Past Events & Training
Level 1 – Foundation of Good Governance
Typically, it is expected that new governors will take 12 months to complete the 6 modules and 2 self-assessment booklets needed to be an accredited governor at Level 2. It is anticipated that some established governors may wish to undertake this programme in which case it will also serve as refresher training or ‘continuous governor development’ (CGD).
Level 1 examines the role and expectations of the modern day governor through the 20 key competencies set out in GAP based on the DfE’s 3 core functions of governing bodies. There are three 2 hour linked training modules and a robust self-assessment booklet to be completed.
• Module 1 Good governance
• Module 2 Understanding School Data
• Module 3 Safeguarding and Inclusion
A certificate of induction will be awarded and enable governors to progress to level 2 ‘Accreditation’.
GAP Level 2 – Accredited governance
Building on level 1, this involves three further training modules, each lasting 2 hours. Governors will evidence how they contribute to effective governance and the impact of their work through their own school experiences.
• Module 4 Driving school improvement
• Module 5 Managing relationships
• Module 6 Preparing for Ofsted
For Governors who have missed one of the following modules:
Level One:
Module One
Module Two
Governors will need to have completed at least one module to attend this session
Practitioners will develop an ethos of inclusion through discussion and observation of practice at Church Hill Nursery School. We will discuss our intentions and values regarding inclusion, our implementation of this practice discussing the possible obstacles to inclusion and the impact of moving away from purely 1:1 support for children. Developing a whole staff culture which is welcoming of children who need additional support and accepting of children with SEN.
The drop-ins will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.
A Childminding Development Officer from the Council will be running the sessions which will give all childminders regular access to support they may need.
We recognise that childminders may sometimes find it difficult to access services to enrich the needs of the children they care for. Therefore, we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum Leaders, Speech and Language Therapists, Health Visitors, Safeguarding Advisors, Early Help Advisors and FEEE Officers to attend some of these drop-ins. A schedule of these visits is available on the Events and Training page of The Hub: http://wftradedservices.uk/Training.
The drop-ins are free for childminders registered for the Free Early Education Entitlement (FEEE). There is a small charge of £1.50 for the first child and 50p for each additional child for those minders who are not FEEE-registered. If you would like to know more about offering the FEEE and the registration process, please visit The Hub: https://thehub-beta.walthamforest.gov.uk/commissionedtodeliverFEEE
An overview of autism and appropriate strategies to use to support children in your setting.
HENRY Training is underpinned by the latest research into the complex factors that protect against, or lead to obesity. This course recognises that childcare settings play a vital role in providing a healthy start for young children and enables staff to:
• “Attending the Healthy Start in Childcare training will support you to achieve the healthy eating and oral health elements of the Mayor’s Healthy Early Years London (HEYL) Bronze Award.”
• Adopt a consistent approach and model a healthy lifestyle to young children in their care
• Develop their knowledge about healthy meals, snacks and portion sizes for young children.
• Understand the value of active play
• Manage behaviour and build self-esteem, so that children start school emotionally prepared and ready to learn.
Social Stories™ and Comic Strip Conversations™ are both visual strategies which can be used to help pupils with autism gain insight into a social situation or event which is known to be difficult for them to manage.
This session will cover:
- The musts and the shoulds
- The Gatsby Benchmarks
- Current work in careers work secondary schools
- Supporting your Careers Lead
- Further training
This training is predominantly focused on building confidence in discussing sensitive or controversial issues within a school setting. The course is interactive and provides staff with an opportunity to explore techniques of approaching complex topics through a range of activities which may or may not be replicated in their setting with pupils, parents or colleagues. The aim of the course is to develop not only an understanding of how to hold difficult discussions but also why these incidents may occur from a social/psychological perspective and why these conversations are significant in terms of wider safeguarding.
• To ensure that all staff are able to identify concerns and respond appropriately.
• To ensure that children in schools and settings are safe and can access consistent support and protection, wherever they are in the borough.
The drop-ins will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.
