15 Teaching Assistant courses in Corsett

This workshop gives an opportunity to focus on the emotional needs of girls and how to meet these. We lift the lid on a less well explored inclusion issue, meeting the emotional needs of girls. Everyone knows a girl or woman. They may be pupil, daughter, sister, parent or partner. COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion Early Years DESCRIPTION This workshop gives an opportunity to focus on the emotional needs of girls and how to meet these. We lift the lid on a less well explored inclusion issue, meeting the emotional needs of girls. Everyone knows a girl or woman. They may be pupil, daughter, sister, parent or partner. Girls will often withdraw, attack or even hurt themselves when under emotional stress and this is not always obvious in the way it is with boys. 1 in 4 women experience domestic violence and every week 2 women are killed by a current or ex partner. Whilst the world assumes girls have no problems processing their emotions, we lift the lid on this and question what is really happening for girls this century? TESTIMONIALS LEARNING OBJECTIVES 1. Increased understanding of girls’ emotional needs 2. Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems 3. Deeper understanding of core values surrounding inclusion 4. Opportunity to reflect on professional attitudes and behaviour towards girls and their emotional challenges 5. New skills and processes to make girls’ inclusion and achievement more successful WHO IS IT FOR ? * Early years and school based practitioners * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local Authority support services COURSE CONTENT The course explores the questions : * Is there an invisible problem with girls? * What can we do to meet the emotional needs of girls? * What helps? * What should our priority be with girls? This workshop will explore: * Cultural and historical expectations of girls in our society * Shared experiences of teaching and parenting girls * Circle of Courage as a way of understanding emotional needs * Fathers, mothers and daughters * Solution Circle Problem Solving around girls’ needs * What girls really need If you you want something similar, but not gender specific try: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS [https://inclusive-solutions.com/training/behaviour-fresh-approaches-to-behaviour-and-relationships/] or you may like: RESTORATIVE INTERVENTIONS [https://inclusive-solutions.com/training/restorative-justice/]

This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. COURSE CATEGORY Meeting emotional needs DESCRIPTION This workshop gives an opportunity to focus on the emotional needs of boys and how to meet these. We lift the lid on an emerging urgent inclusion issue,namely meeting the emotional needs of boys. Everyone knows a boy. They may be pupil, son, brother, parent or partner. Boys when they become adults are over represented in the prison, and mental health system. In one recent year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Three men for every one woman kill themselves every year (Guardian, June 2006). 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. Boys and men are a major concern. We need to find ways to allow them to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. TESTIMONIALS > ‘Thanks for a super day, lots of good ideas for our citizens of the future. We > need to offer them the best and what we would offer our own children’?? > ‘Enjoyed the day very much. Brilliant ideas and lots of food for thought. Will > use the solution circle. A great tool!’ > ‘went well and the ethos/participation was commendably facilititated. well > done’. > ‘Wonderful day!’ > ‘Still getting lots of positive messages this end.’ LEARNING OBJECTIVES 1. Increased understanding of boys’ emotional needs 2. Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems 3. Deeper understanding of core values surrounding inclusion of boys 4. Opportunity to reflect on professional attitudes and behaviour towards boys and their emotional challenges 5. New skills and processes to make boys’ inclusion and achievement more successful WHO IS IT FOR ? * Early years and school based practitioners * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT The course explores the questions : * Is there a problem with boys? * What can we do to meet the emotional needs of boys? * What helps? * What should our priority be with boys? This workshop will explore: * Cultural and historical expectations of boys in our society * Shared experiences of teaching and parenting boys * Circle of Courage as away of understanding emotional needs * Fathers, mothers and sons * Drinking and drugs: filling the emotional void * Depression and suicide * Anger and violence * Solution Circle Problem Solving around boys needs * What boys really need

