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We offer Early Years and Childcare training courses to Early Years Foundation stage, Childcare and Play Practitioners.

These courses have been designed to give clear information to practitioners working with children and young people from birth to the age of 19.

The primary aim is to enable practitioners to meet required standards expected by law and to prepare settings for registration and inspection by Ofsted. It is also designed to enhance career and professional development opportunities to improve outcomes for children.
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Training & Events

17 Oct
Briefing for Childminders - Trafford's Autism and Social Communication Pathway
Trafford has launched a new referral pathway for children who have been identified as having a potential social communication difficulty or autism. It is crucial that setting SENCOs and childminders understand this pathway in order to provide the necessary information and support to children who may be on this pathway. There will be further training through the termly SENCO Forums which are focusing specifically on ASC and Social Communication.
17 Oct
Phonics - Phase 1 Letters and Sounds
This course includes an overview of the Rose Report and the key findings that led to the development of the Letters and Sounds Phonics Teaching Programme. It works through each of the 7 Aspects of Phase 1, offering opportunities for practitioners to engage in some of the activities along the way. Practitioners will have the opportunity to watch video clips of children engaged in some Phase 1 activities and they will be asked to reflect on and respond to these. This course makes reference to opportunities for practitioner to work outdoors in the natural world. Please note: You must have attended Phase 1 training in the last 18 months to attend Phase 2 Letters and Sounds in May 2020
29 Oct
Understanding and Supporting Behaviour in the Early Years
This is a two part course, covering the following themes: Session 1 • Exploring social and emotional behaviours demonstrated by children in the EYs • Understanding behaviour as a form of communication • Creating enabling environments as a universal social and emotional offer (i.e. for all children in your setting) • Identifying practical strategies for promoting positive behaviour in your setting • Reflecting on when children’s behaviours may indicate an underlying Special Educational Need (SEN) in Social, Emotional and Mental Health (SEMH). Session 2 • Understanding the graduated approach to supporting children with SEMH needs • Using the Assess Plan Do Review framework for children with SEMH needs • Writing child-centred individual support plans • Monitoring and reviewing progress.