Early Years and Childcare Learning and Development Programme April 2019 to March 2020
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Early Years and Childcare Learning and Development Programme April 2019 to March 2020
Programme Details
We are delighted to present the Early Years and Childcare Learning and Development
Programme which continues to provide high quality, exciting and challenging courses. All
courses link to EYFS in order to guide childcare providers to plan their personal
professional development in relevant areas. We regularly review and update all courses to
ensure they reflect current legislation and Calderdale procedures.
We all have a shared commitment to working together to ensure children's interests and
aspirations are at the heart of development and best practice is promoted and supported.
Pages can be navigated by clicking the page numbers below. Click on
Back to Menu to return to this page.
Accessing Training page no
Terms and Conditions 5
Booking Procedures and Confirmation
Course Numbers and Waiting Lists
Certificates
Lunches
Payment Procedures, Cancellations and Attendance
Venues and Training Times
Contact Workforce Development
Privacy Notice 7
Code of Conduct for Delegates 8
Price Guide 9
Positive Beginnings - Supporting Emotional Health and Wellbeing page no
Positive Beginnings: Attachment and the Role of the Key Person 10
Positive Beginnings: Being 2! 11
Positive Beginnings: Influencing the Home Learning Environment 12
Positive Beginnings: The Link between Wellbeing and Involvement 13
Positive Beginnings: Alternative Approaches to PSED for Children with SEND2 14
Positive Beginnings: Ready for School! 15
Practitioner Resilience and Wellbeing page no
Courageous Conversations 16
Confident, Creative and Caring Leadership 17
Colourful Team Building (Whole Team only) 18
Enhancing Professional Resilience and Wellbeing 19
Effective Supervision for Early Years and Childcare Staff 20
Improving Teaching and Learning through Peer Observation 21
Unconscious Bias: How does it affect your childcare provision? 22
Early Intervention and Safeguarding page no
British Values and Prevent Duty 23
Child Protection: An Introduction 24
Child Protection: Roles, Responsibilities and Referrals 25
Domestic Abuse Training1 26
Designated Safeguarding Leads Child Protection Refresher 31
Early Intervention Single Assessment (EISA)1 32
Engaging and Supporting Parents through EISA 33
Multi-Agency Training provided by Calderdale Safeguarding Children Board1 34
Special Educational Needs and Disabilities page no
Basic Inclusion: Identifying and Supporting Children with SEND 35
Early Years SENCO Roles and Responsibilities 35
Early Years SEND Essentials Part 1: Derbyshire Tracking2 37
Early Years SEND Essentials Part 2: Individual Learning and Development
37
Plans (ILPs) 2
Early Years SEND Essentials Part 3: SEND Support Plans2 37
Introduction to Down Syndrome2 41
Portage: Small Steps for Learning2 42
Supporting Positive Behaviour page no
Behaviour Level 1 - Promoting Positive Behaviour 43
Behaviour Level 2 - Managing Feelings and Behaviour Using a Graduated
44
Response
Behaviour Level 3 - Understanding and Responding to Behaviours of Early
45
Years Children with SEND2
Practitioner Toolkit page no
Early Years Literacy Development 46
Early Years Maths Development 47
Effective Cycles: Observation, Assessment and Planning 48
Introducing Risk and Challenge in Play 49
Paediatric First Aid 50
Recognising and Observing the Characteristics of Learning 51
Schema! Building Blocks for the Brain 52
Superhero and Fantastical Play! 53
Supporting Early Language Development page no
Bringing Words to Life 54
Closing the Word Gap! 55
Early Language Development 0 to 5 years 56
Every Child a Talker: Developing Clear Speech 57
Everyday Phase One Phonics 58
Is Yours a Language Rich Environment? 59
Supporting Children who are New to English 60
Whole Team and Cluster Training 61
E Learning page no
An Introduction to the Autism Spectrum2 68
Connected Baby: Motorways in the Brain – the Processes of Neural
69
Development
Calderdale Networks and Services page no
Calderdale Childminders Quality Assurance Scheme 70
Early Years Designated Safeguarding Lead Network 70
Early Years Professional, Teacher or Graduate Network 71
Men in Early Years Network 71
SENCO Network 72
Sharing Good Practice Network1 72
1
– Fully funded based on attendance by partner agencies. The partner agencies terms and conditions of
booking and cancellation policies apply.
2
– Fully funded by DCATCH based on attendance/completion. The cancellation policy in this programme
applies if you fail to attend without notification/complete the course.
Terms and Conditions
Training
Booking Procedures and Confirmation
Please email completed booking forms to workforcedevelopment@calderdale.gov.uk as we
cannot accept telephone bookings. By submitting an emailed booking form or emailed
request you are agreeing to the bookings and our terms and conditions on behalf of your
employer. To avoid misunderstandings of course content and items required please ensure
that all staff have read the course description in the programme before booking.
Submission of a booking form does not guarantee a place on an event. All bookings are
confirmed by email from no-reply@hr.calderdale.gov.uk. If you do not think you have
received confirmation, please check your junk mailbox, then contact us before your first
requested course or you will be charged for all training not attended.
If support is required with using this Early Years and Childcare Learning and Development
Programme please contact your Quality Improvement and Support Officer.
Course Numbers and Waiting Lists
We have set a limit of four people per setting to attend any one course. If you have more
staff wanting to access any of the training please send in a list of the names highlighting the
four priority names so that we can plan future courses to meet demand. If courses are full
we will book the next available course within a programmes year. All waiting lists are
cleared at the end of programme year.
Certificates
Certificates are issued at the end of each course providing candidates have attended all
dates and the full sessions. Candidates who leave early or do not attend all dates will be
marked as failed, will not receive a certificate and will be charged if they need to repeat the
full course. To confirm if a course needs repeating in full contact Workforce Development
prior to rebooking.
