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Quality 4 Early Years Ltd. Registered in England & Wales No. 07629328

Quality 4 Early Years Consultancy Ltd. Registered in England & Wales No. 09598945

Trinity Offices, 114 Northenden Road, Sale, Cheshire, M33 3HD

Bespoke Training, Advice and Support

Course Directory (August 2017)

About Us We are three early years professionals: Denise Hulme,

Deborah Sutton and Mary Lestrange who have a diverse

wealth of skills and experience in inspection, childcare,

education, mentoring & management. We can offer training,

support and advice to leaders and practitioners in promoting

excellent quality childcare.

Our Services We design and deliver bespoke training, support and advice

to early years settings. We provide a unique service meeting

identified needs in quality improvement and developing

positive outcomes for children and families. Our service is

unique to you, which means we will be flexible in our

approach. This could involve settings joining together to share

the cost of training, it could be delivering full and ½ day

training sessions, one to one sessions, attending staff

meetings or sessions delivered at weekends and evenings. Our

support can be as short as a one-off meeting or could be a

succession of training and support sessions.

Supporting Clusters/ Networks Have you considered working together with other local

nurseries/ playgroups with similar training and development

needs? This will help you to share costs and meet the

continual professional development needs of your team.

Contact Us Debs: 07966 366 342 [email protected]

Denise: 07754 666 650 [email protected]

Mary: 07941 969 232 [email protected]

Claire: 07495 342223 [email protected]

Staff qualifications, training, support and skills (pg 20: 3.20) ‘Providers

must support staff to undertake appropriate training and professional

development opportunities to ensure they offer quality learning and

development experiences for children that continually improves’. (EYFS

2014)

COURSES

Aiming High in the EYFS

Basic Food Hygiene

Basic Health and Safety

Behaviour Management

British Values and the Prevent Duty

Characteristics of Effective Learning

Child Protection - Safer Recruitment

Child-Led Displays

Communication and Language Friendly

Environments

Designated Safeguarding Lead

Developing Key Group time through

Intimacy Island

Developing your Team through Effective

Coaching

Early Help – Talking to Parents/Carers

Early Phonics – The Next Stage

Effective Teaching & Learning

Emergency Paediatric First Aid (6hr)

Engaging Parents in Home Learning

Equality and Diversity

EYFS Mathematics

Foundations for Literacy and Phonics

Gender Differences & Valuing Different

Learning Styles

How to be Outstanding

Ideas for Early Writing

In the Moment Planning

Induction, Supervision & Appraisal

Integrated Working with Vulnerable

Families

Introduction to Attachment Theory and

the Role of the Key Person

Introduction to Sign to Support

Children’s Speech and Language

Leadership & Management in Early Years

Let’s Get Physical with Babies & Toddlers

Maintaining Good/Getting Outstanding

Manual Handling

Observation, Assessment & Planning

Outdoor Learning in the Early Years

Paediatric First Aid (12hr)

Peer Observations in Early Years Settings

mailto:[email protected]




(L-R Denise Hulme, Mary Lestrange, Deborah Sutton, Claire Taylor)

Denise Hulme Denise is a passionate and committed director of Quality 4 Early Years.

With 27 years’ experience in childcare, many specialising in coaching

and mentoring early years providers, Denise has previously worked as

a development officer and trained mentor with the NDNA and Local

Authority delivering training, network meetings, support visits and

mentoring sessions for quality assurance frameworks.

Denise is NNEB qualified with Cache Level 5 Diploma in Leadership

and Management, has PTTLS award (Preparing to teach in the lifelong

learning sector), NEBS Management, Train the Trainer for

Safeguarding and Designated Persons. Other successes include:

Equality Officer Lead, distance learner support and marker of Equality

and Diversity exam papers for Tribal Group.

Mary Lestrange Mary is a dedicated director and trainer of Quality 4 Early Years, with

23 years’ experience in childcare, 13 of these in quality assurance and

training. She has a clear passion in delivering early years training,

particularly around children’s learning & development and firmly

believes that quality interactions & provision supports children’s’ life-

long learning. Mary’s qualifications include; BA hons in Early

Childhood Studies 2:1, Preparing to Teach in the Lifelong Learning

Sector Award (PTTLS), NNEB, a number of one day CPD courses

including; Working with 1-3 year olds, Developing High Quality

Experiences for Babies and Toddlers, Understanding Schemas,

Behaviour Management, Managing the Curriculum.

Deborah Sutton Deborah is a Director at Quality 4 Early Years. She prides herself in and

is passionate about supporting settings. Deborah has 28 years’

experience of working in the childcare profession, working within a

range of childcare settings as a practitioner and manager. Through 8

years’ experience as an early years inspector Deborah has a clear

understanding and wealth of knowledge about the Ofsted inspection

framework.

Deborah has worked for Manchester Local Authority as a

Development worker, delivering training and mentoring settings

through quality assurance schemes. She has been involved in the

development and implementation of a quality assessment framework

which has been a key driver in ensuring quality across settings.

Deborah’s qualifications include an early year’s foundation Degree

with distinction, NNEB, D32 and D33. Shorter courses include train the

trainer in safeguarding and designated persons and a number of 1 day

CPD sessions which has supported the delivery of high impact

practical support to early years’ providers.

