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Team-Teach employs a whole staff holistic approach with a follow up post repair, reflect & de- brief response for both staff and service users concerned.
 
Emphasis is on “calm” communication and defusing skills that work best for the specific individual concerned, acknowledged within the care, behaviour or education plans.
 
Physical responses are underpinned by values and principles that fit within a culture and ethos of positive educative care. There is an
emphasis on individual human rights, responsibilities, choices and
consequences.
 
Strategies are flexible and yet robust enough to ensure all feel free from fear, safe from harm.
 
A key message is that 95% or more of all incidents should be
managed without recourse to physical interventions.
 
Following training there should be a decrease in the amount of
incidents involving the use of physical interventions. The emphasis is on protecting and promoting positive relationships between pupils and schools.
 
For more information please contact : This email address is being protected from spambots. You need JavaScript enabled to view it. or click the following link to Wilts CPD website: http://www.wiltscpd.co.uk/cpd/

(small group work to develop Social and Emotional Aspects of Learning)
 
Duration: Negotiable - minimum 2½ hrs
This course aims: To support you in
 
•    Identifying participants
 
•    Planning the structure and content of the group sessions
 
•    Identifying and meeting pupils’ needs
 
•    Establishing and facilitating an effective group
 
•    Measuring impact


Establishing Family SEAL (Social and Emotional Aspects of Learning)

Duration: Negotiable - minimum 2½ hrs To support you to:
 
•    Be familiar with the content and structure of the resource
 
•    Consider how to create the right environment for the work
 
•    Consider the implementation of family SEAL in your school:      when and how?
 
•    Measure impact

This course is part of a whole school approach to positive behaviour management.   It is designed to address and risk assess challenging behaviours from children and to examine how the adults who work alongside them can support successful de-escalation. 
 
This can be delivered as a twilight package (course duration: 1.5 hours).
 
The course objectives are:
 
• to understand why situations might escalate
• to explore a variety of  de-escalation strategies
• to think reflect on improving practice

Share the SEAL ethos

Duration - 1 day
This course aims to:
 
• Familiarise participants with the content and structure of the resource
• Look at planning for SEAL
• Support participants to secure skill development
• Consider how to measure impact
• Introduce Silver and Family SEAL
• Be aware of recommendations and success factors
• Experience some of the SEAL activities

Embedding SEAL (Social Emotional Aspects of Learning) in your school

Duration – 3½ days negotiable
The three workshops aim:
 
• To introduce the SEAL ethos and resource
• To support the planning of a SEAL Theme;  to introduce participants to Silver SEAL (small group work) and monitor impact
• To give guidance on planning an annual programme of study and introduce participants to Family SEAL

This course is for Teaching Staff. It is designed to introduce and reinforce strategies that support the inclusion of children with attachment difficulties through a professional approach based on positive principles. 
 
Aims & Objectives
 
• To increase staff knowledge and understanding of attachment
          difficulties
 
• To understand the impact of attachment difficulties on the
          behaviour and learning of children
 
• To consider the use of approaches and strategies to help support children with attachment difficulties in the classroom
 
Duration: Approx 1.5 to 2 hours. 
        Tailored to suit each individual school’s need

This course is for Teaching Assistants who are new in post and have not received previous training in positive behaviour
management.
 
The course includes:
 
• the key principles behind positive behaviour management
 
• working with the 5 R’s Framework – Relationships, Rights, Responsibilities, Rules and Routines
 
• the personal skills required to implement the key principles
 
• the importance of high quality adult/child relationships and the significance of the language used by adults
 
• the impact and influence of adult behaviour on child behaviour
 
• practical strategies to use in the classroom

This course is for Teaching Staff. It is designed to introduce and reinforce strategies that support the inclusion of children with ADHD through a professional approach based on positive principles. 
 
The training focuses on the Wiltshire model for diagnosis and
information about ADHD referral routes, the six clusters of Executive Functions and a range of practical strategies to support educational, behavioural, social and emotional and personal development.
 