Accredited courses including Paediatric First Aid Certificates will be posted once received
from the examining board. All other printed certificates for short courses will be issued at
the end of each term.
Lunches
Please note lunches are no longer provided for any of our courses.
Payment Procedures, Cancellations and Attendance
Your setting/you will be invoiced in the term after training has been attended.
If we need to cancel training we will do this by email from no-reply@hr.calderdale.gov.uk
unless it is less than 3 working days. Please ensure you add our email to your safe list to
ensure cancellations do not go in your junk mailbox.
5If you are unable to attend please try and find a substitute. If you need to cancel please
email workforcedevelopment@calderdale.gov.uk stating the name of candidate, course
title, date and time of training and reason for cancellation.
Failure to attend without 3 working days’ notice will result in your setting/you being billed for
the price band amount for each course. Non-attendance without notification will result in
your setting/you being billed £50 per person per day.
Attendance at training events is monitored both on a setting and an individual basis.
Settings with members of staff who regularly fail to attend training will be contacted for a
discussion before bookings will be accepted for further courses.
Venues and Training Times
Candidates must ensure they arrive promptly for training as many of the venues will not be
accessible once the training has started. Registration for all training is 15 minutes before
the stated start time. All times listed are the times the training delivery will commence and
not the time you should arrive. If you are late for a session and the venue is not accessible
your training record will be marked as not attended and your setting will still be charged.
Please see below for venue addresses and emergency contact details. You must contact
Workforce Development if you wish to cancel and not the venue as you will still be charged.
MBi Shay Stadium, Shaw Hill, Halifax, HX1 2YS. Telephone 01422 264747. Please see
the blue board inside the main entrance for the room your training is being held in.
Princess Buildings, Princess St., Halifax, HX1 1TP. Telephone 01422 288038.
Applicants will be collected from the main reception.
Savile Park Primary at Heath, Unit 3 Heath Campus, Free School Lane, Halifax,
HX1 2PS. Telephone 01422 352844
Contact Workforce Development
Email: workforcedevelopment@calderdale.gov.uk
Telephone: 01422 288038
Post: Workforce Development
Human Resources
Westgate House
Halifax
HX1 1PS
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6Privacy Notice
Calderdale Council is registered with the Information Commissioners Office (ICO) under the
provisions of the Data Protection Act 2018. The Council takes its responsibilities under the
Act very seriously.
The information provided by you is collected purely for the purposes of providing you and
your staff with access to courses and programmes of training, learning and development.
We need to collect this information in order to maintain accurate records of your
organisation, staff names, contact details, training attendance and eligibility to attend
events.
Completion of the booking form/sharing your information with us constitutes explicit consent
from you for us to process your data for this purpose. Processing is necessary for the
performance of a contract with the data subject or to take steps to enter into a contract.
You may withdraw this consent at any time by writing to the People Development Manager,
3rd Floor Westgate House, Westgate, Halifax HX1 1PS or at
workforcedevelopment@calderdale.gov.uk
In addition you have the right to see what information is held about you, to have inaccurate
information corrected, to have information removed from our system unless we are required
by law or a statutory purpose to keep it and the right to complain to the Data Protection
Officer if you feel that your data has not been handled in accordance with the law.
The Council’s Data Protection Officer can be contacted by email at:
information_management@calderdale.gov.uk.
Your organisation details, staff names, contact details, training attendance and eligibility are
recorded electronically on our system to maintain up to date records. This information can
be kept for a maximum of 25 years or until such time as the data is reviewed by us or
removed at your request.
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7Code of Conduct for Delegates
Our four values and eight behaviours underpin an extensive programme of development to
bring the best out of our people all designed to reward and encourage the type of behaviour
and action required to meet our ambition.
We want to make the learning experience enjoyable and beneficial for all. Please treat
others with respect, arrive on time and be prepared to participate for the duration of the
event.
Care
turn off your phone or switch to silent. If absolutely necessary, please take any calls
outside the training room
respect confidentiality; do not name colleagues or people who use your service and do
not repeat sensitive information outside the training room
respectfully challenge discriminatory attitudes and behaviour. British values are defined
as "democracy, the rule of law, individual liberty and mutual respect and tolerance for
those with different faiths and beliefs"; delegates are encouraged to respect other
people with particular regard to the protected characteristics set out in the Equality Act
2010.
Create
actively listen and respect other people’s views
contribute to discussions
Improve
complete a feedback form and tell us how we can improve the course content.
take the initiative to achieve positive outcomes by implementing the training and
contributing to additional evaluations on impact.
Invest
ask questions
request an explanation of any acronyms or language you do not understand.
tell us if you have any special requirements before the session or as soon as possible so
that we can try our best to meet your needs
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8Price Guide
Early Years and Childcare Learning and Development Programme
Prices are per person per course
Please see Terms and Conditions section for details of cancellation policy and charges.
Some courses are fully funded as indicated on the course menu and the course page.
OOSC and PVI Setting,
Childminders School/Academy
Half day/twilight courses £20 £25
Full day or 2 x Half day/twilight sessions £38 £48
E-Learning please see individual fees listed in the programme
Whole Team and Cluster Training
Half day = up to 3 hours and Full day = up to 6 hours
Includes trainer/s, materials, travel expenses.
Minimum Numbers 8 people. Maximum numbers apply depending on course.
Please note any commissioned training will be charged at full cost.
Half day/twilight from the Early Years and Childcare Learning
£300
and Development Programme.
Full day from the Early Years and Childcare Learning and
£525
Development Programme.