COURSES

Physical Activity Early Years Training

Preparing for Inspection

Raising Attainment through the EYPP

Safeguarding – Level 1

Self-Evaluation and the Ofsted SEF

Sensory Play

Shape, Space & Measure

Special Educational Needs & Disabilities

(SEND)

Speech, Language and Communication

Difficulties

Supporting Children who have ADHD

Supporting Children who have Asperger’s

Syndrome

Supporting Children who have Autism

Supporting Children who speak English as

an Additional Language (EAL)

Supporting Transitions

Supporting Personal, Social and Emotional

Development (PSED)

Supporting Vulnerable Two Year Olds

Team Building Ideas for Managers

The Importance of Positive, Quality

Interactions

The Integrated Review & Progress Check

at Two

The Quality Learning Environment

The Role of the SENCO

Toxic Trio – Safeguarding Children when

Parents have Multiple Needs

Tracking & Evidencing Children’s Learning

Treasure Basket & Heuristic Play

Tremendous Two Year Olds

Tummy Time and Physical Development in

Babies and Toddlers

Understanding Children’s Play through

Schemas

Understanding School Readiness

Understanding the Unique needs of

Babies

Using Daily Routines as a Valuable Source

of Learning

Using ICT with Children Under 5

Workshop: Busy Bags

Workshop: Maths on a Shoestring

Course Overviews: Aiming High in the EYFS This course will explore key aspects of the EYFS and support you to ensure the EYFS is

embedded into practice at your setting.

Learning Objectives:

• To identify how we use the characteristics of effective learning to support children’s

learning

• To describe practical ideas in involving parents as active partners in children’s learning

• To understand how the quality of interactions can be supported through joint

observations of activities and care routines

• To explore the prime and specific area of learning and review how they are used to

support children’s learning

• To discuss expectations in relation to assessment and the recording of children’s

progress

Basic Food Hygiene Good kitchen and personal hygiene, as well as sensible food storage and preparation are vital

when helping to control the spread of harmful germs. This short course offers an insight into

the fundamentals of food hygiene including catering hazards and risks that could lead to food

poisoning


• By the end of the course the delegate will have a greater understanding of the

measures required to restrict contamination and the outbreak of food poisoning in

catering

• They will understand the basic requirements of how to keep themselves clean and

hygienic, how to keep work areas clean and the role they play in reducing

contamination

• TOPICS COVERED: Food poisoning, Food safety hazards, Personal hygiene, Protective

clothing, Pest awareness, Cleaning and disinfectants, Contamination

• ASSESSMENT: Delegates take a multiple choice assessment and if successful receive a

certificate

Basic Health & Safety Good health and safety standards rely on employers and employees working together to

identify hazards and reduce risks. This course provides the basic knowledge to enable people

to have an understanding of the main areas relating to health and safety in the work place


• Have an understanding of the importance of health and safety and be able to

contribute to improving the health and safety within the workplace

• Delegates will have a better understanding of the topics covered:

Introduction to health and safety, Accidents and ill health, Health and safety law, Risk

assessments, Personal protective equipment (PPE), Workplace health, Safety and

welfare, Fire, Manual Handling

Behaviour Management This course will look at good practice dealing with children’s behaviour focusing on social

development through play using the behaviour management pyramid


• To discuss what we mean by behaviour

• To explain how play promotes social development

• To reflect on the impact of routines and organisation on children’s behaviour

• To develop strategies in the promotion of positive interaction

Area:

Learning and

Development

Audience:

Practitioners

Area:

Safeguarding

and Welfare

Audience:

Practitioners

Area:

Safeguarding

and Welfare

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Behaviour Management and Behaviour Plans (4 hours) `This course will look at good practice dealing with children’s behaviour focusing on social

development through play using the behaviour management pyramid


• To discuss what we mean by behaviour & how play promotes social development

• To reflect on the impact of routines and organisation on children’s behaviour

• To develop strategies for the promotion of positive interaction

• To develop effective strategies to manage children’s behaviour considering behaviour

plans.

British Values and the Prevent Duty in Early Years (2 hours) This course will give further clarity on what British Values and the Prevent Duty means and

how they can be met in the early years


• To understand the background and purpose of British Values

• To clarify the law and your responsibilities in the Prevent Duty

• To explore how the EYFS actively promotes the teaching of British Values

• To identify how Ofsted will judge practice

• To reflect on practice in order to secure improvements

Characteristics of Effective Learning

This course will consider the changes within the revised EYFS by exploring the characteristics

of effective teaching and learning and learning within a positive environment that supports

children’s learning and development.


• To discuss the value of play & identify important characteristics of how children learn

• To identify how we use these characteristics to support children’s lifelong learning

• To clarify the difference between what and how children learn

• To consider how practitioners can effectively guide children’s development

Child Protection – Safer Recruitment in Early Years This course is aimed at staff with particular responsibility for ensuring the robust systems for

safer recruitment are implemented consistently to support the safeguarding and welfare of all

children


• To understand safe, legal and robust process for the recruitment and selection of

suitable staff

• To explore the process of application and recording of the Disclosures and Barring

Service (DBS)

• To clarify the purpose of an induction and probationary period and consider strategies

to improve staff retention

• To identify how Ofsted make judgements on practice

• To explore responses to allegations made against staff

Child-Led Displays: How to Value and Evidence Children’s

Creativity This course will help you excel at displays. It will help you celebrate children’s work, whilst

being educational, informative and help brighten up your learning environment


• To describe what being creative is all about

• To make links to the EYFS

• To identify good practice in displays

• To describe different ways of evidencing children’s learning

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Safeguarding

and Welfare

Audience:

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Safeguarding

and Welfare

Audience:

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Practitioners;

