What our Associates offer

Delivery models to suit you - available in-person or virtually:

  • Tailor-made training courses

    Available as twilights, half-days, or full-days at times to suit you.

  • Conference keynotes or workshops

    Speakers to inspire and enthuse - whether for a large audience or an interactive session.

  • Extended programmes to support and enhance pedagogical practice

    Whether day-to-day practice and provision, or developing aspects of leadership and management practice, we can develop support programmes to meet your needs.

  • Strategic reviews of schools and settings

    For those wishing to take a strategic approach to reviewing the quality of early years provision in their locality: we can help to identify areas of provision in need of improvement and make recommendations as to how to address these.

  • Participatory action research

    Establishing an action research cycle and need assistance from expert researchers in the field? We can provide guidance or facilitate every step of the way.

  • Creative consultancy solutions

    We offer targeted support to meet your specific requirements and bespoke to your professional context - contact us to discuss your vision.

Support in implementing the EYFS reforms 2021

Our Associates are available to deliver bespoke support and training on implementing the EYFS reforms which came into force in September 2021.

  • Settings and schools
  • Local authorities, MATs and Nursery Chains
  • Birth to 5 Matters guidance

We can offer:

  • Briefings for heads, governors and leaders on the implications of the reforms
  • INSET days and training on pedagogy, curriculum and assessment under the revised EYFS
  • Consultancy to support reviews of curriculum and practice

We can offer:

  • Bespoke packages of conferences and training courses on all aspects of the EYFS reforms
  • Speakers to contribute to your own events
  • Consultants to work with groups of settings and schools on curriculum review or focused projects
  • Quality improvement support 

As a leading member of the Early Years Coalition, we can also provide consultancy on how the Birth to 5 Matters guidance can support your implementation of the EYFS reforms.

Suggested topics and course outlines

Explore our sample courses below: contact us if you might like to commission any of these suggestions, or let us know if you are looking for something bespoke and we'd be happy to advise.

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Behaviour, relationships & interaction

  • Interacting or interfering?: enhancing language, communication, and relationships
  • Who Leads the Learning? Supporting both adult-led and child-led learning
  • The Building Blocks of Behaviour
  • Attachment & Key People
  • The Role of the Adult in an Early Years Setting
  • The power of adult-child interactions to strengthen learning and development
  • Making Sense of Behaviour in the EYFS; Promoting Positivity
  • Music for the development of the whole child and relationships in your setting
  • Control yourself! Supporting self-regulation in the early years
  • It’s Not Fair – promoting positive behaviour in the early years
  • Using an emotion coaching approach for wellbeing

Interacting or interfering?: enhancing language, communication, and relationships - delivered by Julie Fisher

Delegates will have opportunities to:

  • Explore what constitutes ‘effective’ interaction
  • Consider the importance of the learning environment as a context
  • Examine how adults ‘tune-in’ to children’s current thinking in order to maintain learning momentum
  • Discuss different strategies to employ when extending children’s learning in both adult-led and child-led situations

Who Leads the Learning? Supporting both adult-led and child-led learning - delivered by Julie Fisher

This course will enable practitioners to reflect on the different purposes, expectations and outcomes of adult-led and child-led learning. Using extensive DVD material in nursery, reception and key stage 1 classes, it will explore the different benefits of adult led and child-led learning for both children and practitioners. It will consider how both ways of learning are assessed and how these assessments feed into planning. It will also explore how the role of the practitioner changes when the purpose of an activity is planned by that practitioner as opposed to being planned by the child.

Delegates will:

  • reflect on the differences between adult-led and child-led learning – from the perspective of the adult and the child
  • consider why and how these two ways of learning should exist alongside each other in the classroom
  • explore how to observe and assess both adult-led and child-led learning and how to use those assessments to inform planning
  • examine the role of the adult in supporting and extending children’s thinking in both adult-led and child-led situations
  • observe DVD material to analyse how a range of practitioners make the most of both learning situations

The Building Blocks of Behaviour - delivered by Kerry Murphy

Aims and objectives - Delegates will have opportunities to:

  1. explore developmentally appropriate behaviours and to consider reasons why behaviours occur.
  2. develop an understanding of the context of behaviour in modern childhood, and to consider reducing the risks of challenging behaviour.
  3. consider their own responses and trigger points to behaviour and how best to deal with this.
  4. build a wide repertoire of strategies to support behaviour and to help children to manage their own feelings and behaviour.

This course is interactive and thought-provoking. Of all areas of the EYFS, teaching behaviour can be challenging and frustrating. This course gives you the space to explore behaviour and the impact it may have but will also give you practical ideas for a consistent whole team approach that keeps the child’s health and well-being as the focus.

Attachment & Key People - delivered by Kerry Murphy

Aims and objectives - Delegates will have opportunities to:

  1. learn about the connection between brain development and early relationships in a fun and accessible way
  2. explore attachment theory and how this impacts on early years practice
  3. consider the role of key person and attachment and consider ways to build a secure base for children
  4. think about the challenges they face in their key person role and to consider practical yet effective solutions
  5. think about strategies for strong parent partnership
  6. develop a repertoire of practices that support a whole team approach to key person and attachment practices

Every child deserves the benefits that a meaningful relationship can bring. As a key person, your responsibility is to provide a secure base from which growth, exploration and resilience can occur. This course provides you with the underpinning theory of brain development and attachment and also offers a range of strategies and practices that will empower you and the child.

The Role of the Adult in an Early Years Setting - delivered by Leslie Patterson

Aims and objectives - Delegates will have opportunities:

  • To reflect and how our role can impact children’s learning
  • To consider the developmental needs of children in the EYFS
  • To consider how to make effective observations of learning
  • To reflect on how our interactions can support or hinder learning

Audience: Practitioners working with children in the EYFS

The power of adult-child interactions to strengthen learning and development - delivered by Leslie Patterson

The adults working in an early years setting should be the most effective resource. The interactions that occur between adults and children can hinder or maximise progress.    This two-part course will consider:

  • the roles and responsibilities of those working with young children
  • the range of ways we can interact effectively 
  • using observation to inform decisions on how and when to interact
  • taking account of a child’s level of development (particularly language) as we interact with them
  • how relationships underpin successful interaction and impact on the climate for learning
  • the importance interactions in supporting well-being and positive behaviour (referencing self-regulation)

Audience: Practitioners working with children in the EYFS

Making Sense of Behaviour in the EYFS; Promoting Positivity - delivered by Leslie Patterson

This course is designed to deepen understanding about the links between behaviour and child development and neuroscience. It will encourage delegates to examine how they can co-regulate with children and look to support them in developing positive behaviours rather than focussing solely on behaviour management.  This course will give you the confidence and knowledge to support children’s behaviours and meet their individual needs.  