Half or Full day rate plus
Bespoke Training developed and written to your settings
£75 per hour of
identified needs.
development (max 3 hrs)
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9Positive Beginnings: Attachment
and the Role of the Key Person
EYFS: The Safeguarding and Welfare Requirements- Key Person
Target Audience: All Early Years and Childcare Practitioners
Aims: Good quality means care that is 'responsive, sensitive and stable'. This
session supports practitioners to recognise the key person role in
achieving this through staff/child relationships. The key person
approach is based on attachment theory and one of the main
principles of attachment theory is that 'dependence leads to
independence'
The key persons will form a triangle of important relationships between
child and practitioner, practitioner and parent alongside the parent/child
relationship. Practitioners who encourage attachment and develop
sensitive and responsive relationships will effectively meet the
emotional and physical needs of the child.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Understand the importance of the key person and underpinning attachment theory
Identify quality interactions that support emotional development
Recognise how secure, stable relationships influence a child’s development and
future relationships
Explore ways to develop effective relationships with parents or carers
How the learning is delivered:
Presentation, Group Activities and Discussions.
Dates and Venues:
Monday 24th June 2019 9.30am – 11.30am Mbi Shay Stadium
Tuesday 11th February 2020 6.30pm – 8.30pm Mbi Shay Stadium
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10Positive Beginnings: Being 2!
EYFS Prime Area: Personal, Social and Emotional Development
Target Audience: All Early Years and Childcare Practitioners
Aims: By the age of two, children have become mobile explorers who have
started to develop their independence. Their language skills have not
developed enough for them to make their needs known and they do not
yet have the social skills to manage turn-taking, sharing or waiting and
their tempers can erupt quickly. It is also a time of wonder and magic
when a time of dreams and imagination gets fuelled! This course will
support you to be responsive to the needs of two year olds and develop
your practice in caring for vulnerable, young children.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Understand the characteristics and needs of two year olds
Examine a resource rich environment that invites experimentation and
representational thinking.
Explore the importance of movement and being active
Explore models of responsive care
How the learning is delivered:
Presentation, Group Activities and Discussion.
Dates and Venues:
Thursday 16th May 2019 6.30pm – 8.30pm Mbi Shay Stadium
Monday 9th September 2019 9.30am – 11.30am Princess Buildings
Thursday 16th January 2020 6.30pm – 8.30pm Mbi Shay Stadium
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11Positive Beginnings: Influencing
the Home Learning Environment
EYFS Prime Area: Personal, Social and Emotional Development
Target Audience: All Early Years and Childcare Practitioners
Aims: Research shows that supporting parents to improve the learning that
goes on at home will have a major impact on child outcomes, including
school readiness and attainment and achievement. Supporting parents
to help them provide a positive home learning environment is therefore
a vital part of improving outcomes for children, particularly those from
disadvantaged backgrounds.
This session supports practitioners to develop their understanding of
the potential of Home Learning Environments and suggests ways for
low-cost but high-impact changes in practice.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Identify ways to engage parents in early home learning
Recognise the realities of family life and address barriers to engaging parents in
home learning
Discuss ways to encourage parents into early years settings to improve
understanding of early learning
Explore suitable, low/no cost home learning activities to support all development
areas particularly numeracy and literacy
How the learning is delivered:
Presentation, Group Activities and Discussions.
Dates and Venues:
Monday 10th June 2019 6.30pm – 8.30pm Mbi Shay Stadium
Wednesday 12th February 2020 9.30am – 11.30am Mbi Shay Stadium
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12Positive Beginnings: The Link
between Wellbeing and
Involvement
EYFS Prime Area: Personal, Social and Emotional Development
Target Audience: All Early Years and Childcare Practitioners
Aims: The higher the levels of well-being and involvement we can achieve for
a child, the more we can add to the child’s development. When there
are high levels of well-being and involvement, we know that deep level
learning is taking place.
This course will introduce you to Leuven Scale Assessments. The tool,
developed by a team based at the Research Centre for Experiential
Education (Leuven University - Belgium), focuses on two central
indicators of quality early years provision; children's 'well-being' and
'involvement'.
During this session you will discuss what is meant by ‘wellbeing’ and
‘involvement’. You will explore how the Leuven Scale Assessment can
be used to measure the quality of your provision and its impact on
children's learning.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Have an understanding of the five point Leuven scales
Recognise how ‘wellbeing’ and ‘involvement’ impact on children’s learning and
development
Identify how the scales will assist with EYFS summative assessments, learning and
development trackers and the characteristics of effective learning
Explore how to measure the quality of practitioner interaction and teaching using the
scales
How the learning is delivered:
Presentation, Group Activities and Discussions.
Dates and Venues:
Monday 17th June 2019 6.30pm – 8.30pm Mbi Shay Stadium
Thursday 9th January 2020 9.30am – 11.30am Mbi Shay Stadium
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13Positive Beginnings: Alternative
Approaches to PSED for Children
with SEND
EYFS Prime Area: Personal, Social and Emotional Development
Target Audience: Early Years Practitioners who are supporting children with SEND
Aims: This course will give participants an overview of personal, social and
emotional development in the context of SEND children considering
current interventions and theoretical approaches that promote the
emotional wellbeing of children.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Introduction to key theories underpinning our understanding of children’s PSED and
how they have impacted early years practices
Explore and reflect on current interventions and approaches that are used on a daily
basis to improve understanding of why we do what we do
Consider the role of the practitioner when delivering interventions for SEND children
Practice using observation and reflective language as a tool to understand children’s
emotions
How the learning is delivered:
Presentation, Group Activities and Discussions.
Dates and Venues:
Wednesday 6th November 2019 6.30pm – 8.30pm Mbi Shay Stadium
This course is fully funded based on attendance by DCATCH. The cancellation
policy and charges apply if you fail to attend without notification.
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14Positive Beginnings: Ready for
School!
