Training Directory for the Early Years and Childcare Workforce

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1 Training Directory for the Early Years and Childcare Workforce 1

2 Welcome to the Early Years and Childcare Training Directory This directory has been put together to support the development of the early years, and childcare workforce within the private voluntary and independent Childcare Sector within East Sussex. It contains a variety of different information including qualification requirements, our short course training programme and training support and resources. The directory also includes a staff development section. Here you can record and monitor staff training and plan for future training. We hope you find the directory a useful tool which will help you and your setting develop and grow. Termly Flyers In addition to the Training Directory you will also receive details of the short course training programme for each term. The short course information will include course dates, venues and times. The year is split up into three terms: Autumn, Spring and Summer and the updates for these terms will be sent as follows: Term Autumn Spring Summer When to expect flyer After May half term After October half term After February half term If you do not receive information via or post two weeks after these dates please contact the Training Events Team on or

3 Getting in Touch Contents Getting in Touch There are various teams that offer help and support to early years and childcare workforce throughout East Sussex. Below is a list of these teams along with details of the support they can provide and contact telephone numbers. Training Team The Training Team support childcare providers in the recruitment, retention and development of staff and in improving the quality of the provision. They offer: Support, advice and guidance to new and existing childcare providers on relevant training and qualifications and how to access them short courses support to Early Years Professionals (EYPs) General Enquiries: [email protected] Cindy James Workforce Development & Training Manager Emily Saldanha Training Co-Ordinator Helen Poole Training Information Officer Vicky Nightingale Training Events Organiser Suzanne Matthews Training Events Organiser Nicola Grinstead Training Events Organiser Information for Families We provide free promotion for childcare providers about the services they offer to parents and carers seeking childcare. We also provide information to support families of children aged 0-19 years (25 with additional needs) in East Sussex and are the first point of contact for enquires to the Children s Services department in East Sussex County Council. Customer Advisors [email protected] 3

4 Getting in Touch Early Years Improvement Team The Early Years Improvement Team support new and existing childcare providers during registration and inspection to ensure they meet the requirements set out in the Statutory Framework for the Early Years Foundation Stage. Visits, training and helpline support is offered; from the pre-registration stage, through to opening and then improving practice. Childminders can be supported to be part of the East Sussex Quality Childminding Network. To make the very best use of resources, they offer a service to all Early Years Foundation Stage providers but the level of service will depend on an individual setting s needs. All settings have access to a helpline via telephone or , annual contact, regular updates and resources via the web to improve the service offerered. Specialist training and consultancy can also be purchased. General enquiries: [email protected] Early Years Education Entitlement (EYEE) Team The EYEE Team is part of the Early Years Improvement Team and provides information and support to schools, pre-schools and childminders relating to the East Sussex Directory of EYEE Providers; i.e. those who offer the free entitlement for 3 and 4 year olds. They collect data on eligible children three times a year. They are also responsible for ensuring that the funding is paid to all registered EYEE providers, and communicate update of relevant legislation. Jane Spice EYEE & Funding Manager Andrea Smith Early Years Census & Senior EYEE Officer Joyce Farragher EYEE Officer

5 Qualifications High quality early education and childcare can have a positive long term impact on children s later learning and achievements. Quality is the key to that positive impact, and staff with the necessary skills. Knowledge and understanding are a crucial element of that quality. The Early Years Foundation Stage Setting the standards for learning, development and care for children from birth to five The Early Years Foundation Stage (EYFS) is the statutory framework for the early education and care of children from birth to the 31 August following their fifth birthday. The EYFS includes requirements for the provision of young children s welfare, learning and development that all providers must meet, as well as good practice guidance. The EYFS must be delivered by all registered early years settings* and all schools making provision for children from birth to 31 August following their fifth birthday. The EYFS was given legal force under the Childcare Act 2006 and all early years settings are inspected by Ofsted (or a named inspectorate) under Sections 49 and 50 of this Act. *Including pre-schools/nurseries, Independent schools, maintained and non-maintained schools, childminders and playwork providers for this age group. The EYFS Statutory Framework outlines the specific legal requirements which need to be met. It states on page 16 point 3.18: quality of provision depends on all practitioners having appropriate qualifications, training, skills and knowledge and a clear understanding of their roles and responsibilities. All relevant providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident that their child will receive a quality experience that keeps them safe and enables them to fulfil their potential. All childcare providers should have copies of the framework or requirements appropriate to the type of care they are providing. If you need a copy of the EYFS please click on the link below: Early Years Foundation Stage Framework 5

6 Qualifications Ofsted Registration Early Years Register With the exception of schools, all settings are required to be registered by Ofsted for children from birth to the end of the Early Years Foundation Stage (EYFS). Maintained, independent and non-maintained special schools will be required to be registered only in respect of any provision they offer for children below the age of three. This is to ensure extra safeguards for the youngest and most vulnerable children. Provision in schools for registered pupils aged three and over will not be required to be registered because it has already been taken into account by the main school inspection framework. It will, however, be expected to meet the same standards as other providers. All settings will be regularly inspected against the EYFS requirements. All provision made directly by schools will be inspected as part of a single inspection event within the main school inspection. For more information on the framework requirements please click on the link below: Framework for the Regulation of provision on the Early Years Register Childcare Register The Childcare Act 2006 introduced a Childcare Register comprising of two parts, a voluntary part where people may choose to join and a compulsory part for those who must register. The compulsory Childcare Register is for all settings who care for children from birth to the end of their eighth birthday. The voluntary part of the Childcare Register started in April It allows providers who are not eligible for compulsory registration to register. These are mainly people looking after children aged eight and over, or providing care in the child s home. By joining the voluntary part of the register, providers show parents who use their services that they: meet certain requirements relating to people, premises and provision designed to safeguard children, and For queries relating to the EYFS contact your Early Years Improvement Officer(details in the getting in touch section) For more information go to ofsted.gov.uk and type in guide to registration in the search bar are monitored through inspections carried out randomly or when parents tell Ofsted they have concerns about the care. 6

7 Qualifications You can obtain a copy of the Guide to Registration on the Childcare Register from the Ofsted website. This details the requirements which must be met at all times when providing childcare. To access a copy please click Here. If your setting is not achieving its qualification requirements under the EYFS, compulsory or voluntary Childcare Register, please contact your relevant Training Information Officer. If you require further information on any of the other standards please contact the Early Years Improvement Officer for your area. Contact details can be found on the Getting in touch page. Qualifications and Credit Framework (QCF) The QCF is a way of recognising skills and qualifications across England, Wales and Northern Ireland. The new framework awards credit for units which can be built up to make full qualifications. The QCF has been designed to offer more freedom and flexibility for learners by allowing them to build up credits at their own pace, and combine them in a way which will help them get to where they want to be. The unit/qualification titles within the QCF are designed to give a very clear indication of the level, content and volume of learning; this allows employers to understand the qualifications their staff hold much better. Staff can also undergo training options and pathways which are tailored to the specific business needs. Every unit and qualification in the framework will have: A credit value - One credit represents 10 hours of guided learning hours, showing how much time it takes to complete. For example a unit with a credit value of 4 will have 40 hours of guided learning hours. Guided learning hours are made up of assessment, classroom based learning and home study. The breakdown of this differs as it is dependent on the content of the individual unit. There are three sizes of qualifications in the QCF: Awards (1 to 12 credits), Certificates (13 to 36 credits) and Diplomas (37 credits or more). A Level - between entry level and level 8, level 3 is equivalent to A level s and level 6 to a degree. The credit value will then determine the size of the qualification. Credit will be transferable between awarding bodies, which offers greater flexibility and means learners do not have to repeat any of their previous training, where units and credits are transferable. To keep track, Learners will be given access to a centralised online Learner Record. This will log all of their QCF unit and qualification achievement. A learner will be able to view their record online; they will also be able to manage who else will be allowed access this e.g. potential employers. For more information about QCF please click on the weblink below: 7