Peer Support as an anti-bullying strategy for schools is now routinely recommended by the DCSF and Ofsted. Many schools in the UK have individual schemes which show good practice within their own setting. However, it is rare to find co-ordination of multiple schemes within a Local Authority , or part of a Local Authority, or even within families or clusters of schools. COURSE CATEGORY Behaviour and Relationships Inclusion Peer Support Meeting emotional needs DESCRIPTION Peer Support as an anti-bullying strategy for schools is now routinely recommended by the DCSF and Ofsted. Many schools in the UK have individual schemes which show good practice within their own setting. However, it is rare to find co-ordination of multiple schemes within a Local Authority , or part of a Local Authority, or even within families or clusters of schools. Coordination of schemes provides opportunities for networking, sharing ideas, and mutual support amongst both adults and young peer supporters creates excellent practice. This approach also leads to: * Stability and consistency of training * A wealth of back up materials for adults and young people * Consistent telephone and email support * Opportunities for professional development for teachers, Teaching assistants and Learning Mentors * Opportunity for national accreditation from MBF TESTIMONIALS The Mentoring and Befriending Foundation described this scheme as “a benchmark for Local Authorities LEARNING OBJECTIVES 1. To discover how a centrally led Peer Support scheme enhances and promotes anti-bullying work across a number of schools. 2. To take away from the day the means and the inspiration to set up a local scheme. 3. To deepen insight into impact of strategic approach to peer support 4. To learn about a real way of reducing bullying across a Local Authority WHO IS IT FOR ? Suitable for * Anti-Bullying Leads * Behaviour Support staff * CAHMS * TAHMS * Learning Support and Guidance Staff * Childrens Services Support Services * Educational Psychologists COURSE CONTENT The training day will be led by Inclusive Solutions, and a representative from a Local Authority who has successfully managed such a scheme for 10 years. This will be an interactive day with lots of opportunity for questions and exploration. What the day includes: * How this work fits with an Inclusive Local Authority * Key aspects and issues in running multiple Peer Support schemes from the centre * Graphics workshop * The 3 legged stool of Peer Support: Selection, Training and Supervision * A chance to view and purchase some of the nationally accredited materials successfully used and developed over many years. f you liked this course you may well like: PEER COUNSELLING AS AN ANTI-BULLYING STRATEGY [https://inclusive-solutions.com/training/peer-counselling-as-an-anti-bullying-strategy/]

This workshop gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well being of all children. In one year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Understanding children’s Emotional Needs [https://inclusive-solutions-school.teachable.com/p/emotional-needs] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/emotional-needs COURSE CATEGORY Behaviour and Relationships Meeting emotional needs Early Years Inclusion DESCRIPTION This workshop gives an opportunity to focus on the emotional needs of children and young people and how to meet these. We lift the lid on an emerging urgent inclusion issue, meeting the emotional well being of all children. In one year 1300 young men committed suicide in the UK. In the UK the commonest cause of death among those aged 16-35 is suicide. 1 in 4 women experience domestic violence and 2 women a week are killed by a current or ex partner. We need to find ways to allow children to unclench their hearts and learn to experience, process, communicate and manage their own emotional lives for their own and for the good of the wider community. TESTIMONIALS > Be the first…. LEARNING OBJECTIVES 1. Increased understanding of emotional needs 2. Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems 3. Deeper understanding of core values surrounding inclusion 4. Opportunity to reflect on professional attitudes and behaviour towards children and their emotional challenges 5. New skills and processes to make emotionally challenged children’s inclusion and achievement more successful WHO IS IT FOR ? * Early years and school based practitioners * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT * Shared experiences of teaching and parenting around emotional well being * Circle of Courage as away of understanding emotional needs * Fathers, mothers and sons and daughters * Drinking and drugs, filling the emotional void * Depression and suicide * Anger and violence * Solution Circle Problem Solving * What children really need