EYFS Prime Area: Personal, Social and Emotional Development
Target Audience: All Early Years and Childcare Practitioners
Aims: School readiness is always causing a lot of confusion for parents and
childcare practitioners. School readiness is vaguely described in the
foundation stage as “Children reaching a good level of development in
the prime areas and literacy and mathematics”. School readiness goes
much deeper than this; a school ready child should be displaying many
other characteristics (Early Years 2016).
This session explores school readiness and how practitioners play a
part. You will discuss practical ways of how you develop children’s
readiness for school through an understanding of the current EYFS.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Identify the characteristics of ‘child readiness’ for school and the role of the
practitioner in supporting and promoting development
Explore activities and experiences that promote independence, resilience and PSE
development
Consider activities and opportunities that promote the characteristics of effective
learning
Use tracking effectively to monitor progress and identify any gaps in learning and
development
How the learning is delivered:
Presentation, Group Activities, Discussion
Dates and Venues:
Friday 20th September 2019 9.30am – 11.30am Mbi Shay Stadium
Monday 2nd March 2020 6.30pm – 8.30pm Mbi Shay Stadium
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15Courageous Conversations
EYFS: The Safeguarding and Welfare Requirements- Key Person
Target Audience: All Early Years and Childcare Practitioners
Aims: This session supports you to foster positive relationships with
parents/carers and staff. Whether it is approaching parents regarding
late payment of fees, concerns around child development, or
challenging staff performance it is essential that you manage emotions
and information in a sensitive way. This session explores the way you
communicate, your ability to take control of a meeting and your levels of
self-belief.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Explore the skills that you need to manage challenging conversations
Develop strategies to identify strengths and solution focused approaches
Identify ways you can prepare for a challenging conversation
Develop a frame work to support your future conversations
How the learning is delivered:
Presentations, group discussions, group work, action planning
Dates and Venues:
Monday 4th November 2019 6.30pm - 8.30pm Mbi Shay Stadium
Friday 27th March 2020 9.30am - 11.30am Mbi Shay Stadium
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16Confident, Creative and Caring
Leaders
EYFS: Staff qualifications, training, support and skills
Target Audience: Leaders, aspiring leaders, managers, room leaders
Aims: Effectiveness of Leadership and Management is one of the sections an
Ofsted inspector will make a judgement against. The grade that is
awarded for this section will contribute to the settings overall grade
therefore if a setting is hoping to achieve outstanding it is imperative
outstanding is awarded in the Effectiveness and Leadership section.
This session explores practical and common sense approaches to
leadership that you can apply to your everyday practice to build strong,
creative and confident leaders.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Explore a range of management and leadership skills and identify areas for
improvement
Discuss self-evaluation tools and how parents contribute to evaluating and
monitoring process
Explore ways to develop a ‘can do’ culture through good leadership and
development of others
Consider how leadership of learning is managed to ensure all children achieve
Demonstrate creative leadership to respond to the challenges and changes the
sector faces
How the learning is delivered:
Presentation, Group Activities and Discussion
Dates and Venues:
Thursday 13th June 2019 6.00pm – 9.00pm Mbi Shay Stadium
Monday 14th October 2019 9.30am – 12.30pm Mbi Shay Stadium
Tuesday 17th March 2020 6.00pm – 9.00pm Mbi Shay Stadium
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17Colourful Team Building
EYFS: Staff qualifications, training, support and skills
Target Audience: Whole Team Training Only
Aims: Unlock the potential of your team and support them to work together
more effectively. This session will give you an opportunity to explore
great team building exercises to support improved communication and
professional relationship building.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Explore perception and how we form unconscious bias
Discuss communication styles and explore ways to better understand each other
Identify different personality types and explore ways are differences can enhance the
team
Use practical resources to develop a range of team building exercises
How the learning is delivered:
Presentation, Group Activities and Discussion
How to book:
For further information and booking guidance see the whole team training section.
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18Enhancing Professional Resilience and
Wellbeing
EYFS: Suitable Person
Target Audience: All Early Years and Childcare Practitioners and Out of School Club
Practitioners
Aims: Professional resilience is about our individual capacity to thrive in
situations of high demand and ongoing pressure. It involves how we
recover from significant challenges, difficulties and setbacks and then
use these for learning and personal growth in the workplace.
Being an early childhood educator can be both rewarding and
challenging. Sometimes these demands can take their toll and lead to
stress and burnout. Together, with our colleagues, workplaces and
broader networks, we can prevent or minimise the effects of demanding
and challenging environments on mental health and wellbeing.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Identify the traits of professional resilience, good mental health and wellbeing
Explore ways to enhance your wellbeing through building strong relationships
Identify your personal strengths and those strengths you are not utilising
Explore ways the workplace can support professional resilience
How the learning is delivered:
Presentation, Group Activities, Discussion
Dates and Venues:
Monday 16th September 2019 6.00pm – 9.00pm Mbi Shay Stadium
Tuesday 28th January 2020 9.30am – 12.30pm Mbi Shay Stadium
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19Effective Supervision for Early Years
and Childcare Staff
EYFS: Staff qualifications, training, support and skills
Target Audience: All Early Years and Childcare Practitioners
Aims: This course aims to support practitioners to conduct successful
EYFS compliant supervisions.
The ongoing supervision of staff through a one to one meeting process
is a requirement of the EYFS.
The EYFS states (3.21), “Providers must put appropriate arrangements
in place for the supervision of staff who have contact with children and
families. Effective supervision provides support, coaching and training
for the practitioner and promotes the interests of children. Supervision
should foster a culture of mutual support, teamwork and continuous
improvement which encourages the confidential discussion of sensitive
issues.”