8 Qualifications Level 2 Early Years Qualifications Level 2 Certificate for the Children and Young People s Workforce (CACHE, City & Guilds, EDEXCEL) Suitable for: someone who is working directly with children, young people and families, who is new to early years and/or who has limited responsibilities in the setting. The qualification covers the age range from birth to 19 years. You can use it to work in: A nursery or pre-school A crèche A playgroup Mandatory Shared Nucleus units: Introduction to communication in health, social care or children & young people s settings Introduction to equality & inclusion in health, social care or children & young people s settings Introduction to personal development in health, social care or children & young people s settings Mandatory Core Units: Child & young person development Contribute to the support of child & young person development Safeguard the welfare of children & young people Support children & young people s health & safety Support positive behaviour Support positive environments for children & young people Understand partnership working in services for children & young people Paediatric emergency first aid: unit 1 Managing paediatric illness and injury: unit 2 Maintain & support relationships with children & young people You then need to achieve a minimum of 4 credits from the bank of optional units. Level 2 or level 3 optional units are available within this qualification. Level 3 Early Years Qualifications Level 3 Diploma for the Children and Young People s Workforce (CACHE, City & Guilds, EDEXCEL) Suitable for: Someone who is working directly with children, young people and families, who has more experience and a range of responsibilities. The qualification covers the age range from birth to 19 years. You can use it to work in: A nursery or pre-school A crèche A playgroup As a childminder 8

9 Qualifications Mandatory Shared Nucleus units: Promote communication Promote equality and inclusion in health, social care or children s and young people s settings Engage in personal development Principles for implementing duty of care Mandatory Core units: Understand child and young person development Promote child and young person development Understand how to safeguard the well being of children and young people Support children and young people s health and safety Develop positive relationships with children, young people and others involved in their care Working together for the benefit of children and young people Understand how to support positive outcomes for children and young people Mandatory Pathway units: Context and principles for early years provision Promote learning and development in the early years Promote children s welfare and well being in the early years Professional practice in work with children in their early years Support children s speech, language and communication You then need to achieve a minimum of 16 credits from the bank of optional units. This qualification is suitable for childminders. The optional unit Understand how to set up a Home Based Child Care Service is appropriate for childminders. Level 2 Playwork Qualifications Level 2 Diploma in Playwork (CACHE, City & Guilds, EDEXCEL) Suitable for Someone who is working directly with children between 4 to 16 years of age in an out of school setting, who is new to playwork and/or who has limited responsibilities in the setting. You can use it to work in: A holiday playscheme A breakfast or after school club Adventure playground Made up of 61 credits 9

10 Qualifications Mandatory units (45 credits): Playwork principles Working within a play environment with children and young people Supporting children and young people s play Relationships in the play environment Health and safety in the play environment The safeguarding and welfare of children and young people in the play environment Developing own playwork and team practice Reflective playwork practice Investigate playwork employment opportunities Contribute to the support of play for children and young people Support the health, safety and well being of children and young people Communicating with children and adults Plan, prepare and deliver play opportunities You then need to achieve a minimum of 16 credits from the bank of optional units Level 3 Playwork Qualifications Level 3 Diploma in Playwork (CACHE, City & Guilds, EDEXCEL) Suitable for People working directly with children between 4 to 16 years of age in a variety of settings including playscheme workers, sports centre staff, out of school workers and lunchtime supervisors. You can use it to work in: A holiday playscheme A breakfast or after school club Adventure playground Made up of 65 credits: Mandatory units (45 credits): Understand Playwork Principles Understand children s and young peoples self-directed play Understand how to safeguard the well-being of children and young people Understand the organisational framework for play Understand how to support positive outcomes for children and young people Understand relationships in the play environment Understand health, safety and security in the play environment Understand how to plan for and support children and young peoples self-directed play Engage in personal development in health, social care or children s and young people s settings 10

11 Qualifications Contribute to an organisational framework that reflects the needs and protects the rights of children and young people Develop and maintain a healthy, safe and secure play environment for children and young people Develop and promote positive relationships in the play environment Plan for and support children and young people s self-directed play You then need to achieve a minimum of 19 credits from the bank of optional units. This includes level 3 and level 4 units for learners who wish to undertake more challenging study Colleges and Training Providers Level 2 qualifications Level 2 Certificate for the Children and Young People s Workforce ACRES Bexhill College Children s Link JACE Jenson Childcare Training Mohair Centre Sussex Downs College YMCA Training Uckfield / Crowborough Bexhill countywide countywide countywide Chiddingly / countywide Eastbourne, Newhaven & Lewes countywide Level 2 Diploma in Playwork JACE countywide Meynell Games Eastbourne / countywide Mohair Centre Chiddingly/Newhaven/countywide Level 3 qualifications Level 3 Diploma for the Children and Young People s Workforce ACRES Bexhill College Children s Link JACE Jenson Childcare Training MNT Training Mohair Centre Sussex Coast College Sussex Downs College YMCA Training Uckfield / Crowborough Bexhill countywide countywide countywide countywide Chiddingly / countywide Hastings Eastbourne, Newhaven & Lewes countywide Level 3 Diploma in Playwork JACE countywide Meynell Games Eastbourne / countywide Mohair Centre Chiddingly/Newhaven/countywide Contact details ACRES Enrolment Office

12 Qualifications Bexhill College Judith Hattam ext 200 Children s Link - Joski McGarel , option 2 for Training [email protected] JACE Training - Brenda Allen / [email protected] Jenson Childcare Training Ltd - Sharon Wyburgh-Davis [email protected] Meynell Games Sarah Goldsmith [email protected] MNT Training - Training Head Office [email protected] Sussex Coast College Kate Adams / Sussex Downs College - Jane Ghammache [email protected] The Mohair Centre - Jacky Webb or YMCA - Lorraine Lambert [email protected] The course length for level 2 or 3 can vary as each training provider runs the course differently. You will need to discuss this with your chosen Training Provider Please note there are additional training providers in East Sussex that provide this training, this list shows only the ones that are on our select list. If you would like details of other training providers please contact the Training Team. [email protected] Foundation Degrees The Foundation Degree provides an opportunity for practitioners who work with young children in a child care setting to develop their professional understanding, knowledge and key skills whilst still working. The main aim of the Foundation Degree is to widen access into higher education by placing value on participants' experience. It will also enable participants to gain additional 12