The Extreme Person Centred Thinking Tools are a set of tools to support dreams, build relationships and connections and promote capacity thinking. The aim of the extreme person centred thinking tools training is not to teach people how to facilitate plans, instead it is about sharing tools that can be used to listen and reflect and creatively involve people in planning their own lives. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Person Centred Mindset [https://inclusive-solutions-school.teachable.com/p/person-centred-mindset] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/person-centred-mindset COURSE CATEGORY Person Centred Planning DESCRIPTION The Extreme Person Centred Thinking Tools are a set of tools to support dreams, build relationships and connections and promote capacity thinking. The aim of the extreme person centred thinking tools training is not to teach people how to facilitate plans, instead it is about sharing tools that can be used to listen and reflect and creatively involve people in planning their own lives. Many of these tools have been taken from MAPS [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/], and parts also build on the person centred thinking tools. TESTIMONIALS > Be the first… LEARNING OBJECTIVES This course will provide participants with an understanding of how to use a range of extreme person centred thinking tools to; 1. Use graphics to facilitate creative conversations 2. Learn from people’s stories and histories 3. Listen to and facilitate dreams and nightmares 4. Think about what is positive and possible 5. Connect people with their communities 6. Facilitate inclusion WHO IS IT FOR? * Person Centred Planning Facilitators * Support Workers / Day Centre Officers / Residential Workers * Personal Assistants / Teaching Assistants * Families * Self Advocates * Social Workers * CAMHS teams * Primary and secondary staff teams * SENCOs * Local Authority Support Services COURSE CONTENT The course will introduce participants to a range of tools focused around supporting relationships, realising dreams, connecting people with their communities and capacity thinking. Participants will be coached in using the tools and given the opportunity to practice the tools and their graphic facilitation skills in a safe environment. The course will answer the following questions: * How can we use ideas from MAP [https://inclusive-solutions.com/product/maps-process-step-by-step-guide/] and PATH [https://inclusive-solutions.com/product/path-process-step-by-step-guide/] in our day to day work? * How can I use graphics to facilitate conversations? * How can we learn more about the people we support? * How can we start to think about connecting people to their communities? If you liked this course you may well like: PERSON CENTRED PLANNING USING PATH AND MAPS [https://inclusive-solutions.com/training/person-centred-planning-using-path-and-maps/]

This is a workshop focused on getting the welcome right for children who are starting for the first time at a new school when we know the welcome will be difficult. Perhaps they have been excluded from elsewhere, they are new to this culture, they have complex needs or they are just very different or highly anxious? COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion NOW AVAILABLE AS AN ONLINE COURSE https://inclusive-solutions-school.teachable.com/p/welcome-team/ DESCRIPTION This is a practical ‘non-medical’ day or half day workshop or twilight session for front line practitioners working with children and young people that will find starting at a new school or setting difficult.  Drawing from international research and literature, reports from inclusive schools and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like.  We explore: 1. Creating a welcoming team or ‘committee’ of young people 2. Training the team in effective ‘welcoming’ and supporting 3. Building a support circle around a new child and running this circle effectively 4. Auditing what makes for a successful welcome of any new child at the school 5. Facilitating the involvement of young people in successful welcoming activities and preparation 6. Links between this work and building ‘circles of friends’ and peer mediator training TESTIMONIALS Belonging and feelings are so important Definitely made me reflect a lot on the go-to behaviour management techniques we use! Excellent! Never thought of it like this before LEARNING OBJECTIVES * Increased confidence regarding developing inclusive practice for newcomer children in mainstream schools * The challenge of a good ‘welcome’ fully understood * Access to a wider range of practical strategies to impact on settling an individual’s social and behavioural needs on joining a new setting * Deeper understanding of core values surrounding inclusion of emotionally disabled children * Opportunity to reflect on involving children and young people in effectively welcoming and including new students * New skills, scripts and processes to make inclusion and relationships in school fulfilling and restorative  WHO IS IT FOR? * Practitioners working in schools and other settings with children and young people of all ages * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT The course explores the questions : * What does it take for a child to: 1. 1. Feel safe and secure as they transition into a new school or setting? 2. Feel supported by their new peer group? 3. Understand how a new setting or school operates and to feel confident there? 4. What else can we do to go about including high profile children or young people with challenging emotional needs? 5. How can we best enlist the involvement of children and young people in the early work of inclusion with a new member of the school or setting?  This course also explores practical strategies, concepts and language for key adults building relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created. If you liked this course you may well like: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS [https://inclusive-solutions.com/training/behaviour-fresh-approaches-to-behaviour-and-relationships/]

