• Call us: + 971 4 276 6737
  • admin@eyes-me.com
Training for Settings

Search Courses

training-for-setting-eyes-me

Quest and Early Years Educational Services (EYES) are pleased to support the Ministry of Social Affairs in the implementation of the Training Plan that they have launched for all nurseries in the United Arab Emirates. It will ensure that the quality and standards of nurseries is continually improving and we thank the Ministry for recognizing us as one of their Training Providers.

We provide a Training Pack for your setting, which we hope will support you in the planning and implementation of this programme and ensure that you can provide evidence of the training that you have undertaken to the Ministry with ease.

Certification for all courses will be in line with the Ministry of Social Affairs guidelines.

Should you have any queries, would like a training pack or wish to discuss your setting requirements further, please contact cpd@eyes-me.com

Assessment and Planning

Observational assessment involves reaching an understanding of children’s learning by watching, listening and interacting as they engage in everyday activities, events and experiences.

This course supports you to make quality observations whilst children are involved in child-initiated activities. These observations will in turn inform your short term planning

(Gladys – “The workshop made me aware of different methods to use when planning.”)

The Benefits of Drama in the Early Years

In accordance with the Revised Early Years Foundation Stage guidelines, drama is important for children as it is central to the development of Personal, Social and Emotional skills (Prime), Communication and Language skills (Prime) and Creativity (Specific). During this course the tutor will teach you that drama is fun, engaging, informative, imaginative and rewarding. In a safe & nurturing environment practitioners will try out a range of practical activities that they can use in the classroom.

Teachers will learn the importance of teaching Drama within the Early Years setting.

Through a mixture of theory, practical, individual and group activities, students will explore different ways of delivering Drama effectively to young children. Participants will realise the vital role that Drama has to play and how it can be used as a tool to:

  • Support and encourage the development of language and communication
  • Reinforce the prime area of PSE
  • Allow children to experience real life situations through the use of characterisation and role play

The course promises lots of fun, engagement and interaction, and plenty of practical Drama activities to take back to your setting.

 (Milica – “Very creative interesting and fun. Full of information and movement that can take into the classroom.”)

Child Protection

The course content looks at:

  • Child Protection in the UAE, including the 14 dimensions
  • Professional responsibilities
  • The impact of personal values
  • What is meant by protecting children and young people
  • What is abuse
  • Child Abuse categories
  • How to respond, report and record
  • Reporting concerns on

 (Shehla –“it completely covered the main points essential for a caregiver to take necessary precautions; actions in case of an incidents.”)

Classroom Management part 1 and 2

Classroom Management involves the effective use of your time and skills in the classroom to be as productive as possible to foster a high quality learning experience. This is a short continuous professional development course, divided into two parts, during which we will look at the essential components of effective classroom management. We will do an audit of your environment to discuss your concerns and find solutions. We will develop strategies to provide for changing needs of children and develop an effective learning environment in your classroom.

The Creative Classroom.

Are you creative? If not, how do you feel this impacts on the children you encounter? We all have the potential for creative thought to compliment the open and flexible minds of children.  Being creative enables children to make connections between one area of learning and another and so extend their understanding. This course helps practitioners take a fresh look at their classroom and plan creative opportunities to stimulate and extend children’s learning. We will explore ways and methods for encouraging children to become investigative learners and confident creative thinkers.

Developing Children’s Numeracy Skills

Building on positive attitudes to numeracy is an important foundation for future mathematical development.

By giving children a range of hands-on experiences that explore early concepts as well as the language to support understanding we can develop this confidence and an understanding.

This course shows practitioners how to plan and develop a range of experiences to support early numeracy skills and the knowledge to understand the ways in we can help which young children experience early numeracy successfully.

Developing Children’s Thinking Skills

Research has shown that even our younger children are complex thinkers. Children are able to develop ideas to extend their learning.

In this course you will learn about developing children’s thinking skills in a fun way by introducing Provocations and Sustained Shared Thinking.

Developing Phonics in the Nursery Setting part 1 and 2

This two-part course has lots of practical activities to support your children’s listening and discrimination skills in a fun active way. Learn how to pronounce the sounds yourself and become confident in supporting children’s early exploration of sounds.