13 Qualifications knowledge and understanding related to their job role through developing their ability to engage in reflection and discussion. The Foundation Degree can also open the doors to a wide range of future career opportunities in early years. It can, with some further study, lead to Early Years Professional Status (EYPS), and enable entry to the final year of a number of educationrelated honours degrees. Please see below for Training Providers offering the Foundation Degree in and around East Sussex: For more information please contact your Training Information Officer on University of Brighton (also offers the qualification through University Centre Hastings) brighton.ac.uk Open University Funding for qualifications For more information on accessing funding for qualifications please see the Other Training Support and Resources section of this directory Qualifications on the NDAQ Website The National Database of Accredited Qualifications (NDAQ) allows you to search for details of all qualifications accredited by the Qualifications Curriculum Authority (QCA).The database contains a list of nationally accredited qualifications, units and recognised awarding bodies. accreditedqualifications.org.uk Checking Qualifications The Statutory Framework for the Early Years Foundation Stage sets out the requirements for staff/child ratios in settings delivering the Early Years Foundation Stage and the qualification levels that practitioners must hold. It is the role of the Teaching Agency to define the 'full and relevant' qualifications that practitioners included in the specified ratios must hold. The Early Years Qualifications list is a searchable tool designed to help those delivering the Early Years Foundation Stage to identify which qualifications are considered full and relevant. It also lists qualifications that, together with accredited additional learning, could enable a practitioner s package of accredited learning to be viewed as 'full and relevant'. 13

14 Using the Qualification Finder Qualifications Use the search box to look for individual qualifications; from the results list select the qualification and click on it to find out whether or not it meets all the criteria, then see which training and development pathways are required or recommended for that qualification. Click on the link below to take you to the DfE qualifications Finder page Qualifications Finder If you cannot find information on your qualification please contact your Training Information Officer on International Qualifications International qualifications for early years vary between different countries in terms of level and content. When assessing your ability level in relation to UK standards, the level of your qualification is taken into account. Job roles in early years settings require certain academic skills so it is important to assess both the level of the study and the qualification content. Evaluating qualification content consists of two parts. Firstly, there needs to be an assessment of the job role which is linked to the qualification. International training in early years can be very different from that in the UK, and the jobs are not always directly comparable. For example, international early years awards may relate to different age ranges and skills, such as teaching of the 3-6 year-olds or the nursing requirements of the 0-3 years-old. Equally, those working in early year s education and care may have training in social care or pedagogy. 14

15 Qualifications Secondly, there needs to be a detailed mapping of modules to UK requirements. While it is not expected that courses are identical to those in the UK, there are specific requirements for training in areas such as first aid or child protection. For further details and advice on comparing international early years, childcare and playwork qualifications to the standards in the UK please contact: UK NARIC naric.org.uk 15

16 Early Years Professional Status (EYPS) Research has shown that higher quality settings have staff who are trained to Level 6. This not only has a positive influence on staff within the setting, but most importantly on the outcomes for children. A high quality setting will have a positive effect on children which will last throughout their primary school years. Early Years Professional Status is a Level 6 qualification as is Qualified Teacher Status. Since its launch in 2007, EYPS has become recognised as the gold standard in Early Years training and the only Government-endorsed accreditation for the Early Years workforce. What is the role of an Early Years Professional (EYP)? EYPs undertake the same activities as many of their colleagues. However, EYPs are graduate-level practitioners who understand the reasons why they are acting in particular ways. They: recognise their role in improving the children s experiences and life-chances and in maximising their opportunities. make decisions based on their depth of knowledge of the EYFS and of relevant theories and research and respond flexibly with children s interests at heart. review, analyse and evaluate their own and others practice and thus judge whether they are making a difference to the well-being, learning and development of children in their own and their colleagues care. lead practice across the full age-range from birth to the end of the Early Years Foundation Stage (EYFS) support and mentor other practitioners, and model the skills and behaviours that safeguard and support children. EYPs may work alone as childminders or in a range of private, voluntary or independent settings. The actual role of EYPs will vary according to the situation within which they work, such as the size of the setting and its internal organisation. Leadership and support are separate from a practitioner s position in a setting; to meet the standards, you do not need to be an owner, manager or deputy manager of a setting. How do I gain Early Years Professional Status (EYPS)? EYPS has now been replaced with Early Years Teacher Status. Further information will follow shortly. 16

17 Early Years Professional Status (EYPS) Where can I train for Early Years Teacher Status? For more information regarding Early Years Teacher Status Training in the South East please contact: University of Brighton Helen McLaren: [email protected] Do I need to pay for the Early Years Teacher Status? A limited number of funded places are available. To find out about eligibility criteria and what options are available please contact the training provider directly. 17

18 Recruiting Staff Funded Short courses We offer a number of short courses throughout the year; course venues and dates will be sent to you through the termly flyers. The flyers will be sent to all settings and registered childminders and nannies following the half terms in May, October and February. The short courses that we offer include: First Aid, Child Protection (levels 1 & 2), Food Safety, Health and Safety, Playwork and Inclusion Training. Please see below for detailed course descriptions First Aid Courses We support settings, childminders and home childcarers through our voucher system to attend 12 hour Paediatric First Aid Training, providing that they are Ofsted registered and in the private, voluntary or independent sector. Target Group: All childcare and playwork practitioners. The Early Years Foundation Stage (EYFS) and the Childcare Register require that at least one person who has a current paediatric first aid certificate is on the premises at all times when children are present. Course Information: The 12 hour Paediatric course is valid for three years. It is delivered 6 days a week in various venues throughout the county as either two 6-hour sessions or four 3-hour sessions. Learning Outcomes: baby, child and adult resuscitation techniques (including CPR) primary assessment, illness assessment and injury assessment control of bleeding, choking management and shock management common childhood illnesses/diseases. Cost: You will be required to pay a 20 candidate contribution directly to the training provider when you access training through our funded voucher system. Costs will vary if you are funding the training yourself. You will need to contact training providers to find out costs. Claiming a voucher Registered childminders may claim a voucher to renew the certificate after 3 years. Registered childcare settings may claim one first aid voucher per financial year (April to March) to send a staff member on the training. How to book: Once you get your voucher please contact one of the training providers listed below for information on course dates and venues. Book your training with the provider and send the voucher and candidate contribution directly to them. 18