This course will:  

  • Look at behaviour as something to be developed in individual children
  • Explore links between neuroscience and behaviour
  • Build confidence in understanding behaviour and supporting needs
  • Highlight the importance of self-regulation and executive function
  • Consider developmentally appropriate behaviour for children in the early years

Audience: Practitioners working with children in the EYFS

Music for the development of the whole child and relationships in your setting - delivered by Steve Grocott

Aims and objectives - Delegates will have opportunities to:

  • Gain a repertoire of tried and tested multicultural songs, games and rhymes that is rich in content and that children enjoy
  • Learn simple ideas and techniques that increase their confidence in their innate musicality including help with developing lively rhythm work and using instruments
  • Learn to provide opportunities for musical play and ideas for extending that play
  • Learn how to use this new material (and the songs they already know) to improve children’s’ relationships with each other  
  • Use their music sessions to contribute to the wellbeing of parents, children and staff and the relationships between them

There is a CD/booklet that contains the material in this course.

Control yourself! Supporting self-regulation in the early years - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Define self-regulation and consider how it affects our lives;
  • Consider self-regulation in terms of cognitive and emotional development;
  • Explore the self-regulation section of Birth to 5 Matters;
  • Gather ideas of how to support children to become better at regulating their emotions and explore calming strategies.

Audience: All Early Years Practitioners and Childminders

It’s Not Fair – promoting positive behaviour in the early years - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider why we need to support children in resolving conflicts and develop self-regulation;
  • Think about the characteristics of and sources of conflict for young children;
  • Find out about emotion coaching and the problem solving approach to conflict resolution;
  • Investigate ways of promoting positive behaviour through policy and practice;
  • Make links with the Prime Area of PSED in the EYFS.

Using an emotion coaching approach: considering the role emotion coaching can play in supporting children’s emotional and behavioural wellbeing - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Support children to understand the different emotions they experience, why they occur and how to handle them;
  • Consider how Emotion Coaching helps to create nurturing relationships;
  • Understand how to support children to effectively manage stress;
  • Consider how emotion coaching strategies can contribute towards children’s development of self-regulation.

Child development

  • Time to Grow and Time to Know
  • Play Ideas for Children with Sensory Needs
  • Understanding schemas
  • Supporting children’s emotional development
  • Supporting children using the principles of nurture

Time to Grow and Time to Know - delivered by Leslie Patterson

We are all worried by the loss of education brought about by the coronavirus crisis and it is very tempting to push children into catching up quickly.  However, it is important to remember what we know about how children learn and develop and to adhere to the guiding principles of the EYFS.  This session will explore how to give time for children to recover and learn, and, how to make time as practitioners to listen and observe in order to meet children’s needs and make timely interventions

Play Ideas for Children with Sensory Needs - delivered by Carla Cornelius

Aims and objectives - Delegates will have opportunities to:

During this course we will draw on neuroscience and child development to explore play ideas to regulate the senses. These ideas will be particularly valuable to teach children with sensory processing difficulties, support children’s self-regulation and develop fine motor skills.

We will:

  • Consider children’s sensory preferences
  • Develop a plan to gradually expose children to different materials, textures and/or experiences
  • Look at practical ideas for activities and materials

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Physical Development; Expressive Arts and Designs); Statutory Framework for the EYFS 2021 (‘Managing Children’s Behaviour’ points 3.53-3.54); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools

Understanding schemas - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider some definitions of schemas and schematic behaviour;
  • Find out about different behaviour displayed relating to schemas;
  • Consider how to support children during these phases of learning;
  • Reflect upon their key children and consider how to plan for schemas and incorporate this thinking into their next steps.

Audience: All Early Years Practitioners and Childminders

Supporting children’s emotional development - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider which factors can influence young children’s emotional development and wellbeing;
  • Find out about the problem-solving approach and emotion coaching techniques;
  • Investigate strategies which will help to nurture children and promote their wellbeing.

Audience: All Early Years Practitioners and Childminders

Supporting children using the principles of nurture - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider which factors can influence young children’s emotional development and wellbeing and explore the principles underpinning nurture;
  • Investigate strategies which will help to nurture children and families and promote their wellbeing;
  • To gain confidence in supporting children’s emotional development and wellbeing

Audience: All Early Years Practitioners and Childminders

Childminding support

  • Effective Childminding Practice
  • Promoting positive behaviour in home based settings

Effective Childminding Practice - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider an overview of effective childminding practice and what constitutes outstanding practice;
  • Review their policy and practice in the light of this;
  • Consider the statutory framework of the EYFS, both in terms of positive relationships and creating an enabling home-based learning environment.

Audience: All Childminders and childminding assistants 

Promoting positive behaviour in home based settings - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider why we need to support children in resolving conflicts and manage their behaviour;
  • Think about the characteristics of and sources of conflict for young children;
  • Introduce the problem solving approach to conflict resolution;
  • Investigate ways of promoting positive behaviour through policy and practice;
  • Link with the Prime Area of PSED in the EYFS;
  • Consider all of this in the context of a childminding setting.

Audience: All Childminders and childminding assistants 

Consultancy and strategic support

  • Research and Evaluation
  • Policy Analysis and Development Support
  • Bid Writing and Grant Capture
  • Sustainability Support for your School or Setting

Research and Evaluation - delivered by Nathan Archer

A range of research support to settings and schools is on offer. From family surveys to stakeholder consultation, small-scale action research to large programme evaluation, a bespoke consultancy input can be delivered depending on the research you would like to undertake or the support you may require to facilitate the project. 

Policy Analysis and Development Support - delivered by Nathan Archer

This consultancy support includes implementation of policy at school/setting level including changes to governance arrangements, place planning and implementation of the extended entitlement. At local authority level, consultancy can include a review of early years provision, production of guidance/resources and bespoke service delivery support. We are happy to discuss how we might look to support you within your professional context depending on your needs.

Bid Writing and Grant Capture - delivered by Nathan Archer

Having experience of securing funding though local and national charities and foundations, Big Lottery, Arts Council, Heritage Lottery Fund and EU programmes for education projects, the consultant can support schools and settings with grant research and bid writing from small scale projects to capital programmes. To discuss a potential application and the support you may need, please get in touch to talk through the options available.

Sustainability Support for your School or Setting - delivered by Nathan Archer

A bespoke package of advice and guidance ranging from an audit and signposting to intensive consultancy, this flexible programme supports schools and settings to implement actions from the ‘Sustainability Jigsaw’ to support ongoing viability. We will look to tailor a package to suit your needs, appropriate to your context, so that you receive the necessary support to put into action.

Creativity & play

  • Planning for musical experience in the Early Years
  • Musical Development Matters
  • Infant Musicality - Songs and musical activities to share and enjoy
  • Music and the Early Years Foundation Stage Statutory Framework
  • Calling all Superheroes – Exploring how to successfully manage this play

Planning for musical experience in the Early Years with a focus on creative music making - delivered by Nicola Burke

Aims and objectives - Delegates will have opportunities to:

  • Be involved with activities that will encourage and support children to create their own music
  • Listen to pieces of music created by children & observe film footage of children’s creative music making
  • Explore musical environments
  • Create soundscapes and pieces of music
  • Listen and respond to recorded music

Audience: All Early Childhood Educators

Musical Development Matters - delivered by Nicola Burke

This one-day course is accompanied by Musical Development Matters, free guidance written to support educators to develop their music practice and provision.