Young children need to have a language rich environment and a systematic approach to their phonics learning. On this course the tutor will clarify teachers’ understanding of how and when to introduce young children to phonics, examine current practice and extend the activities that are currently taking place. It will give participants ideas for learning activities, suggest resources for phonics and give teachers enthusiasm and confidence in how they deliver a developmentally appropriate phonics programme.

This course will include elements from Letters & Sounds phases 1 & 2 and is suitable for teachers who are teaching 2+ year olds.

(Jaishree- “It widened my knowledge on phonics and made the sounds more precise.”)

Developing Role Play

Role-play can take many different forms and serve many purposes. As well as feeding the imagination and encouraging empathy, it is a powerful way of developing social skills.

In this course the tutor will help participants to understand how role play supports all areas of learning and to consider when and where we can provide the best role play activities. She will discuss how we can involve boys, making role play more attractive to them and the benefits of doing this.  Role play ideas will be developed for all children and ages, after looking at a range of resources and then help develop a range of themes planning linked to learning objectives of the EYFS. This course examines how to plan with your children to set up effective low cost role play and provides ideas to take back into your classroom.

Documenting Children’s Learning Part 1 and 2

It is vitally important that practitioners know and plan for the children in their class, taking into account individual interests and needs. To be able to plan accurately we need to keep valid reliable evidence. This course is about why and how we gather good evidence and helps the practitioners to meet their children needs. Documentation typically includes samples of children’s work at different stages, photographs showing work in progress, comments by adults working with the children and transcriptions of children’s discussions.

Staff who participate in this course will document the interests and development of the child. This awareness enables staff to plan with the children on a daily basis to create learning experiences in which children will engage with enthusiasm. It also encourages a deeper insight and understanding into how and what children are learning and how to progress their interests and develop their skills.

This is a two-part course where you will be expected to observe children and document their learning through following their interests, after the first session to bring back and use in the second session.  A mini learning journal will be created by the student for the child.

(Shreeja – “It was exciting and I learnt a lot. Waiting to come for the next session”)

(Rafia – “happy about my decision to attend this CPD. It’s been a brilliant session!”)

Early Communication – Encouraging Speaking and Listening

For children to be successful communicators they need to be able to listen and speak clearly. In today’s modern world there are many distractions to listening. This course explores how we can encourage children to develop good listening and speaking skills with relevant and enjoyable activities and introduces the idea of provocations to stimulate children’s thinking.  We look at how we can best use the spaces we have available – inside and outside to ensure communication friendly spaces.

The Early Years Foundation Stage Framework (EYFS) 2014

The revised Early Years Foundation Stage Framework has been statutory in the UK from September 2012. Welfare requirements have been updated with effect from September 2014.

This 6-hour course, aimed at all practitioners and managers in Early Years settings, will introduce you to the EYFS and the vision and ethos behind the Framework. It will explain the Safeguarding and Welfare requirements and the Learning & Development and the 7 areas of learning requirements and how the Framework should influence your practice.

We will explore the 3 Prime areas of learning; Communication & Language; Physical Development; Personal, Social & Emotional in more detail and discuss how we can deliver best practice in each setting.  We will give you information and ideas to enable you to implement the EYFS framework and support best practice.

(Jenny – “Most useful for me was planning, room design/environment, and assessment. Thank you very much for this wonderful training.”)

Effective Use of Sand and Water Trays

Children in the early years are attracted to sand and water play as it provides them with many opportunities to have fun! These areas of provision in a nursery should offer exciting opportunities for exploratory investigations and endless fun experiences.  This course will provide practitioners with advice about how to get the most from their sand and water trays and also provide you with new and exciting ways to use them.

(Jeddahrose – “The course was very nice and useful for us. The creative way of using it makes us more knowledgeable.”)

Embedding Physical Development into Everyday Practice

Physical development is now one of the Prime Areas in the EYFS, it is important to remember that physical development is not only promoted during outdoor play, all during the day there are ample opportunities to promote physical development, often linked to children’s developing independence.

  • We will examine why physical development has been given such priority
  • Undertake an audit of how many physical activity opportunities children in your class have in a day
  • Simple changes that you can make to your routines and environment to maximize opportunities
  • We will finish with a short session looking at some adult led activities for ‘playtime’ that promote physical development.

Enabling Environments

Children are greatly affected by their environment. This course reminds us what we want child to say and do as they learn and examines how we set up our learning areas, what practical things we need to consider and what we need to provide for children, both indoors and outside, to make the best learning environment. Each participant then plans their learning environment and considers changes that will make it more enabling for every child.