19 Other Training Support and Resources Contracted Training Providers Enhance Services, , RB Health and Safety Solutions, , NOTE: there are many first aid training providers in East Sussex. If you are funding the training yourself you can use any training provider that has been approved by East Sussex County Council as the EYFS states: At least one person who has a current paediatric first aid certificate must be on the premises at all times when children are present, and must accompany children on outings. First aid training must be local authority approved and be relevant for workers caring for young children. Childminders, and any assistant who might be in sole charge of the children for any period of time, must hold a current paediatric first aid certificate. For a list of these training providers or to claim you first aid voucher please contact your Training Information Officer. Helen Poole [email protected] Child Development; 0 to 36 Months Target Group: Individuals that work directly with children aged 0 to 36 months, especially those that lead on the delivery of provision. Course Information: This four part course that explores the typical development of 0-24 month olds. It will enable the participants to explore links between all areas of development and to become aware of the typical patterns of development a 0-24 month old will follow. It will also enable practitioners to identify the gaps in a child's development and identify difficulties at an early stage. The 4 parts cover the following: Attachment and social and emotional development. How speech, language and communication develop. Key aspects of physical development. How play develops and the patterns of play and learning known as schemas There will be a small task to do at the end of each session. Participants must attend all sessions. Cost: 10 19

20 Other Training Support and Resources Child Protection Training The Early Years Improvement Team organise Child Protection Training to assist settings in keeping children safe, helping them to understand their responsibilities and how to recognise and respond to any concerns. The training also supports settings in meeting their statutory responsibilities as set out in the Early Years Foundation Stage (EYFS) and governed by Ofsted. This training is delivered in conjunction with our Children s Services colleagues. The training is in four parts, all of which are available each term: Online Child Protection Introduction Child Protection level 1 Child Protection Level 2 Child Protection Refresher Following an independent review it was recommended that East Sussex County Council (ESCC) track who is the Designated Senior Member of staff for Safeguarding (DSMS). The DSMS has lead responsibility in the setting for child protection policies and so we monitor that they have the appropriate and relevant training. ESCC have clear guidelines on what training individuals in setting should be accessing in order to meet the requirements of the EYFS. Ofsted Requirements Early Years Foundation Stage A practitioner must be designated to take lead responsibility for safeguarding children in every setting. Childminders must take the lead responsibility themselves. The lead practitioner is responsible for liaison with local statutory children's services agencies, and with the LSCB. They must provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue as required. The lead practitioner must attend a child protection training course (Taking account of any advice from the LSCB or local authority on appropriate training courses) that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect (as described in the bullet points below). Providers must train all staff to understand their safeguarding policy and procedures, and ensure that all staff have up to date knowledge of safeguarding issues. Training made available by the provider must enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way. These may include: o significant changes in children's behaviour; o deterioration in children s general well-being; o unexplained bruising, marks or signs of possible abuse or neglect; o children s comments which give cause for concern; o any reasons to suspect neglect or abuse outside the setting, for example in the child s home; and/or o inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example, inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images. 20

21 Other Training Support and Resources What training should individuals attend? Any staff that do not have direct contact with children. For example administrators or committee members Staff who work directly with children who are not the named Designated Senior Member of staff for Safeguarding What training? Any staff who do not have direct contact with children should complete the Safeguarding Children E Learning within their first two months of employment. They do not need to attend any further training, however could re do this training if they feel it is required. All staff that have direct contact with children should complete the Safeguarding Children E Learning within their first week of employment as part of their induction. Any staff who work directly with children should then attend the Child Protection level 1 training course. Staff only need to attend the Child Protection Level 1 training course once. The E Learning module can then be used for refresher training every three years. If, after doing the E Learning course, individuals are unsure of any information they should re attend the level 1 training. The Designated Senior Member of staff for Safeguarding All Designated Senior Member of staff for Safeguarding (DSMS) must ensure that their Child Protection Training is current. Therefore they must complete the level 1 and level 2 training. After completing this training they need to ensure that they access the Child Protection Refresher every two years. If they have completed their level 1 or level 2 training over two years ago they must complete this training again before attending the refresher training. Childminders Childminders should complete the Safeguarding Children E Learning before they start minding children or within their first week if this is not possible. After this they should then attend the Child Protection Level 1 and Level 2 training. All Childminders will be responsible for making any necessary referrals so they must ensure that their Child Protection training is current. Therefore after completing their level 1 and level 2 training they need to ensure that they access the Child Protection Refresher every two years. If they have completed their level 1 or level 2 training over two years ago they must complete this training again before attending the refresher training. 21

22 Other Training Support and Resources On line Child Protection Introduction East Sussex County Council has purchased on behalf of the East Sussex Local Safeguarding Children Board (LSCB) an e-learning programme that will help provide an introduction for all our staff, including volunteers, to their roles and responsibilities in supporting children and young people to stay safe. The programme will take approximately 60 minutes to complete To access the e-learning module click here To log on you will see - User Login - on the right hand side of the web page for you to enter your details. Please note that the user name and passwords are case sensitive User name: SCpvi Password: pvi006 Child Protection Level 1 Target Group: all childcare and playwork practitioners. Course information: This course provides participants with the basic knowledge that will enable them to identify signs and indicators of abuse and their responsibilities in terms of responding to and highlighting any concerns appropriately. Subjects covered include: Creating a safe environment Whose responsibility is it to keep children safe? What is abuse? How would we know a child is being abused? Signs and indicators How to deal with disclosures How to respond to concerns including East Sussex policies and procedures Allegations against workers or their families including inappropriate behaviour displayed by other members of staff, or any other person working with the children. Dealing with parents Personal support networks Cost: 10 Child Protection Level 2 Target Group: Priority will be given to the person who is the Designated Staff Member for Safeguarding (DSMS) in settings and Childminders in East Sussex. Where the DSMS role is an approved job share, both members of staff are eligible for the training. If there are any spaces on this course 4 weeks before the course start date, any eligible staff in East Sussex can book on. Individuals will need to have accessed the Level 1 training before accessing the L2 22

23 Other Training Support and Resources Course information: This course supports designated safeguarding leads and childminders to fulfil their leadership role and support staff to safeguard and promote children s welfare. It goes into much more depth and follows the most recent up-to-date changes in the law. Participants will be able to explore their attitudes and values in relation to parenting and child care. Subjects covered include: Understand the safeguarding and welfare requirements of the EYFS Understand the responsibilities of the designated safeguarding lead, including if applicable, supporting any staff, children and families with any safeguarding issues or concerns. Understand what may prevent children for disclosing abuse and how to overcome these How to make an informed decision about when to take action and how to respond following East Sussex policies and procedures Understand the likely actions following a referral and the role of the safeguarding lead and any staff. Respond appropriately to any allegations made against a team member Data protection, sharing information and multi-agency working Assessment framework Risk factors Disclosure and dealing with parents Guidelines for self protection Cost: 10 Child Protection Refresher Target Group: Priority will be given to the person who is the Designated Staff Member for Safeguarding (DSMS) in settings and Childminders in East Sussex. Where the DSMS role is an approved job share, both members of staff are eligible for the training. If there are any spaces on this course 4 weeks before the course start date, any eligible staff in East Sussex can book on. Participants must have attended Child Protection Level 2 training within the last two years. Course information: This course will support designated safeguarding leads and Childminders to fulfil their leadership role and provide an update on current practice and refresh their knowledge. 23