Leaders and

Managers

Communication and Language

Friendly Environments This course will enable practitioners to explore

different ways of supporting communication and

language within their setting and explore how to

develop a communication and language friendly

environment


• To explore how babies and young children

develop early language and communication

skills

• To explore how practitioners can support

children by providing communication and

language rich environments

• To identify problems that pre-school children

may experience regarding communication

and language and what these might look like

within the nursery setting

Developing Key Group Time through Intimacy Island This course will look at the role of the key person in supporting emotional wellbeing reflection

on key-group time


• To review the key person approach and reflect on how effective it is

• To consider times in the day for natural relationships between adults and children to

flourish

• To discuss the value and importance of key times for the intimacy to share

experiences with time for listening and comforting though small group while being

close

• To explore the difference between key-group time and circle time

• To identify ways to develop key group time (Intimacy Island)

Developing your Team through Effective Coaching This course is aimed at line managers/room leaders with supervision responsibilities. It will

define how coaching can be used to enhance the performance of the staff team


• To understand how Ofsted make judgements on your performance management

processes

• To clarify the purpose of coaching and how it supports the delivery of effective

supervisions

• To identify practical skills and techniques in facilitating the development of others

• To describe how to challenge practice, give effective feedback and agree actions for

improvement

Early Help – Talking to Parents/Carers

This course will support practitioners working with children and families to understand what

Early Help looks like and how to support families to engage in Early Help.


• To identify children and families who would benefit from early support to prevent the

unnecessary escalation of issues or problems

• To improve understanding of the Threshold of Need

• To understand the key themes of a Strength Based Conversation

• To support parents in finding their own solutions

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Leaders and

Managers

Audience:

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Practitioners;

Leaders and

Managers

Early Phonics – the Next Stage Success in all areas of education depends upon children

developing a good standard of literacy. In the Early Years

it is essential that we build upon children’s prior

attainment. How do you know when children are ready to

move on in the development of their literacy skills? What

are the next steps to take? How do you help parents to

help their children?

This course looks at these questions and develops

practitioners’ skills and knowledge in literacy and early

phonics


• To enable practitioners to develop their

understanding of the ‘next steps’ in early literacy and phonics

• To enable settings to support parents in helping their children make progress as the

approach school transition

• To share reading and writing activities which can be used in groups and with

individual children

• To develop effective assessment to help with transition

Effective Teaching and Learning This course will explore what effective teaching and learning looks like in the early years and

what the key elements of effective teaching are. It will describe how Ofsted makes judgements

on the quality of the teaching and learning at early years inspections


• To describe effective teaching strategies to help children make good progress

• To explore the characteristics of effective teaching and learning

• To understand how Ofsted evaluates and makes judgements on the quality of the

teaching and learning at inspection

• To reflect and challenge practice to further improve the quality of teaching and

learning in early years settings

Emergency Paediatric First Aid (6 hour course) This course is the standard requirement in childcare, as recommended by Ofsted and has been

developed following the National Childminders Association (NCMA), Pre-School Learning

Alliance and Early Years Foundation Stage (EYFS) guidelines. By the end of the course the

delegate will have covered how to: Know when to call for help and how to give emergency first

aid until the arrival of paramedics; recognise and treat the listed emergency situations.

Topics Covered:

• The role of the paediatric first aider

• Incident and casualty management

• Dealing with an unconscious baby/child

• Basic Life Support – baby/child/adult

• Automated External Defibrillation AED

• Choking – baby/child/adult

• Seizures

• Minor wounds and bleeding

• Shock

Are you on social media? Follow us on Facebook www.facebook.com/Quality4EarlyYears,

Twitter twitter.com/Quality4EY or

LinkedIn www.linkedin.com/company/quality-4-early-years

for information on courses, EYFS updates and interesting facts.

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Safeguarding

and Welfare

Audience:

All

Assessment: There is no

formal assessment, the

tutor assesses as the course

progresses. On successful

completion of the course

each delegate receives a

certificate valid for 3 years

https://twitter.com/Quality4EY

http://www.linkedin.com/company/quality-4-early-years

http://www.facebook.com/Quality4EarlyYears

https://twitter.com/Quality4EY

https://www.linkedin.com/company/quality-4-early-years

Engaging Parents in Home Learning This course will support practitioners to establish effective partnerships with parents and carers

and enable them to work collaboratively to develop children’s progress, learning and

development at home.


• To identify the importance of effective partnerships with parents and carers

• To examine different methods for engaging with parents and to identify what good

practice looks like

• To share practical ideas to support home learning

• To identify possible barriers and how to overcome these

• To consider ways in which effective partnerships with parents can be further

developed to ensure children’s learning and development is supported at home

Equality and Diversity This course will help you understand why equality and diversity is an integral part of quality

provision and to understand how you can make a difference


• To understand terminology

• To clarify the role and responsibilities of practitioners working with children

• To understand the effects of and know how to respond to discrimination

• To explore and describe good practice and ways of assessing and critically reflecting

on the environment and what you do

• To examine and solve potential barriers/challenges and identify key areas for

improvement

EYFS Mathematics This course will give practitioners increased knowledge

of how to support children’s early mathematical

development through appropriate and meaningful

activities


• To increase practitioners’ confidence in

supporting children’s mathematical

development

• To increase knowledge of what the EYFS says

about mathematical development

• To share some practical ideas to further

implement maths into our settings

Foundations for Early Literacy and Phonics This course will help you to understand what phonics teaching should look like in pre-school

settings and help you to gain confidence in delivering effective phonics activities for three and

four year olds


• To recognise the importance of developing phonics skills for young children

• To clarify the types of phonics activities suitable for pre-school children

• To build confidence in introducing phonics through daily activities

• To identify good practice and share ideas for effective phonics activities

To discuss your training needs or any

of the courses in this directory:

Email: [email protected] Call: 07495 342223

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners


Gender Differences and Valuing Different Learning Styles We often reflect upon the difference between boys and girls in our settings. But what does this

actually mean for our practice? Are boys one thing and girls something else? Are boys and girls

driven to certain behaviours and activities because of the provision we make for them?


