NEW: Short courses to develop your practice

CHILD BEHAVIOUR

ACORN CHILDCARE TRAINING

• Managing group behaviour: one-day follow-up to the 'Managing children's behaviour course, covering how behaviour in groups differs to individual behaviour, how behaviours develop and are learnt, the role of groups in developing emotional intelligence and strategies for positive group behaviour.

• No bullying here: one-day course that looks at different approaches to dealing with bullying, and creating a bully-free environment.

• Teaching children to resolve conflict without violence: designed to help children recognise and deal with conflict without a violent response.

BRITISH INSTITUTE OF LEARNING DISABILITIES (BILD)

• Challenging behaviour and autism: introductory course aimed at anyone wishing to develop an awareness and understanding of challenging behaviour in relation to autistic spectrum disorders.

• Preventing and managing challenging behaviour: course exploring the effective support of individuals with learning disabilities and/or autism.

CONCEPT TRAINING

• Positive ways of changing behaviour: focusing on the use of proactive approaches to support children and service users to make positive behavioural changes through an understanding of behaviour and its function, a recognition of early warning signs of negative behaviour and early intervention.

EARLY EDUCATION TRAINING AND RESOURCES CENTRE

• Feelings and behaviour - a creative approach: one-day course for practitioners looking for support to develop an exciting environment to support positive behaviour and independent learning.

• More than happy and sad: focusing on children's emotional wellbeing, this course offers practical ideas for learning about feelings through stories, puppets, toys, circle games and imaginative play.

EARLY YEARS ORGANISATION

• Introduction to the High/Scope approach to problem solving with young children: two-day course providing participants with the opportunity to explore how adults view problem-solving situations and how the High/Scope process enables young children to develop important social skills. The course introduces the High/Scope conflict resolution steps used in the process.

HIGH/SCOPE UK

• Conflict resolution training: a detailed look at the problem-solving approach to conflict resolution.

KIDSCAPE

• Anti-bullying: how to resolve and reduce incidents.

• Promoting positive behaviour: course covering responsibilities, policy and procedures, code of conduct and problem solving.

PRE-SCHOOL LEARNING ALLIANCE (PLA)

• Promoting positive behaviour: this course is designed to help create an environment in which children can develop self-esteem and self-discipline.

PROFESSIONAL SUPPORT AND DEVELOPMENT (PSD)

• Managing children's behaviour: one-day course covering reasons why children behave in different ways, techniques used to manage different behaviour and bullying.

STEPPING STONES TRAINING

• If I've told you once: the basics of behaviour management - covering how to manage children's behaviour more effectively and exploring key strategies through case studies.

TRAINING DESIGNS

• Managing children's behaviour: six hour course exploring why children behave in a certain way, child development linked to behaviour, using goals and boundaries, effective communication with children, developing strategies for effective behaviour management, involving parents.

WALES PRE-SCHOOL PLAYGROUPS ASSOCIATION

• Managing behaviour: eight two-hour courses aim to enable participants to work effectively with children in a playgroup setting and to encourage positive behaviour. Topics include how rules, routines and the environment affect behaviour, and the use of reward and punishment.
  
  

CHILD DEVELOPMENT

ACORN CHILDCARE TRAINING

• Introduction to child development: one-day course for new early years practitioners exploring areas of development, influences on development and the adult's role in stimulating child development.

• How children think and behave: half-day course for those new to early years education. An introduction to early development.

MARIA MONTESSORI INSTITUTE

• Using positive language in the classroom: a workshop exploring language patterns and how we can use language to influence behaviour, incorporating knowledge from the field of neuro-linguistic programming.

CHILD PROTECTION

ACORN CHILDCARE TRAINING

• Safeguarding children in childcare settings: one-day course delivered by experienced child protection professionals.

• Child protection and domestic violence: one-day course that covers the impact of domestic violence, the inter-agency response, legal options, and awareness of support, advice and services.

• Child protection and parents who substance misuse: one-day course that covers issues surrounding substance misuse, and awareness of available support, advice and services.

• Children have rights: workshop for overview of children's rights.

• Child protection conferences, core groups and report writing: one-day course. Aims to enhance the knowledge and skills of practitioners involved in formal child protection procedures.