24 Other Training Support and Resources Subjects covered include; Have a robust safeguarding policy and procedure in place Respond appropriately to any allegations made against a member of the team, if applicable, support the settings team, children and families with any safeguarding issues or concerns. What has arisen for you over the last 2 years Signs and indicators How to make an informed decision about when to take action and how to respond following East Sussex policies and procedures State of the nation - update on change - Local and National legislation and procedures Serious Case Reviews - lessons learnt Disguised compliance Attachment - impact of attachment disorders Understand the responsibilities of the designated safeguarding lead, including supporting any staff, children and families with any safeguarding issues or concerns. Cost: 10 Inclusion Training SENCO Training - Writing and Implementing an Individual Education Plan (IEP) Target Group: This training is specifically for the named SENCO and practitioners wanting to become a named SENCO. Those attending the training should have an appropriate Early Years qualification at level three or above and have daily involvement with children in the setting. Course Information: SENCO stands for Special Educational Needs Co-ordinator. It is an Ofsted requirement that there is one trained SENCO per setting. For settings who are in receipt of Early Years Entitlement it is also a condition of funding. The aim of the course is to provide practitioners in group-based settings with the skills and knowledge required to write and implement an IEP. By the end of the training, participants will; understand the requirements of the SEN Code of Practice and the role of the SENCO understand how to use Early Support materials to identify children who need additional support have developed an understanding of how to plan additional support for children be able to write and implement an IEP understand what strategies to use to ensure parental involvement and engagement in the process of support for children with additional needs. Preparation and Follow-up Those attending the training should have identified a child in their setting to use as a case study. There should be some concerns about the child s development. You need to attend 24

25 Other Training Support and Resources both sessions and there will be a setting-based task between these and an assignment to complete after the course. Please bring with you When attending the first session of the above course, please bring with you: a charged laptop and EYFS disk (if possible) a copy of the completed Summative Assessment document for the child you have in mind as a case study a copy of the child's Learning Journey Cost: 20 SENCO Refresher Course Target Group: SENCOs who completed their SENCO training (Inclusion Stage 3 or SENCO Role training) more than 2 years ago. Delegates who have not fully completed SENCO training need to attend PVI: SENCO Training - Writing & Implementing an Individual Education Plan (IEP). Course Information: This training is designed to update the skills and knowledge of those who completed EYFS SENCO Training (Inclusion Stage 3 or SENCO Role Training) more than 2 years ago. It consists of a single 2.5 hour session, with no requirement to complete an assignment. If your setting s SENCO was trained more than 2 years ago, it is essential that they complete PVI: SENCO Refresher Training to meet minimum EYFS and EYEE requirements. By the end of the training, participants will; understand the requirements of the SEN Code of Practice and the role of the SENCO understand how to use Early Support materials to identify children who need additional support have developed an understanding of how to plan additional support for children be able to write and implement an IEP understand what strategies to use to ensure parental involvement and engagement in the process of support for children with additional needs Cost: 20 Early Years Inclusion Support Group Target group: SENCOs working in early years private, voluntary, independent or community focused group settings in East Sussex. All Early Years SENCOs should attend at least 1 inclusion support group per year. Course Information: This meeting provides an opportunity for SENCOs to meet with the EYFS Inclusion & SEN Consultant and Improvement officers to discuss any current support needs or challenges, and to share examples of good practice. Each term there will be a focus for the groups. 25

26 Other Training Support and Resources This is an open forum giving practitioners the chance to discuss any issues they might have concerning inclusion. Cost: N/A Level 2 Award in Food Safety in Catering Target Group: all childcare and playwork practitioners who prepare, cook or handle food Course information: This six-hour course covers the main principles of food safety and is ideal for those who want an accredited qualification. It is accredited by the Qualifications and Curriculum Authority (QCA) and is accepted by inspecting organisations as evidence of accredited food hygiene training. In order to pass the course, you need to complete and pass a multiple choice examination at the end of the day. The certificate lasts for 3 years. The qualification covers the following topics: legislation food safety hazards temperature control refrigeration, chilling and cold holding cooking, hot holding and reheating food handling principles of safe food storage cleaning food premises and equipment Cost: 20 Level 2 Award in Health and Safety in the Workplace Target Group: all childcare and playwork practitioners. Course Information: This is a Qualifications and Curriculum Authority (QCA) accredited course valid for 3 years. It is delivered as a 6 hour course, either during the week or on Saturdays in various venues throughout the county. The aim of this course is to provide a good understanding and knowledge of health and safety and hygiene in the health and social care sector. In order to pass the course, participants will need to complete and pass a multiple-choice examination at the end of the day. The certificate lasts for 3 years. The qualification covers the following topics: appreciate the nature of health and safety in a health and social care context understand the scope of legislative requirements understand the principles of accident prevention understand employees and employers health and safety responsibilities understand the main risks and hazards 26

27 Other Training Support and Resources Cost: 20 Safer Recruitment Training Target Group: Individual that lead on the recruitment process in settings, this would include childminders who employ assistants. If you are involved in the recruitment process but you are not the lead staff member we recommend you do the E-Learning Safer Recruitment Training Course Information: The training will take participants right through the recruitment process, from planning prior to recruitment to maintaining awareness and vigilance once the new recruit is a member of their organisation. By the end of the training, participants will; Understand why it is critical to have robust policies and procedures for the recruitment process, to support the safeguarding and welfare of children in their setting. Be able to implement and review recruitment policies and procedures. Understand and follow best practice guidelines and understand their responsibilities as an employer. Have knowledge of the recruitment process from developing a job description, to advertising, short-listing, interviewing and induction. Understand the purpose and value of asking questions focusing on safeguarding attitudes and behaviours in an interview. Practice interviewing candidates using safeguarding behaviours as the basis for questions. Understand the purpose of asking questions that get responses from the interviewee that show what their underlying attitudes and feelings towards the values of the organisation are and how they behave with regards to these values. Use active listening and a range of questioning and probing techniques to explore candidates answers in-depth. Analyse evidence of candidates' behaviours and attitudes against a set criteria Gain additional information to make a more informed decision on candidates authenticity and suitability to work with children. Cost: 10 E-Learning Safer Recruitment training Target Group: individuals who are involved in the recruitment process but you are not the lead staff member. The training covers: what abuse is recruitment processes that should be followed how to manage allegations. To access the training visit click here Cost: This training is free 27