(Teacher – “Very informative! I was introduced to research behind new initiatives.”)

Encouraging Sustained Shared Thinking

A good session to finish the academic year on, this training theme recaps some of the earlier themes like enabling environments and how children learn and pushes staff to reflect on how they can make their previous best even better. We consider what we need to provide to work alongside children to really develop their thinking skills.  We look at different thinking skills and how we can model and promote these with all our learners allowing them to develop their thinking about the world around them.

Sustained shared thinking is playing alongside a child, becoming absorbed in what you are both doing and really listening and conversing with the child to share an experience at the child’s pace, to develop the child’s thinking and understanding of the situation.

It should be an opportunity to slow down and enjoy being with a child and finding out more about the ways they think and a chance for the practitioner to really appreciate the complex way that children think.

In this course we look at the strategies that practitioners need to develop to promote sustained shared thinking such as open ended questioning and modelling possibility thinking and self-talk. We consider the environment that practitioners need to foster to encourage children to explore and develop their thinking and ideas and how we can best promote a shared ethos within our settings.

The Revised EYFS says that practitioner should

  • Use the language of thinking and learning: think, know, remember, forget, idea, makes sense, plan, learn, find out, confused, figure out, trying to do.
  • Model being a thinker, showing that you don’t always know, are curious and sometimes puzzled, and can think and find out.
  • Encourage open-ended thinking by not settling on the first ideas: What else is possible?
  • Always respect children’s efforts and ideas, so they feel safe to take a risk with a new idea.
  • Talking aloud helps children to think and control what they do. Model self-talk, describing your actions in play.
  • Give children time to talk and think.
  • Value questions, talk, and many possible responses, without rushing toward answers too quickly.

(EYFS 2012 p.7)

In this course we look at the strategies that practitioners need to develop to promote sustained shared thinking such as open ended questioning and modelling possibility thinking and self-talk. We consider the environment that practitioners need to foster to encourage children to explore and develop their thinking and ideas and how we can best promote a shared ethos within our settings.

Enjoying Storytelling

An essential part of what practitioners should do is often overlooked. Telling a story is a lifelong skill; this course shares ideas and activities to give practitioners the confidence to get started and to tell stories that really develop children’s listening and speaking skills as well as their level of engagement.

Encouraging a love of books and stories is essential to support a child’s language development and helps them to make a sense of the world. Children feel safe and secure with familiar stories and can expand their vocabulary in a safe and secure way, linking their learning in meaningful situations. This course explains why sharing a story is so important and shows participants how to share a book with children in an interactive way and to tell stories with the help of props and no book. The tutor will share some of her favourite stories in an interactive and recommend different books for different ages.

Expressive Arts and Designs

The ELG for Expressive Arts and Designs states that children should sing songs, make music and dance, and experiment with ways of changing them by safely using and exploring a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. To enable children to reach their full potential in this area of the curriculum it is important that they are supported in their exploration by giving them the skills and knowledge to experiment and create. We will look at the how we can ensure progression and support children’s creativity by developing a progressive programme of challenging and stimulating open ended projects supported by teaching age appropriate skills to support independent learning.

Food Hygiene and Safety

This 6-hour course is intended for anyone working with young children, anyone involved in food preparation or handling lunch boxes.

COURSE OBJECTIVES

  • To promote essential food hygiene awareness
  • Develop a food safety commitment for your organization
  • Explaining the relation between Microbiology and food poisoning
  • Demonstrate the need for good hygiene practices in food preparation areas
  • Gain an adequate understanding of local hygiene regulations

The course will cover topics including:

  • Simple bacteriology
  • Food poisoning & its prevention
  • Prevention of food contamination
  • Personal hygiene
  • Design of premises & equipment
  • Cleaning & disinfection
  • Pest control

Getting it Right for Boys

Girls are continuing to outperform boys in every aspect of the EYFS.

Early Years practitioners strive to meet the needs of all children in their care by providing an engaging and stimulating environment.  Every child is unique but boys as a group have been singled out by many practitioners as needing particular attention when planning appropriate provision. For some young boys the environment in our early year’s provision can at best be limiting and at worst be damaging to their development.  Even in physical and creative development areas where boys should feel competent and confident, girls are making greater progress.