The course not only introduces participants to the guidance but also demonstrates how easily music can be incorporated into any early childhood setting without practitioners needing any previous musical knowledge or experience. This course is workshop style, fun and informative, exploring ways in which music compliments and contributes to all areas of learning and development.

Aims and objectives - participants will have opportunities to:

  • Become familiar with the Musical Development Matters guidance
  • Explore the free online Musical Development Matters resource
  • Learn songs to share and enjoy with babies and children
  • Discover musical games and activities
  • Explore children’s musical development
  • Develop an understanding of how music threads through all areas of learning and development
  • Gain ideas as to how to nurture the natural musicality of children
  • Observe children’s musical play and discuss how to nurture, and interact with children’s music making
  • Discuss audio environments and how to make use of recorded music effectively
  • Explore musical environments and how to create music making opportunities
  • Discuss effective planning for musical activities and opportunities linked to the Early Years Foundation Stage; supporting all areas of learning through music.


Audience: All Early Childhood Educators

Infant Musicality - Songs and musical activities to share and enjoy - delivered by Nicola Burke

Aims and objectives - Delegates will have opportunities to:

  • Learn about studies of infants’ musical abilities and research into singing with young children, how it can regulate infant’s states and how it can communicate emotional information
  • Explore and discuss how young children can communicate through musical behaviour and have musical preferences.
  • Explore and discuss Communicative Musicality - a term used to describe the intrinsic musical nature of human interaction.
  • Further their understanding of Infant Directed Speech, (commonly referred to as motherese and fatherese)
  • Learn songs and gain information as to how and why songs and activities are beneficial for young children’s musical and overall development. 

The songs and activities can be used within settings as well as 1-1 in the home environment between childminders/ parents and children. 

Audience: All Early Childhood Educators

Music and the Early Years Foundation Stage Statutory Framework - delivered by Steve Grocott

From before the moment of birth music and movement are integral to the healthy growth of the child both as an individual and in connecting with others and the outside world. This course provides the means for practitioners to foster that growth during the baby stage, through the early years and beyond.

While it is stressed that music making is a holistic thing this course gives activities that specifically address the three prime and four specific areas of learning, the three learning characteristics and the four guiding principles specified in the EYFS.

Aims and objectives - Delegates will have opportunities to:

  • Gain a repertoire of tried and tested multicultural songs, games and rhymes that is rich in content and that children enjoy
  • Learn how to use this new material (and the songs they already know) to address each part of the EYFS statutory framework
  • Learn to provide opportunities for musical play and ideas for extending that play
  • Take away simple ideas and techniques that increase their confidence in their innate musicality including help with developing lively rhythm work and using instruments

There is a CD/booklet that contains the material in this course.

Audience: All Early Years practitioners

Calling all Superheroes – Exploring how to successfully manage this play - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • To consider the benefits of superhero play;
  • To discuss controversial notions such as weapon play, death and killing;
  • To consider how to successfully implement this play in terms of positive relationships and enabling environments;
  • To explore how we can encourage children to find their superpowers.

Audience: All Early Years Practitioners and Childminders

Inclusion & diversity

  • Effective SEN Support
  • Creating ‘space’ for culturally appropriate resources in early years curricula
  • Participatory pedagogy for transformational practice
  • Exploring children’s perspectives about their mixed ethnic identity
  • Understanding the EHCP Process
  • Using a Provision Map
  • Signing the Way! - Using signs with young children
  • Inclusion and Equality

Effective SEN support - delivered by Kerry Murphy

Aims and objectives - Delegates will have opportunities to:

  1. develop their understanding of the four broad areas of SEND (Communication & Interaction, Cognition & Learning, Social Emotional & or Mental Health and Physical &/or sensory).
  2. learn about the various stages and cycles of SEN support and how this feeds directly into the EYFS.
  3. explore a repertoire of strategies across the four broad areas that can be used to develop a SEND toolkit back in the setting.


This course brings SEN support to life and is fun, practical and interactive.  Practitioners will have the opportunity to think about their high-quality teaching and provision including how to build upon this to support children with different types of SEND.  It will empower practitioners and give them the skills and tools to act in the first instance of early intervention. This course includes a free resource for building your own SEND toolkit.

Creating ‘space’ for culturally appropriate resources in early years curricula - delivered by Sharon Colilles

This course invites educators to reconsider existing conceptualisations about the purpose of play to consider processes that involve internal representation that is specific to cultural and individual ethnic identity contexts. Described as a period in which children learn the language of their culture, Vygotskian theorisation suggests that between the ages of two to eight years learning about culture and ethnicity can be seen in children’s play. Whilst it may be challenging to clearly define Play, when we observe children in ‘play based settings’ there is a consensus of agreement that it is an important vehicle in which young children develop, learn, and explore socially constructed ideas from wider society.

Using play as a mediation tool for connecting ideas about how children choose to share and co-construct knowledge about their ethnic identity the course provides educators with an opportunity to consider the resources utilised within provision that facilitate discourse surrounding a raced and ethnic identity with young children. 

Aims and objectives - Delegates will have opportunities to:

  • Develop awareness and understanding about play and its potential to act as a:

•      powerful ‘bridge’ between children’s home and ‘school’ (Broadhead & Burt, 2012); 

•      mediation tool in interactions between peers and practitioners when co-constructing knowledge about ethnicity. 

  • Explore how resources can influence children’s conscious and unconscious beliefs about culture and ethnicity. 

Participatory pedagogy for transformational practice - delivered by Sharon Colilles

In recent years children’s rights to participate in matters that affect them the most has risen in prominence in research, policy, and in particular practice. Yet implementation of children’s rights can be the most challenging and yet rewarding aspects of professional practice. This course challenges educators toreflect on their current practice to examine how and in what ways their practice is shaped from the child’s perspectives. 

Incorporating knowledge and understanding gained from the practitioners own experiences of working with children, the course is aimed at those individuals who wish to seek approaches associated with empowerment, self-efficacy, and giving ‘voice’ to young children.

Exploring pedagogy in participation (Formisinho & Pascal, 2016), this training asks educators to reflect on situations in which relationships and interaction are sustained via joint activities and experiences to develop approaches that are responsive to the perspectives of children.

Aims and objectives - Delegates will have opportunities to: 

  • Define Praxeological principles (Pascal & Bertram, 2009; 2012) 
  • Obtain an understanding of pedagogy in participation (Formisinho & Pascal, 2016) as a means of exploring the practitioners own cultural knowledge about the children they work with.
  • Explore some of the ways that educators can use their existing knowledge to construct new meanings with young children. 

