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Early Education Trainers
Areas of expertise:
- reading in the early years
- reading for pleasure
- family literacy
- school libraries
- picture books
- book corners
- boys’ reading
- special needs and reading
- able readers
- looked-after children
- object-based learning
- rhyme times
- museum work with children
- library provision for children
- inclusive books
Areas of expertise:
- Pedagogical principles into practice
- Attachment
- Transitions
- Physical Development
Areas of expertise:
- Creativity and Expressive Arts and Design
- songs, drama, movement and stories
- Superhero and weapon play
- Treasure baskets and heuristic play
- Early childhood communication
- Feelings and behaviour
- Pedagogical principles into practice
Areas of expertise:
- Special Educational Needs and Inclusion
- Behaviour for Learning
- Multilingualism
- Autism
Areas of expertise:
- Pedagogical principles into practice
- Early childhood learning environments
- Leadership and management
- Early communication development
- Early Years Pupil Premium
Areas of expertise:
- Observation, planning and assessment
- Documenting thinking and learning
- Creativity
- Learning through Play
- Adult-led & child-led learning
Areas of expertise:
- Creativity
- Creating and Critical Thinking
- Enquiry Based Learning
- Mark-Making and Children's Graphicacy
- Expressive Arts
- Communication and Multi-Modality
- Early childhood learning environments
- Observing and documenting
- STEAM and STEM
Areas of expertise:
- Creating enabling learning environments
- Developing thinking and supporting creativity
- Enquiry Based Learning
- Mathematical development
- Child initiated learning
- The adult role
- Documenting learning
- Developing lines of enquiry
- Sustained Shared Thinking
Areas of expertise:
- Child development - talking and thinking
- Young children as competent communicators, talkers and thinkers
- Sustained Shared Thinking and the Characteristics of Effective Learning
- Child-led learning and adult-focused teaching
- Talk for Maths Mastery
- Leading the learning – developing outstanding practice
- Observation, Assessment and Planning – Mapping children’s progress, Observation as professional practice, Using a Documentation approach
- Observation as professional practice
- Philosophy and Practice in Reggio Emilia, New Zealand and Denmark
Areas of expertise:
- Language and Communication Development 0-5 years
- Literacy (Reading and Writing) from birth
- The Wellbeing of Children under Three
- Appropriate (Enabling) Environments 0-3 years
- Children Learning through Play
- Child- and adult-led learning in the early years
- Home-setting Communication
- Managing Transition (within a setting)
Areas of expertise:
- Thinking skills and metacognition
- Close to Practice research
- Animal-assisted interventions
- Enterprise and creativity in the early years
Areas of expertise:
- Outdoor provision
- Learning through Play
- Early childhood learning environments
- Early childhood development
- Health and wellbeing
- Meeting the individual child's needs
- Outdoors
Areas of expertise:
- Developmental movement
- Creative Dance
- Physical play including Rough and Tumble play
- Working with parents
Areas of expertise:
- Quality provision at Foundation stage and Key Stage 1
- Supporting co-ordinators in the development, monitoring and evaluation of their area of responsibility
- Information, communication technology in supporting learning in the early years
- Play/Activity based learning indoors and outdoors
- Planning and assessment
- Action planning and sustained self-evaluation in action
- Special educational needs provision
- Curriculum areas within the early years – PSE, The emotional development of children, Literacy, Numeracy, the Arts, Physical development and WAU
- Effective features of learning and teaching
- Leadership and management
- The role of middle management
- Self-evaluation leading to sustained self-improvement
- Active learning indoors and outdoors
- Children’s emotional development
- Quality interaction and involvement
- Developing aspiring leaders
Areas of expertise:
- Developing high quality provision for 0-3 year olds: Effective practice and appropriate provision
- Developing Key Person relationships in early years settings
- Young children’s personal, Social and Emotional development
- Emotional well-being: Strong teams
- Babies and toddlers: Play, development and learning from birth to three
- 2 year olds: Effective practice and appropriate provision
- Transitions
- Well-being
- Leading and managing early years settings
- Leading the 0-3s team
- Interpersonal and assertion skills
- Diversity and anti-bias practice
- Gender issues in the early years
- Working with lesbian and gay families
- Observing and understanding children’s development 0-6
- Physical development and movement play
- Brain development and early years practice
Areas of expertise:
- Early communication
- Language
- Literacy
- Writing
- Bilingual Learning
- Boys learning
Areas of expertise:
- High quality adult-child interactions
- Pedagogical principles into practice
- Creative & Critical thinking
- The benefits of both adult-led and child-led learning
- Leadership & Management of the EYFS
- Transition into KS1
Areas of expertise:
- Brain development
- Inclusion and Meeting childrens individual needs
- Understanding Babies development
- Special Educational Needs (SEN)
Areas of expertise:
- Outdoor play and Learning
- Adventurous play
- Risk and Challenge in the Early Years
- Raising boys achievement
- Diversity, Gender, Inclusion and Uniqueness in the Early Years
- Leading learning outside
- Enabling environments outdoors
- Working with Dads
- Extending learning in the specific areas
- Creative Science in the Early Years
- Becoming Outstanding in the Early Years
- Can children be able, gifted and talented in the Early Years?