The education establishment has to respond and help boys realise their true potential or we run the very real risk of producing a generation of disaffected boys unable to assimilate new skills and knowledge, to empathise, to see themselves as capable and creative or to think imaginatively.

This short course, sharing both theory and practical ideas will appeal to all practitioners who are interested in how boys develop and how they give them the best possible start in life. We will examine how boys differ from girls in the way that their brain develops and how we can meet their needs with small changes to our practice.  In this way practitioners can encourage every child to reach their full potential.

Having fun with your parachute

Discover how parachute activities can enhance learning in all areas of the Early Years curriculum. Join us for a fun, interactive session including dozens of games and activities for all ages.

(Belinda – “I had a wonderful time listening and participating in this training. I’m sure children especially our children would love this activity.”)

Heuristic Play

Learn how to create and facilitate Heuristic Play effectively with carefully selected natural materials and everyday objects on a small budget and with minimum effort. It taps into children’s curiosity, encouraging them to explore and discover their environment through multiple senses. It is essential for promoting physical and cognitive development, especially for younger children.

The workshop will include tips and strategies using different themed treasure baskets and incorporating them into daily hands-on activities. It encourages children to take risks and cater to their inclination for schema play, making it an engaging and enriching experience for every child.

Identifying and Supporting Children with Special Needs

Sometimes we are concerned about individual children and how to meet their unique needs. Find out more about Early Intervention and how you can help meet those individual needs within your classroom.

Explore the difficulties that children in the Early Years may experience and the impact this can have on their learning. We will also discuss how to talk to and work with parents when you have concerns about their child.

(Nicole – “this topic helps a lot for us how to handle students with behavioural disorder.”)

Inspiring Active Learning

We know that children learn best when their needs are accommodated through activities that are hands on and interactive.

As practitioners, we are under a lot of pressure to produce academic results.  This course will offer you the knowledge and understanding of the processes involved. Therefore, giving you confidence to justify why your sessions are play based and crucial to building the foundations needed for later learning.

Active learning is a process rather than an outcome and should engage and challenge children and their thinking.  Activities should allow for children to experience real life and imaginary situations and can take place through spontaneous and planned play. After considering the importance and characteristics of active learning, the tutor will reflect on how we can promote active learning, giving participants lots of ideas to take back into their classroom.

(Vanessa – “the workshop is very useful for teacher like us in engaging our students to learn more.”)

Language through Stories and Song

It is important that children are exposed to a language rich environment at an early age.

How can we provide opportunities for children to practice their speech and language without stress or added expense?

This course offers ideas for fun practical activities to take back into your classroom.

This will suit children of all ages including babies and toddlers and give you ideas to use in your daily planning to interest and captivate your children’s imaginations.

 

(Elsie – “Interactive activities. Excellent language skills with much resources.”)

Learning through play

Play is a child’s work and must be valued as a process in its own right. Children have a right to high quality, challenging and motivating opportunities and experiences; the right to make choices and manage their learning. Children learn by leading their own play and taking part in play which is guided by adults. This course examines the 3 elements of effective practice – playing and exploring, active learning and creating and thinking critically and gives examples of what this would look like in best practice in the classroom with a balance of child initiated and adult led activities.

(Meliza – “I’m so impressed with the way the workshop presented. It gives me an additional knowledge on how the students will enjoy and be interested through games and playing.”)

Listening to young children

Listening is important for the children who are being listened to but also for the adults who are listening whether at home or outside the home, in an early years setting or a school.

Listening to children is an integral part of understanding what they are feeling and what it is they need from their early years’ experience.

This course will enable and support you in tuning in to all children as individuals in their everyday lives.

Making the Most of Your Circle Time

One of the most effective ways of promoting self-esteem and develop language skills is the use of Circle Time. We will discuss what Circle Time is and isn’t and how to run a successful Circle Time. By considering the needs of different ages and practical activities this session will give you lots of ideas to use in your classroom to make your Circle Times a successful and stress free time for all!

(Kimani – “I got more ideas that will enable my circle time to be perfect for my children.”)

Making the Most of your Outdoor Area

A rich and varied outdoor environment is a key component of quality in Early Years settings.

In this course we will examine the reasons why outdoor learning is so important, then go on to provide you with the tools to start to audit your setting’s outdoor provision and plan changes.

In addition, there will be a chance to try out a variety of low cost, readily available resources and activities to enhance all areas of the curriculum.