Exploring children’s perspectives about their mixed ethnic identity - delivered by Sharon Colilles

This course encourages educators to explore contexts in which young children will be developing ideas about their ethnic identity. Coming from diverse backgrounds children enter early years settings rich in cultural knowledge (Karabon, 2017) acquired from their home & community environments. Children will make use of these cultural tools of thought and will go on to independently use them for their own purposes in their interactions with others.

This training will therefore challenge educators to reflect on sociological contexts surrounding culture, race, and ethnicity observed in pedagogical practices that impact upon and facilitate the judgements and preferences that children make about their own & others ethnic identity.

Located within the themes and principles of the Early Years Foundation Stage this training makes use of collaborative discourse to raise educator confidence to engage in the sensitives associated with ethnic/raced identity in their pedagogical practice.

Aims and objectives - Delegates will have opportunities to: 

  • Explore definitions relating to culture, race, and ethnicity. The objective here is to raise awareness and confidence amongst educators in making use of these terms. 
  • obtain an understanding of the terminology children use. The objective being to raise consciousness that children will ascribe terminology to themselves and others beyond known societal contexts.

Understanding the EHCP Process - delivered by Carla Cornelius

Aims and objectives - Delegates will have opportunities to:

What does the SEND Code of Practice (2015) say about Education, Health and Care Plans (EHCP)?

Which children may benefit from this process?

During the course, we will:

  • Briefly look at the key points highlighted in the guidance in relation to EHCPs
  • Look at the different steps in the process to obtain an EHCP
  • Consider the evidence required to complete an EHC needs assessment request
  • Look at the importance of working in co-production and what this looks like in practice
  • Mitigate the barriers to co-production with practical strategies
  • Explore the importance of setting Aspirations, Outcomes and Targets

Links to Early Years and SEND guidance: SEND Code of Practice 2015 (‘Education, Health and Care Needs Assessments and Plans’ Chapter 9).

Audience: SENCOs in Early Years PVI Settings and Schools

Using a Provision Map - delivered by Carla Cornelius

Aims and objectives - Delegates will have opportunities to:

“The use of provision maps can help SENCOs to maintain an overview of the programmes and interventions used with different groups of pupils and provide a basis for monitoring the levels of intervention” (SEND Code of Practice 2015 point 6.76).

Provision maps are a useful tool to plan provision across the setting and review the impact of interventions. They can be used successfully both in schools and PVI settings.

During the course, we will draft a provision map, taking into account cohorts of children, high and low incidence SEN in the setting, budget constraints and deployment of staff.

At the end of the course participants will have a working document which could be adapted to their own specific context.

Links to Early Years and SEND guidance: SEND Code of Practice 2015 (‘Use of Data and Record Keeping’ points 6.72-6.78).

Audience: SENCOs in Early Years PVI Settings and Schools

Signing the Way! - Using signs with young children - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider why signs are used with young children;
  • Unpick the definitions related to using signs;
  • Consider the benefits of signing for children, their parents/carers and practitioners, including evidence from research;
  • Learn some signs which they can use with children in their settings;
  • Find out how using signs links to the EYFS.

Inclusion and Equality - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider why we need to support children in resolving conflicts and develop self-regulation;
  • Think about the characteristics of and sources of conflict for young children;
  • Find out about emotion coaching and the problem solving approach to conflict resolution;
  • Investigate ways of promoting positive behaviour through policy and practice;
  • Make links with the Prime Area of PSED in the EYFS.

Language and communication

  • Music, Language & Communication
  • Supporting bilingual learners in the foundation stage
  • Music and Phonics
  • Music and Stories to Support Communication and Language
  • Bilingualism in Children with Delayed Language
  • Breaking Language Down - Listening and Attention Skills
  • Breaking Language Down - Promoting Children’s Understanding

Music, Language & Communication - delivered by Nicola Burke

Aims and objectives - Delegates will have opportunities to:

  • Explore how music is intrinsically linked to the development of language and communication. 
  • Learn songs and activities to explore the important role that music plays in the development of language and communication.
  • Be involved practically in this workshop style session and have an opportunity to look at film footage of children communicating through musical play and the use of musical instruments.
  • Consider their provision and practice and how to develop opportunities that foster communicative musical play.


Audience: All Early Childhood Educators

Supporting bilingual learners in the foundation stage - delivered by Dr. Rose Drury

Delegates will have opportunities to;

  • Make links with the principles of the EYFS and how to put these into practice with bilingual children and their families who are new to English
  • Understand the importance of recognising and building on early bilingualism
  • Develop strategies for supporting bilingual children’s learning in their setting

Music and Phonics - delivered by Steve Grocott

This highly enjoyable and accessible course focuses on ways of fostering early phonological development using carefully chosen musical activities and play. It follows the “Letters and Sounds” document Phase One. Steve recorded the CDs for A&C Black’s Singing Phonics series. While there is a focus on laying the foundations for phonics the activities are holistic and will contribute to all aspects of children’s development.

Aims and objectives - Delegates will have opportunities to:

  • Learn tried and tested songs rhymes and games that their children will love to sing
  • Gain an understanding of the integral relationship between music and early phonological development
  • Boost their ability and confidence in all their musical activities with ideas linked to “Letters and Sounds”
  • Learn simple ideas for using body percussion and rhythm sticks that will make a big difference to their sessions
  • Learn how to encourage children’s experience of instrumental sounds and using instruments

There is a CD/booklet that contains the material in this course.

Audience: All Early Years practitioners

Music and Stories to Support Communication and Language - delivered by Steve Grocott

Sharing stories and music is arguably the primary method we have of passing culture on to our children.  Including stories in our early years music making enriches the activity immeasurably. This practical workshop is about how to bring the story out in our songs and how to put music into our stories.

Aims and objectives - Delegates will have opportunities to:

  • Learn new highly tellable and memorable stories and story songs
  • Learn ways to encourage children’s own stories and story play
  • Learn about acting out stories and how music can help
  • Think about telling stories without books – creating magic and shiny eyes in the room
  • Discuss the usefulness or otherwise of props and costumes
  • Gain a mental toolbox of basic story elements and structures and see how this helps with an improvisatory approach to story telling and making

The CD/ROM that accompanies this course was made with Pie Corbett and forms part of the Early Years element of his Talk for Writing project.

Audience: All Early Years practitioners

Bilingualism in Children with Delayed Language - delivered by Carla Cornelius

Aims and objectives:

Is bilingualism a barrier or an advantage for children with delayed language? This course aims to answer the question by exploring the current research studies on multilingualism in children with delayed language.

We will:

  • Dispel some of the myths surrounding bilingualism
  • Understand the principle of language development in the dominant and second language
  • Consider the cultural aspects of language development and their influence on language mastery
  • Look at practical ideas to promote bilingual language development
  • Share useful tips to work alongside parents to enhance children’s language.

