my work with children and families. Early Childhood Service Course Guide April 2016 March PAGE 26

28 Course: Fun with Letters and Sounds Code: EY083S The course is suitable for all EYFS practitioners. However, the focus on Phase 1 of Letters and Sounds makes it most appropriate for those working with children aged 3 to 5 years. How can I prepare for the course? What do I need to bring? Bring copies of the publications Development Matters and the National Strategies Letters and Sounds Pack (including Phase 1). This course equips participants to ensure that playful approaches to phonics are woven seamlessly throughout everyday practice. By securing language rich provision and engaging resources and opportunities, practitioners will be enabled to maximise the progress of boys and girls on the path to becoming articulate and literate. Attendees will use everyday resources and learn games and songs which will help them to support the development of essential skills which precede and support reading and writing. The place of Phonics is explored in the context of the EYFS. Specialist knowledge is not required but a willingness to share experiences and ideas, plus an enthusiasm for simple speaking and listening games is desirable! Participants will be guided through the following essential aspects which underpin phonological development: General sound discrimination: environmental sounds / instrumental sounds / body percussion; Rhythm and rhyme; Alliteration; Voice sounds; and Oral blending and segmenting. Evaluate resources and practice in your own setting, including books, alphabet posters and rhyming games. To explore the principles, skills and terminology which support effective practice related to phonological development; To become familiar with all aspects of Letters and Sounds Phase 1 and their vital role in the pre-school years; To build confidence in collaboratively planning and delivering playful activities matched to children s developmental needs; To explore best practice in establishing enabling environments (inside and out) that support children s engagement and progress. By the end of the course I will be equipped to ensure that boys and girls maximise confidence and competence in phonics; have a secure grasp of learning and teaching of phonics; be confident in recognising and creating opportunities for children to apply their phonics skills in everyday contexts; be equipped to work with colleagues in developing a setting-wide, consistent approach to phonics; and be motivated to gather or create affordable and stimulating resources and be able to critically evaluate existing materials. Early Childhood Service Course Guide April 2016 March PAGE 27

29 Course: Meaningful Mark Making in the EYFS Code: EY084S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Please bring a copy of the publications Development Matters, National Strategies publication Mark Making Matters) and Confident, capable and creative: supporting boys achievements where possible. This hands-on and thought provoking course will consider playful and practical steps towards strengthening provision for mark making with all related links to the Prime Areas of Physical Development and Speech, Language and Communication, as well as the Specific Areas, including Literacy, Maths and Expressive Arts and Design. An emphasis on reflection and identifying ways forward permeates the entire course with numerous engaging photographs providing a springboard for discussion and self-evaluation. There is a selfplanned action research task between sessions to support practitioners in putting learning into practice with a particular focus on enhancing their learning environment and promoting boys motivation and engagement. Participants will gain confidence in promoting early writing skills through sharing their own insights and experiences whilst experiencing and reflecting upon a wealth of stimulating images, scenarios, resources, research evidence and pedagogical approaches. The provision of audit tools will facilitate evaluation of current provision and prioritisation of actions. This course equips participants to ensure that mark making is woven naturally through all seven areas of learning and development. The impact of adult role models in a child s perception of the place and purpose of writing will be explored. Practical audit activities and critical evaluation of traditional mark making resources and experiences will engender a renewed view of playful and purposeful mark making. To explore a wide range of mark making skills and experiences across all areas of learning and development; links between mark making and the Characteristics of Effective Learning; the 'Super Six' approach to promoting mark making. To share good practice in providing quality mark making opportunities and resources, indoors and outdoors; motivating children to use mark making as an integral part of their play and learning; planning for mark making opportunities which inspire and engage boys and girls. By the end of the course I will be equipped to implement what I have learnt in order to impact positively on maximising children's progress; be confident in evaluating and enhancing resources for mark making indoors and outdoors; be better informed about best practice to ensure that boys and girls make progress towards becoming confident and competent writers; be motivated to work with colleagues in evaluating current practice and provision and identify existing strengths and ways forward. Early Childhood Service Course Guide April 2016 March PAGE 28