Mark Making

Mark making is all the early ways that children make marks, both indoor and outside using a variety of media. It is an essential part of their learning and a basis for emergent writing and to develop the understanding that marks carry a meaning. It can be relevant to all areas of the curriculum and supports physical, cognitive, language and social and emotional development.

This course is a fun, hands on session that explores the benefits of early mark making for all ages.  Participants will try out a wide range of practical activities, that can be enjoyed in the classroom with children, both independently and adult led. The course examines the sequence of mark making and looks at ways to develop and extend children’s learning in our everyday provision – a very practical session!

Maths from Stories

Children learn best when their learning is linked and stories are a great way to develop understanding in all areas of the curriculum. Through stories mathematical concepts can be introduced, explored and developed in a fun way that children can relate to. This course introduces you to delightful stories that can be used to introduce shape, space and measures as well as numbers and shows you activities that you can use to develop children’s mathematical thinking and language.

This course looks at story books for young children which help develop their mathematical language. Children should not spend too much time sitting passively on the carpet but should be actively learning through story and rhyme.

Maths beyond the Carpet

An interactive workshop where the key numerical concepts will be investigated in creative and imaginative ways, giving you lots of scenarios and ideas to take back to your setting. The session will explore ways to deliver maths in fun and exciting ways but also how to make links to the other areas of learning in the Foundation stage.

(Dolores – “the speaker is very creative to provide different kinds of food and we’re able to enjoy and create something on it e.g. sorting, patterning, shapes, forming a number.”)

Movement to Promote Writing Readiness

Discover why the foundations of good pencil control need to be established long before a child first tries to write.

This course explains why successful pencil control needs more than a good tripod grip. The foundations are laid with the acquisition of core stability, bilateral co-ordination, visual tracking and gross & fine motor skills.

Come and try hands on, fun practical activities with easily available resources that will help your children become writing ready.

The tutor will introduce you to fun practical activities designed to promote the key areas of gross and fine motor control, visual control and spatial control. You will get to try these for yourself and understand how they promote children’s physical development.

Music and Movement

Music can engage and include all ages and is suitable and enjoyable for all children. It can be a great way to gain and sustain a child’s interest, in an enjoyable and fun way. On this course participants will increase their knowledge and confidence by learning how to connect the 7 areas of learning and development to music and movement for all age groups.

They will find out how to plan a 20-minute music and movement session for ‘confident walkers’ and toddlers, discover how to use your observations and assessments to develop further lesson planning. Through a combination of theory, practical, individual and group activities, attendees will be learning how to incorporate music and dance into their classroom, and identify how key learning is being achieved.  Come ready to sing, dance and have fun, and leave inspired with lots of new ideas

“Karla (JINS) – It was brilliant. I would love to see the lesson plan in action as I find my activities don’t always last very long.”

Paediatric First Aid

Course Content (Core Primary & Secondary Skills)

  • Scene safety assessment
  • Disease protection & barrier use
  • Primary Assessment
  • Obstructed Airway Management (child & infant)
  • CPR specifically for children and infants
  • Responding appropriately to choking
  • Shock Management
  • Bandaging & splinting
  • Injury Assessment
  • Illness Assessment
  • Day to day first aid skills

Promoting a Balanced Diet – an information talk for parents about the importance of a balanced diet for young children

Having a nutritious diet underpins a child’s healthy physical and emotional development and helps them to be active learners. Encouraging your child to eat a healthy diet can sometimes be a struggle.  Parents can feel bombarded with conflicting advice about what a child needs at each stage of development. This talk for parents, by qualified and experienced Nutritionist Alice Cassidy, covers the main aspects of early nutrition, giving an overview of how to nourish a child.  It will give parents clear advice on the importance of a balanced diet and ideas for meal and snack times.

Promoting Positive Behaviour

The focus on this session will be to understand the way in which children learn and how they behave as a result of the actions of the adults around them and the expectations we have of them. Often we ask a child to behave in a way that doesn’t take into consideration their age and stage of development. The tutor will enable participants to reflect on how by using clear, appropriate and consistent expectations reinforced in a positive way we can encourage good appropriate behaviour for all children. She will then discuss early intervention and by using a range of scenarios and case studies, highlight the action we can take if we have concerns about a child’s behaviour to produce the desired outcomes.

Understanding that every child is unique and comes to us with different experiences helps us to understand why they are behaving as they are.

