Bespoke Training, Advice and Support
Course Directory
(Jan 2019)
1
About Us
We are three early years professionals: Denise Hulme, Deborah Sutton
and Mary Lestrange who have a diverse wealth of skills and experience in
inspection, childcare, education, mentoring & management. We can offer
training, support and advice to leaders and practitioners in promoting
excellent quality childcare. In 2014, Claire Taylor joined our team as
Administrator to help out ‘behind the scenes’ with bookings, accounts
and paperwork.
Our Services
Quality 4 Early Years pride themselves on quality, affordable Early Years
training, and as a company we understand that everyone’s training needs
are different – that’s why all of our training courses are available to be
delivered in-house at a time that suits you and your team whether that
be daytime, evening or even a Saturday – it’s up to you.
We currently deliver over 50 different courses from practical sessions to
managing & coaching training as well as individual consultancy, staff
meetings, review of your SEF and of course our mini inspections, all of
which are bespoke to you. Our support can be as short as a one-off
meeting or could be a succession of training and support sessions
Supporting Clusters/ Networks
Have you considered working together with other local nurseries/
playgroups with similar training and development needs? This will help
you to share costs and meet the continual professional development
needs of your team.
Contact Us
Debs: 07966 366 342 [email protected]
Denise: 07754 666 650 [email protected]
Mary: 07941 969 232 [email protected]
Claire: 07495 342223 [email protected]
Our Associates
To ensure we can support our customers in the best possible way, our
associates add to our wealth of knowledge each with their own
specialisms and experiences
Page 2
In House Training
Any of the courses in this brochure can be arranged as a one-off training
session or through several sessions across the year in line with your
development plans at a time to suit you and your setting.
3-hour session for up to 20 delegates £420, for up to 12 delegates £370
Smaller or Bigger groups can be accommodated – email/call to discuss
Book any 2 of our 3-hour training sessions together for your staff
team as in-house training
For up to 20 delegates
- pay our offer price of only £775 (a saving of £65)
For up to 12 delegates
- pay our offer price of only £695 (a saving of £45)
Book 4 or more courses together and receive 15% discount!
Email [email protected] for more information
Along with in-house training, we also deliver a separate
Training Calendar with a selection of our courses being delivered
across Greater Manchester as well as termly Network Meetings and
Guest Speaker Evenings – download your copy from our website
www.quality4earlyyears.co.uk
Network Meetings
Quality 4 Early Years also holds FREE termly Network Meetings which are a valuable
platform for support and advice, as well as being an opportunity to network with
other providers. We provide a chance to hear updates and key messages from other
speakers, opportunities to hear about training events and industry suppliers.
For more information about our next network meetings, visit the dedicated page on
our website http://www.quality4earlyyears.co.uk/nework-meetings/ or email
[email protected]
Page 3
Course Overviews (Alphabetical)
Aiming High in the EYFS ........................................................................................................................ 6
Allergen Awareness ................................................................................................................................. 6
Basic Food Hygiene ................................................................................................................................. 7
Basic Health & Safety ............................................................................................................................. 7
Bringing Children’s Words to Life ...................................................................................................... 7
British Values and the Prevent Duty in Early Years (2.5 hours) ................................................ 8
Characteristics of Effective Learning ................................................................................................. 8
Child-Led Displays: How to Value and Evidence Children’s Creativity ................................. 8
Communication and Language Friendly Environments ............................................................. 9
Curiosity and Loose Parts Play ............................................................................................................ 9
Developing Confident & Effective Room Leadership .............................................................. 10
Developing Key Group Time through Intimacy Island ............................................................ 10
Developing your Team through Effective Coaching ................................................................ 10
Difficult Conversations – Talking to Parents/Carers ................................................................. 11
Early Phonics – the Next Stage ........................................................................................................ 11
Effective Self-Assessment – Measuring the Impact of Practice ............................................ 12
Effective Teaching and Learning ...................................................................................................... 12
Embedding the EYFS and Preparing for Inspection for Out of School .............................. 13
Engaging Parents in Home Learning ............................................................................................. 13
Equality and Diversity .......................................................................................................................... 14
EYFS Mathematics ................................................................................................................................. 14
Foundations for Early Literacy and Phonics ................................................................................. 14
Gender Differences and Valuing Different Learning Styles ................................................... 15
How to be Outstanding ...................................................................................................................... 15
Ideas for Early Writing ......................................................................................................................... 15
In the Moment Planning..................................................................................................................... 16
Induction, Supervision and Appraisal ............................................................................................ 16
Introduction to Attachment Theory & the Role of the Key Person .................................... 16
Introduction to Sign to Support Children’s Speech and Language .................................... 17
Introduction to Supporting Children with Additional Needs ............................................... 17
Leadership and Management in the Early Years (6 hours) .................................................... 17
Let’s Get Physical with Under 5’s ..................................................................................................... 18
Maintaining Good / Getting Outstanding ................................................................................... 18
Observation, Assessment & Planning ............................................................................................ 18
Outdoor Learning in the Early Years .............................................................................................. 19
Paediatric First Aid (12 hour) ............................................................................................................ 19
Peer Observations in Early Years Settings .................................................................................... 19
Positive Behaviour Support For Over 5’s ...................................................................................... 20
Preparing for Inspection ..................................................................................................................... 20
Promoting The Wellbeing Of Staff ................................................................................................. 21
Raising Attainment through the use of Early Years Pupil Premium ................................... 21
Safeguarding – Designated Safeguarding Lead ........................................................................ 21
Safeguarding – Level 1 ........................................................................................................................ 22
Page 4
Safer Recruitment in Early Years ...................................................................................................... 22
Sensory Play ............................................................................................................................................ 22
Shape, Space and Measure ............................................................................................................... 23
Social Media And The Business Benefits For Childcare Providers ....................................... 23
Special Educational Needs and Disabilities (SEND) .................................................................. 23
Speech, Language and Communication Difficulties ................................................................. 24
Supporting and Understanding Children’s Behaviour ............................................................. 24
Supporting Boys Early Literacy Skills .............................................................................................. 24
Supporting Children who have ADHD .......................................................................................... 25
Supporting Children who have Autism ......................................................................................... 25
Supporting Children who speak English as an Additional Language (EAL) ..................... 25
Supporting Transitions ........................................................................................................................ 25
Supporting Vulnerable Two Year Olds .......................................................................................... 26
Team Building Ideas for Managers ................................................................................................. 26
The Importance of Positive, Quality Interactions with Young Children ............................ 26
The Integrated Review and Progress Check at Two ................................................................. 26
The Quality Learning Environment ................................................................................................. 27
The Role of the SENDco ..................................................................................................................... 27
Toxic Trio – Safeguarding Children when Parents have Multiple Needs .......................... 27
Tracking and Evidencing Children’s Progress ............................................................................. 28
Treasure Baskets and Heuristic Play ............................................................................................... 28
Tremendous Two Year Olds .............................................................................................................. 28
Tummy Time and Physical Development in Babies and Toddlers ...................................... 28
Understanding Children’s Play through Schemas ..................................................................... 29
Understanding School Readiness ................................................................................................... 29
Understanding the Unique Needs of Babies .............................................................................. 29
Using Daily Routines as a Valuable Source of Learning ......................................................... 30
Using ICT with Children Under 5 ..................................................................................................... 30
Woodland Play in the Early Years .................................................................................................. 30
WORKSHOP: Busy Bags (1.5 hours) ................................................................................................ 31
WORKSHOP: FGM (1.5 hours) .......................................................................................................... 31
WORKSHOP: Maths on a Budget (1.5 hours) .............................................................................. 31
WORKSHOP: Mindfulness in the Early Years (1.5 hours) ........................................................ 32
WORKSHOP: Professional Love (1.5 hours) ................................................................................. 32
Courses List by Area of Learning....................................................................................................... 33
Other Services ............................................................................................................................................ 35
Mock Inspections ...................................................................................................................................... 36
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Course Overviews All our courses are 3 hours unless otherwise stated
Aiming High in the EYFS
Area: Learning & Development Audience: Practitioners
This course will explore key aspects of the EYFS and support you to ensure the EYFS is
embedded into practice at your setting.