• To reflect upon what differences between the genders are observed in daily practice

• To consider the implications for practice that gender difference may present

• To identify where the ne3eds of both genders differ and are similar so we can make

the best possible provision

• To consider the interests of all children in order to enhance practice and the

development of all

• To explore a range of practical strategies for use in settings to ensure a balance across

setting provision

How to be Outstanding This course will explore and identify what outstanding practice looks like and what the key

points to success are


• To identify the judgements that inspectors make at inspection and the evidence they

gather

• To discuss and unpick the grade descriptors for outstanding in the Ofsted evaluation

schedule

• To discuss, reflect on and provide ideas for those who are striving for excellence within

their team

• To look at and describe examples of outstanding practice

Ideas for Early Writing This course will explore Writing in the EYFS and give practical suggestions for promoting this

area throughout your setting.


• To discuss effective ways to prepare children for becoming writers

• To consider what the EYFS documents say about writing and how to promote this

through enabling environments

• To identify strategies for encouraging boys to mark make/write

• To share practical ideas for promoting writing in all areas of continuous provisions

In the Moment Planning We know that when children’s learning is at a deep level, when they are totally involved then

they are unstoppable.

“In the Moment Planning” is gaining momentum in the Early Years community. Why is this

method gaining in popularity and credibility? What does it mean in practice? Does it work?

How can it be introduced into settings?


• To introduce the theory and practice of “In the Moment Planning”, with reference to

practice in “real life”

• To help practitioners gain an understanding of why this works so well and how to

introduce it

• To demonstrate how children’s progress is accelerated when this approach is adopted

• To show how to document children’s learning through “In the moment planning”

practice

• To enable practitioners to communicate to parents how this method works and how

they can support their children

Area:

Learning and

Development

Audience:

Practitioners

Area:

Leaders and

Managers

Audience:

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Induction, Supervision and Appraisal This course will support managers and leaders in conducting professional and effective support

and supervision systems which impact on the practice of staff


• To understand your role in relation to the requirements of the EYFS and Ofsted

framework

• To clarify the purpose of the different formats

• To identify ways to prepare and collate evidence of practice

• To explore different methods in conducting staff development

• To identify ways to measure the impact of support and follow through identified

issues

Integrated Working with Vulnerable Families This course will support you in developing a more joined up approach to working with and

meeting the needs of children and families in your care


• To explore what integrated working is and why early intervention matters

• To clarify the key elements of integrated working

• To consider different ways of identifying individual needs of children and families

(identifying vulnerable families)

• To understand roles and responsibilities within your setting

• To explore different models of integrated working

Introduction to Attachment Theory & the Role of the Key Person This course will consider the importance of attachment relationships for children in the EYFS and

how this relates to the role of the key person Learning Objectives:

• To review the key person approach and reflect on how effective it is

• To recognise the key concepts in attachment theory

• To identify the benefits of the key person approach for children, parents and

practitioners

• To explore how the key person approach can be embedded into practice

• To consider times in the day for natural relationships between adults and children to

flourish

Introduction to Sign to Support

Children’s Speech and Language This course gives insight into the use of sign in supporting

the early language development of young children,

including those with delayed speech and gives practitioners

chance to develop their own skills in using some basic signs


• To understand the purpose of sign supported

communication

• To learn some basic signs to support young

children’s acquisition and development of

language

• To practise and develop confidence in using

signing in the setting

www.quality4earlyyears.co.uk


Area:

Leaders and

Managers

Audience:

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners


Leadership and Management in the Early Years (6 hours) This course is aimed at new and existing leaders and managers wanting to develop their

knowledge and confidence in leading an effective team


• To understand different leadership and management styles and skills

• To explore the dynamics and facilitation of team roles and their performance

• To develop good practice in time management

• To clarify how to conduct effective meetings

• To develop strategies for dealing with underperformance

• To explore conflict resolution

• To understand how to develop a learning culture that influences team practice

Let’s Get Physical with Babies and

Toddlers This course will explore the importance of why movement

matters for babies and young children and consider how it

helps children become more confident about their bodies and

developing their self-esteem


• To explore physical development

• To understand how children develop through

movement

• To understand the importance of providing an

environment which allows opportunities to move

• To explore ideas to support children’s movement

Maintaining Good / Getting Outstanding This course will support the senior practitioner/manager to keep focused on the key

requirements for maintaining or improving their previously good inspection outcome


• To explore and identify what outstanding practice look likes and what the key points

to success are

• To discuss, reflect on and provide ideas for those who are striving for excellence within

their team

• To state and explore the key features/requirements of the Ofsted inspection

framework and how these can drive improvements

• To define how evidence is collated at inspection and judgments are made

• To identify ways in which you can prepare, showcase practice and get the very best

from the inspection process

• We have tailored our Maintaining Good / Getting Outstanding package so that it can

be delivered to either Managers/Leaders or Childminders.