30 Course: Developing a stimulating learning environment Code: EY088S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Reflect on how environments support and extend children s learning and development. Bring a copy of the Early Years Foundation Stage (EYFS) and be prepared to share experiences. This course links indoor, outdoor and emotional environments to all aspects of the EYFS and explores the crucial role that the environment plays in the EYFS. We discuss the planning involved in creating a stimulating learning environment; investigating appropriate, accessible and relevant resources to enable sensory development. We explore children s individual needs and how these can be planned for and observed. We examine and discuss continuous and enhanced provision, inside and outdoors. We consider equal opportunities and how the environment can actively promote inclusion. We explore observation, assessment and planning and how these crucial processes support and extend environments for learning. We discuss the suitability of resources and examine the role of natural materials in children s environments. We explore how to include elements of risky play and look at overcoming any barriers when creating an enabling environment. We also highlight how the environment can support children through transitions. We reflect on our own learning environment and share ideas and thoughts about how to develop our practice further. To explore the crucial role that the environment plays in the Early Years; To make links to the familiar planning cycle with specific reference to the learning environment; To consider what constitutes an enabling environment within the EYFS; To examine and discuss continuous and enhanced provision and how the environment can actively promote inclusion; To consider how the environment can support individual children's learning; To explore the suitability of resources and examine the role of natural materials in children's environments; To consider the concept of the environment as the third teacher and what this means in practice; To discuss possible solutions to any potential barriers when creating an enabling environment. By the end of the course I will have developed an understanding of how to effectively resource an environment that supports and extends children s learning and development; and be aware of all the key ingredients that make up an enabling environment. Early Childhood Service Course Guide April 2016 March PAGE 29

31 Course: Involving and consulting children Code: EOI016S Expression Of Interest: This course does not have a date scheduled yet. You are able to express an interest in attending this course in the same way that you book other courses by quoting the course code. Once enough interest has been received, we will schedule the course with the training provider. More information about EOI courses can be found at the start of the document. All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Those attending the training should ideally be working in the role of a key person. This training is designed to provide tools by which settings can involve and consult with children. It is intended that this can also be used to gather information for the Self Evaluation Form (SEF) to support the Ofsted inspection process and to evidence how the setting is recognising and working towards meeting children s individual needs. Consulting with children is an important part of creating child friendly spaces. This course supports participants to explore strategies for consulting with children of all ages in order to find out their personal likes and dislikes. We highlight the benefits of involving and consulting with children. We explore the need to have processes in place and look at various ways of finding out about children s interests and views, and a wide range of methods of consultation. We will explore how this information can be used to determine planning for meeting individual needs. Participants will have an opportunity to examine the benefits of partnership working in order to provide a stimulating environment that meets individual needs of the children within the setting. Partnership with parents is also essential when gathering information and consulting with children. To consider the benefits of involving and consulting children; To share fun and creative best practice methods for consulting with children of all ages; and To identify ways of planning, achieving and monitoring consultation. By the end of the course I will. understand the benefits of involving and consulting children; have skills and knowledge of best practice methods of involving and consulting children; and be able to return to my setting with ideas to try. Early Childhood Service Course Guide April 2016 March PAGE 30

32 Course: Parents as Partners Code: EY092S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). Bring a copy of the Early Years and Foundation Stage (EYFS). Building on the Children Act (2004), the EYFS states that Parents are children s first and enduring educators. With this statement in mind, it is important that practitioners foster a partnership approach to working with parents, in order to support the development of each child. Within this partnership it is recognised parents have expert knowledge of their child. It is therefore important that settings find a mechanism to support this partnership and allow time for effective communication and understanding of the wider needs of the whole family. This training: Examines parents needs and expectations; Identifies the legislative framework of working in partnership with parents; Explores ways to make parents feel welcome; Develops strategies for building positive relationships with parents; Examines the skills required for effective communication; Explores strategies for minimising and resolving conflict. By the end of the course I will. understand the needs of parents; be able to work more effectively in partnership with parents; know how to manage potential conflict situations to achieve a positive outcome. Early Childhood Service Course Guide April 2016 March PAGE 31

33 Course: Promoting Positive Behaviour Code: EY094S All practitioners (people who work directly with children) working in early years, childcare or home based settings (places where early years education or childcare is provided). This course has content which may be relevant to 2 year olds. It would be particularly beneficial for settings who have 2 year old funded children attending. Be prepared to reflect on the practice in your setting (places where early years education or childcare is provided). Exploring early brain development; The emotional environment for adults and children; Emotion understanding; Partnership with parents; Resolving conflict; Role of the adult; Pretend, role play and developing empathy. To explore children s behaviour and social and emotional development; To consider similarities and differences in child and adult behaviour; To identify practical ways to develop effective strategies; To recognise the influence of key theories. By the end of the course I will cascade to staff around provision in the setting for supporting children s behavioural learning; develop problem solving approaches to interpreting children s behaviour; use Development Matters to build a shared understanding with parents of their children s behaviour; have an increased awareness of how other aspects of development affect children s behaviour; work more effectively with the multi-disciplinary team with which they work; have a deeper understanding of individual children s needs and ways to support them; be aware of other courses which can further their development and knowledge (e.g. Therapeutic Play, Attachment Theory). Early Childhood Service Course Guide April 2016 March PAGE 32