Learning Objectives:
• To identify how we use the characteristics of effective learning to support children’s
learning
• To describe practical ideas in involving parents as active partners in children’s learning
• To understand how the quality of interactions can be supported through joint
observations of activities and care routines
• To explore the prime and specific area of learning and review how they are used to
support children’s learning
• To discuss expectations in relation to assessment and the recording of children’s
progress
Allergen Awareness
Area: Learning and Development, Safeguarding and Welfare
Audience: All
This course aims to raise practitioners and providers awareness of the risk factors around
food and Anaphylaxis reaction and what simple steps can be taken to reduce and manage
these risks when caring for young children.
Learning Objectives:
• To define what Anaphylaxis is.
• To explore common triggers of Anaphylaxis, including those covered by Food Allergen
Act 2014.
• To discuss responsibilities under EYFS and Food Allergen Act 2014 in relation to food
for children in their care
• To define signs and symptoms of Anaphylaxis.
• To discuss treatment for a casualty suffering from an Anaphylaxis reaction
An opportunity to strengthen knowledge around legal responsibilities in regard to food and
Anaphylaxis reaction, signs and symptoms, common triggers and treatment. In depth look at
foods covered by Food Allergens Act 2014 and how these are sometimes hidden in food and
drink
Page 6
Basic Food Hygiene
Area: Safeguarding and Welfare Audience: Practitioners
Good kitchen and personal hygiene, as well as sensible food storage and preparation are vital
when helping to control the spread of harmful germs. This short course offers an insight into
the fundamentals of food hygiene including catering hazards and risks that could lead to
food poisoning
Learning Objectives:
• By the end of the course the delegate will have a greater understanding of the
measures required to restrict contamination and the outbreak of food poisoning in
catering
• They will understand the basic requirements of how to keep themselves clean and
hygienic, how to keep work areas clean and the role they play in reducing
contamination
• TOPICS COVERED: Food poisoning, Food safety hazards, Personal hygiene, Protective
clothing, Pest awareness, Cleaning and disinfectants, Contamination
• ASSESSMENT: Delegates take a multiple-choice assessment and if successful receive a
certificate
Basic Health & Safety
Area: Safeguarding and Welfare Audience: All
Good health and safety standards rely on employers and employees working together to
identify hazards and reduce risks. This course provides the basic knowledge to enable people
to have an understanding of the main areas relating to health and safety in the work place
Learning Objectives:
• Have an understanding of the importance of health and safety and be able to
contribute to improving the health and safety within the workplace
• Delegates will have a better understanding of the topics covered:
Introduction to health and safety, Accidents and ill health, Health and safety law, Risk
assessments, Personal protective equipment (PPE), Workplace health, Safety and
welfare, Fire, Manual Handling
Bringing Children’s Words to Life
Area: Learning and Development Audience: Practitioners
This course will course enable practitioners to develop and share stories by exploring how
children’s speaking and listening skills can be supported and extended through storytelling. It
will bring children’s words to life and help support children to use storytelling as a powerful
tool for learning
Learning Objectives:
• To understand how children’s speaking and listening skills can be fostered and
developed through stories
• To explore children’s words and bring them to life through the use of stories
• To plan, develop and enhance storytelling skills
• To explore different ways to engage children in making their own stories
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British Values and the Prevent Duty in Early Years (2.5 hours)
Area: Safeguarding and Welfare, Learning and Development
Audience: Practitioners, Leaders and Managers
This course will give further clarity on what British Values and the Prevent Duty means and
how they can be met in the early years
Learning Objectives:
• To understand the background and purpose of British Values
• To clarify the law and your responsibilities in the Prevent Duty
• To explore how the EYFS actively promotes the teaching of British Values
• To identify how Ofsted will judge practice
• To reflect on practice in order to secure improvements
Characteristics of Effective Learning
Area: Learning and Development Audience: Practitioners
This Course will explore the statutory requirement within the EYFS around how children learn
by exploring the characteristics of effective teaching and learning within a positive
environment that supports children’s learning and development. It will review point 1.9 of the
statutory framework that states practitioners must reflect on the different ways that children
learn and reflect these in their practice.
Learning Objectives:
• To discuss the value of play & identify important characteristics of how children learn
• To identify how we use these characteristics to support children’s lifelong learning
• To clarify the difference between what and how children learn
• To consider how practitioners can effectively guide children’s development
Child-Led Displays: How to Value and Evidence Children’s
Creativity
Area: Learning and Development Audience: Practitioners
This course will help you excel at displays. It will help you celebrate children’s work, whilst
being educational, informative and help brighten up your learning environment
Learning Objectives:
• To describe what being creative is all about
• To make links to the EYFS
• To identify good practice in displays
• To describe different ways of evidencing children’s learning
Page 8
Communication and Language Friendly Environments
Area: Learning and Development Audience: Practitioners
This course will enable practitioners to explore different ways of supporting communication
and language within their setting and explore how to develop a communication and
language friendly environment
Learning Objectives:
• To explore how babies and young children develop early language and
communication skills
• To explore how practitioners can support children by providing communication and
language rich environments
• To identify problems that pre-school children may experience regarding
communication and language and what these might look like within the nursery
setting
Curiosity and Loose Parts Play
Area: Learning and Development Audience: Practitioners
This course will explore the importance of providing open ended resources for young
children to explore to in order to support their creative and critical thinking.
Learning Objectives
• To gain an awareness of round the theory of loose parts
• To understand the value of loose parts to support motor sensory development
• To discuss how loose parts play links with the characteristic of effective learning
• To explore role of the adult in providing a range of open-ended resources within the
environment
• To provide practical guidance about loose parts play and opportunities to explore
loose parts
• To develop ideas around using loose parts as an effective paly to support ‘how
children learn and develop independence
Loose parts theory isn’t anything new it was originally introduced by an architect Simon
Nicholson in the 1970’s. This course will enable you to explore the key messages about loose
parts and understand the benefits of open-ended materials with no specific set directions. It
will help you to explore how children learn by using loose parts to create a richer
environment for children play
ARE YOU ON SOCIAL MEDIA?
Social media is fast becoming part of everyday life, if not
already – follow us for news, updates and inspiration on
any one of these platforms…
Follow us on Facebook www.facebook.com/Quality4EarlyYears,
Twitter twitter.com/Quality4EY,
LinkedIn www.linkedin.com/company/quality-4-early-years
or Instagram quality4earlyyears
You can also follow our blog
www.quality4earlyyears.co.uk/blog/
Page 9
Developing Confident & Effective Room Leadership
Area: Leaders and Managers
Audience: Practitioners, Room Leaders and Middle Managers
This course will help develop knowledge and skills and explore the fundamentals of people
management that will support you in becoming a successful room leader
Learning Objectives:
• To recognise different leadership and management styles and understand the room
leader’s role within this
• To identify what quality teaching and learning looks like
• To explore different ways of monitoring and assessing staff practice
• To develop strategies in preventing and resolving conflict
You will have the opportunity to understand and appreciate your own leadership styles and
how they can help you lead others with impact. You will have the chance to unpick quality
teaching and learning and explore a range of different methods to monitor, assess and
challenge staff practise to secure improvements. With time to reflect on your own practice
using a self-assessment tool, don’t miss the opportunity to share strategies and good
practice with other room leaders
Developing Key Group Time through Intimacy Island
Area: Learning and Development Audience: Practitioners
We will look at the role of the key person in supporting emotional wellbeing reflection on
key-group time
Learning Objectives:
• To review the key person approach and reflect on how effective it is
• To consider times in the day for natural relationships between adults and children to
flourish
• To discuss the value and importance of key times for the intimacy to share experiences
with time for listening and comforting though small group while being close
• To explore the difference between key-group time and circle time
• To identify ways to develop key group time (Intimacy Island)
Developing your Team through Effective Coaching
Area: Leaders and Managers Audience: Leaders and Managers
This course is aimed at line managers/room leaders with supervision responsibilities. It will
define how coaching can be used to enhance the performance of the staff team
Learning Objectives:
• To understand how Ofsted, make judgements on your performance management
processes
• To clarify the purpose of coaching and how it supports the delivery of effective
supervisions
• To identify practical skills and techniques in facilitating the development of others
• To describe how to challenge practice, give effective feedback and agree actions for
improvement
Ideal Follow on Course: Developing Confident and Effective Room Leadership
Page 10
Difficult Conversations – Talking to Parents/Carers
Area: Safeguarding and Welfare Audience: Practitioners
This course will support practitioners working with children and families to increase their
knowledge and skills in effective communication with parents around developmental and/or
safeguarding concerns.