Manual Handling This course introduces people to the hazards and risks associated with manual handling. It

highlights the manual handling issues and assists people to look carefully at their own work

activities. This course focuses on controls that are available and what to expect from a manual

handling assessment


• To explain the meaning of ‘Manual Handling’

• To explain the injuries that manual handling may cause

• To understand the principles for controlling manual handling risks and the purpose of

a manual handling assessment

Area:

Leaders and

Managers

Audience:

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Leaders and

Managers

Audience:

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

All

Observation, Assessment & Planning This course will give practitioners a deeper understanding of the importance of observation

within the EYFS and how observations can support planning

Learning Objectives: • To explore what is observation and assessment

• To discuss the value and purpose of observation and assessment within the EYFS

• To consider how different types of observations can be used to understand children’s

individual needs and support planning

• To discuss the process of the two year progress check and explore how this can be

implemented

Outdoor Learning in the Early Years This course will enable practitioners to support and develop children in the outdoors, it will look

at the importance of outdoor play and identify how to provide an outdoor area that encourages

risky play


• To recognise the importance of outdoor play for the under fives at all times

• To make links with the EYFS an identify elements of practice in order to enhance

provision

• To explore the challenges and barriers to outdoor play

• To give practical ideas and inspiration to enhance the outdoor areas

• To look at what risky play is and look at how this can be encouraged within your

outdoor settings

Paediatric First Aid (12 hour) This course will give a comprehensive introduction to baby

and child first aid

The course covers all topics required by OFSTED & is in line

with the EYFS framework.


• By the end of the course the delegate will have

covered how to:

• Give emergency first aid until the arrival of

paramedics

• Recognise and treat most emergency situations

Peer Observations in Early Years Settings This course will focus on the importance of peer observation as a tool to support high quality

interactions between practitioners and children


• To understand the role of peer observation in early years settings

• To understand how to introduce and implement peer observation methods, including

template forms and examples

• To develop strategies to support practitioners in the process

• To gain effective ways of giving and receiving feedback so that staff learn from each

other through honest and critical reflection

• To summarise the observations and feed these in to the supervision/appraisal process

and training plans


of the courses in this directory:


Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Safeguarding

and Welfare

Audience:

All

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers


Physical Activity Early Years Training GreaterSport is committed to encourage children to move

from birth, part of this commitment is to provide training

to those working with under 5’s, giving practical ideas they

can action straight away


On completion of this workshop you will:

• Have basic knowledge of National UK Physical

Activity guidelines for Under 5’s

• Understand the importance of physical activity

and activity and active play in the learning and

development of young children

• Be able to promote physical activity using

actions and games suitable for Under 5’s

• Be able to adapt your environment to enable

opportunities for physical activity

• Incorporate and relate physical development in

all areas of the EYFS

Preparing for Inspection This course will describe the changes in the Ofsted early years inspection framework and help

you prepare for your inspection


• To describe the purpose and process of inspection

• To describe the key features of the common inspection framework

• To define how evidence is collated and judgements are made

• To understand the key judgements made at inspection

• To discuss ways in which you can prepare, showcase practice & get the best from the

inspection process

• We have tailored our Preparing for Inspection package so that it can be delivered

to either Managers/Leaders, Childminders, Practitioners or a whole staff team.

Raising Attainment through the use of Early Years Pupil

Premium (EYPP) This course will look at practical ideas to help settings make the best use of the EYPP and

evidence the outcomes


• To explore what the EYPP is and why it has been introduced

• To consider methods of implementation, delivery, monitoring and assessment

• To determine how to spend the money effectively

• To share practical ideas for measuring impact and outcomes

• To understand EYPP references in Ofsted’s Common Inspection Framework

•

Safeguarding – Level 1 This course will prepare participants to recognise early signs of child abuse and help improve

safeguarding practices in your setting


• To identify possible signs of neglect, physical, emotional, sexual abuse and early

grooming

• To explore personal and organisational good practice to safeguard the welfare of

children

• To recognise signs of inappropriate adult behaviour and know reporting procedures

• To clarify good practice that keeps practitioners safe from unsubstantiated allegations

Area:

Learning and

Development

Audience:

Practitioners

Area:

Leaders and

Managers;

Learning and

Development

Audience:

All

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Practitioners

Safeguarding – Designated Safeguarding Lead This course will prepare participants to recognise early signs of child abuse, increase confidence

in participants role in safeguarding children and help to build networks of support


• To describe the role of the designated person and key areas of responsibility

• To identify key legislation and guidance

• To explore what action to take when informed of a range of concerns about a child

• To understand the issues in connection with recording, sharing information

and confidentiality

• To take part in the referral process

• To describe the role your setting has in the multi-agency child protection process

Self-Evaluation and the Ofsted SEF This course will support you in a team approach to completing and updating the Ofsted self-

evaluation form. It will help you understand how self-evaluation is used during inspection


• To understand why self-evaluation is important

• To identify different ways of reflecting on practice

• To understand how to record measurable evidence

• To understand the importance of strong leadership and management

• To participate in the Ofsted self-evaluation process

• To explore how the SEF is used for purpose of inspection

Sensory Play This course will explore the importance of sensory play enabling you to reflect of your practice in

relation to sensory development whilst exploring through a hands-on tactile, multi-sensory

approach


• To discuss the importance and value of sensory play

• To explore links between sensory experiences and brain development

• To discuss how sensory rich play supports the prime areas

• To explore the role of the adult in providing a range of open-ended resources within

the enabling environment

• To practically explore and develop sensory materials

Shape, Space and Measure This course will improve practitioners’ knowledge,

understanding and skills in order to fulfil the ‘Shape,

Space and Measure’ aspect of the EYFS requirements.