Aims:
 
• To develop an understanding of ADHD
 
• To explore the impact of ADHD on a child or young person in school
 
• To develop an understanding of how to help children and young people with ADHD in school
 
      Duration: Approx 1.5 to 2 hours.  Tailored to suit each individual  school’s need

This course is for SENCOs, Teachers and Teaching Assistants in Primary Schools.  The service encourages SENCOs and teachers
to attend with Teaching Assistants whenever possible to promote Social Skills teaching throughout the school.
 
It is designed as an introduction to running Social Skills groups, or work with individual children, to teach the social skills that are
needed for learning to take place.
 
The course includes:
 
• an understanding of the importance of social skills
       the link between good social skills and positive relationships
 
• an awareness of which children would benefit from social skills teaching
 
• how to run a group
 
• a range of practical activities and resources
 
The SEAL materials can be used alongside the activities and resources suggested in this training.

This course is part of a whole school approach to positive behaviour management.
 
It is designed to introduce and reinforce the use of restorative practices in order to build, maintain and repair relationships.
 
It offers practical ideas about how take a restorative approach in school and how to involve primary age children in restorative meetings, ranging from informal conversations to mediation.
 
Aims:

• To have an understanding of what Restorative Practices are and how they are effective.
 
• To outline the potential use of Restorative Practices in primary schools.
 
• To provide some of the skills needed to run a restorative meeting.
 
Duration – negotiable, min 1.5 hours, to a day.

This course is for Midday Supervisory Assistants (MDSAs) in Primary Schools.  It is designed to introduce and reinforce positive behaviour management practices to create calmer lunchtimes. 
 
It acknowledges the importance of the role of the MDSA whilst increasing the awareness that our attitudes and behav¬iour influence the attitude and behaviour of the children.
 
The course includes:
 
• the importance of developing and maintaining relationships within a framework of positive, assertive expectations
 
• how children can be encouraged to make a “positive contribution” and take responsibility by making the right choices
 
• a chance to discuss strategies that will promote positive behaviour
 
• the most appropriate methods of recording inappropriate behaviour
 
• the importance of play and suggestions for games and activities for the playground

BSS supports the  Certificate Course in the Theory and Practice of Nurture    
Group Work - Course Outline for Students-Duration – 3 days
 
PART 1 (2 days)
• Introduction
• Origins, Context and Background
• Neuroscience, Attachment Theory and Nurture Groups
• Child Development and Learning in the Context of Nurture Groups
• The Boxall Profile –(including  Observation and Measurement Techniques)
• Principles into Practice
 
PART 11 (1 day)
• Recap and reflection
• The Boxall Profile revisited
• Developing the Curriculum
• A Planned Approach
• The Assignment
• Research
• The Boxall Quality Mark Award
 
The Nurturing (Inclusive) Curriculum
 
Duration –1 to 1½ hrs, tailored to suit each individual school’s need
This package aims to:
 
• Outline the barriers which can prevent children from accessing the   curriculum and make them vulnerable to developing social, emotional and behavioural difficulties.
 
• Increase knowledge and awareness of the benefits of adopting a nurturing approach.
 
• Help staff to plan a nurturing and inclusive curriculum for children with social, emotional and behavioural difficulties.

This course, originally devised by Hampshire Educational Psychology Service, is for Teaching Assistants. It is an initiative designed to help schools meet the needs of emotionally vulnerable pupils from within their own resources. The course is run by a Senior Educational Psychologist and Behaviour Support Teachers. There is a cost to this course.
 
The course includes:

• An introduction to Emotional Literacy
• Raising emotional awareness
• Self esteem
• Active listening and communication
• Anger management
• Social skills training
• An introduction to Autism
• Attachment
• Developmental Trauma
• Friendship skills
• Therapeutic stories
 
The course involves five full days of professional development through the year, with follow up supervision support group sessions. There is the opportunity to engage on the national HLTA status 3 day 'preparation for assessment' using supporting emotional literacy as the chosen area of expertise. Additional costs are applicable if this is undertaken.
 
Contact

This email address is being protected from spambots. You need JavaScript enabled to view it.   or click here to visit Wilts CPD website for availability and prices.