Learning Objectives:
• To identify children and families who would
benefit from early intervention in the prevention
of unnecessary escalation of issues or needs.
• To develop basic skills and strategies for
approaching parents effectively in relation to
offering early support
• To understand the key themes of a Strength
Based Conversation
• To support parents in finding their own solutions
• To appreciate the importance and benefits of
ongoing strength-based communication
This course aims to encourage practitioners to find a new way of having difficult
conversations with parents and carers in a way which focuses on strengths and understands
people within the context of their family and community.
This approach involves listening, and genuinely understanding what matters to people, what
their life is like and where changes can be made. It is about enabling rather than using a
traditional ‘helping’ style and supporting families to make positive changes to their own lives,
so they are more resilient and less dependent on services.
It will support practitioners working with children and families to understand their
responsibility in implementing the Early Help Strategy and preventing the unnecessary
escalation of issues or problems.
Early Phonics – the Next Stage
Area: Learning and Development Audience: Practitioners
Success in all areas of education depends upon children developing a good standard of
literacy. In the Early Years it is essential that we build upon children’s prior attainment. How
do you know when children are ready to move on in the development of their literacy skills?
What are the next steps to take? How do you help parents to help their children?
This course looks at these questions and develops practitioners’ skills and knowledge in
literacy and early phonics
Learning Objectives:
• To enable practitioners to develop their understanding of the ‘next steps’ in early
literacy and phonics
• To enable settings to support parents in helping their children make progress as the
approach school transition
• To share reading and writing activities which can be used in groups and with individual
children
• To develop effective assessment to help with transition
www.quality4earlyyears.co.uk
Page 11
Effective Self-Assessment – Measuring the Impact of Practice
Area: Leaders & Managers Audience: Leaders & Managers
This course explores Ofsted’s expectations for a settings self-evaluation. It will support
leaders and managers to discuss confidently how they evaluate the quality of the provision
and have a clear and ambitious vision. It will consider how to capture and measure the
impact of the provision and will support leaders and managers to gather and summarise
evidence, to show they have an accurate view of the quality of provision and what needs to
improve. It will also provide an opportunity to look at how to undertake an effective
improvement plan that demonstrates progress over time.
Learning Objectives:
• To explore the relevance and importance of continuous self-assessment and
improvement
• To identify different ways of reflecting on practice including the importance of peer
observations and how these impact on the quality of practice
• To understand how to capture, record and measure evidence accurately
• To reflect on how to show case effective self-assessment
• To explore what Ofsted are looking for when case tracking children’s progress
• To explore how to develop a successful improvement plan
Effective Teaching and Learning
Area: Learning and Development Audience: Practitioners
This course will explore what effective teaching and learning looks like in the early years and
what the key elements of effective teaching are. It will describe how Ofsted makes
judgements on the quality of the teaching and learning at early years inspections
Learning Objectives:
• To describe effective teaching strategies to help children make good progress
• To explore the characteristics of effective teaching and learning
• To understand how Ofsted evaluates and makes judgements on the quality of the
teaching and learning at inspection
• To reflect and challenge practice to further improve the quality of teaching and
learning in settings
Page 12
Embedding the EYFS and Preparing for Inspection for Out of
School
Area: Leaders and Managers, Learning and Development
Audience: All
This course will help you explore key aspects of the EYFS and support you to ensure the EYFS
is embedded into practice at your setting. It will describe the Ofsted inspection framework
and help you prepare for your inspection and get the best possible outcomes
Learning Objectives:
Part 1:
• To describe the safeguarding and welfare requirements and how to implement these
into practice.
• To identify the learning and development requirements and describe the 3 prime areas
and 4 specific areas of development.
• To discuss and identify the characteristics of effective teaching and learning.
• To identify ways to work in partnership with parents and other providers to
compliment children’s learning.
Part 2:
• To describe ways of implementing the EYFS in Out of School Provision
• To state the key features of the Ofsted inspection and define how evidence is collated
and judgements are made
• To identify ways in which you can prepare and get the best from the inspection
process
Engaging Parents in Home Learning
Area: Learning and Development
Audience: Practitioners
This course will support practitioners to establish
effective partnerships with parents and carers and
enable them to work collaboratively to develop
children’s progress, learning and development at
home.
Learning Objectives:
• To identify the importance of effective
partnerships with parents and carers
• To examine different methods for engaging
with parents and to identify what good
practice looks like
• To share practical ideas to support home learning
• To identify possible barriers and how to overcome these
• To consider ways in which effective partnerships with parents can be further developed
to ensure children’s learning and development is supported at home
For discuss your training needs or any of the courses in this directory…
email: [email protected] or call 07495 342 223
Page 13
Equality and Diversity
Area: Learning and Development Audience: All
This course will help you understand why equality and diversity is an integral part of quality
provision and to understand how you can make a difference
Learning Objectives:
• To understand terminology
• To clarify the role and responsibilities of practitioners working with children
• To understand the effects of and know how to respond to discrimination
• To explore and describe good practice and ways of assessing and critically reflecting
on the environment and what you do
• To examine and solve potential barriers/challenges and identify key areas for
improvement
EYFS Mathematics
Area: Learning and Development Audience: Practitioners
This course will give practitioners increased knowledge of how to support children’s early
mathematical development through appropriate and meaningful activities
Learning Objectives:
• To increase practitioners’ confidence in supporting children’s mathematical
development
• To increase knowledge of what the EYFS says about mathematical development
• To share some practical ideas to further implement maths into our settings
Foundations for Early Literacy and Phonics
Area: Learning and Development Audience: Practitioners
This course will help you to understand what phonics teaching should look like in pre-school
settings and help you to gain confidence in delivering effective phonics activities for three-
and four-year olds
Learning Objectives:
• To recognise the importance of developing phonics skills for young children
• To clarify the types of phonics activities suitable for pre-school children
• To build confidence in introducing phonics through daily activities
• To identify good practice and share ideas for effective phonics activities
Page 14
Gender Differences and Valuing Different Learning Styles
Area: Learning and Development Audience: Practitioners
We often reflect upon the difference between boys and girls in our settings. But what does
this actually mean for our practice? Are boys one thing and girls something else? Are boys
and girls driven to certain behaviours and activities because of the provision we make for
them?