• To increase knowledge of the stages of

development of shape, space and measure

within the EYFS and develop practitioners’

own knowledge and skill in using the correct

terminology

• To recognise how to support shape, space and

measure through positive relationships and

enabling environments and share ideas for

activities to develop children’s knowledge in

this area.


of the courses in this directory: Email: [email protected] Call: 07495 342223

Area:

Safeguarding

and Welfare

Audience:

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners


Special Educational Needs and Disabilities (SEND) This course will enable practitioners to become familiar with changes in the SEND Code of

Practice 2014 and will increase understanding of how to meet the needs of children

identified with SEND


• To know the changes made in the SEND Code of Practice 2014

• To raise awareness of the responsibilities when working within the approach of

the SEND Code of Practice

• To understand the role of the Special Education Needs Co-ordinator and of all

practitioners in delivering inclusive practice including the responsibilities of the

key person in early identification

• To identify appropriate support for children where there are emerging concerns

Supporting Children who have ADHD This course will give practitioners understanding of ADHD and of some strategies for

dealing with the behaviours of children who have ADHD


• To know what ADHD is and who is affected

• To identify possible signs, symptoms and behaviours associated with ADHD

• To develop confidence in supporting children with ADHD

• To explore ideas for appropriate interventions

Supporting Children who have Autism This course will give practitioners understanding of what Autism is & what are appropriate

strategies for dealing with the traits and behaviours of children on the Autism Spectrum


• To know what Autism is and to recognise the traits shown by children on the

spectrum

• To develop understanding of the needs of children who have Autism

• To develop confidence in supporting children on the Autism Spectrum

• To explore ideas for appropriate interventions

Speech, Language and Communication Difficulties This course will help practitioners to recognise children who are having difficulties in developing

language skills and consider some strategies which can support them Learning Objectives:

• To consider the stages of development of speech, language and communication

• To increase knowledge of the EYFS documents, particularly positive relationships and

enabling environments

• To examine some of the difficulties young children may face and possible reasons

• To develop understanding of strategies and techniques which support children with

speech, language and communication difficulties

Supporting Children who speak English as an Additional

Language (EAL) This course will help you to understand some of the difficulties that children may have when

English is not their first language, and enable you to develop strategies to support them


• To recognise the difficulties EAL children may encounter in settings

• To develop strategies to support EAL children within your setting

• To gain an understanding of the importance of effective partnerships with the parents

and families of children who do not speak English as their first language

• To identify good practice and share ideas for promoting the development of children

who speak English as an additional language

Area:

SEND

Audience:

Practitioners;

Leaders and

Managers

Area:

SEND

Audience:

Practitioners

Area:

SEND

Audience:

Practitioners

Area:

SEND

Audience:

Practitioners

Area:

SEND

Audience:

Practitioners

Supporting Personal Social and Emotional Development (PSED) This course will help practitioners understand the importance of the emotional environment and

recognise effective practice that ensures its success. It will increase practitioner’s knowledge of

this prime area of learning and how to promote it to support children’s holistic development


• To explore what personal, social and emotional wellbeing look like and examine how

adults can support this in early years settings

• To reflect on elements which make up the emotional learning environment, including

the identification of attitudes and practice

• To consider how personal, social and emotional development promote recent

legislation and how children learn

• To understand how personal, emotional and social development underpin British

Values and the ‘Characteristics of Effective Learning’

Supporting Transitions This course will explore the importance of supporting

transitions and will help practitioners understand the need

to plan for and successfully manage the transition process


• To understand the impact of change upon babies

and young children

• To explore the role of the adult in supporting

babies and young children, both practically and

emotionally through transitions

• To put effective communication procedures and

systems in place to ensure all children and adults

are fully involved

• To discuss the importance of working in

partnership with parents

Supporting Vulnerable Two Year Olds This course will look at supporting practitioners to understand why high quality early years

education for disadvantaged two year olds is important in narrowing the gap and is crucial in

making a difference to children’s achievement.


• To consider the characteristics of 2 year olds

• To understand what vulnerable means

• To discuss ways to support vulnerable families & engage parents

• To understand roles and responsibilities within your setting

• To review the importance of high quality environment to motivate and engage 2 year

olds

Team Building Ideas for Managers This course will help to develop a shared vision of outstanding teamwork which will lead to

outstanding outcomes for children.


• To agree the elements of a vision which will enable teams to develop their practice

• To reflect on the elements of teamwork and about how it feels to be part of a team.

• To identify the practices which make teams really effective.

• To connect the practices of an outstanding team to outcomes for children

www.quality4earlyyears.co.uk Email: [email protected] Call: 07495 342223

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Leaders and

Managers

Audience:

Leaders and

Managers


The Importance of Positive, Quality Interactions with Young

Children This course will explore the importance of quality interactions and look at the role of the adult in

supporting children’s emotional well-being and learning and development esteem


• To discuss what quality interaction looks like in practice

• To discuss the qualities and attitudes of adults supporting children’s learning and

development

• To consider the importance of quality communication and active listening

• To explore how quality interactions support positive conditions for learning

The Integrated Review and Progress Check at Two This course will enable practitioners to carry out a progress check at two and have a clear

understanding of its purpose and place within the integrated review and Right Start Model


• To understand the purpose of the integrated review

• To explore the aims and principles of the EYFS progress check at two

• To define the process of completing the check

• To identify ways of involving parents, children, practitioners and other professionals in

the assessment process

The Quality Learning Environment This course will look why it is important that the environments that babies and young children

are in have the right ingredients that support their holistic development and allow them to thrive


• To explain the 3 key aspects of the learning environment within the EYFS

• To identify aspects of a quality learning environment

• To recognise the importance of continuous provision to support learning

The Role of the SENCO This course will examine the role of the SENCO and consider the requirements of the SEND