(3.22) Supervision should offer an opportunity for practitioners to
discuss any issues – particularly concerning children’s development,
well-being and safeguarding. Through supervision, practitioners
identify solutions to address issues as they arise; and receive coaching
to improve their personal effectiveness.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Explore the key responsibilities for individuals carrying out supervision under a
statutory duty
Review examples of record keeping
Identify the responsibilities of the supervisee.
Identify effective interpersonal communication skills
How the learning is delivered:
Presentation, Group Activities and Discussion
Dates and Venues:
Monday 30th September 2019 6.30pm – 9.00pm Mbi Shay Stadium
Friday 7th February 2020 9.30am – 12.00pm Mbi Shay Stadium
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20Improving Teaching and Learning
through Peer Observation
EYFS: Suitable Person
Target Audience: All Early Years and Childcare Practitioners
Aims: With Ofsted’s proposed changes to the inspection framework in
2019, there will be a renewed focus on how well practitioners are
engaged in meaningful interactions with children. Peer to peer
observations are an effective tool to evaluate practitioner performance
and identify areas for improvement and learning. Practitioner levels of
wellbeing and involvement can also be assessed using Leuven’s scales
as part of the peer observation process.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Explore how peer observations can support and develop staff experience
Discuss peer observation formats and how to use practically and effectively in the
workplace
Review how to give effective and constructive peer to peer feedback
Explore how Leuven scales of wellbeing and involvement can be used to support the
growth of practitioner resilience
Identify ways to build peer observations into the supervision and appraisal process
How the learning is delivered:
Presentation, Group Activities and Discussion
Dates and Venues:
Thursday 14th November 2019 6.30pm – 8.30pm Mbi Shay Stadium
Tuesday 10th March 2020 9.30am – 11.30pm Mbi Shay Stadium
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21Unconscious Bias: How does it affect
your childcare provision?
EYFS: Staff qualifications, training, support and skills
Target Audience: All Early Years and Childcare Practitioners
Aims: We all have unconscious biases (unintended people preferences), and
it’s important to be aware of these in our interactions. They affect the
ways we interact differently with girls and boys, parents/carers and
colleagues. The assumptions we make and the advice and directions
we give them. Although admitting and dealing with your own biases can
be challenging, it is essential to identify, reflect on, and discuss them
openly with colleagues.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Identify 5 common bias types and examples of where you might observe these
biases;
Discuss how our biases effect our interactions with children, colleagues and
parents/carers;
Identify ways to begin to change behaviours, minimise biases and improve practice..
How the learning is delivered:
Presentation, Group Activities and Discussion
Dates and Venues:
Monday 15th July 2019 6.30pm – 8.30pm Mbi Shay Stadium
Tuesday 26th November 2019 6.30pm – 8.30pm Mbi Shay Stadium
Monday 23rd March 2020 9.30am – 11.30pm Princess Buildings
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22British Values and Prevent Duty
EYFS: The fundamental British values of democracy, rule of law, individual liberty,
mutual respect and tolerance for those with different faiths and beliefs are
already implicitly embedded in the 2014 Early Years Foundation Stage
Target Audience: All Early Years and Childcare Practitioners including Managers and
Safeguarding Leads.
Aims: The course will provide further clarity on what British Values means in
the early years. The Counter Terrorism and Security Act also places a
duty on early years providers ‘to have due regard to the need to prevent
people from being drawn into terrorism’ – this course explores your
Prevent duty.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Review key elements of Prevent Duty within the early years
Explore how to ensure your provision is meeting it’s Prevent Duty
Embed and evidence British Values in practice
How the learning is delivered:
Presentation, Group Activities and Discussion
Dates and Venues:
Thursday 27th June 2019 6.30pm – 8.30pm Mbi Shay Stadium
Friday 13th September 2019 9.30am – 11.30am Princess Buildings
Monday 9th December 2019 6.30pm – 8.30pm Mbi Shay Stadium
Saturday 21st March 2020 9.30am – 11.30am Savile Park at Heath
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23Child Protection: An Introduction
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners.
Aims: Provides the initial mandatory child protection training for all
practitioners working with children and young people. This course
introduces the four categories of abuse and neglect. Participants
discuss their role in recognising key indicators and the importance of
observation and referral. Updated to reflect Calderdale procedures
and revisions in EYFS 2017.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Identify the four categories of abuse and key indicators and signs of abuse and
neglect;
Explore the impact of abuse and neglect on child health and wellbeing;
Clearly identify the procedure to follow regarding observation, recording and
reporting;
Evaluate the importance of working in partnership with parents – recognising sources
of stress and effective communication.
How the learning is delivered:
Presentation, Group Activities and Discussion, Case Studies
Dates and Venues:
Tuesday 14th May 2019 6.00pm – 9.00pm Mbi Shay Stadium
Saturday 13th July 2019 9.30am – 12.30pm Savile Park at Heath
Thursday 21st November 2019 6.00pm – 9.00pm Mbi Shay Stadium
Tuesday 21st January 2020 1.30pm – 4.30pm Princess Buildings
Thursday 26th March 2020 6.00pm – 9.00pm Mbi Shay Stadium
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24Child Protection: Roles,
Responsibilities and Referrals
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Leaders, Managers and Child Protection
Officers. N.B Candidates must have completed Child Protection:
An Introduction within the last 12 months.
Aims: This course is designed for practitioners and frontline managers who
have particular responsibilities for safeguarding and promoting the
welfare of children. This course builds on the knowledge gained in
‘Child Protection: An Introduction’. Updated to reflect Calderdale
procedures and revisions in EYFS 2017.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Discuss and complete activities exploring safer working practices;
Identify the duties of the lead practitioner for safeguarding and child protection;
Use the Continuum of Need to assess levels of risk and neglect;
Identify Calderdale’s referral procedures and use current referral forms;
Identify procedures for managing allegations against staff.
How the learning is delivered:
Presentation, Group Activities and Discussion.