Learning Objectives:
• To reflect upon what differences between the genders are observed in daily practice
• To consider the implications for practice that gender difference may present
• To identify where the needs of both genders differ and are similar so we can make the
best possible provision
• To consider the interests of all children in order to enhance practice and the
development of all
• To explore a range of practical strategies for use in settings to ensure a balance across
setting provision
How to be Outstanding
Area: Leaders and Managers
Audience: Leaders and Managers
This course will explore and identify what outstanding
practice looks like and what the key points to success
are
Learning Objectives:
• To identify the judgements that inspectors make
at inspection and the evidence they gather
• To discuss and unpick the grade descriptors for
outstanding in the Ofsted evaluation schedule
• To discuss, reflect on and provide ideas for those
who are striving for excellence within their team
• To look at and describe examples of outstanding
practice
Ideas for Early Writing
Area: Learning and Development Audience: Practitioners
This course will explore Writing in the EYFS and give practical suggestions for promoting this
area throughout your setting.
Learning Objectives:
• To discuss effective ways to prepare children for becoming writers
• To consider what the EYFS documents say about writing and how to promote this
through enabling environments
• To identify strategies for encouraging boys to mark make/write
• To share practical ideas for promoting writing in all areas of continuous provisions
For discuss your training needs or any of the courses in this directory…
email: [email protected] or call 07495 342 223
Page 15
In the Moment Planning
Area: Learning and Development Audience: All
We know that when children’s learning is at a deep level, when they are totally involved then
they are unstoppable. “In the Moment Planning” is gaining momentum in the Early Years
community. Why is this method gaining in popularity and credibility? What does it mean in
practice? Does it work? How can it be introduced into settings?
Learning Objectives:
• To introduce the theory and practice of “In the Moment Planning”, with reference to
practice in “real life”
• To help practitioners gain an understanding of why this works so well and how to
introduce it
• To demonstrate how children’s progress is accelerated when this approach is adopted
• To show how to document children’s learning through “In the moment planning”
practice
• To enable practitioners to communicate to parents how this method works and how
they can support their children
Induction, Supervision and Appraisal
Area: Leaders and Managers Audience: Leaders and Managers
This course will support managers and leaders in conducting professional and effective
support and supervision systems which impact on the practice of staff
Learning Objectives:
• To understand your role in relation to the requirements of the EYFS and Ofsted
framework
• To clarify the purpose of the different formats
• To identify ways to prepare and collate evidence of practice
• To explore different methods in conducting staff development
• To identify ways to measure the impact of support and follow through identified issues
Introduction to Attachment Theory & the
Role of the Key Person
Area: Learning and Development
Audience: Practitioner
This course will consider the importance of attachment
relationships for children in the EYFS and how this relates to
the role of the key person
Learning Objectives:
• To review the key person approach and reflect on how
effective it is
• To recognise the key concepts in attachment theory
• To identify the benefits of the key person approach for
children, parents and practitioners
• To explore how the key person approach can be embedded into practice
• To consider times in the day for natural relationships between adults and children to
flourish
Page 16
Introduction to Sign to Support Children’s Speech and Language
Area: Learning and Development Audience: Practitioner
This course gives insight into the use of sign in supporting the early language development
of young children, including those with delayed speech and gives practitioners chance to
develop their own skills in using some basic signs
Learning Objectives:
• To understand the purpose of sign supported communication
• To learn some basic signs to support young children’s acquisition and development of
language
• To practise and develop confidence in using signing in the setting
Introduction to Supporting Children with Additional Needs
Area: SEND Audience: Practitioner
This course is for SENCOs and practitioners who want to learn more about the types of
children who have additional needs and who might attend our settings, either now or in the
future. It will give participants confidence in reassuring parents of children with additional
needs, that they know how to support their children and although this course is an
introduction, it will provide information on where to access more detailed knowledge on a
variety of types of additional needs.
Learning Objectives:
• To look at what is meant by “Special Needs” and “Additional Needs” and discuss
appropriate terminology
• To develop a basic knowledge of a range of additional needs, including Down’s
Syndrome,
• Fragile X, hearing impairment, visual impairment, ADHD, Cerebral Palsy, Autism and
Asperger’s
• To understand some of the difficulties children with these additional needs might have
• To develop confidence in supporting children who have these difficulties
Leadership and Management in the Early Years (6 hours)
Area: Leaders and Managers Audience: Leaders and Managers
This course is aimed at new and existing leaders and managers wanting to develop their
knowledge and confidence in leading an effective team
Learning Objectives:
• To understand different leadership and management
styles and skills
• To explore the dynamics and facilitation of team roles
and their performance
• To develop good practice in time management
• To clarify how to conduct effective meetings
• To develop strategies for dealing with
underperformance
• To explore conflict resolution
• To understand how to develop a learning culture that
influences team practice
Page 17
Let’s Get Physical with Under 5’s
Area: Learning and Development
Audience: Practitioner
This course will explore the importance of why movement
matters for babies and young children and consider how it
helps children become more confident about their bodies
and developing their self-esteem
Learning Objectives:
• To explore physical development
• To understand how children develop through
movement
• To understand the importance of providing an
environment which allows opportunities to move
• To explore ideas to support children’s movement
Maintaining Good / Getting Outstanding
Area: Leaders and Managers Audience: Leaders and Managers
This course will support the senior practitioner/manager to keep focused on the key
requirements for maintaining or improving their previously good inspection outcome
Learning Objectives:
• To explore and identify what outstanding practice look likes and what the key points
to success are
• To discuss, reflect on and provide ideas for those who are striving for excellence within
their team
• To state and explore the key features/requirements of the Ofsted inspection
framework and how these can drive improvements
• To define how evidence is collated at inspection and judgments are made
• To identify ways in which you can prepare, showcase practice and get the very best
from the inspection process
• We have tailored our Maintaining Good / Getting Outstanding package so that it can
be delivered to either Managers/Leaders or Childminders
Observation, Assessment & Planning
Area: Learning and Development Audience: Practitioner
This course will give practitioners a deeper understanding of the importance of observation
within the EYFS and how observations can support planning
Learning Objectives:
• To explore what is observation and assessment
• To discuss the value and purpose of observation and assessment within the EYFS
• To consider how different types of observations can be used to understand children’s
individual needs and support planning
• To discuss the process of the two-year progress check and explore how this can be
implemented
www.quality4earlyyears.co.uk
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Outdoor Learning in the Early Years
Area: Learning and Development Audience: Practitioner
This course will enable practitioners to support and develop children in the outdoors, it will
look at the importance of outdoor play and identify how to provide an outdoor area that
encourages risky play
Learning Objectives:
• To recognise the importance of outdoor play for the under-fives at all times
• To make links with the EYFS an identify elements of practice in order to enhance
provision
• To explore the challenges and barriers to outdoor play
• To give practical ideas and inspiration to enhance the outdoor areas
• To look at what risky play is and look at how this can be encouraged within your
outdoor settings
Paediatric First Aid (12 hour)
Area: Safeguarding and Welfare
Audience: All
This course will give a comprehensive introduction to
baby and child first aid
The course covers all topics required by OFSTED & is in
line with the EYFS framework.