The course is based on current research in the studies of bilingualism, language development and neuroscience. The course also considers the influence of attachment on language development.

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Communication and Language; Understanding the World); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools

Breaking Language Down - Listening and Attention Skills - delivered by Carla Cornelius

Language development is a central concern in the education field, particularly following the recent pandemic. The new curriculum guidance and government priorities focus on language development as a precursor of children’s academic progress and a foundation for better life outcomes.

Attention and listening skills are the base of communication and allow children to successfully access new skills and thrive in a social environment. In this course, we will look at the different levels of attention and how to support their development with practical ideas.

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Communication and Language); Statutory Framework for the EYFS 2021 (‘Managing Children’s Behaviour’ points 3.53-3.54); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools  

Breaking Language Down - Promoting Children’s Understanding - delivered by Carla Cornelius

Language development is a central concern in the education field, particularly following the recent pandemic. The new curriculum guidance and government priorities focus on language development as a precursor of children’s academic progress and a foundation for better life outcomes.

Understanding is a major component of language processing, both on a curriculum and social level. However, many children who have difficulty in this area of language are often not promptly identified in our educational settings, particularly when they are verbal.

During the course, we will:

  • Look at the role of understanding in language development
  • Consider some of the main difficulties and behaviours that children with delayed understanding  present
  • Plan support strategies to enhance understanding
  • Investigate what services to refer to for further support and guidance

Links to Early Years and SEND guidance: Birth to 5 Matters 2021 (Personal Social and Emotional Development; Communication and Language); SEND Code of Practice 2015 (‘The Graduated Approach’ points 5.36-5.46 and 6.44-6.56).

Audience: All Practitioners in Early Years PVI Settings and Schools  

Leadership & management

  • Continuously developing: promoting professionalism in practitioners
  • Leading an EYFS Team Through Challenging Times
  • Core Skills in Coaching for Leaders and Managers
  • Introduction to Coaching and Mentoring
  • Leadership Matters
  • Leading Progress in the Early Years
  • Leading and learning outdoors
  • Leadership Skills for SENCOs
  • Supporting Young Children’s Well-being through Developing Strong Teams
  • Leading Practice and Developing Provision for 0-3 year olds

Continuously developing: promoting professionalism in practitioners - delivered by Leslie Patterson

At a time when we may think good CPD is difficult to access, we examine the notion of professional development being a truly continuous process.  This session will look at numerous ways in which settings can continue their professional development programme to build effective teams and meet the needs of children and families. 

Leading an EYFS Team Through Challenging Times - delivered by Leslie Patterson

Early Years settings are currently experiencing a myriad of changes. At the same time that we are dealing with the continuing implications of the worldwide pandemic, we are also about to manage the implementation of the revised EYFS. There are both practical and emotional dimensions to deal with as our teams deal with what is happening and leadership will be central to organisations navigating successfully through this.

These two sessions will consider:

  • taking a positive view of change and the opportunities it offers
  • managing change and seeing it as a continuous process
  • values, intent and direction
  • the importance of keeping learning (for both children and adults) central during the process, based on the EYFS Principles
  • the skills and attributes of the leader
  • developing leadership across the team
  • interpersonal issues and supporting each other on a team

Core Skills in Coaching for Leaders and Managers - delivered by Ruth Mercer

Aims and objectives –

  • A coaching and mentoring approach can help you and the people you work with bridge the gap between potential and performance
  • This course teaches mentoring-coaching skills to use in both formal and informal learning context with colleagues
  • It aims to add to the repertoire of skills you already have, further developing your self-awareness as a colleague, mentor or teacher
  • It can help open up people to new insights, new perspective and avoid feelings of helplessness or defensiveness
  • It is a practice led course backed up by selected input on relevant theory

This course is run as two consecutive seminar days, then time to practice, with a third day once you have had some practice in the work place (6-8 weeks after). It is effective for all leaders and managers.

Introduction to Coaching and Mentoring - delivered by Ruth Mercer

Aims and objectives - Delegates will have opportunities to:

  • Appreciate the key principles of coaching and mentoring
  • Practice some coaching conversations within the group
  • Learn some tools and techniques of coaching to take into the work place

This practical one-day introductory interactive course is designed to give an introduction to the power of a coaching approach for leaders in the workplace. It provides insight into the theory behind coaching and offers useful tools that participants can take away to practice with their team/colleagues.

Leadership Matters - delivered by Ruth Mercer

Aims and objectives - Delegates will have opportunities to:

  • Understand what makes an effective and reflective leader
  • How to get the best from a team, including delegation, supervision and a coaching approach
  • Develop a vision for your setting and take your team with you
  • How to manage difficult conversations
  • Network with colleagues

This practical, interactive course is designed to meet the particular needs of leaders and managers working in the early years, to strengthen practice and build leadership capacity in this vital phase of education. The course is balanced to provide useful tools for taking into your setting as well drawing on as current leadership theory.

It is best delivered as six sessions over the course of a year, and is aimed at Leaders and Managers in Early Years Settings.

Leading Progress in the Early Years - delivered by Ruth Mercer

Aims and objectives - Delegates will have opportunities to:

  • Understand what makes an effective and reflective leader,
  • How to get the best from a team, including coaching and supervision,
  • How to make your vision come to life in your school, taking your team with you
  • How to Problem solve and manage conflict.

This practical, interactive course is designed to meet the particular needs of teachers working in the early years, to strengthen practice and build leadership capacity in this vital phase of education. The course is balanced to provide useful tools for taking into your school as well drawing on as current leadership theory.

It is best delivered as six sessions over the course of a year, and is aimed at EYFS Leaders in schools or Senior teachers in nursery schools.

Leading and learning outdoors - delivered by Kathryn Solly

Aims and objectives - delegates will have a brief introduction to leaders and leadership, before exploring:

• Good manager or great leader?
• The importance of TEAM
• Aspects and dimensions of quality
• Key skills and qualities to lead outside
• Key responsibilities- Developmentally Appropriate Play, COEL, PSED, Physical Development, Communication and Language and quality Interaction, Creative and Critical Thinking and Problem Solving, Independence and Extending Learning, Promoting Inclusion.
• Leading Change with your team

Leadership Skills for SENCOs - delivered by Carla Cornelius

In our busy early years settings, the SENCO role is not often given the importance it deserves and needs to fully develop into a leadership role. This course aims to:

  • Explain the role of the SENCO in the context of leadership
  • Clarify the difference between leader and manager
  • Establish the key responsibilities of the role and how to effectively fulfil them
  • Consider practical ways to use time management and decrease workload
  • Explore how to effectively implement change in practice

The course will briefly look at some of the recent theories on leadership, change management and coaching.

Links to Early Years and SEND guidance: Statutory Framework for the EYFS 2021 (‘Special Educational Needs’ point 3.68); SEND Code of Practice 2015 (‘The Role of the SENCO’ points 5.52-5.54 and 6.84-6.94).