A Childminding Development Officer from the Council will be running the sessions which will give all childminders regular access to support they may need.
We recognise that childminders may sometimes find it difficult to access services to enrich the needs of the children they care for. Therefore, we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum Leaders, Speech and Language Therapists, Health Visitors, Safeguarding Advisors, Early Help Advisors and FEEE Officers to attend some of these drop-ins. A schedule of these visits is available on the Events and Training page of The Hub: http://wftradedservices.uk/Training.
The drop-ins are free for childminders registered for the Free Early Education Entitlement (FEEE). There is a small charge of £1.50 for the first child and 50p for each additional child for those minders who are not FEEE-registered. If you would like to know more about offering the FEEE and the registration process, please visit The Hub: https://thehub-beta.walthamforest.gov.uk/commissionedtodeliverFEEE
• To define the term ‘gang’
• To explore recent trends including county lines, sexual exploitation and child criminal exploitation.
• To identify the evolution of county lines, youth violence and gangs
• To recognise risk factors, indicators and reasons why young people get involved with gangs.
• To raise awareness of social media and how this impacts on the current levels of street violence
• To provide practitioners with information on the local context, the Waltham Forest Gangs Prevention Programme and referral mechanisms.
This training will provide practitioners with an opportunity to:
• share children’s observations and assessments in understanding the world (UW) and
expressive arts and design (EAD)
• have a shared understanding of the ELGs with a focus on UW and EAD early learning goals
• make accurate judgements relating to the development stages leading to ELGs and beyond for
UW & EAD
• build a professional dialogue relating to children’s learning and development.
An understanding of the Prevent agenda and your role within it.
? Elements specific to an EYFS context, including group exercises linked to proactive embedding of Prevent in the Early Years curriculum
? Case studies to explore potential indicators of concern and formal referral processes.
Inequalities in health, wealth, opportunity and life expectancy influence development from conception and determine future life chances. The early years are a window of opportunity.
This course will help practitioners to identify children most in need of support and how to work in partnership with parents to help all children reach their full potential.
This training will provide practitioners with an opportunity to:
• share children’s observations and assessments in understanding the world (UW) and
expressive arts and design (EAD)
• have a shared understanding of the ELGs with a focus on UW and EAD early learning goals
• make accurate judgements relating to the development stages leading to ELGs and beyond for
UW & EAD
• build a professional dialogue relating to children’s learning and development.
It will cover on overview of ADHD/ADD and how this presents in the classroom.
As you will know from 1 January 2010 it became mandatory that any appointments of school staff should be made by a recruitment panel that includes at least one person who has been trained in Safer Recruitment. This course is based on the updated version of the national accredited training that has been developed by the Safer Recruitment Consortium which has taken over responsibility for the design of the training.
The course is fully compliant with the national guidance ‘Keeping Children Safe in Education’ 2015 and includes an assessment that is a requirement for all school based participants.
The Safer Recruitment training will enable schools to fulfill their responsibility to have in place safe recruitment and selection practice within the wider context of safeguarding children and to make safeguarding children central to all we do.
This course is also open to childcare providers. Whilst it is not statutory for childcare providers to follow the Government’s safer recruitment requirements, following these procedures would be good practice and will ensure compliance with the EYFS statutory requirements regarding recruitment and employment law.
The EYFS statutory guidance says:
“Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play and by taking part in play which is guided by adults”.
Our intent is to help leaders of provisions with nursery age children to support staff teams to get the very best out of learning through play. This half day course is a hands on experience at Church Hill Nursery School, to observe, discuss and plan next steps for implementing professional development.
Many people with autism have difficulties understanding the world around them, leaving them feeling highly anxious as they are unsure how to behave and what to do. This course will try to develop empathy and understanding for pupils on the autism spectrum in order to help those supporting them develop a clearer idea of the kind of measures they can help put in place to make it less likely for those difficult behaviours to occur. Participants will also consider ways they can intervene when a pupil begins to show signs that something is wrong, as well as developing a clear plan of action for worst case scenarios.