Dates and Venues:
Tuesday 18th June 2019 6.30pm – 9.00pm Mbi Shay Stadium
Thursday 26th September 2019 6.30pm – 9.00pm Mbi Shay Stadium
Tuesday 17th December 2019 9.30am – 12.00pm Princess Buildings
Tuesday 31st March 2020 2.00pm – 4.30pm Princess Buildings
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25Domestic Abuse Training
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners
The Calderdale Safeguarding Childrens Board are offering a variety of funded courses on
various aspects of Domestic Abuse.
The suite of training starts with the basic level e-learning followed by a half day training
session. Once completed practitioners are able to access a selection of briefing sessions
designed to further develop their skills. Click the links to see the course descriptions and
dates of the individual sessions.
Basic Awareness E-Learning
Domestic Abuse Training: What’s Risk Got To Do With It?
Briefing: Recognising Coercive Control
Briefing: Domestic Abuse and Impact on Children and Young People
Briefing: Your Role in Assessing Risk Around Domestic Abuse (DASH Training)
Visit the CSCB website for all dates, venues and to book a place. These courses are
funded by CSCB and their terms and conditions of booking apply.
E-Learning - Basic Awareness of Domestic Abuse
This e-learning must be completed prior to booking the half day Domestic Abuse Training:
What’s Risk Got To Do With It? as you are required to demonstrate a basic understanding
of the issues associated with domestic abuse in accordance with NICE guidelines.
Aims: This e-learning helps you to explain, describe and recognise the signs of
domestic violence and neglect. It will also help you identify ways to supports
victims, identify the ‘dos and don’ts’, recognise when it is appropriate to assist,
know where and when to get help and be aware of best practice.
Visit the CSCB website to register.
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26Domestic Abuse Training: What’s Risk Got To
Do With It?
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners. N.B Candidates must
have completed Basic Awareness of Domestic Abuse E-Learning.
This session is delivered at the Women Centre by experienced staff from Calderdale
Staying Safe the specialist domestic abuse service.
This course includes:
How to ask the question
Introduction to using the Calderdale Multi-agency DASH Risk Assessment
The impact of domestic abuse on adult victims and the barriers they face when
seeking support
The role of professionals in supporting and safeguarding victims
Managing risk and safety planning
Information on local and national sources of support and referral pathways
Intended Learning Outcomes:
At the end of the session learners should be able to:
Have confidence to ask about domestic abuse in your work making disclosure easier
Explore the Calderdale Multi-agency DASH Risk Assessment and if appropriate
begin to use it in your agency
Understand the impact of domestic abuse on adult victims
Understand good practice in advising and supporting those experiencing abuse in
relation to their safety
Identify sources of specialist help and support in Calderdale and nationally
Dates and Venues:
Thursday 28th March 2019 9.30am - 13.30pm Women Centre
Tuesday 21st May 2019 9.30am - 13.30am Women Centre
Visit the CSCB website for all dates, venues and to book a place.
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27Domestic Abuse Briefing: Recognising
Coercive Control
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners. N.B Candidates must
have completed Domestic Abuse: What’s Risk Got To Do With It?
This session is delivered at the Women Centre by experienced staff from Calderdale
Staying Safe the specialist domestic abuse service.
The new offense of "domestic violence and coercive control" represents an entirely
new way of responding to VAW (violence against women) in the UK that challenges
everyone involved in ensuring justice for offenders and safety and support for
victims to rethink their approaches. (Evan Stark)
This briefing covers:
An overview of coercive and controlling behaviours
How coercive control impacts on victims
Information on the recent implementation in law recognising coercive control as a
criminal offense, within the context of domestic abuse
Appropriate responses for professionals where you are concerned about coercive
control in your work with service
Dates and Venues:
Tuesday 25th June 2019 9.30am -13.30pm Women Centre
Visit the CSCB website for all dates, venues and to book a place.
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28Domestic Abuse Briefing: Domestic Abuse
and Impact on Children and Young People
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners. N.B Candidates must
have completed Domestic Abuse: What’s Risk Got To Do With It?
Research shows that 140,000 children live in households where there is ongoing high-risk
domestic abuse (Safe lives 2015) and over half of all serious case reviews identify domestic
abuse as a factor (DFE 2016). This briefing by Calderdale Staying Safe looks at the impact
of domestic abuse on children and how we respond to a child’s disclosure.
This briefing covers:
The impact of domestic abuse on children
How to respond appropriately to a child’s disclosure of domestic abuse
How to talk to the non-abusive parent about domestic abuse
Applying Calderdale’s Continuum Of Need And Response in relation to domestic
abuse
Information on what can be done to support children affected by domestic abuse and
also of specialist services in Calderdale
Intended Learning Outcomes:
At the end of the session learners should be able to:
Recognise and assess the impact of domestic abuse on children
Explore good practice in responding to a child’s disclosure
Clearly identify how to use the Continuum of Need and Response in relation to
domestic abuse
Dates and Venues:
Tuesday 30th April 2019 9.30am – 13.30pm Women Centre
Visit the CSCB website for all dates, venues and to book a place.
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29Domestic Abuse Briefing: Your Role in
Assessing Risk Around Domestic Abuse
(DASH Training) Formerly known as ‘Domestic Abuse Briefing: What Next?’
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners. N.B Candidates must
have completed Domestic Abuse: What’s Risk Got To Do With It?
This two hour briefing provides an opportunity to further develop your skills around
recognising, understanding and responding to risk appropriately within your own agency;
using the Calderdale multi-agency Domestic Abuse, Stalking and Harassment (DASH) risk
assessment tool.
The briefing covers:
Using DASH Risk Assessments in a sensitive way
Using professional judgement when assessing risk
Making appropriate referrals to the right place.