- Observation, planning and assessment
- Leadership and management
- Coaching and mentoring staff
- Adult and child led learning
- The Sustainability of Maintained Nursery Schools
- Creating a nursery garden for play and learning
- Physical Development
- Health and Well Being outdoors and in
- Loose Parts
- Froebelian Practice and Principles
Areas of expertise:
- Multi-modal communication in Early Childhood
- Early childhood learning environments
- Creativity
- Mark making
Areas of expertise:
- Developing children’s early language and literacy
- Personal, social and emotional development
- Working in partnership with parents
- Sustained shared thinking and the role of the practitioner
- Busy being Two
Areas of expertise:
- Special Educational Needs & Disability
- Social, Emotional development including positive behaviour
- Early Years Environments
- Child Psychology
- Early Intervention
- Schemas
- Letters & Sounds
- Role Play and Expressive Arts & Design
- Early Language Development Programme
- Autism
Areas of expertise:
- Leadership and management
- Quality improvement
- Pedagogical principles into practice
Areas of expertise:
- Child led learning and quality interactions
- Early reading and early writing
- Leading improvement in the early years
- Developing quality learning environments
Areas of expertise:
- Early Years Leadership
- Developing practitioners
- Improving provision – review, planning and implementation
- Curriculum development
- Identifying learning in child initiated activity
- Developing strong dispositions for learning
- Working with families
- Creativity across the curriculum
- Supporting professionals to articulate their practice
- Positive workplaces
Areas of expertise:
- Pedagogical principles into practice
- Creativity
- Health and wellbeing
- Quality improvement
- Mathematics
Areas of expertise:
- Research
- Policy Analysis/Development
- Bid Writing/Grant Capture
- Sustainability Support
Areas of expertise:
- Musical Development in Early Childhood
- Creativity
- Music within the Prime and Specific areas of the EYFS
- The Characteristics of Effective Learning – in Music
- Enabling Musical Environments
- Enabling Auditory Environments
- Effective planning for music making
- Observing and documenting children’s musical play
- Active music listening
Areas of expertise:
- EYFS Profile
- Preparing for Ofsted inspections
- Nursery, Reception and PVI observation, Assessment and tracking systems
- EYFS Audits of effective teaching and learning in schools / settings
Areas of expertise:
- Quality improvement
- Stimulating learning environments – indoors/outdoors
- Observation, assessment and planning
- Mathematical development
- Outdoor learning environments
- Tracking children’s progress
- Supporting child initiated learning
- Leadership and management
- Two year olds (including the Progress Check at age two)
- Childminders
- Communication and Language
Areas of expertise:
- Bilingual Learning
- Early childhood communication
- Meeting the individual child's needs
- Early childhood learning environments
Areas of expertise:
- Early Reading
- Early writing
- Phonics
- Bilingual Learning
- Language and Literacy
Areas of expertise:
- Leadership development
- coaching and mentoring for individuals and groups
- enabling children’s voices
- managing difficult conversations through a coaching approach
- Action Learning Sets
- creating a vision for the Early Years setting
- motivating teams
- managing change
- giving feedback to staff
- integrating two, three and four year olds into the nursery space
- exploring the concept of ‘teaching’ in early years
Areas of expertise:
- Effective reception class practice
- The assessment cycle
- Tracking progress
- Levels of well-being and involvement
- Data analysis and action planning
- Strategic leadership of children’s centres
- Quality improvement
- Literacy
- Phonics
- Developing the role of an EYFS leader
Areas of expertise:
- Continuous provision
- The role of the adult
- Creativity and critical thinking
- Child initiated learning
- Loose parts play/open ended learning
- Pedagogical principles into practice
- Enabling Environments
- Mathematical development
- Leadership and management
- Characteristics of Effective Learning
- Outdoor provision
- Inclusion and SEND
Areas of expertise:
- Exploring children’s perspectives about their mixed ethnic identity
- Participatory pedagogy for transformational practice
- Relationships and quality interactions for developing children’s unique personal identity
- Creating ‘space’ for culturally appropriate resources in early years curricula
- Play and children’s raced identity
- Developing cultural identity through children’s literature
Areas of expertise:
- Schemas
- Behaviour, relationships and interaction
- Observation, planning and assessment
- Equality, race and unconscious bias
- Froebelian Practice and Principles
Areas of expertise:
- Music for health and well-being
- Music - implementing the EYFS
- Music for phonics and communication
- Fostering musical creativity
- Music to aid transitions
- Music and maths
- Music for meeting the individual child's needs
Areas of expertise:
- Makaton
- Positive Behaviour
- Characteristics of Effective Learning
- Working with Under 3’s
- Special Educational Needs and Disabilities (SEND)
- Supporting speech, language and communication needs
- Autism Spectrum Disorders (ASD) Awareness
- Learning Journeys
Areas of expertise:
- Childminders and childminding
- Loving Pedagogy
- Supporting emotional development
- promoting positive behaviour
- Supporting self-regulation
- Early communication and language including using signs and gestures
- Superhero play
- Schematic Play
- Inclusion and Equality
- Early childhood development
Areas of expertise:
- Early childhood development
- Early childhood learning environments
- Quality improvement
- Behaviour, relationships and interaction
Areas of expertise:
- Pedagogical principles into practice
- Early childhood development
- Observation, planning and assessment