Audience: SENCOs in Early Years PVI Settings and Schools

Supporting Young Children’s Well-being through Developing Strong Teams - delivered by Julia Manning-Morton

This course has been developed to support practitioners who are in a senior leadership position in developing their knowledge and skills so that they are better equipped to lead teams and groups in supporting the well-being of babies and young children.

Participants explore and analyse concepts of good quality practice and provision and the implications of this for approaches to leading teams and developing provision. 

Audience: Early childhood setting managers and practitioners who are in a leadership role

This is a Professional development course accredited by Middlesex University worth 40 credits at Level 7.

Leading Practice and Developing Provision for 0-3 year olds - delivered by Julia Manning-Morton

Aims and objectives - Delegates will have opportunities to:

Develop initial leadership skills and practice leadership strategies and tools in developing effective practice and provision for 0-3 year olds.

Audience: Early Years Practitioners and Teachers leading provision and practice with 0-3 year olds

This is a Professional development course accredited by Middlesex University worth 20 credits at Level 4.

Learning environments

  • Leading Learning Naturally
  • Growing a learning community in the Early Years
  • Young children, gardening, food and outdoors
  • Establishing your Enabling Environment Outdoors
  • Learning on the Wild Side

Leading Learning Naturally - delivered by Kathryn Solly

Aims and objectives - this course will cover aspects of how nature can support:

  • children’s emotional wellbeing
  • tinkering with thinking and talk
  • physical development
  • creativity and imagination
  • understanding of the world scientifically and mathematically
  • risk benefit assessment skills and safety awareness

Growing a learning community in the Early Years - delivered by Kathryn Solly

Aims and objectives - delegates will have the opportunity to explore:

• The influence of the pioneers on Early Years
• Learning from others around the world
• Creating an ethos
• Where we are today-ethos, principles and practice
• Providing the right environment for play and learning indoors and out
• Nurturing habits, attitudes and dispositions in children and adults
• Cultivating confidence, calm independence and creativity
• To outstanding and beyond….

Young children, gardening, food and outdoors - delivered by Kathryn Solly

Aims and objectives - delegates will have the opportunity to explore:

• The importance of health and wellbeing
• Partnership with parents and the community
• Staying safe and being responsible
• Understanding food and growing
• The gardening year and how it supports the COEL
• What to grow, what to taste and what to cook
• Exciting discoveries and explorations
• Feeding fascinations!

Establishing your Enabling Environment Outdoors - delivered by Kathryn Solly

Aims and objectives - delegates will have the opportunity to explore:

• Learning from the past
• What a child needs
• Your ethos, policies and procedures
• Organising space, time and other essentials
• Enabling environments
• Our responsibilities as leaders and managers
• Challenge and challenges for children
• What helps parents and practitioners?

Learning on the Wild Side - delivered by Kathryn Solly

Aims and objectives - Delegates will have opportunities to:

  • Learn about some of the background to quality leadership and management in the early years
  • Learn about creating a vision, building team motivation and being a lead learner.

Audience: Early Years staff considering leadership and management posts or those already in them in schools and settings

Pedagogical principles into practice

  • Developing concepts that underpin learning in the reformed EYFS
  • Quality of Teaching and Learning In the Early Years
  • Action Learning Sets
  • Moving on to key stage one: transition from the foundation stage
  • The Characteristics of Effective Learning, Creativity and Exploration
  • Connecting Observation, Assessment, and Planning and the Curriculum
  • How do children’s interests inform your early years curriculum?
  • How Do I Learn? – The Characteristics of Effective Learning
  • What’s love got to do with it? Adopting a loving pedagogy in our settings
  • Ready, Get Set, Go! - Exploring ‘school readiness’

Developing concepts that underpin learning in the reformed EYFS - delivered by Leslie Patterson

“Unless children have early and frequent experience of what it feels like to understand something in depth, they cannot acquire the disposition to seek in depth knowledge and understanding – to engage in life-long learning.” -Lilian G Katz

The EYFS offers many opportunities for children to develop skills and knowledge. By offering these opportunities in strong learning environments, with knowledgeable, supportive adults and a wealth of broad learning experiences, we cultivate the conditions in which children can understand more and become competent learners.

These two sessions explore some of the concepts which promote understanding across the areas of learning in the revised EYFS and consider the sort of provision which will provide the strongest likelihood of broadening and deepening understanding.

Quality of Teaching and Learning In the Early Years  - delivered by Leslie Patterson

Course Aims:

  • To support early years practitioners to understand how improving their own practice contributes to raising quality of provision across a setting and, therefore, to improving success in life-long learning for the children in their care.
  • To explore the complexity of factors which impact on quality in the EYFS.
  • The training will enable participants to learn to be more effective teachers, ensuring they deliver quality adult led and child-initiated learning and are aware of the characteristics of effective learning. Furthermore, participants will examine the role of the adult to support, scaffold, and challenge children within their care.  

Action Learning Sets - delivered by Ruth Mercer

Aims and objectives - Delegates will have opportunities to:

  • Learn a particular approach to facilitation of groups (may also be called learning set, peer learning set, continuous learning group)
  • Hear their own story/issue differently
  • Understand and create different responses to a range of experience
  • Become more self-aware and open to different possibilities in themselves and others

The central techniques that underpin and support such growth are careful listening, open questions and thoughtful feedback. Sets work best when the group is made up of participants working at peer level, which might be peers across or within an organisation – leaders, managers, practitioners (4- 7 people). Please do enquire for further information.

Moving on to key stage one: transition from the foundation stage - delivered by Julie Fisher

Delegates will have opportunities to;

  • Examine what is currently the same and what is different about EYFS and year 1 practice
  • Explore how young children learn when they are 5,6,7 years of age
  • Discuss the place of child-initiated learning in KS1 and how to plan for it in the learning day
  • Consider the role of the adult in observing and supporting both adult-led and child-led learning
Audience: Reception teachers, year one and year two teachers and their TAs

The Characteristics of Effective Learning, Creativity and Exploration - delivered by Kathryn Solly

Aims and objectives - delegates will have the opportunity to explore:

• Introduction to the COEL
• Deeper understanding of the Characteristics and Themes
• Unpicking what it means to play and explore, create and think critically
• Observation through child-led learning
• Documenting and sharing children’s learning
• Making links between the prime and specific area of learning

Connecting Observation, Assessment, and Planning and the Curriculum - delivered by Di Chilvers

"Keeping the OAP cycle at the heart of our practice enables practitioners to build on children’s motivations and interests to support and extend their development and learning. The curriculum is co-constructed between children, practitioners and families through this process." (Birth to Five Matters, 2021, p.39)

In this course, Di will focus on:
- The connection between observation, assessment and planning and the curriculum
- Explaining the process through the OAP holistic diagram in Birth to Five Matters (p.38)
- Children’s experiences of the curriculum - how we use observation to see their motivations, interests, involvement, development, and learning
- Children and adults constructing the curriculum together - how a dynamic curriculum can respond to children’s funds of knowledge, their families, and community
- Making links between the EYFS Statutory Framework and the Ofsted EIF
- Ending with a discussion about your unique curriculum recipe – what will you include?