It is important to understand each child, to enable us to tailor our positive behaviour strategies to meet their needs.

This course reminds practitioners of the needs of each child and discusses a range of strategies that can be used to promote positive behaviour. Sharing these strategies with parents and colleagues will ensure a consistent approach.

Promoting Positive Behaviour (Advanced)

Children’s behaviour is a complex subject. This course explores the theory behind why we behave in certain ways in particular situations. How can we influence children to make the right choices especially when they feel under pressure to behave in a certain way?

This course follows previous courses on behaviour management and is aimed at the more experienced practitioner.

Running & Active Games

Physical development is one of the Prime Areas of learning in the Revised EYFS. This course gives practitioners a wealth of stimulating ideas to use with all ages. Through a carefully thought out programme, practitioners can meet the needs of their children and develop physical skills which benefit all areas of learning.

Running games require little equipment and are quick and easy to organise.

They promote stamina, awareness of space, boundary recognition, rule following and they are fun!

Come and discover active games for all ages and settings, both indoor and out.

Please wear comfortable clothes and shoes, this is an interactive course, be prepared to take part!

Storysacks 1

Come along with your favourite book and learn how to make an exciting story sack to explore all the areas of the curriculum while having fun with your children.

Sacks and extra resources will be provided on this course, which you will be able to take away with you.

Storysacks 2

There are many ways to use a storysack in your setting. This course explores ways to inspire your children to appreciate the story as much as you.

Discover links to the EYFS that make learning enjoyable and develop good skills for future learning.

Supporting Bilingualism in Early Years

This course is aimed at Early Years Practitioners working with children and families who speak English as a second language. The Early Years forms a critical stage in child development, Practitioners need to build on their skills to support bilingual children.

This course will promote you

  • Organise your classroom to support bilingual children
  • Improve your communication skills
  • Introduce English language without the child losing their first language
  • Give advice to bilingual parents

Supporting Boys Emotional Development

Stress is often present where there is too much adult directed activity, too much sitting still, too much ‘skill’ work.

Are you supporting your boys with age appropriate activities in your setting? This course will help you understand how boys have different needs from girls and their needs should be planned for by building on their interests and valuing their strengths.

Through the Eyes of a Child

Adults see things in black and white reality. Through the eyes of a child everything changes. The world is filled with endless possibilities. Through this hands on session recapture your ability to see things through another perspective and make your classroom a really exciting place to be. Be prepared to bring resources and use them in collaboration with others.

Transitions

Research now confirms what practitioners and parents have known for a long time; that transitions are stressful for children, just as they are for adults, and can have short and long term effects on children’s emotional well-being and on their academic achievements. What are the transitions that children regularly experience and how can practitioners, caring for and working with children, support the unfamiliar experiences and feelings that inevitably accompany these changes?

Understanding Schema Play

Schemas – patterns of repeated behaviour when children play, are key to understanding how an individual child learns and what stage they are at. This course will briefly explain the theory behind schema play, identify different schema you may see in your children’s play and make suggestions for activities to meet the needs and interests which they are exploring in these schema.

Washing lines across the curriculum

Can a piece of household equipment become a fundamental piece of equipment in your classroom and outdoor area? It most certainly can! This course will provide practitioners with many exciting ways to use washing lines to support every area of the curriculum both indoors and out!

(Faryal – “Impressive! The tutor was calm and very clear whilst explaining and discussing activities.”)

Why Movement Matters 0-2

An essential part of early learning for all children is to develop physical skills and confidence as it impacts on all areas of learning. In today’s society research has shown that children are more sedentary than ever before and that parents often underestimate the importance of movement to healthy brain development. This course gives the knowledge and skills to provide a stimulating physical environment.

(Mira – “thank you so much for the additional knowledge and excellent information that you have imparted to us. Looking forward for your next training.”)

Working in Partnership with Parents

From the earliest days of a child’s life, parents play a vital role in their child’s learning and development.  For the benefit of child, parents and practitioners, it is important for parents and practitioners to work together in a respectful way that promotes true partnership working.

‘Parents are children’s first and most enduring educators. When parents and practitioners work together in early years’ settings, the results have a positive impact on children’s learning and development.’ (EYFS 2008 PIP card 2.2)

Research has shown that it is what parents do rather than who parents are, that is a vital factor in the success of a child’s education. We know that habits formed early in life are very powerful and it is important that practitioners establish strong partnerships as soon as possible.