28 Other Training Support and Resources Early Years Foundation Stage Within the East Sussex Standards & Learning Effectiveness Service (SLES), the Early Years Improvement Team supports schools and pre-school settings (including childminders) to improve outcomes for children through the Early Years Foundation Stage (EYFS). A team of qualified and highly experienced EYFS Consultants and Officers provide Universal and Targeted support to raise standards and quality of provision in the Early Years Foundation Stage (EYFS). The team works across the county with EYFS practitioners providing a range of professional development opportunities. The team provide training for childminders, practitioners in pre-schools and nurseries, and nursery & reception teachers and teaching assistants in maintained and independent schools and academies The team is widely acknowledged, providing high quality courses which receive excellent evaluations. These courses are developed based on local and national needs. Some of the courses relate to statutory requirements and others have been developed to address priority areas for improvement identified through data analysis. Core training includes Introduction to the EYFS, New to Reception and pre-school SENCO training. Other training offered focuses on developing practice in Prime and Specific areas of EYFS; developing observation, assessment and planning; transition and the key person role. On site and whole staff training sessions are also available and can focus on areas of development specifically requested by a setting. Priority is given to supporting settings whom Ofsted has identified as requiring improvement (Satisfactory Inspection Grade) Course fees reflect the SLES training rates and provide excellent value for money. Course information is provided on the CZone and through flyers which are distributed by 3 times a year to pre-school settings. Further information about courses can be obtained from [email protected] or on We look forward to meeting and working with you Key Contacts [email protected] tel: [email protected] tel: How to make a booking First Aid Training: contact the training provider directly. See page 22 for details. For all other courses: follow the procedure outlined here 28

29 Other Training Support and Resources Booking course places After receiving the termly course dates, you need to decide which course you are interested in and agree the attendance with your manager or supervisor. Then you will need to complete a booking form for each course you wish to attend. A blank copy of the booking form, which you may need to photocopy, will be sent with the termly flyer or please find a copy of this at; To download a copy of the booking form click here For all courses you may book places by completing and ing the booking form below to [email protected] or by calling the Training Events team on Paying course fees We will invoice you, with payment instructions, after each event (usually within a month of the course date). Please see individual course details for costs. Terms and Conditions Before booking any training please check our ESSLES Training Events Terms and Conditions for our updated policies and charges. These relate to Booking Closing Dates, Delegate Cancellations, No Shows, and circumstances affecting training that are beyond SLES control. The Terms and Conditions can be found on our website at czone.eastsussex.gov.uk/sistraining Please note that East Sussex County Council holds no liability for the appropriateness of course applications. If a delegate applies for the wrong course, any costs incurred will have to be met fully by the school or childcare settings and ESCC will not be liable for any related costs. If delegates have not received confirmation of their booking, they may not be admitted to training. It is expected that colleagues will respect this requirement, as courses are planned around the known numbers attending. Additional unexpected delegates may adversely affect course delivery and venue arrangements for their colleagues. Sign Posting We provide information to any settings, childminders or home childcarers who enquire about other training courses which are not mentioned in the training directory, such as makaton, baby sign language or behaviour management. We are unable to offer funding for non-statutory courses, but are happy to offer guidance on how to access the training. Helen Poole [email protected] 29

30 Other Training Support and Resources Recruiting and managing staff guidance This information will help to ensure settings have safe recruitment procedures in place and will support you with managing your staff. For many organisations recruitment is only one of many tasks they have to undertake with small numbers of staff, limited resources and without the support of a human resources department. Recruiting safely - Safer recruitment guidance helping to keep children and young people safe If you have the responsibility for recruiting new staff to your setting you should be aware of the national Recruiting safely - Safer recruitment guidance helping to keep children and young people safe. This guidance is aimed at anyone responsible for or involved in the recruitment of staff or volunteers in England, who will work with or provide services to children and young people. It provides a range of effective practice information about recruiting people to work with children. Information Includes: Summary Recruitment and selection Vetting and checking candidates Safer practice Managing allegations against staff To access this publication please click on the link below; Safer Recruitment Guidance Safer Recruitment Training If you are involved in the recruitment process but you are not the lead staff member we recommend you do the E-Learning Safer Recruitment Training. We recommend that the lead member should access the taught one day Safer Recruitment Training The training covers: what abuse is recruitment processes that should be followed how to manage allegations. To access the training click on the link below Online Safer Recruitment Training 30

31 Recruitment services Other Training Support and Resources The National Careers Services provides information on careers advice including How to get a job CV s and covering letters Application forms Interviews Starting a new job Work experience Click here to visit their website Job Profiles The National Careers Service also provides job profiles for jobs in the childcare sector including a brief outline of the work involved, hours you are likely to work, an indication of the income you are likely to receive and any entry requirements. Early Years Worker Playworker Teaching Assistant Looking for Work If you are looking for job locally, the Friday Ad and Job Centre Plus advertise local vacancies Friday Ad Job Centre Plus 31

32 Other Training Support and Resources Funding for Training If you are looking to complete a qualification there are a number of funding options available to you depending on the level of qualification you are looking to complete. Please click on the links below: Level 2 and Level 3 qualifications Apprenticeship Adult entitlement to learning 24+ loans Foundation Degrees and Degrees Student Finance UK Apprenticeships Apprentices need to be living in England and not taking part in full-time education. Apprenticeships are fully funded by the Skills Funding Agency for applicants aged and there is limited funding available for applicants aged An apprenticeship normally lasts between one and three years and there are two levels so you can start at the level that suits you. Both of the levels lead to recognised qualifications which give you skills you need to do the job. You would also get key skills qualifications, which give you the skills that make you an effective employee in any job, such as communication and problem solving. Finally you would get a Technical Certificate which gives you all the knowledge you need about your job and your industry. Contact Details: An apprenticeship can be organised with different mixes of learning at work or at training centres. Some training organisations will also help you to find a job as well as organise your training. If you have a job already and your employer wants you to start an apprenticeship you can start right away. 32

33 Other Training Support and Resources Adult Entitlement to Learning The Adult Entitlement to Learning is giving all eligible adults aged 19 and over the chance to access a range of courses. If you are eligible, you could study for a qualification and have no course fees to pay. Courses available as part of the Adult Entitlement to Learning could give you: A qualification in reading or maths or both. A vocational qualification at a level that is broadly similar to the level of GCSE at or above grade C, the qualification you choose could help you gain the skills you need to enter a particular occupation. A qualification equivalent to 2 A levels, however, you must still be under 25 to be eligible for the free tuition fees for a Level 3 qualification. The qualification you choose could help you progress within a particular occupation and/or into higher education To check eligibility or for more information click here 24+ Advanced Learning Loans The government has introduced student loans for learners aged 24 and above in further education and training studying at Level 3 and above, including Advanced and Higher Apprenticeships. They will be called 24+ Advanced Learning Loans and will apply to those starting their course or apprenticeship on or after 1 August 2013 Those who progress to higher education after taking out a loan for an Access to HE diploma course will have their 24+ Advanced Learning Loan balance written off, on completion of their higher education course. The Government has introduced a package of measures to support those taking out a loan, which includes additional advice and guidance provided by the National Careers Service to support adults considering learning and a 50m bursary fund to support vulnerable learners with additional costs related to learning, such as childcare. Further information can be found here: Department for Education Website and Student Finance England Website Most learners aged 24 and over, studying at level 3 and above at an approved college or training organisation in England, will qualify for these new loans from the UK government. It's easy to apply, household income isn't taken into account and there's no credit check. Learners won't have to pay anything back until their income is over 21,000 a year Learners will be able to apply for 24+ Advanced Learning Loans from April