Learning Objectives:
• By the end of the course the delegate will have
covered how to:
• Give emergency first aid until the arrival of
paramedics
• Recognise and treat most emergency situations
Peer Observations in Early Years Settings
Area: Learning and Development Audience: All
This course will focus on the importance of peer observation as a tool to support high quality
interactions between practitioners and children
Learning Objectives:
• To understand the role of peer observation in early years settings
• To understand how to introduce and implement peer observation methods, including
template forms and examples
• To develop strategies to support practitioners in the process
• To gain effective ways of giving and receiving feedback so that staff learn from each
other through honest and critical reflection
• To summarise the observations and feed these into the supervision/appraisal process
and training plans
For discuss your training needs or any of the courses in this directory…
email: [email protected] or call 07495 342 223
Page 19
Positive Behaviour Support For Over 5’s
Area: Learning and Development, Safeguarding and Welfare
Audience: All
This course is for anyone caring for children in the Early Years sector over the age of five;
such as an out of school club or as a childminder. The course aims to increase knowledge of
and confidence in supporting a range of behaviours in children
Learning Objectives:
• The law and you - understanding your responsibilities
• The spectrum of behaviour in the over fives
• “Technoference” - the impact of technology on behaviour
• Positive behaviour support - considerations and techniques
• Policy and practice
Preparing for Inspection
Area: Learning and Development, Leaders and Managers
Audience: All
This course will describe the changes in the Ofsted early years inspection framework and help
you prepare for your inspection
Learning Objectives:
• To describe the purpose and process of inspection
• To describe the key features of the common inspection framework
• To define how evidence is collated and judgements are made
• To understand the key judgements made at inspection
• To discuss ways in which you can prepare, showcase practice & get the best from the
inspection process
• We have tailored our Preparing for Inspection package so that it can be delivered to
either Managers/Leaders, Childminders, Practitioners or a whole staff team
For discuss your training needs or any of the courses in this directory…
email: [email protected] or call 07495 342 223
Page 20
Promoting The Wellbeing Of Staff Through Outstanding
Leadership And Management
Area: Leaders and Managers, Safeguarding and Welfare
Audience: Leaders and Managers
This course will help settings feel confident that they are providing outstanding Leadership
and Management with particular reference to staff well-being. This in-turn leads to staff
providing outstanding experiences for the children in their care. By knowing the needs,
knowledge and understanding of each individual staff member, managers will be better
placed to support them, and will feel confident to approach their management for support
when they need it.
Learning Objectives:
• To understand the impact of a supported staff team on the wellbeing of children and
families
• To understand the vital role CPD places in promoting the wellbeing of all staff
• To reflect upon the work pressures on staff, helping to manage staff constructively &
realistically
• To explore a range of methods of promoting wellbeing at the setting and into the lives
of staff generally so that they can provide an outstanding service
• To identify and discuss issues for leaders in managing staff wellbeing consistently and
appropriately
Raising Attainment through the use of Early Years Pupil Premium
Area: Learning and Development Audience: Leaders and Managers
This course will look at practical ideas to help settings make the best use of the EYPP and
evidence the outcomes
Learning Objectives:
• To explore what the EYPP is and why it has been introduced
• To consider methods of implementation, delivery, monitoring and assessment
• To determine how to spend the money effectively
• To share practical ideas for measuring impact and outcomes
• To understand EYPP references in Ofsted’s Common Inspection Framework
Safeguarding – Designated Safeguarding Lead
Area: Safeguarding and Welfare, SEND, Learning and Development
Audience: Leaders and Managers
This course will prepare participants to recognise early signs of child abuse, increase
confidence in participants role in safeguarding children and help to build networks of support
Learning Objectives:
• To describe the role of the designated person and key areas of responsibility
• To identify key legislation and guidance
• To explore what action to take when informed of a range of concerns about a child
• To understand the issues in connection with recording, sharing information
and confidentiality
• To take part in the referral process
• To describe the role your setting has in the multi-agency child protection process
Page 21
Safeguarding – Level 1
Area: Safeguarding and Welfare, Learning and Development
Audience: Practitioner
This course will prepare practitioners working directly with children to recognise early signs of
child abuse and help improve safeguarding practices at your setting
Learning Objectives:
• To identify and report possible signs of neglect, physical, emotional, sexual abuse and
early grooming
• To explore personal and organisational good practice to safeguard the welfare of
children
• To recognise signs of inappropriate adult behaviour and know reporting procedures
• To examine responses to disclosures of abuse
• To clarify good practice that keeps practitioners safe from unsubstantiated allegations
Safer Recruitment in Early Years
Area: Safeguarding and Welfare
Audience: Leaders and Managers
This course is aimed at staff with particular responsibility for
ensuring that robust systems for safer recruitment are
implemented consistently to support the safeguarding and
welfare of all children.
Learning Objectives:
• To understand the reasons for safe and legal
recruitment and selection
• To demonstrate a robust process for the recruitment
and selection of suitable staff
• To clarify the purpose of an induction and
probationary period and consider strategies to
improve staff retention
• To describe harmful behaviour and explore
responses to allegations made against staff
• To identify how Ofsted make judgements on practice
Sensory Play
Area: Learning and Development Audience: Practitioner
This course will explore the importance of sensory play enabling you to reflect on your
practice in relation to sensory development whilst exploring through a hands-on tactile,
multi-sensory approach
Learning Objectives:
• To discuss the importance and value of sensory play
• To explore links between sensory experiences and brain development
• To discuss how sensory rich play supports the prime areas
• To explore the role of the adult in providing a range of open-ended resources within
the enabling environment
• To practically explore and develop sensory materials
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Shape, Space and Measure
Area: Learning and Development Audience: Practitioner
This course will improve practitioners’ knowledge, understanding and skills in order to fulfil
the ‘Shape, Space and Measure’ aspect of the EYFS requirements.
Learning Objectives:
• To increase knowledge of the stages of development of shape, space and measure
within the EYFS and develop practitioners’ own knowledge and skill in using the
correct terminology
• To recognise how to support shape, space and measure through positive relationships
and enabling environments and share ideas for activities to develop children’s
knowledge in this area
Social Media And The Business Benefits For Childcare Providers
Area: Leaders and Managers
Audience: Leaders and Managers
This course is for anyone not currently using social media
for their business who would like to understand more
about:
• Social media in general
• The different options - Facebook, Twitter, Instagram etc
• Benefits and risks
• Staff and safeguarding
• Getting started - tips and guidance
Special Educational Needs and Disabilities (SEND)
Area: SEND
Audience: Practitioner, Leaders and Managers
This course will enable practitioners to become familiar with
changes in the SEND Code of Practice 2014 and will increase
understanding of how to meet the needs of children
identified with SEND
Learning Objectives:
• To know the changes made in the SEND Code of
Practice 2014
• To raise awareness of the responsibilities when
working within the approach of the SEND Code of
Practice
• To understand the role of the Special Education Needs
Co-ordinator and of all practitioners in delivering
inclusive practice including the responsibilities of the
key person in early identification
• To identify appropriate support for children where
there are emerging concerns
Page 23
Speech, Language and Communication Difficulties
Area: SEND Audience: Practitioner
This course will help practitioners to recognise children who are having difficulties in
developing language skills and consider some strategies which can support them
Learning Objectives:
• To consider the stages of development of
speech, language and communication
• To increase knowledge of the EYFS documents,
particularly positive relationships and enabling
environments
• To examine some of the difficulties young
children may face and possible reasons
• To develop understanding of strategies and
techniques which support children with speech,
language and communication difficulties
Supporting and Understanding Children’s Behaviour
(Previously known as Behaviour Management)
Area: Learning and Development, Safeguarding and Welfare
Audience: All
This course will look at good practice dealing with children’s behaviour focusing on social
development through play using the behaviour management pyramid
Learning Objectives:
• To discuss what we mean by behaviour
• To explain how play promotes social development
• To reflect on the impact of routines and organisation on children’s behaviour
• To develop strategies in the promotion of positive interaction
This course can also be delivered in a 4-hour session including Behaviour Plans
Supporting Boys Early Literacy Skills
Area: Learning and Development Audience: All
This course will help practitioners working with boys aged 2-5 to build on their knowledge of
the wide range of developmental skills and understanding that boys need to develop their
early literacy skills
Learning Objectives:
• Explore the range of skills and understanding that support the development of early
literacy
• Consider a range of ways to support boys’ early literacy and imaginative skills
including supporting parents in the early home learning environment
• Know of and share practical ways to support early literacy skills
For discuss your training needs or any of the courses in this directory…
email: [email protected] or call 07495 342 223
Page 24
Supporting Children who have ADHD
Area: SEND Audience: Practitioner
This course will give practitioners understanding of ADHD and of some strategies for dealing
with the behaviours of children who have ADHD
Learning Objectives:
• To know what ADHD is and who is affected
• To identify possible signs, symptoms and behaviours associated with ADHD
• To develop confidence in supporting children with ADHD
• To explore ideas for appropriate interventions
Supporting Children who have Autism
Area: SEND Audience: Practitioner
This course will give practitioners understanding of what Autism is & what are appropriate
strategies for dealing with the traits and behaviours of children on the Autism Spectrum
Learning Objectives:
• To know what Autism is and to recognise the traits shown by children on the spectrum
• To develop understanding of the needs of children who have Autism
• To develop confidence in supporting children on the Autism Spectrum
• To explore ideas for appropriate interventions
Supporting Children who speak English as an Additional
Language (EAL)
Area: SEND Audience: Practitioner
This course will help you to understand some of the difficulties that children may have when
English is not their first language, and enable you to develop strategies to support them
Learning Objectives:
• To recognise the difficulties EAL children may encounter in settings
• To develop strategies to support EAL children within your setting
• To gain an understanding of the importance of effective partnerships with the parents
and families of children who do not speak English as their first language
• To identify good practice and share ideas for promoting the development of children
who speak English as an additional language
Supporting Transitions
Area: Learning and Development Audience: All
This course will explore the importance of supporting transitions and will help practitioners
understand the need to plan for and successfully manage the transition process
Learning Objectives:
• To understand the impact of change upon babies and young children
• To explore the role of the adult in supporting babies and young children, both
practically and emotionally through transitions
• To put effective communication procedures and systems in place to ensure all children
and adults are fully involved
• To discuss the importance of working in partnership with parents
Page 25
Supporting Vulnerable Two Year Olds
Area: Learning and Development Audience: All
This course will look at supporting practitioners to understand why high-quality early years
education for disadvantaged two year olds is important in narrowing the gap and is crucial in
making a difference to children’s achievement.