However, there are many barriers to establishing and maintaining a successful partnership with parents. This course examines why it is important to work in partnership with parents and how we can overcome these barriers to participation with thoughtful strategies and how we can promote best practice with parents.

Parents are very important as their child’s first educator.

As early years’ practitioners our role is to work with parents as well as children.

Establishing strong partnership with parents of the children in your class, is not always easy!

This course helps practitioners to understand why parents behave as they do and provides practical advice to help establish beneficial working partnerships.

Working with Infants 3-part course

This 3-part course specifically aims to meet the needs of practitioners working with babies and toddlers up to approximately 18 months, an age group that is often overlooked when it comes to offering training.

The aim of The Northamptonshire Baby Room Project© is to raise the quality of babies’ experiences by creating a fun, sustainable and an exciting project that enlightens practitioners and parents about their baby’s brain development & empowers practitioners working with young infants to be confident and passionate about their vital work. How people play and interact with babies is key to growing physically and emotionally healthy babies.

‘The needs of all children in their early years can be summed up quite simply – the need for affection and nurturing care from adults who are responsive, kind and loving.’

Maria Robinson (2009) Foreword to The Northamptonshire Baby Room Project©

‘Babies don’t do anything, do they? ‘

We want to challenge this view of babies. We want people to be amazed at what a powerful organ a baby’s brain is and how every experience a baby has shapes their brain and raise the quality of provision.

Through the Northamptonshire Baby Room Project© we wanted practitioners and parents to understand that the brain grows all the time, even during sleep. We wanted them to become more in tune with babies by noticing where they looked, how they may feel and understand how simple hand-made ideas bring fantastic rewards.

What babies crave is interaction, they crave people playing with them, aptly communicating with them, being interested in them and loving them.

The brain is flexible, sensitive and malleable. It is deeply influenced by the opportunities in the outside world.’ Gopnick (2001)

These courses will be a mixture of theory about how babies learn and practical activities concerned with making resources to use in a baby room and ideas about how to design a baby room.

It is one of three sessions; each one will be held termly. For practitioners to get maximum benefit from the sessions they should attend all three and do the research/ homework in their own baby rooms in between session!

Writing your CP Policy – part 2

What is the course about?

This course follows on the ‘Writing Your Child Protection Policy – part 1’.   The first part enabled you to go back into your setting and review your current CP policy, or to write one from scratch.  This part supports you in implementation of the policy, putting the policy into practice, and using your policy against case studies.

Who is the course for?

The course is for managers, deputies and owners – individuals who hold responsibility for Child Protection in their setting.

What level is the course and do I need any specific skills?

This course is a follow on from the Writing Your Child Protection Policy – Part 1. Please bring with you the policy you have formulated after the first part of the course.

By the end of the course you should be able to:

  • Feel confident to go back to your setting and support staff in their understanding and implementing the policy.
  • Identify any additional Policies and Procedures that may be required – with the help of a provided audit tool.
  • Know how your Policy works in practice.

Writing you CP Policy – part 1

What is the course about?

This course will help you understand your managerial responsibilities for Child Protection in your setting.  It will enable you to write your Child Protection Policy, or review the effectiveness of your current policy if you already have one, in light of the UAE Children’s Rights Bill.  This is the first of a two-part course – with the second part supporting implementation of the policy, putting the policy into practice, and using your policy for real Child Protection concerns.

Who is the course for?

The course is for managers, deputies and owners – individuals who hold responsibility for Child Protection in their setting.

What level is the course and do I need any specific skills?

This course is to support you in writing and implementing an effective Child Protection Policy.  You don’t need any specific skills.

By the end of the course you should be able to:

  • Feel confident to go back to your setting and review your Child Protection Policy, or write an effective one – which will be reviewed during part 2.
  • Look at how compliant your setting is with best practice.
  • Identify the relevant legislation and guidance that provides the framework for Child Protection.

Working with the under 2’s

Working with the under 2’s is a very rewarding but practitioners face different challenges as they meet each child’s unique needs. This course covers how we can plan to meet these needs in a child centred way. The course introduces resources and ideas to promote all areas of learning but especially PSE and language.

(Claire – “really good hands on activity and supplies great ways of teaching – a good range of discussions, video and activities.”)

Subscribe
Newsletter