34 Other Training Support and Resources Student Finance UK Part-time and EU students can apply for: Tuition Fee Loan extra help from universities or colleges if you re on a low income You have to apply for student finance every year and you only make repayments when your income is over 21,000 a year. If your income drops below this amount repayments stop. Your income per year Monthly repayments 21,000 and under No repayments 25, , , , , For more information visit the gov.uk website The Guide to Enterprise Management (GEM) The Guide to Enterprise Management (GEM) has been designed to provide useful information for new and existing childcare businesses in all sectors. It will comprise of a hard copy manual covering the following areas: Money Matters o banking, finance and tax Staff o personnel, recruitment and training Structure and Governance o legal status and liabilities Quality Assurance o Frameworks and tools available to help improve practice Business Development o business planning and marketing A CD will compliment the manual which will enable you to download templates relevant to a childcare business. A DVD will also be available to voluntary groups demonstrating the role of a committee and how to conduct meetings. A copy of GEM is available on Czone website. 34

35 Other Useful Contacts and Websites Children and families Other Training Support and Resources 4 Children a national charity dedicated to creating opportunities and building futures for children. 4children.org.uk Daycare Trust a national childcare charity who work to promote high quality affordable childcare for all. daycaretrust.org.uk National Children s Bureau the latest news, view, conferences and training for the children s sector ncb.org.uk Early Years British Association for Early Childhood Education national organisation for early years practitioners and parents. early-education.org.uk Early Years Foundation Stage Forum a national support network of early years practitioners offering extra support and downloadable resources. All practitioners are entitled to free membership using Local Authority password nectar. foundation-stage.info National Childminding Association (NCMA) association for registered childminders ncma.org.uk National Day Nurseries Association national charity which aims to enhance the development and education of children in their early years through the provision of support services to members. ndna.org.uk Government Organisations Czone East Sussex County Council website dedicated to schools and children s services. czone.eastsussex.gov.uk Department for Education (DFE) responsible for improving the focus on all aspects of policy affecting children and young people, as part of the Government s aim to deliver educational excellence. Health and Safety Executive work with the local government as one of the enforcing authorities who work in support of the Health and Safety Commission hse.gov.uk 35

36 Other Training Support and Resources Office for Standards in Education (Ofsted) authority for registration and inspection of childcare settings ofsted.gov.uk Revenue and Customs Tax advice Inclusion Asthma UK national asthma organisation. asthma.org.uk Down s Syndrome Association provides information and support for people with Down s syndrome, their families and carers, as well as being a resource for interested professionals. downs-syndrome.org.uk National Autistic Society information on autism and Aspergers syndrome autism.org.uk National Deaf Children s Society information and resources for parents and carers of deaf children Royal National Institute for the Blind Support for blind and partially sighted people rnib.org.uk Scope charity that supports disabled people and their families scope.org.uk Playwork Children s Play Information Service information and resources about children s play ncb.org.uk/cpis Play England promotes strategies for free play and aims to create a lasting support structure for play providers in England. Also has information about the Quality in Play scheme. Play England Playlink works with local authorities, organisations and groups that want to create the best possible play opportunities for children and young people. playlink.org.uk Skills Active work across the UK leading the development of playwork education and training for all of those working with children and young people. skillsactive.com 36

37 Other Training Support and Resources Qualifications City and Guilds awarding body for qualifications in early years, childcare and playwork cityandguilds.com Council for Awards in Children s Care and Education (CACHE) awarding body for qualifications in early years, childcare and playwork cache.org.uk Early Years & Playwork Qualifications Database provides information and guidance on qualifications within early years or playwork which are acceptable for employment and the level at which they are recognised. Early years and playwork qualifications database : Qualifications Finder : The Department for Education Edexcel awarding body for qualifications in early years, childcare and Playwork. edexcel.org.uk Pre-School Learning Alliance (PLA) awarding body, training provider and an association for playgroups. pre-school.org.uk Resources Resource Centre groups in Sussex can hire equipment including musical instruments. resourcecentre.org.uk Freecycle online forum where items can be given and got for free uk.freecycle.org 37

38 Other Training Support and Resources 38

39 Training & Development Folder Other Training Support and Resources This section of the Training Directory has been put together to support settings to identity any training needs within the setting and to support staff with their personal and professional development. It is essential that all training sits within a context of continuous quality improvement and that it is focused on the experiences of the children in your care. It should be based on the assumption that we can all improve the ways we interact with children and young people by: Learning new skills Setting goals or targets for Making changes in the way we do things improvement Changing our behaviour and language Having clearer definitions of our values and beliefs Continuous improvement is a journey towards ever higher quality, involving teamwork, commitment and some thorough self-examination of practice..this demands that practitioners are open to change, and that they can also stimulate learning, creativity and innovation. It leads to a justifiable sense of pride in the achievements made. National Quality Improvement Network Companion Guide, NCB, 2008 It may be that you already have a process in place to support this. The purpose of this folder is not to replace what you already do, however it may complement this process. Do remember that information in your Training & Development Folder should be consistently reviewed and updated. The Training and Development Folder has been split into three sections: Training & Development Needs Analysis Team Training & Development Plan Impact Analysis Training & Development Needs Analysis A Training Needs Analysis template can be a simple document; its purpose is to: 1. Act as an audit of training across your setting, that is a list of the required (both statutory and those which reflect best practice) skills or competencies that staff hold and what gaps in training exist. This list can range from generic competencies that all staff in the setting require (such as safeguarding/child protection), to specific skills that individuals need to meet their specific role (such as understanding best practice in food safety as they take the lead on this in the setting). 2. Capture information supplied by individuals, whether by interview, appraisal, observation or Quality Improvement processes (for example, the Launchpad To Quality) that indicates a training need. We have linked this document to the five Every Child Matters Outcomes for ease of use. 39

40 Please Note: Although Childminders do not work in a team they could use this template to ensure they are up to date with their required training, for example to remind them when their first aid certificate is about to expire. Team Training & Development Plan The Training Needs Analysis then informs the Team Training & Development Plan, where you can detail the training that individual staff will complete as well as the costs and priority. By indicating priorities, you can ensure that the most important training gets completed first. It will also show the expected benefits to the individual, the setting and children following the training. Please note: If you are working as a childminder on your own this document can also be used to prioritise training and look at expected benefits. Training & Development Impacts The last part of the folder is to focus in on how any training that is attended makes a difference this may be seen in the personal practice of the attendee and/or the practice of the setting as a whole. Any positive change in practice will ultimately have a positive effect on the outcomes for children. This form may be used to identify actions for bringing about developments as well as identifying and measuring what impact training has had within the setting. We hope you find it a useful tool which will help your setting and the staff who work within it develop and grow. Contents Training & Development Flowchart Training And Development Needs Analysis Team Training Plan Training And Development Impacts... 55