• Working with parents and carers who have substance misuse issues: a one-day course for all professionals working with children or young people where there are concerns about parental substance misuse.

BVS TRAINING

• Child protection: a training toolkit with DVD or VHS, CD-Rom and lesson plans. Includes 'Understanding child protection' and 'Recognising indicators of child abuse'.

CRECHENDO TRAINING

• Child protection: one-day course covering the Children Act 1989. Theoretical perspectives on child abuse.

THE MARIA MONTESSORI INSTITUTE

• Child protection - safeguarding children and young people: one-day course which aims to raise awareness of child abuse and the importance of working together to safeguard and promote the welfare of children and young people.

NATIONAL SOCIETY FOR THE PREVENTION OF CRUELTY TO CHILDREN (NSPCC)

• Practical approaches to valuing diversity and safeguarding children: aims to equip participants to safeguard all children by the practical application of diversity and principles.

• Safeguarding disabled children: a two-day course which develops confidence and knowledge in connection with safeguarding and promoting the welfare of disabled children and young people.

• Creating safer organisations: a training course for people who have a strategic role for safeguarding children and young people across their organisation.

KIDSCAPE

• Child protection: includes keeping children safe, signs and symptoms.

THE PLAY & EARLY YEARS TRAINING UNIT

• Child protection Level 1: one-day course familiarising participants with a working knowledge of local child protection procedures and guidelines.

TRAINING DESIGNS

• Safeguarding children: six hour course looking at legislation, definitions of child abuse, disclosure, policies and procedures and maintaining accurate records.

CHILDREN'S PLAY AND LEARNING

ACORN CHILDCARE TRAINING

• Games and more games: one-day course with indoor, outdoor, noisy, quiet, small and large groups.

• Who am I? this one-day course provides an introduction to playing with drama for fun.

• Parachute games: this half-day workshop introduces a wide range of parachute games.

• Magical mask making: a one-day, hands-on workshop for those wanting to learn how to design and make creative masks.

CONCEPT TRAINING

• Practical and effective ways of using multi-sensory equipment: practical skills for covering multi-sensory environments.

CRECHENDO TRAINING

• - Observation and assessment workshop: one-day course exploring how observations and assessment help staff in their work and identify how best to manage observation and assessment systems so that they are manageable.

EARLY EDUCATION TRAINING AND RESOURCE CENTRE

• Getting it right for boys - engaging boys' interests through investigative learning: considers the evidence relating to boys' achievements and their preferred learning styles and looks at practical ways of building boys' interests.

• Eeny Meeny Makarakka! chants, rhymes and poems for birth to fives which will help develop simple techniques to increase confidence and consider how to best involve parents and colleagues.

• Adults supporting playful drawing: focuses on drawing as one of a range of modes for children to make meaning as well as support their emotional well-being, thinking and understanding.

• Sing a song, tell a tale: considers how the use of songs, musical games, movement, drama and stories can support all areas of learning.

• Planning for the unique child: examines the EYFS requirements for schedules and routines to flow with the child, and how to put this into practice.

EARLY EXCELLENCE

• Closing the gender gap - promoting boys' investigative learning in the Early Years Foundation Stage: this course will look at ways to engage boys in their learning by building on their interests and preferred learning styles.

• Developing the role of the Early Years Professional - leading quality practice with threeto five-year-olds: two-day course which reflects on what constitutes effective learning and teaching for threeto five-year-olds and considers how to develop an enabling environment which supports child-initiated learning and allows participants to make plans to develop their own practice.

EARLY YEARS ORGANISATION

• Promoting children's learning through adult-child interactions: six-hour workshop. Participants will be able to describe the vital role of adults in supporting play.

• Introducing the child observation record tools: two-day course aimed at practitioners working with two-and-a-half to six-year-olds.

• I want to play: a 7.5-hour course accompanied by a bespoke publication. Particularly suitable as initial training for staff working in an early years or day care setting and parents who want an understanding of play and its importance in the development of children.

EXPERIENTIAL PLAY

• Gathering games: encouraging children to become acutely aware of their physical self and how they use their motor skills is an important part of the early years.

• Art without drawing on the beach: the aim of this training session is to inspire and build confidence in adults working in pre-five centres to use the outdoors as an extension of their playroom.