Code of Practice


• To define what is SEN

• To increase understanding of the role of the SENCO in an early years setting

• To know what are some of the new challenges within the latest legislation

• To develop the skills needed to deal with children, parents and carers of children

who have SEN

Toxic Trio – Safeguarding Children when Parents have Multiple Needs This course will provide practitioners with an understanding of how mental ill health, domestic

abuse and substance misuse may impact on parenting ability and increase the risk of harm to

children and young people


• To raise awareness of the concept of ‘The Toxic Trio’ and why this is essential learning

for all frontline practitioners

• To develop your understanding of parental substance use, parental mental ill health

and domestic abuse and the impact it can have on parenting ability

• To consider learning from serious case reviews to identify how children and young

people are affected by parental behaviours

• To reflect on your role in identifying and working with families when parents have

multiple needs and increase awareness of local providers or community support

available for families

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Safeguarding

and Welfare

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

SEND

Audience:

SENCO

Tracking and Evidencing Children’s Progress This course will look at ways of tracking and evidencing children’s progress within the EYFS. It

will help you at you early years Ofsted Inspection to demonstrate clearly the progress that

children are making.


• To clarify why it is important to review and track children’s progress

• To identify ways of gathering information on children’s learning and development

• To describe how to evidence individual children and cohorts of children’s progress

• To understand how Ofsted will evaluate children’s progress at inspection

Treasure Baskets and Heuristic Play This course will explore and develop practitioners’ knowledge and skills in providing treasure

baskets and heuristic play by looking at what is meant by treasure baskets and heuristic play


• To explore what is meant by treasure baskets and heuristic play

• To discuss early sensory and motor development and the 3 stage play with objects

• To discuss the role of the adult and consider objects that can be used

Tremendous Two Year Olds This course will give you an understanding of the unique needs of two year olds and how

practitioners can support their learning and development in settings


• To discuss & describe typical stages of development, characteristics and unique needs

of two year olds

• To identify and discuss the ways in which two year olds engage with their environment

and to consider the impact the environment has on them

• To understand the importance of forming secure attachments with 2 year olds to

promote their well-being

• To identify ways in which practitioners can support and promote the learning &

development of 2 year olds

Tummy Time and Physical Development in Babies and Toddlers This course will help practitioners who work with babies and toddlers to develop their

knowledge of the physical needs of babies and how to support development in this important

area


• To understand the importance of ‘Tummy Time’ as part of the physical development

of young babies

• To examine ways of supporting the physical development of babies and toddlers

• To share ideas on good practice when working with babies and toddlers

Understanding Children’s Play through Schemas This course will give practitioners an introduction to schema theory and explore the different

types of schemas. It will support practitioners’ understanding of children’s play and help them to

identify schemas (repeatable patterns of behaviour) and look at how to plan for these to support

children’s individual needs.


• To discuss what is ‘schema’ theory

• To explore examples of different types of schemas

• To practically experience different types of schema play

• To consider ways to support and plan for schemas



Area:

Learning and

Development

Audience:

Practitioners;

Leaders and

Managers

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners


Understanding School Readiness This course will help practitioners develop a working definition of school readiness which will

inform policy and practice


• To consider what children really need in order to be ready for school

• To reflect upon current practice and develop a curriculum which really does help

children on their journey to school

• To review areas of development and think about laying solid foundations for future

development

• To enable practitioners to communicate “school readiness” to parents

Understanding the Unique needs of Babies This course will support baby room staff to gain an in-depth knowledge about the unique needs

of babies. It will explore the importance of quality interactions, communication, routines and the

environment


• To explore why a good knowledge of child development is vital in understanding how

babies learn and develop

• To understand attachment theory and its importance for practitioners working with

babies

• To understand the unique need of babies in day-care settings

• To explore key issues of working with babies and the importance of quality care

routines

• To identify aspects of a quality learning environment for babies and explore

appropriate resources and activities to support babies learning and development

Using Daily Routines as a Valuable Source of Learning This course will focus on how the daily routines necessary in caring for very young children can

offer key opportunities for bonding and learning. Routines and transitions work together to give

children a sense of knowing, adds to the predictability and can be used as valuable learning

opportunities for children


• To understand how routines can be a source of learning

• To explore whether routines are organised to suit adults or children

• To develop strategies to best support children with routines

• To develop quality practice around the active involvement of children in routines

• To gain practical ideas for planning purposeful experiences during transitions

Using ICT with Children Under 5 This course will give you an insight into the various strategies

in which ICT (Information Communications Technology) can

be used with young children and provide lots of ideas for

new and interesting ways that ICT can be incorporated into

everyday activities


• To identify some of the benefits of using ICT with

children under 5 years of age.

• To develop practitioner’s confidence in using ICT in

settings.

• To build awareness of the safeguarding issues that

can arise when using the internet.

• To develop new ideas for ICT activities to use with

young children


Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners

WORKSHOP: Busy Bags (1.5 hours) At times, young children can become over excited, or really focussed on a certain task for

example threading. Busy bags can not only help harness this enthusiasm but can also be used to

support the next steps of development.

Busy bags are also a non-confrontational tool to help support children to better control their

emotions and frustrations.

Busy Bags can be created quite cheaply and easily and can be used to help manage behaviour

as well as further development, they can be used in a variety of ways, this practical workshop will

support practitioners to identify how to create and use their own bags.


• Explore what Busy Bags are

• Look at how Busy bags can be used to support development in all areas across the

EYFS

• Explore ideas for Busy Bags

WORKSHOP: Maths on a Shoestring (1.5 hours) This practical workshop looks at what is meant by Mathematical development in the EYFS and

highlights how you can include elements of maths in a variety of everyday activities and tasks

such as setting the table, sorting washing.


• Explore Mathematical development in the Early Years Foundation Stage.