41 Training & Development Flowchart This flowchart shows how the Training Development process works. It also shows how this process can link to other plans that you have in place to develop the setting and the staff that work within it. Training & Development Needs Analysis is to identify key training and strengths that your setting has in your current staffing structure. It should highlight gaps where training and developments are required. Quality Improvement systems, for example the Launchpad to Quality, may also help to identify these gaps. From an individual staff perspective, training and personal development can be identified through the staff appraisal system. This analysis should bring all of this information together and has been spilt up into the different Every Child Matters outcomes. Links Visit Reports from Consultants Setting Development Plan Team Training & Development Plan takes information about gaps in training and development from the Training & Development Needs Analysis. It helps to identify which staff will undertake which training or development, expected benefits and practicalities such as cost implications. Ofsted Action Plan Funding Forms A Training & Development Impact analysis is used to identify an action to change in personal practice and that of the setting. It will also enable you to identify any positive impacts for the children. Some training will have its own Impact Analysis and these can be stored in this section. However, if this is not the case the Training & Development Impacts form template can be used to identify and plan some changes in practice, ensuring that the training is used effectively to make a difference in the setting. Quality Improvement Plans The Launchpad to Quality

42 Setting: Name of Supervisor: Date of Review Training and Development Needs Analysis Below is not a definitive list of the training a setting can or should attend, this is a starting point that includes some of the key training a setting should be accessing to ensure best practice and meet some of the Statutory obligations. Training can be identified through Launchpad or other quality improvement processes, relevant legislations and frameworks or through yearly staff appraisals. Key: CPD Continual Professional Development DP Development Plan Stat Statutory Other any other reason e.g. best practice PT Part Time FT Full Time Being Healthy Training / Development Food Hygiene Training Source of Staff that have Completed Training Priority Identification Training Gap Identified CPD DP Stat Other Name PT FT Expires High Low Training & Development Needs Analysis

43 Training / Development Source of Staff that have Completed Training Priority Identification Training Gap Identified CPD DP Stat Other Name PT FT Expires High Low Being Healthy Training & Development Needs Analysis

44 Staying Safe Training / Development Child Protection Level 1 Child Protection Level 2 Health and Safety Training Paediatric First Aid Training Risk Assessment Source of Staff that have Completed Training Priority Identification Training Gap Identified CPD DP Stat Other Name PT FT Expires High Low Training & Development Needs Analysis

45 Training / Development Source of Staff that have Completed Training Identification Training Gap Identified Priority CPD DP Stat Other Name PT FT Expires High Low Staying Safe Training & Development Needs Analysis

46 Enjoy & Achieve Training / Development Level 2 qualification Level 3 qualification Foundation Degree Source of Staff that have Completed Training Priority Identification Training Gap Identified CPD DP Stat Other Name PT FT Expires High Low Training & Development Needs Analysis E n Training / Source of Identification Staff that have Completed Training Training Gap Identified Prior

47 Development CPD DP Stat Other Name PT FT Expires High Low ity Training & Development Needs Analysis M ak Training / Development Source of Identification Staff that have Completed Training Training Gap Identified Priority

48 Inclusion Awareness Training SENCO Role Training CPD DP Stat Other Name PT FT Expires High Low Training & Development Needs Analysis Ma ke Training / Development Source of Staff that have Completed Training Priority Identification Training Gap Identified CPD DP Stat Other Name PT FT Expires High Low

49 Training & Development Needs Analysis

50 Management & Organisation Training / Development Leadership and Management Training ACAS Training Source of Identification Staff that have Completed Training CPD DP Stat Other Name PT FT Expires Training Gap Identified Priority Hig h Low Training & Development Needs Analysis Training / Source of Staff that have Completed Training Training Gap Identified Priority

51 Development Identification CPD DP Stat Other Name PT FT Expires High Low Training & Development Needs Analysis

52 Training & Development Plan Team Training Plan The Team Training & Development Plan details the training that individual staff will complete as well as the costs and priority, as identified by the Training and Development Needs Analysis. By indicating priorities, you can ensure that the most important training gets completed first. It will also show the expected benefits to the individual, the setting and children following the training. It describes the training or development that staff working in the setting need in order to carry out their jobs effectively. This allows them to develop to their full potential, benefiting themselves, their employer and the children at the setting. NB. This training plan is a template only. You may need to photocopy or adapt it for future use. Guidance Training Gap Identified Any training that has been identified through the Training Needs Analysis needs to be shown here. Specific Course or Development Details Record what training the individual or team will complete Name of Staff Member Identify the staff member who will complete the training Expected Benefits identify any benefits to the children identify any benefits to practitioner identify any benefits to setting Cost Record to cost of the training identified Deadline Prioritise the training by putting in a deadline when they need to attend the training Completed To show the date the training was completed

53 Name of Setting Date of Review Training Gap Identified* Specific Course or Development Details Name of Staff Member Expected Benefits Children Practitioner Setting Cost Deadline Completed Training & Development Plan * this is the information completed in the shaded column in Training & Development Analysis

54 Name of Setting Date of Review Training Gap Identified* Specific Course or Development Details Name of Staff Member Expected Benefits Children Practitioner Setting Cost Deadline Completed Training & Development Plan * this is the information completed in the shaded column in Training & Development Analysis

55 Training & Development Impacts Training and Development Impacts The Training and Development Impact form is used to identify actions for bringing about developments as well as identifying and measuring what impact training has had within the setting. This may be seen in the personal practice of the attendee and/or the practice of the setting as a whole. Any positive change in practice will ultimately have a positive effect on the outcomes for children. This Training and Development Impact form is a template only. You may need to photocopy or adapt it for future use. Guidance Actual Benefits/Impact Here you need display actual benefits and impact and also refer to expected benefits in the Training & Development Plan Staff member Can you see that the training or resulting actions have had the desired impact? What is your evidence? Setting How do the actions taken impact on the quality of your setting? Development/Action Identified as a Result of Training Staff member Points to consider: Should the training be cascaded to other staff? Did the training raise further questions? Setting Points to consider: What are we going to do? Who is going to do it? When are they going to do it? Who will monitor this? What is the priority/cost implication? Deadline This should be ongoing Links to other Setting Documents In this section show links to other setting documents Eg. Launchpad to Quality, Development Plan, Staff CPD Further Action This section is to detail any further action that has been highlighted. Staff member Eg. Do you need to refresh the training? How? Setting Eg. Grant application, peer observation to analyse impact of cascaded training, child observations

56 Staff member: Training Attended: Date: Actual Benefits/Impact* Development/Action Identified as a Result of Training Deadline Review Date Links to other Setting Documents Completed Further Action Staff member Setting * Refer to Expected Benefits in the Training & Development Plan Impact on Children: How have any of the above actions improved the experiences of individual children in your setting? Training & Development Plan What is your evidence for this?

57 Staff member: Training Attended: Date: Actual Benefits/Impact* Development/Action Identified as a Result of Training Deadline Review Date Links to other Setting Documents Completed Further Action Staff Member Setting * Refer to Expected Benefits in the Training & Development Plan Impact on Children: How have any of the above actions improved the experiences of individual children in your setting? Training & Development Plan What is your evidence for this?