Learning Objectives:
• To consider the characteristics of 2-year olds
• To understand what vulnerable means
• To discuss ways to support vulnerable families & engage parents
• To understand roles and responsibilities within your setting
• To review the importance of high-quality environment to motivate and engage 2 year
olds
Team Building Ideas for Managers
Area: Leaders and Managers Audience: Leaders and Managers
This course will help to develop a shared vision of outstanding teamwork which will lead to
outstanding outcomes for children.
Learning Objectives:
• To agree the elements of a vision which will enable teams to develop their practice
• To reflect on the elements of teamwork and about how it feels to be part of a team.
• To identify the practices which make teams really effective.
• To connect the practices of an outstanding team to outcomes for children
The Importance of Positive, Quality Interactions with Young
Children
Area: Learning and Development Audience: Practitioner
This course will explore the importance of quality interactions and look at the role of the
adult in supporting children’s emotional well-being and learning and development esteem
Learning Objectives:
• To discuss what quality interaction looks like in practice
• To discuss the qualities and attitudes of adults supporting children’s learning and
development
• To consider the importance of quality communication and active listening
• To explore how quality interactions support positive conditions for learning
The Integrated Review and Progress Check at Two
Area: Learning and Development, SEND Audience: All
This course will enable practitioners to carry out a progress check at two and have a clear
understanding of its purpose and place within the integrated review and Right Start Model
Learning Objectives:
• To understand the purpose of the integrated review
• To explore the aims and principles of the EYFS progress check at two
• To define the process of completing the check
• To identify ways of involving parents, children, practitioners and other professionals in
the assessment process
Page 26
The Quality Learning Environment
Area: Learning and Development Audience: All
This course will look why it is important that the environments that babies and young
children are in have the right ingredients that support their holistic development and allow
them to thrive
Learning Objectives:
• To explain the 3 key aspects of the learning environment within the EYFS
• To identify aspects of a quality learning environment
• To recognise the importance of continuous provision to support learning
• To explore the characteristics of effective learning within a quality environment
The Role of the SENDco
Area: SEND Audience: SENDco
This course will examine the role of the SENDco and consider the requirements of the SEND
Code of Practice
Learning Objectives:
• To define what is SEND
• To increase understanding of the role of the SENDco in an early years’ setting
• To know what some of the new challenges within the latest legislation on SEND are
• To develop the skills needed to deal with children, parents and carers of children who
have SEND
Toxic Trio – Safeguarding Children when Parents have Multiple
Needs
Area: Safeguarding and Welfare, SEND Audience: All
This course will provide practitioners with an understanding of how mental ill health,
domestic abuse and substance misuse may impact on parenting ability and increase the risk
of harm to children and young people
Learning Objectives:
• To raise awareness of the concept of ‘The Toxic Trio’ and why this is essential learning
for all frontline practitioners
• To develop your understanding of parental substance use, parental mental ill health
and domestic abuse and the impact it can have on parenting ability
• To consider learning from serious case reviews to identify how children and young
people are affected by parental behaviours
• To reflect on your role in identifying and working with families when parents have
multiple needs and increase awareness of local providers or community support
available for families
This course provides an introduction to the concept of the “Toxic Trio” and highlights how
children may be at increased risk when parents have multiple needs. There will be
opportunity to explore your own role in relation to this issue and increase your knowledge of
legislation, policy and local service provision which will enable you to support families
appropriately and to safeguard the needs of children and young people in your care.
www.quality4earlyyears.co.uk
Page 27
Tracking and Evidencing Children’s Progress
Area: Learning and Development Audience: All
This course will look at ways of tracking and evidencing children’s progress within the EYFS. It
will help you at you early years Ofsted Inspection to demonstrate clearly the progress that
children are making.
Learning Objectives:
• To clarify why it is important to review and track children’s progress
• To identify ways of gathering information on children’s learning and development
• To describe how to evidence individual children and cohorts of children’s progress
• To understand how Ofsted will evaluate children’s progress at inspection
Treasure Baskets and Heuristic Play
Area: Learning and Development Audience: Practitioner
This course will explore and develop practitioners’ knowledge and skills in providing treasure
baskets and heuristic play by looking at what is meant by treasure baskets and heuristic play
Learning Objectives:
• To explore what is meant by treasure baskets and heuristic play
• To discuss early sensory and motor development and the 3 stage play with objects
• To discuss the role of the adult and consider objects that can be used
Tremendous Two Year Olds
Area: Learning and Development Audience: Practitioner
This course will give you an understanding of the unique needs of two-year olds and how
practitioners can support their learning and development in settings
Learning Objectives:
• To discuss & describe typical stages of development, characteristics and unique needs
of two-year olds
• To identify and discuss the ways in which two-year olds engage with their environment
and to consider the impact the environment has on them
• To understand the importance of forming secure attachments with 2-year olds to
promote their well-being
• To identify ways in which practitioners can support and promote the learning &
development of 2-year olds
Tummy Time and Physical Development in Babies and Toddlers
Area: Learning and Development Audience: Practitioner
This course will help practitioners who work with babies & toddlers to develop their
knowledge of the physical needs of babies and how to support development in this
important area
Learning Objectives:
• To understand the importance of ‘Tummy Time’ as part of the physical development of
young babies
• To examine ways of supporting the physical development of babies and toddlers
• To share ideas on good practice when working with babies and toddlers
Page 28
Understanding Children’s Play through
Schemas
Area: Learning and Development
Audience: Practitioner
This course will give practitioners an introduction to
schema theory and explore the different types of
schemas. It will support practitioners’ understanding of
children’s play and help them to identify schemas
(repeatable patterns of behaviour) and look at how to
plan for these to support children’s individual needs.