• Identify strategies to support the development of Mathematical concepts.

• Explore activity suggestions to support children’s Mathematical development

In-House Courses Any of our courses in this brochure can be arranged as a one off training session

or through a number of sessions across the year in line with your development

plans at a time to suit you and your setting.

3 hour session for up to 20 delegates £410, for up to 12 delegates £360

Bigger groups can be accommodated – email/call to discuss

Book any 2 of our 3 hour training sessions together for your staff team as

in-house training

For up to 20 delegates - pay our offer price of only £750 (a saving of £70)

For up to 12 delegates - pay our offer price of only £670 (a saving of £50)

Email [email protected] for more information

or to make a booking

Developing Quality Childcare Providing children with good-quality education and care in their earliest years can help

them succeed at school and later in life. Source: DfE [accessed 16/3/15]

The DfE will introduce the early years pupil premium (EYPP) in April 2015. The EYPP is

additional funding for early years settings to improve the education for young children.

Early years providers will have to use this extra funding to improve the quality of

education for disadvantaged children.

For more information visit the DFE website: early-years-pupil-premium-guide

Area:

Learning and

Development

Audience:

Practitioners

Area:

Learning and

Development

Audience:

Practitioners


http://www.gov.uk/early-years-pupil-premium-guide-for-local-authorities

Services from Quality 4 Early Years

Have you recently been inspected and want to improve your grade, or looking

for some external support to improve your practice?

Quality 4 Early Years offer a range of different services to meet every early years providers needs including

flexible in-house training for your team at your setting at a time that suits you, and delegate training at a

number of accessible venues nearby. We carry out mini-inspections at settings and deliver free termly

network meetings for providers to attend, share practice and receive updates in the sector. We can also

help you reflect on the quality of your service, management and teaching practices and your learning

environment through our consultancy service.

Please note: Quality 4 Early Years also works with settings receiving Local Authority funding.

Consultancy Service • 1-1, management or team support with developing a vision

• Support for pre/post Ofsted Inspection

• Identifying areas for improvement

• Conducting and writing your SEF and impact based action plans

• Developing strategy and policy

• Management organisation

• Quality assurance

• Role modelling practice

If you would like to find out how our consultancy service could support your developmental needs please

contact Denise on 07754 666 650 or email [email protected]

1 hour consultancy £70, Half Day (3 hours) £150, Full Day (6 hours) £275

Review Your SEF “Inspection will consider how well you evaluate the impact of what you do on children’s care,

learning and development, and use that evaluation to bring about improvement” (Are you ready for

inspection? Ofsted April 2014)

The Ofsted SEF is the tool to support you with your evaluation and our advisors will give you advice on

writing an impact based and effective SEF. The Q4EY package includes:

• Returned copy of your SEF with highlighted strengths and areas for improvement

• List of recommendations for improvement

• Quality 4 Early Years handout ‘Tips for completing your SEF’

• Follow up telephone conversation

If you would like to book a SEF review, contact Denise on 07754 666 650 or email

[email protected]

Supporting Clusters/ Networks Have you considered working together with other local nurseries/ playgroups with similar training

and development needs? This will help you to share costs and meet the continual professional

development needs of your team.



Are you due an Early Years Ofsted Inspection this Year?

Book a Mini Inspection (8.30am - 2.00pm)

for settings registered for over 30 places only £575

for settings registered for 30 places and under only £425

The mini inspection will help you to improve the quality of your practice and prepare you for your Ofsted

inspection by identifying recommendations for improvement. It will help to develop your confidence and

support you and your team in taking control of your inspection and getting the best possible outcome.

Our advisor(s) will conduct the inspection which will commence at 8.30 and feedback will begin at approx.

1pm.

Prior to the inspection taking place we will look at the settings Ofsted SEF, and give advice on writing an

impact based and effective SEF.

Advisors give advice about the process of inspection, joint observations, how to conduct yourself at

inspection and how judgements are made and evidence collated. They will spend time observing practice,

looking at documents, talking to staff. Advisors will support you in drawing up an inspection preparation

plan and help prepare for the meeting which providers and managers have with the inspector.

Following the inspection, the provider will receive an impact based action plan detailing the agreed key

recommendations for improvement and a list of other points observed during the inspection which will help

improve the quality of the settings practice.

You will also receive a CD with useful Ofsted documentation and Q4EY materials which will support you in

preparing for inspection and developing your practice; and a CD with photographs of environments in

settings rated ‘outstanding’ at Ofsted inspection

If you would like to book a mini inspection, please contact Debs

on 07966 366 342 or email [email protected]

What people said about this service:

“Thank you! We were very happy with the mini inspection and very much appreciated all of your feedback. It has

definitely helped us, especially myself to gain a clearer view of the areas that need improving. We are very eager to

implement all of these changes and absolutely have a better understanding of how to do this effectively. We can’t

thank you enough for all your help, you are both brilliant!

You won’t believe the difference in the atmosphere since you visited, we had an amazing day yesterday, if only you

seen it! I think it definitely gave everyone the boost they needed, including myself and the management team. I look

forward to you visiting us again.

Thanks again to you both!”

Megan McRoy, Nursery Manager

“I cannot express enough how helpful and approachable and knowledgeable these training providers are, they

provided advice, feedback and fantastic resources for my setting to help our Pre-School prepare for our first Ofsted.

Without the mini inspection we would not have been graded Good from Ofsted.

We cannot wait to take part in more training with Quality for Early Years.”

Wendy Bailey, Manager


mailto:[email protected]?subject=Mini%20Inspections

bespoke training, advice and support · and management, has pttls award (preparing to teach in the...

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