MAD ACADEMY

• Music and movement for babies: workshop enabling nursery staff to plan and deliver activities involving music and movement to develop babies' sensory awareness.

• Bringing movement through music into the early years classroom: aims to enable nursery staff to plan and deliver musical activities which will encourage children's motor skills and physical awareness.

MARIA MONTESSORI INSTITUTE

• Embroidery for the three to sixes: Embroidery and textile work including fabric crayons, fabric painting and weaving. These techniques are suitable for threeto six-year-olds in a Montessori environment. For those who are wondering what new art ideas to introduce each term, methods for simplifying or modifying many crafts for this age group.

MUSIC FOR STARTERS

• Action songs and rhymes: Adding actions to songs and rhymes can have a beneficial impact on the quality of learning across the curriculum. How to build up a repertoire of action songs and rhymes to aid the teaching of basic musical concepts, and use instruments, puppets and props.

NATIONAL DAY NURSERIES ASSOCIATION

• Enriching play and learning for 3- to 5-year-olds: one-day courses aimed at Level 2 practitioners. It focuses on play and learning in the EYFS and on environments that enrich the child's play and learning experience.

PLAY THERAPY UK

• Certificate in therapeutic play skills: fifteen-day accredited course which can be used as the first part of programme leading to an MA in Practice Based Play Therapy. The course covers the theory and practice of humanistic psychology, the principles underlying both directive and non-directive play therapy and the spiritual aspect of human development.

TRAINING DESIGNS

• The value of outdoor play: three or six hour course covering outdoor play linked to child development, barriers and benefits, how to involve parents, activities and resources for outdoor play, health and safety considerations.

WALES PRE-SCHOOL PLAYGROUPS ASSOCIATION

• What children learn through play: eight two-and-a-half-hour weekly sessions aimed at identifying and improving ways of supporting children's learning through play.

• Playing together: course of 12 two-and-a-half-hour weekly sessions dealing with the integration of children with special or additional needs into an early years setting.
  
  

CONSULTING WITH CHILDREN

CHILDREN IN SCOTLAND

• Kid's Talk? Communicating effectively with children under 7: one-day workshop exploring how we can communicate effectively with young children - based on theories of child development and linguistics.

DAYCARE TRUST

• Listening to the voices of young children: one-day course looking at key themes emerging from existing sources of information on the views of young children.

EARLY YEARS ORGANISATION

• Adult-child interactions: six-hour workshop (two three-hour sessions) exploring the critical role of interactions and relationships in the development of young children.
  
  

EARLY YEARS APPROACHES

HIGH/SCOPE INSTITUTE

• The High/Scope one-day awareness course: this course provides an overview of the High/Scope approach.

• High/Scope implementation course: eighteen two-and-a-half-hour sessions. Training combines practical activities, videos and discussion. As part of the course, the trainer will visit your setting. Areas covered include the learning environment, the daily routine, assessment and adult-child interaction. The course requires participants to write assignments on topics including reading, making observations and implementing and assessing changes, and to keep a course journal. All sessions must be attended. On successful completion of the course, participants will achieve certification by the High/Scope Institute.

• Specialised curriculum implementation courses: for those working with children from birth to three and children with special needs.

• High/Scope training course for childminders: eight two-and-a-half-hour sessions. Recommended by the National Childminding Association and meets the requirements of its Quality Childminding Charter for children's learning and development. Topics include providing a planned programme of learning, creating daily routines with children and developing children's thinking, mathematical and language skills.

• Training-of-trainers course: a 35-day course given by a High/Scope consultant trainer for people who wish to train others in the High/Scope approach. On successful completion, participants will receive certification as a High/Scope endorsed trainer qualified to run High/Scope courses in social services, education, independent and voluntary sectors.

HIGH/SCOPE IRELAND

• Curriculum implementation course: ten full days' training spread out over ten months. Topics include active learning, creating a supportive climate, interaction strategies and teamwork.

NORTHERN IRELAND CHILDMINDING ASSOCIATION

• High/Scope in the family daycare setting: eight-part course of two-hour sessions offering childminders' ideas for providing a planned programme of learning and developing children's thinking, mathematical and language skills.
  