How do children’s interests inform your early years curriculum? - delivered by Di Chilvers

In this course Di Chilvers explains the ‘Pedagogy of Children’s Interests’ and how central this is to their development, identity, thinking, and learning. Including examples of practice from an extended project at Maples Nursery School and Children’s Centre.
We will explore:
- How we recognise, support and build on children’s interest and ideas
- The relationship between children’s interests, funds of knowledge, and cultural capital
- How children’s interests and funds of knowledge inform and inspire your curriculum
- How you can support children’s interests in partnership with them through co-construction

The following extract is from a child’s learning story at Maples Nursery School, Ealing, as they explored the pedagogy of children’s interests through an extended project. This is how children co-construct their curriculum with supportive adults: “Your interest in construction and building was the spark for continuous investigation and unfolding ideas of how to build walls and roads and then houses, towers and stairs. I wonder why you are so interested in these types of buildings? There are so many different types of towers in the world we could have a look at some of those together? What do you think?”

How Do I Learn? – The Characteristics of Effective Learning - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Explore how young children learn and consider different learning behaviours;
  • Focus on the characteristics of effective learning in detail and unpick what they look like in our everyday practice;
  • Develop how we link observations of children with these characteristics and the Prime and Specific areas of learning within the EYFS;
  • Consider the role of the adult in promoting the Characteristics of Effective Learning in terms of positive relationships and enabling environments.

What’s love got to do with it? Adopting a loving pedagogy in our settings - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Explore what we mean by love and loving in the context of early childhood;
  • Consider what constitutes a loving pedagogy;
  • Think about how we can help children to feel loved in our settings;
  • Review and evaluate our practice in the light of love.

Ready, Get Set, Go! - Exploring ‘school readiness’ - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Consider what we mean by school readiness;
  • Consider some research and guidance around this issue;
  • Reflect upon school readiness in terms of parents, schools, children and society;
  • Explore practical ideas of how to support children to be ready for school.

Audience: All Early Years Practitioners and Childminders who work with children who will transfer to reception classes in school.

Physical development

  • Developing an Enabling Environment for Physical Development
  • What Do Children’s Brains and Bodies Really Need?
  • Telling Stories: Making Dances (Expressive and Creative Dance)
  • Emotion, Mastery and Meaning
  • I move; therefore I am – Movement for thinking and learning
  • I like to Move it, Move it! – Physical movement and brain development

Developing an Enabling Environment for Physical Development - delivered by Kathryn Solly

Aims and objectives - Delegates will have opportunities to feel inspired to provide improved indoor and outdoor learning experiences for all children. These will include:

  • Experiences to express emotions and develop their well-being
  • Experiences on different scales on a bigger, bolder, messier and noisier scale
  • Experiences which benefit their health and well-being from being physically active

What Do Children’s Brains and Bodies Really Need? - delivered by Jasmine Pasch

Children are “full of it” and leave us in no doubt that we need a lot of energy to keep up with them as they move, play and dance. There are very good reasons for this, and the workshop will explore why children move in the ways that they do at the different stages of their development.

This workshop will allow delegates/parents to:

  • Recognise the importance of movement, dance and play opportunities for young children in the development of firm sensory and motor foundations.
  • Explore the connections between physical movement and brain development, and how this contributes to cognitive, social, emotional, creative and physical development, and to good health and long term wellbeing.
  • Make connections with later learning skills needed for school.
  • Remind parents of their own childhood play experiences.
  • Think about risk, and risk/benefit

This course covers from birth to five years.

Telling Stories: Making Dances (Expressive and Creative Dance) - with Jasmine Pasch

Children have many ways of communicating their meaning and intention with their bodies, of “talking with the body” and telling their stories. Body movement is a child’s first language, and so dance and story are intertwined from the start.

“We sing before we talk, we dance before we walk”  – P. Grendrad

This course is a practical session with plenty of fun ideas, so please come suitably dressed to move.

Delegates will have the opportunity to:

  • Explore stories and ideas to stimulate children’s imaginations, and from which we can make simple dances together in a variety of styles.
  • Recognise the importance of movement and dance opportunities for young children in the development of firm sensory and motor foundations.
  • Explore the connections between physical movement and brain development, and how this contributes to cognitive, social, emotional, creative and  physical development, and to good health and long term wellbeing.
  • Make connections with the characteristics of effective learning
  • Engage with a film of children dancing, drawing, making sculptures and expressing their ideas.

Observation tools

The session will include practical exercises, partner work, discussion and case studies.

This course covers from three to five years.

Emotion, Mastery and Meaning - delivered by Jasmine Pasch

Making relationships, being able to do things and being able to think and make connections are at the heart of learning and wellbeing throughout life, and body movement underpins these essential capacities right from the start.

Active engagement of the body influences far more than we might imagine.

The content of the course will include:

  • An understanding, through practical experience, of why babies and children move in the ways that they do, explaining the sensory and motor foundations for learning and development.
  • A look at some of the significant developmental patterns of the first year of life, and how these form the foundations for later learning, brain development, health and well being  (based on the work of Bette Lamont “The Brain Nanny”, Seattle, USA)
  • Ways to improve the environment for young children, indoors and outdoors.
  •  Creating irresistible invitations using a variety of inexpensive, open ended resources to engage babies and children’s imaginations in stimulating and meaningful play
  • Games and ideas using a variety of resources to extend practitioner’s skills, including a look at rough and tumble play.

Observation tools

The session will include practical exercises, DVD illustrations, and discussions.

Please come suitably dressed to move.

This course covers from birth to two years.

I move; therefore I am – Movement for thinking and learning - delivered by Kerry Murphy

Aims and objectives - Delegates will have opportunities to:

  1. learn about infant brain development and movement in a fun and accessible way.
  2. consider the risks in physical development including increased sedentary and challenging behaviours.
  3. consider their own environment and practice in supporting active learning and increased physical play.

Physical activity is a must for everyone including young children and being active has a wealth of benefits. Children should not be learning to sit still and focus but using the full capabilities of movement to think and learn. This course turns learning on its head and offers fun, healthy and appropriate ways to move across the early the early years’ curriculum. It gets practitioners moving as well into to a new way of thinking about fidgeting, wiggling, wriggling and roaming. 

I like to Move it, Move it! – Physical movement and brain development - delivered by Tamsin Grimmer

Aims and objectives - Delegates will have opportunities to:

  • Review how our brain develops and how connections are made;
  • Consider some research into movement play and its positive impact on learning and development;
  • Develop links with the Prime Area of Physical Development within the EYFS;
  • Review and evaluate our practice in the light of this learning.