Understanding of tiers of support and what happens next
Intended Learning Outcomes:
At the end of the session learners should be able to:
Have increased confidence amongst all professionals around engaging with victims
of domestic abuse
Complete a DASH Risk Assessment appropriately with service users
Reflect on practice and use “professional judgement” when assessing risk
Identify and manage risk safely
Improved engagement with victims.
Dates and Venues:
Visit the CSCB website for all dates, venues and to book a place.
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30Designated Safeguarding Lead: Child
Protection Refresher
EYFS: The Safeguarding and Welfare Requirements
Target Audience: Designated Safeguarding Leads Early Years and Childcare.
N.B Candidates must have completed Roles and Responsibilities
within the last 2 years. On completion of the refresher, 2 years
later will need to start with Introduction and Roles and
Responsibilities.
Aims: To refresh your child protection and wider safeguarding knowledge and
skills to enable you to be confident in recognising, recording and
reporting concerns about a child. This session will provide you with
essential updates on referral procedures in Calderdale, and will explore
key areas of your role including appraising your organisations
safeguarding policies, conducting effective supervisions and your role
in contributing to multi- agency meetings.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Develop practice through analysing case studies exploring the four categories of
abuse and neglect and referrals at tiers 3 and 5
Explore ways to support staff through effective supervision
Identify ways you can contribute effectively to multi-agency meetings
Demonstrate ways you can update your knowledge of policy and legislation and how
this may impact on your organisations policies.
How the learning is delivered:
Presentations, case studies, sharing good practice, web research and group discussions
Dates and Venues:
Thursday 23rd May 2019 6.30pm – 9.00pm Mbi Shay Stadium
Tuesday 15th October 2019 6.30pm – 9.00pm Mbi Shay Stadium
Monday 10th February 2019 2.00pm – 4.30pm Princess Buildings
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31Early Intervention Single Assessment
Designated
EYFS: The Safeguarding and Welfare Requirements Safeguarding
Lead
Essential
THIS IS A CALDERDALE SAFEGUARDING CHILDRENS BOARD (CSCB) COURSE. To
book a place please visit their website. The course is funded by CSCB and their terms and
conditions of booking apply to this course.
Target Audience: Designated Safeguarding Leads, Lead Professionals and any
Practitioner involved in writing single assessments or attending team
around the child meetings.
Aims: The course covers support and information on promoting the benefits of Single
Assessment and how to promote these to parents. There are practical activities
on completing the documentation and developing SMART action plans. The
course addresses the role of the Lead Professional and reviews the
requirements for successful Team Around the Child (TAC) meetings and
provides a checklist for delegates. The course looks at the attributes of an
effective chair and how to handle difficult situations in TAC meetings.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Identify when it is appropriate to use the Single Assessment
Apply strategies to engage parents in the Single Assessment process
Complete the Single Assessment form
Have the confidence to adopt the role of Lead Professional
Identify the key requirements of successful TAC meetings
Consider the different requirements for child focused TAC meetings
Define the role and attributes of an effective Chair and Increase confidence to
respond constructively to difficult situations in TAC meetings
How the learning is delivered:
Presentation, Group Activities and Discussion
Visit the CSCB website for dates, venues and to book a place on this course
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32Engaging and Supporting Parents
through Early Intervention and Single
Assessment
EYFS: The Safeguarding and Welfare Requirements
Target Audience: All Early Years and Childcare Practitioners. N.B Senior Staff and
Safeguarding Leads in a group settings need to complete the
Early Intervention and Single Assessment course. You do not
need to do this course if you have completed the full day course.
Aims: Single Assessment has a central role in all referrals for safeguarding.
Referrals made at tier three require consent to share information.
There are many reasons why parents/carers are reluctant to consent –
this session focuses on the barriers and ways to promote and engage
parents/carers in early help and single assessment to improve
outcomes for children.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Develop strategies to promote early help and single assessment
Identify impact of adverse child experiences (ACEs) on child development
Review and complete the single assessment with a case study
Be clear on when it as appropriate to use a single assessment and the process that
follows
Explore ways to include family/parental strengths in the single assessment
Discuss the role of a range of services/agencies supporting families at tier three.
How the learning is delivered:
Presentation, Group Activities and Discussion
Dates and Venues:
Saturday 18th May 2019 9.30am – 12.30pm Savile Park at Heath
Monday 8th July 2019 6.00pm – 9.00pm Mbi Shay Stadium
Saturday 28th September 2019 9.30am – 12.30pm Savile Park at Heath
Tuesday 4th February 2020 9.30am – 12.30pm Princess Buildings
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33Calderdale Safeguarding Children Board (CSCB) offer a programme of Multi Agency
Learning and Development for all levels.
All of the courses and learning opportunities in their programme, have been included as a
result of learning from local and national serious case reviews, findings of local multi-
agency audits, feedback from participants on previous courses and reflect the priorities of
the Safeguarding Children Board.
Some of the titles available are:-
E-Learning – Awareness of Child Abuse and Neglect
E-Learning – Collaborative Working: A Whole Family Approach
E-Learning – Early Child Development – Foundation
Alcohol Brief Intervention Training
An Introduction to Child Mental Health
Supporting Young People to Stay Safe On-Line
Anxiety in Young People
Young People and Self-Harm
Child Sexual Abuse
Domestic Abuse training: What’s Risk Got To Do With It?
Early Intervention Single Assessment
Parental Mental Health: Impact on Children
Taking the ‘Difficult’ out of ‘Difficult Conversations’ Workshop
Safeguarding Children and Young People in Calderdale: Identifying and Responding
to Risks and Unmet Needs
Toxic Home Environments and the Impact on Children
Working with Neglect and Highly Resistant Families
For further details and to book a place please visit CSCB Website.