Learning Objectives:
• To discuss what is ‘schema’ theory
• To explore examples of different types of schemas
• To practically experience different types of schema play
• To consider ways to support and plan for schemas
Understanding School Readiness
Area: Learning and Development Audience: Practitioner
This course will aid practitioners understanding of the term ‘School Readiness’ and what it
means for policy, practice and transition to school
Learning Objectives:
• To look at research about what the term “school readiness” actually means for us in
practice
• To help practitioners reflect on their practice, to help children feel confident to meet
this sometimes-daunting transition
• To think about transition policies and procedures
• To consider communication with parents and what help they might need at home to
help their child be confident and happy when they move to school.
• To think about communication with the schools the children move on to
Understanding the Unique Needs of Babies
Area: Learning and Development Audience: Practitioner
This course will support baby room staff to gain an in-depth knowledge about the unique
needs of babies. It will explore the importance of quality interactions, communication,
routines and the environment
Learning Objectives:
• To explore why a good knowledge of child development is vital in understanding how
babies learn and develop
• To understand attachment theory and its importance for practitioners working with
babies
• To understand the unique need of babies in day-care settings
• To explore key issues of working with babies and the importance of quality care
routines
• To identify aspects of a quality learning environment for babies and explore
appropriate resources and activities to support babies learning and development
Page 29
Using Daily Routines as a Valuable Source of Learning
Area: Learning and Development Audience: Practitioner
This course will focus on how the daily routines necessary in caring for very young children
can offer key opportunities for bonding and learning. Routines and transitions work together
to give children a sense of knowing, adds to the predictability and can be used as valuable
learning opportunities for children
Learning Objectives:
• To understand how routines can be a source of learning
• To explore whether routines are organised to suit adults or children
• To develop strategies to best support children with routines
• To develop quality practice around the active involvement of children in routines
• To gain practical ideas for planning purposeful experiences during transitions
Using ICT with Children Under 5
Area: Learning and Development Audience: Practitioner
This course will give you an insight into the various strategies in which ICT (Information
Communications Technology) can be used with young children and provide lots of ideas for
new and interesting ways that ICT can be incorporated into everyday activities
Learning Objectives:
• To identify some of the benefits of using ICT with children under 5 years of age.
• To develop practitioner’s confidence in using ICT in settings.
• To build awareness of the safeguarding issues that can arise when using the internet.
• To develop new ideas for ICT activities to use with young children
Woodland Play in the Early Years
Area: Learning and Development
Audience: Practitioner
This course will help practitioners to understand the vital role
woodland play has within the EYFS and how using the natural
world as a resource can aid the learning and development of a
child
Learning Objectives:
• To consider the context of Forest/Woodland type
education in the Early Years and its effect on the well-
being of children
• To develop an understanding of the principles of this
approach and how it supports EYFS practice
• To link policy to practice & consider resources
necessary to successfully introduce Woodland practice
• To develop a policy which can be introduced to parents
and staff
• To consider “Risky Play” and how this is communicated
to all staff and parents
• Delegates need to be prepared to go outside for a
part of this session
Page 30
WORKSHOP: Busy Bags (1.5 hours)
Area: Learning and Development Audience: Practitioner
At times, young children can become over excited, or really focussed on a certain task for
example threading. Busy bags can not only help harness this enthusiasm but can also be used
to support the next steps of development. Busy bags are also a non-confrontational tool to
help support children to better control their emotions and frustrations.
Busy Bags can be created quite cheaply and easily and can be used to help manage
behaviour as well as further development, they can be used in a variety of ways, this practical
workshop will support practitioners to identify how to create and use their own bags.
Learning Objectives:
• Explore what Busy Bags are
• Look at how Busy bags support development in all areas across the EYFS
• Explore ideas for Busy Bags
• Delegates will receive a resource pack including cards and activities to get you
started
WORKSHOP: FGM (1.5 hours)
Area: Learning & Development, Safeguarding & Welfare, Leaders & Managers
Audience: All
Families who practice FGM usually see it as ‘honourable’ and a way of safeguarding a girl’s
future, however it is a crime in the UK with a mandatory reporting duty. This workshop will
help raise awareness of the practice and describe your role in prevention and reporting
procedures
We will look at:
• What is FGM?
• Who practices FGM and why?
• Prevalence in the UK
• Recognising risk indicators at your setting
• Exploring concerns with parents and children
• The law and mandatory procedures
WORKSHOP: Maths on a Budget (1.5 hours)
Area: Learning and Development Audience: Practitioner
This practical workshop looks at what is meant by Mathematical development in the EYFS
and highlights how you can include elements of maths in a variety of everyday activities and
tasks. It will explore strategies to support the development of Mathematical concepts and
how many of these can be created for very little cost using everyday items from around the
setting or the home, meaning many activities can also be replicated by parents and carers.
Learning Objectives:
• Explore Mathematical development in the EYFS.
• Identify strategies to support the development of Mathematical concepts.
• Explore activity suggestions to support children’s Mathematical development
• Delegates will receive a resource pack including cards and activities to get you
started
Page 31
WORKSHOP: Mindfulness in the Early Years (1.5 hours)
Area: Learning and Development
Audience: Practitioner
This workshop will explore mindfulness and help practitioners to support children to gain the
skills to understand and be aware of their inner & outer experiences. Thinking about how
our emotions affect our bodies this workshop will support us in understanding the
importance of mindfulness in developing children emotional health and wellbeing
Learning Objectives:
• Explore what mindfulness means in the early years
• Help practitioners to support children to understand what is going on in their heads
and inside their bodies
• Explore and think about individual well-being
• Look at ways to support children’s self-esteem and well-being
• Explore practical ways to support children’s emotional health and well-being
• Delegates will receive a booklet with mindfulness activity ideas
WORKSHOP: Professional Love (1.5 hours)
Area: Learning & Development, Safeguarding & Welfare, Leaders & Managers
Audience: All
Love and affection are fundamental to the growth and development of healthy young
children but having a professional intimate relationship with children in our settings can be
challenging. This workshop will provide the opportunity to explore different viewpoints and
enable you to reflect and build on your policies and practices that protect and safeguard
children at your setting
We will look at:
• Exploring what “love” means and the impact of a loving relationship
• What is meant by the term ‘professional love’?