Risk and challenge

  • Planning adventurous play throughout the year
  • Elemental Play and Learning Through Risk, Challenge and Adventure Outdoors

Planning adventurous play throughout the year - delivered by Kathryn Solly

Aims and objectives - delegates will have the opportunity to explore:

• What is adventurous play?
• Other important concepts-risk, challenge, hazard
• Adventure and the Characteristics of Effective Learning
• Extending thinking through adventurous learning
• Using risk benefit assessment
• Enhancing play and learning for the creative, competent child
• Strategies to support parents and colleagues

Elemental Play And Learning Through Risk, Challenge And Adventure Outdoors - delivered by Kathryn Solly

This two day course is spread over consecutive days or can be separated with a gap task for Early Years leaders/managers in small groups who are keen to enhance and develop their pedagogical practice outdoors.

Aims:

  • To consider different ways of seeing children - powerful, active and adventurous.
  • To reflect upon how we can ensure our outdoor spaces provide for these confident risk-takers and adventurers by using the elements and nature.
  • To enhance practitioner confidence and practice in challenging children by providing adventurous play with different resources including loose parts.

Day One

a.m.

  • Presentation of principles, practice and theory of risk, challenge and adventure via outdoor play and learning.

p.m.

  • Exploration of resources and books etc.
  • Discussions in groups about outdoor provocations
  • Planning next steps

The gap task will reflect on your current practice following the training day, with a view to bringing further ideas and feeding back at the next session.

Day Two

a.m.

  • Feedback by groups as to progress with next steps
  • Presentation about outdoor leadership and physicality

p.m.

  • Sharing DVD material
  • Exploration of loose parts

The Early Years Foundation Stage (EYFS) reforms 2021

  • Developing an Effective and Appropriate Early Years Curriculum

Developing an Effective and Appropriate Early Years Curriculum - delivered by Leslie Patterson

Aims and objectives - Delegates will have opportunities:

  • To think about the intent behind their own curriculum and how to express this to wider audience
  • To identify the complex issues that need to be considered in the delivery of their curriculum
  • To begin to evaluate how well the implemented curriculum matches the intentions
  • To consider how the impact of a curriculum can be demonstrated


Audience: For those with responsibility for developing and implementing a curriculum in the EYFS. Ofsted are placing curriculum at the heart of how they will inspect the Quality of Education.  This course supports professionals to articulate this aspect of their provision and to reflect on how well the curriculum matches the needs of those in their care.

Working with parents & the community

  • Supporting families to make the most of time with their children
  • Developing partnerships with parents and carers of children 0-3 years

Supporting families to make the most of time with their children - delivered by Leslie Patterson

Parents of young children face many pressures which can make it difficult to enjoy family life and provide the best conditions for their children to thrive. The Duchess of Cambridge recently outlined the findings of the Royal Foundation study, which has shown that parents struggle with their own well-being, feel judged and are suffering from isolation. The report also found that less than a quarter of the population understand the importance of the first five years. This course explores the issues families are facing and considers how settings can support their families to maximise the positives of bringing up young children.  It reflects on how raising the confidence and knowledge of families can help children to thrive. 

Aims

  • To explore the issues facing families with young children
  • To identify how we can support families to maximise the positives of family life

Outline

  • Unpicking issues that can stress families and exploring how we can help
  • Consider how promoting a positive mindset can lift home atmospheres
  • Supporting parents with their roles and responsibilities
  • Advising families on strengthening relationships and managing behaviour
  • Exploring aspirations for children ( will include intercessional task)
  • Working in partnerships
  • Sharing information with families to support their child
  • Sharing professional knowledge with families. 

Developing partnerships with parents and carers of children 0-3 years - delivered by Julia Manning-Morton

This course introduces participants to key issues for parents of children aged 0-3 and considers approaches to sharing care of young children and involving parents in their children's setting. Participants will identify and practice skills in communicating effectively and developing a triangle of trust with parents and their children.

Audience: Early Years Practitioners, Teachers and Childminders working with 0-3 year olds

This is a Professional development course accredited by Middlesex University worth 10 credits at Level 4.

Working with under threes

  • Professional Practice in working with 2 year olds
  • Professional Practice in working with 0-3 year olds

Professional Practice in working with 2 year olds - delivered by Julia Manning-Morton

Aims and objectives - Delegates will have opportunities to:

Through their observations of practice in a setting, participants explore and analyse concepts of good quality practice and provision for 2 year olds in relation to developing and resourcing a holistic curriculum that meets the needs of children from diverse cultural and family backgrounds. 

Audience: Early Years Practitioners, Teachers and Childminders working with 2 year olds

This is a Professional development course accredited by Middlesex University worth 20 credits at Level 4.

Professional Practice in working with 0-3 year olds - delivered by Julia Manning-Morton

Aims and objectives - Delegates will have opportunities to:

Through their observations of practice in a setting, participants explore and analyse concepts of good quality practice and provision for babies and toddlers in relation to developing and resourcing a holistic curriculum that meets the needs of children from diverse cultural and family backgrounds.

Audience: Early Years Practitioners, Teachers and Childminders working with 0-3 year olds

This is a Professional development course accredited by Middlesex University worth 40 credits at Level 4. 

Enquire now

Get in touch to discuss your booking today: we're happy to make recommendations to fit your vision, whether a twilight session, a day course or conference, or a long-term project. Our Associates will bespoke the delivery to your professional context and requirements - whether that's in-person or virtual - to meet your training and consultancy needs.  

Make a booking enquiryDownload the Terms and Conditions

Examples of our project work

Exploring the Wider World - funded by the Stoke-on-Trent Opportunity Area

Delivered by Early Education between April 2019 and March 2020, this project offered fully funded training and support to all private, voluntary and independent (PVI) settings in Stoke-on-Trent to give children wider experiences of the world around them.

Outdoors and Active - London Borough of Newham

Outdoors and Active – an action research project led by the London Borough of Newham – took practitioners from nurseries, schools, PVI settings and children’s centres on an eight-month long exploration of movement in 2- and 3-year-olds, which generated intriguing discoveries and practical, realistic changes to routines, resources and risk taking.

Early Years Pupil Premium project - Department for Education

Early Education received funding from the Department for Education under its 2015-16 Voluntary and Community Sector grants programme, for a project to support and evaluate strategies for implementing the Early Years Pupil Premium. Our aim was to explore how to help the sector make the best possible use of the EYPP, and to demonstrate the impact it can have. 

Greenwich Maintained Nursery School Review

Early Education was commissioned by the Royal Borough of Greenwich to undertake a review of their maintained nursery schools (MNS) in July 2019.  The brief was to review the MNS in Greenwich and offer ideas and proposals as to how the high quality early education they offered could be sustained and preserved.

Oldham Childminders Project

The project has offered quality improvement support and training to a number of childminders in the Oldham area over a period of a year.