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34Basic Inclusion: Identifying and
Supporting Children with Special
Educational Needs and Disabilities
(SEND)
EYFS: Special Educational Needs and Disabilities (SEND)
Target Audience: All Early Years and Childcare Practitioners
Aims: This course offers an overview of how to ensure the basic inclusion of
children with additional needs/SEND using the graduated approach.
Starting with differentiated Quality First provision, through to early
identification and working with other agencies to plan for children’s
individual needs. The course is particularly relevant to practitioners
new to the SENCO role and gives the practitioner a solid knowledge
base to further build upon. Reference is made to Calderdale Local
Authorities systems, procedures and processes around SEND.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Explore the meaning of inclusion, Special Educational Needs and Disability
Know what to do with a concern about a child’s development and how to plan
support
Know the range of external agencies who support children with SEND
Discuss the SEND reforms and the graduated approach
Explore ‘All about me’ documentation and Provision Maps and how they can be used
to support children with additional needs/SEND
How the learning is delivered:
Presentation, Group Activities and Discussion.
Dates and Venues:
Wednesday 26th June 2019 6.30pm – 8.30pm Mbi Shay Stadium
Tuesday 8th October 2019 9.30am – 11.30am Mbi Shay Stadium
Thursday 5th March 2020 6.30pm – 8.30pm Mbi Shay Stadium
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35Early Years Special Educational Needs
Co-ordinator (SENCO) Roles and
Responsibilities
EYFS: Special Educational Needs and Disabilities (SEND)
Target Audience: Early Years SENCOs who are new to role, Managers and Leaders.
Aims: This course covers the role and responsibilities of the new SENCO in
all types of Early Years provision, the SEND code of practice,
management of the inclusion register, monitoring and supporting the
progress of children with SEND.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Have knowledge of the SEND Code of Practice (2015) as part of the Children and
Families Act and how it links to the EYFS.
Understand the central role and responsibilities of the SENCO in Early Years
Provision and how this improves outcomes for children with SEND.
Explore the meaning of ‘reasonable adjustment’ in the Equality Act 2014.
Know where to go for further support and training.
How the learning is delivered:
Presentation, Group Activities and Discussion, Case Studies.
Dates and Venues:
Monday 1st July 2019 6.30pm – 9.00pm Mbi Shay Stadium
Monday 25th November 2019 6.30pm – 9.00pm Mbi Shay Stadium
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36Early Years SEND Essentials
EYFS: Special Educational Needs and Disabilities (SEND)
Target Audience: Early Years Practitioners who are supporting children with SEND
The SEND Essentials training is made up of 3 parts which provides the essential guidance
for all practitioners to support children with SEND. These practical hands-on sessions
explore the 3 subject areas below. The courses do not have to be completed in order but it
is advised that practitioners access all 3 parts. Click the links to see the course descriptions
and dates of the individual sessions.
Derbyshire Tracking (Part 1)
Individual Learning and Development Plans (Part 2)
SEND Support Plans (Part 3)
Full day session available
In addition to the individual subject sessions above we are offering a full day Saturday
course that combines the 3 parts that make up SEND Essentials. Please see the individual
subject links above for details of content.
Dates and Venues of full day session only (see the links for individual subject dates):
Saturday 5th October 2019 9.00am – 3.30pm Savile Park at Heath
This course is fully funded based on attendance by DCATCH. The cancellation
policy and charges apply if you fail to attend without notification.
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37Early Years SEND Essentials Part 1:
Derbyshire Tracking
EYFS: Special Educational Needs and Disabilities (SEND)
Target Audience: Early Years Practitioners who are supporting children with SEND
NB. It is advised that practitioners should access all 3 parts of the
Early Years SEND essentials.
Aims: By the end of the training participants will have an understanding of,
and be able to practically use, Derbyshire Tracking to accurately track
the progress of children with SEND.
This course is a practical hands-on session enabling practitioners to
explore the Derbyshire small steps tracker. Time will be spent
discussing how to baseline a child’s development as part of ongoing
assessment and how this supports planning for better outcomes.
Through tracking children’s development accurately, practitioners will
be more confident when discussing a child’s development with parents
or when completing referrals to other agencies i.e. Speech and
Language
Intended Learning Outcomes:
At the end of the session learners should be able to:
Use the tracking tool drawing on your knowledge of children you currently support
Identify how the tracker supports a graduated approach when setting children’s
individual targets
Understanding of moderating assessments of children including the use of arriving,
developing and secure statements to describe children’s attainment.
How the Learning is delivered:
Presentation, small group work and discussion.
Dates and Venues:
Tuesday 4th June 2019 9.30am – 11.30am Mbi Shay Stadium
This course is fully funded based on attendance by DCATCH. The cancellation
policy and charges apply if you fail to attend without notification.
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38Early Years SEND Essentials Part 2:
Individual Learning and Development
Plans (ILPs)
EYFS: Special Educational Needs and Disabilities (SEND)
Target Audience: Early Years Practitioners who are supporting children with SEND
NB. It is advised that practitioners should access all 3 parts of the
Early Years SEND essentials.
Aims: This is a practical hands-on workshop to provide guidance on devising,
delivering and reviewing children’s individual learning and development
plans (ILPs) to support children’s learning and development.
Intended Learning Outcomes:
At the end of the session learners should be able to:
Have the knowledge and understanding to be able to use an individual learning
development plan (ILP)
Explore the meaning of a SMART target
Write, review and monitor targets as part of the ILDP process
Complete a provision map
How the learning is delivered:
Presentation, Group Activities and Discussions
Tuesday 24th March 2020 9.30am – 11.30am Mbi Shay Stadium
This course is fully funded based on attendance by DCATCH. The cancellation
policy and charges apply if you fail to attend without notification.
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39You can also read