• Understanding the issues and challenges
• Parents perspectives
• Reflecting on safeguarding practices at your setting
www.quality4earlyyears.co.uk
Page 32
Courses (by Area)
Learning and Development
Aiming High in the EYFS ........................................................................................................................................ 6
Allergen Awareness ................................................................................................................................................. 6
Bringing Children’s Words to Life ...................................................................................................................... 7
British Values and the Preventy Duty in Early Years .................................................................................... 8
Characteristics of Effective Learning ................................................................................................................. 8
Child-Led Displays: How to Value and Evidence Children’s Creativity ................................................. 8
Communication and Language Friendly Environments ............................................................................. 9
Curiosity and Loose Parts Play ............................................................................................................................ 9
Developing Key Group Time through Intimacy Island ............................................................................. 10
Early Phonics – the Next Stage.......................................................................................................................... 11
Effective Teaching & Learning ........................................................................................................................... 12
Embedding the EYFS and Preparing for Inspection for Out of School .............................................. 13
Engaging Parents in Home Learning .............................................................................................................. 13
Equality and Diversity ........................................................................................................................................... 14
EYFS Mathematics .................................................................................................................................................. 14
Foundations for Early Literacy and Phonics ................................................................................................. 14
Gender Differences and Valuing Different Learning Styles .................................................................... 15
Idea for Early Writing ............................................................................................................................................ 15
In the Moment Planning ...................................................................................................................................... 16
Introduction to Attachment Theory & the Role of the Key Person ..................................................... 16
Introduction to Sign to Support Children’s Speech and Language .................................................... 17
Let’s Get Physical with Under 5s ....................................................................................................................... 18
Observation, Assessment & Planning ............................................................................................................ 18
Outdoor Learning in the Early Years ............................................................................................................... 19
Peers Observations in Early Years Settings ................................................................................................... 19
Positive Behaviour Support for Over 5s ......................................................................................................... 20
Preparing for Inspection ...................................................................................................................................... 20
Raising Attainment through the use of Early Years Pupil Premium (EYPP) ...................................... 21
Safeguarding – Designated Safeguarding Lead ......................................................................................... 21
Safeguarding – Level 1 ......................................................................................................................................... 22
Sensory Play ............................................................................................................................................................. 22
Shape, Space and Measure................................................................................................................................. 23
Supporting and Understanding Children’s Behaviour ............................................................................. 24
Supporting Boys Early Literacy Skills............................................................................................................... 24
Supporting Transitions ......................................................................................................................................... 25
Supporting Vulnerable Two Year Olds ........................................................................................................... 26
The Importance of Positive, Quality Interactions with Young Children ............................................. 26
The Integrated Review and Progress Check at Two .................................................................................. 26
The Quality Learning Environment .................................................................................................................. 27
Tracking and Evidencing Children’s Progress .............................................................................................. 28
Treasure Baskets and Heuristic Play ................................................................................................................ 28
Tremendous Two Year Olds ............................................................................................................................... 28
Tummy Time and Physical Development in Babies and Toddlers ....................................................... 28
Understanding Children’s Play through Schemas ..................................................................................... 29
Understanding School Readiness .................................................................................................................... 29
Understanding the Unique Needs of Babies ............................................................................................... 29
33
Using Daily Routines as a Valuable Source of Learning .......................................................................... 30
Using ICT with Children Under 5 ...................................................................................................................... 30
Woodland Play in the Early Years .................................................................................................................... 30
WORKSHOP: Busy Bags ....................................................................................................................................... 31
WORKSHOP: FGM .................................................................................................................................................. 31
WORKSHOP: Maths on a Budget ..................................................................................................................... 31
WORKSHOP: Mindfulness in the Early Years ............................................................................................... 32
WORKSHOP: Professional Love......................................................................................................................... 32
Leaders and Managers
Developing Confident & Effective Room Leadership ............................................................................... 10
Developing your Team through Effective Coaching ................................................................................. 10
Effective Self Assessment .................................................................................................................................... 12
Embedding the EYFS and Preparing for Inspection for Out of School .............................................. 13
How to be Outstanding ....................................................................................................................................... 15
In the Moment Planning ...................................................................................................................................... 16
Induction, Supervision and Appraisal ............................................................................................................. 16
Leadership & Management in the Early Years ............................................................................................ 17
Maintaining Good/Getting Outstanding ....................................................................................................... 18
Preparing for Inspection ...................................................................................................................................... 20
Promoting the Wellbeing of Staff through Outstanding Leadership ................................................. 21
Raising Attainment through the use of Early Years Pupil Premium (EYPP) ...................................... 21
Safeguarding – Designated Safeguarding Lead ......................................................................................... 21
Safer Recruitment in Early Years ....................................................................................................................... 22
Social Media and the Business Benefits for Childcare Providers.......................................................... 23
Special Educational Needs and Disabilities .................................................................................................. 23
Supporting Transisitons ....................................................................................................................................... 25
Supporting Vulnderable Two Year Olds ........................................................................................................ 26
Team Building Ideas for Managers .................................................................................................................. 26
The Integrated Review and Progress Check at Two .................................................................................. 26
The Quality Learning Environment .................................................................................................................. 27
Tracking and Evidencing Children’s Progress .............................................................................................. 28
WORKSHOP: FGM .................................................................................................................................................. 31
WORKSHOP: Professional Love......................................................................................................................... 32
SEND
Introduction to Supporting Children with Additional Needs ................................................................ 17
Safeguarding – Designated Safeguarding Lead ......................................................................................... 21
Special Educational Needs and Disabilities (SEND) .................................................................................. 23
Speech, Language and Communication Difficulties ................................................................................. 24
Supporting Children who have ADHD ........................................................................................................... 25
Supporting Children who have Autism .......................................................................................................... 25
Supporting Children who speak English as an Additional Language (EAL) ..................................... 25
The Integrated Review and Progress Check at Two .................................................................................. 26
The Role of the SENDCO ..................................................................................................................................... 27
Toxic Trio – Safeguarding Children when Parents have Multiple Needs .......................................... 27
Page 34
Safeguarding and Welfare
Allergen Awareness ................................................................................................................................................. 6
Basic Food Hygiene ................................................................................................................................................. 7
Basic Health & Safety.............................................................................................................................................. 7
British Values and the Preventy Duty in Early Years .................................................................................... 8
Difficult Conversations – Talking to Parents/Carers .................................................................................. 11
Paediatric First Aid ................................................................................................................................................. 19
Positive Behaviour Support for Over 5s ......................................................................................................... 20
Promoting the Wellbeing of Staff through Outstanding Leadership ................................................. 21
Safeguarding – Designated Safeguarding Lead ......................................................................................... 21
Safeguarding – Level 1 ......................................................................................................................................... 22
Safer Recruitment in Early Years ....................................................................................................................... 22
Supporting and Understanding Children’s Behaviour ............................................................................. 24
Toxic Trio – Safeguarding Children when Parents have Multiple Needs .......................................... 27
WORKSHOP: FGM .................................................................................................................................................. 31
WORKSHOP: Professional Love......................................................................................................................... 32
Additional Services
Have you recently been inspected and want to improve your grade, or looking for some
external support to improve your practice?
Quality 4 Early Years offer a range of different services to meet every early years’
providers needs including flexible in-house training for your team at your setting at a
time that suits you, and delegate training at a number of accessible venues nearby. We
carry out mock-inspections at settings and deliver free termly network meetings for
providers to attend, share practice and receive updates in the sector. We can also help
you reflect on the quality of your service, management and teaching practices and your
learning environment through our consultancy service.
Consultancy Service
• 1-1, management or team support with developing a
vision
• Support for pre/post Ofsted Inspection
• Identifying areas for improvement
• Developing strategy and policy
• Management organisation
• Quality assurance
• Role modelling practice
If you would like to find out how our consultancy
service could support your developmental needs
please contact Denise on 07754 666 650 or email
[email protected]
1-hour consultancy £75, Half Day (3 hours) £180, Full Day (6 hours) £295
Page 35
Mock
Inspections
Are you due an Early Years Ofsted Inspection this Year?
Book one of our Mock Inspections…
The mock inspection will help you to improve the quality of your practice and
prepare you for your Ofsted inspection by identifying recommendations for
improvement. It will help to develop your confidence and support you and your
team in taking control of your inspection and getting the best possible outcome.
Our advisor(s) will conduct the inspection which will commence at 8.30 and
feedback will begin at approx. 1pm.
Advisors give advice about the process of inspection, joint observations, how to
conduct yourself at inspection and how judgements are made, and evidence
collated. They will spend time observing practice, looking at documents, talking
to staff. Advisors will support you in drawing up an inspection preparation plan
and help prepare for the meeting which providers and managers have with the
inspector.
Following the inspection, the provider will receive an impact-based action plan
detailing the agreed key recommendations for improvement and a list of other
points observed during the inspection which will help improve the quality of the
settings practice.
You will also receive a CD with useful Ofsted documentation and Q4EY materials
which will support you in preparing for inspection and developing your practice;
and a CD with photographs of environments in settings rated ‘outstanding’ at
Ofsted inspection
Only £595
If you’d like to find out more about Quality 4 Early Years and our courses/services, we’d love to talk
to you. You can send us an email: [email protected], via our website:
www.quality4earlyyears.co.uk or give us a ring on 07495 342 223
Quality 4 Early Years Consultancy Ltd, Registered in England and Wales No. 09598945
Page 36
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