This is a practical ‘non-medical’ day for front line practitioners working with children and young people who have experienced serious trauma in their life. We work to strengthen  understanding of children who have faced issues of trauma emerging from abuse, violence, loss and family breakdown. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Impact of Trauma [https://inclusive-solutions-school.teachable.com/p/impact-of-trauma] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/impact-of-trauma COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning DESCRIPTION This is a practical ‘non-medical’ day for front line practitioners working with children and young people with serious issues arising from trauma. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language and key concepts of trauma and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced trauma. We explore the themes of: Hyperarousal Intrusive thoughts Constricted lives We look at triggers, self-regulation and unpack a range of strategies.  We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at a personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  TESTIMONIALS I had no idea… It had a huge impact Belonging and feelings are so important Excellent! LEARNING OBJECTIVES * Increased confidence regarding developing inclusive practice for traumatised children in mainstream schools * Simple understandable explanation trauma understood * Access to a wider range of practical strategies to impact on social and behavioural needs * Deeper understanding of core values surrounding inclusion of emotionally disabled children * Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs * New skills, scripts and processes to make inclusion successful WHO IS IT FOR? * Practitioners working in schools and other settings with children and young people of all ages * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT * The course explores the questions: * What does it take for a child to: 1. Feel safe and secure 2. Mourn the past trauma 3. Reconnect with ordinary relationships with children and adults? * How can we start to develop an understanding of traumatised children? * What is the true impact of trauma? * What else can we do to go about including high profile children or young people with challenging emotional needs? * What useful psychological constructs can we use to guide us? This course also explores practical strategies, concepts and language for key adults rebuilding relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created. If you liked this course you may well like: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS [https://inclusive-solutions.com/training/behaviour-fresh-approaches-to-behaviour-and-relationships/]

This is a practical ‘non medical’ day for front line  practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. Splitting, handling projected feelings, constancy and permanence are explored. Online Course now available via Teachable Platform [https://inclusive-solutions-school.teachable.com/courses] – Understanding Attachment [https://inclusive-solutions-school.teachable.com/p/introduction-to-attachment] Learn at your own pace… lots of text and video support https://inclusive-solutions-school.teachable.com/p/introduction-to-attachment COURSE CATEGORY Meeting emotional needs Behaviour and Relationships Inclusion Teaching and Learning DESCRIPTION This is a practical ‘non medical’ day for front line  practitioners working with children and young people with serious attachment issues arising from loss, trauma and abuse. Drawing from the international research and literature and our own experience over many years as educational psychologists of the challenges of children with major social and emotional needs, we will explore together what the best practice can and could look like. We explore the language of attachment and outline very practical classroom strategies. We look at what Psychology may help us in our understanding of children who have faced issues with love and attachment. We explore the feelings of being on a desolate island of relational poverty or to imagine swimming with sharks. We  explore the themes of violence, anxiety and experience of being a victim as young people grow older. We look at telling lies and explore how we can respectfully understand this. We reveal the new and innovative compass of vulnerability – the cognitive errors to which some are much more vulnerable. We look at triggers, self regulation and unpack a range of strategies.  Transference and counter transference are examined along with splitting, handling projected feelings, constancy and permanence. We explore what young people with these difficulties really need from us. We also spend time looking at the emotional impact on practitioners working with children with such needs and what helps at an personal and team level. We can all do something – we do not have to wait for expert therapists to arrive!  TESTIMONIALS > Very moving presentation > I will always try and think behind the behaviour now > It had a huge impact on all levels > We all seem to need it > Belonging and feelings are so important > Very user friendly > Excellent! LEARNING OBJECTIVES 1. Increased confidence regarding developing inclusive practice for children with serious attachment needs in mainstream schools 2. Simple understandable explanation of attachment understood 3. Access to a wider range of practical strategies to impact on social and behavioural needs 4. Deeper understanding of core values surrounding inclusion of emotionally disabled children 5. Opportunity to reflect on professional attitudes and behaviour towards parents and pupils with complex emotional needs 6. New skills, scripts and processes to make inclusion successful WHO IS IT FOR ? * Practitioners working in schools and other settings with children and young people of all ages * Key workers * Teaching Assistants with support roles * Heads and deputies * SENCOs * Advanced skills teachers * Primary and secondary classroom teachers * Parents * Local authority support services COURSE CONTENT The course explores the questions : * How can we start to develop an understanding of children with attachment needs? * What is the true impact of loss, trauma and abuse? * What else can we do to go about including high profile children or young people with challenging emotional needs? * What useful psychological constructs can we use to guide us? This course also explores practical strategies and language for key adults rebuilding relationships with individual pupils. This is a participative day that aims to be explorative and practical. Opportunities to develop empathy with the children of concern will be created.

Coaching is an art, and getting it right is crucial for future coaching events, the expectations of others who may require coaching (word travels fast), and the smooth operation of the business. This workshop takes subject matter experts and helps them understand the art of interactive coaching. It begins with identifying what people want from a coach and the coaching experience. It then moves into our Coaching Structure and examines each element, ensuring the reason for each is discussed and clearly understood. We look closely at why the environment can be critical, even when coaching in their workplace. And we prove the need for Emotionally Intelligent thinking and actions. We delve into the practical aspect of reverse engineering the desired outcome. Participants will learn how to create what we refer to as Snap Objectives, a technique that establishes the coaching objective before the session begins, even in ad hoc or unexpected sessions. By the end of this workshop, your coach will be equipped with the necessary knowledge, skills, and confidence to conduct effective coaching sessions. They will also be able to design coaching plans that adhere to a consistent approach, ensuring all coaching sessions are impactful. -------------------------------------------------------------------------------- LENGTH 2 - 3 Days NEXT COURSE START Let's chat and confirm a date. COURSE DELIVERY Face-to-face only (happy to explain).  -------------------------------------------------------------------------------- SUITABILITY - WHO SHOULD ATTEND? WHO SHOULD ATTEND AND WHY? Who?  ANYONE involved or soon to be involved in helping people improve Skills, Knowledge and Understanding (SKU). Why?  It is not enough to have trainers who are certified or qualified in their professional skills. We must also ensure that those responsible for coaching others, even those who coach others only occasionally, are certified. Think about this. If your child needed coaching at school, would it be okay for anyone to do that, or would you insist that they be certified teachers or teaching assistants? Likewise, with driving, would you think it ok for someone who gives coaching sessions to someone to improve their driving skills if they were not licensed to drive themselves? The skills of your coaches are inextricably linked to your employee's performance, output and error margins, so that alone means you need certified coaches. Coaching will always be required in industries where updates occur, practices are updated, or legislation is changed. TRAINING COURSE CONTENT * The difference between Coaching and Training. * What is a Sat-Nav coach, and why must we avoid this at all costs? * We discuss why there is a need for Emotional Intelligence (EI) in a coaching session for coaching needs analysis. * We discuss our recommended Coaching Structure and why it is designed that way. * We discuss various question techniques and what each is good for or why it should be avoided. * We discuss the phrase 'two ears, one mouth' in relation to great coaching and why we must be clever about listening. * We touch on Learning Styles to see what you think of each and how we can cater for them. * We delve into our SAS Feedback model and why we think feedback must be facilitated and not given. * We help you plan and prepare for your final session on the second day. * You deliver your final mini-coaching session. We record them (HD). We chat as a group. COURSE DELIVERY DETAILS This is a two-day workshop where participants facilitate a coaching session on day two. All attendees have the chance to coach a fellow participant and receive an HD recording of their session. When you consider the content we deliver, we are sure you will understand why we always prefer to deliver our workshops, courses and programmes face-to-face. Face-to-face workshops and courses can be held at a location of your choice or, if you wish, a central UK location, at the Macdonald Burlington Hotel in Birmingham, located directly across from the Birmingham New Street train station. We can deliver our workshops, courses and programmes online, although this will mean splitting elements into manageable learning events to suit the online environment.

Who is this course for? Newly qualified teachers, teaching assistants, learning support assistants   What will be covered? * learning and progress * working memory & long-term memory * how we learn * strategies for making sure pupils learn * using assessment effectively * feedback and progress * using prompt, structure interventions