  

INCLUSIVE PRACTICE

ACORN CHILDCARE TRAINING

• Equal opportunities: one-day course suitable for all staff to help them recognise and deal with discrimination. It will also help the development of an equal opportunities policy. Topics include forms of discrimination, benefits of an equal opportunities approach and how to apply equal opportunities in the workplace.

• Equal opportunities for childcarers: one-day course for staff working in childcare settings to enable them to recognise types of discrimination and how to deal with them.

• Anti-racist practice: short course designed to examine issues relating to race and prejudice in any childcare setting.

ALL TOGETHER TRAINING AND CONSULTANCY

Workshops include:

• Making inclusion work in settings

• Children's rights and anti-discriminatory practice

• Policy-making for inclusion and equality

• Building an inclusive environment

• Policy-making for SENCO/inclusion

• Working inclusively with parents and families

• Good practice for SENCOS

• Good practice in making a policy on SEN/inclusion

• Working with the special educational needs code of practice

CONCEPT TRAINING

• Inclusive play: workshop recommended for those working at developing an inclusive setting.

• Eating and drinking with safety and dignity: providing a basic awareness of people who have difficulty eating and drinking and suggesting ways to support them.

• An induction for those meeting or working with people with special needs: workshop for people new to special needs.

EARLY EDUCATION TRAINING AND RESOURCE CENTRE

• Mummy's black, daddy's yellow and I'm orange: this course will provide practitioners with practical ways of talking to young children about racial identity.

EARLY YEARS EQUALITY (EYE)

EYE is a registered charity working to promote race equality in the field of early years provision. It provides equality training and seminars to promote and support anti-racist practice.

EARLY YEARS ORGANISATION

• Keyhole autism training for pre-schools: two-day course aiming to enhance knowledge and awareness of autism and the intervention strategies which are effective in assisting young children to achieve their full potential.

• Respecting difference training: this course addresses equal opportunities through a range of resources and activities in order to help participants implement the MIFC Respecting Difference programme into their settings and teach children to understand the meaning of acceptance and respect for others. The course will include three days of introductory training and one day of follow-up training.

• Working with children with special and additional needs: a 50-hour course (ten sessions) intended for experienced practitioners in a pre-school environment with a minimum qualification of NVQ Level 2. Provides a definition of special needs, teaches special needs awareness and devising and planning a structured programme, and introduces Autistic Spectrum Disorder, Down syndrome, visual impairment and Attention Deficit Hyperactive Disorder. OCN accredited to Level 3.

• Working with children with special and additional needs (pre-school): nine-hour programme over two or three days covering the legislative context of SEN provision in pre-school education, strategies to identify and support children with a range of SEN/additional needs, documentation for planning and evaluating for individual needs and reviewing SEN policy. For practitioners in a pre-school setting who work with children with SEN.

• Working with children with special and additional needs (daycare): nine-hour programme over two or three days for practitioners in a daycare setting who work with children with SEN. Topics similar to those above.

KIDS

• Disability awareness: one-day course for practitioners in the early years, play and childcare sectors, as well as those working at a more strategic level across the children and young people's workforce. The course is designed to introduce participants to a new and challenging view of disability and support them to deliver a service that is open and accessible to all.

• In on the act: half-day or one-day seminar introducing the issues and implications of the Disability Discrimination Act and other equalities legislation for early years settings.

• Planning inclusive play: six-day course over three months enabling participants to develop their knowledge and practical understanding of disablism, inclusive play and its application in policy development through reflective participation. Endorsed at Level 3 by SkillsActive, the Sector Skills Council for Active Leisure and Learning.

• Play2gether: one-day interactive course aimed at helping play and early years workers provide an inclusive, playful environment for disabled and non-disabled children.

NATIONAL ASSOCIATION FOR SPECIAL EDUCATIONAL NEEDS (NASEN)

NASEN promotes the education, training, advancement and development of all people with special educational needs. It has produced policies on the early years, professional development, partnership with parents, curriculum access and learning support assistants, among others.

NORTHERN IRELAND CHILDMINDING ASSOCIATION

• Caring for children with additional needs: a 20-hour course covering causes of conditions, observing, planning and evaluating learning for special needs children, behaviour management and child protection.

• Equal opportunities: eight-hour course covering legislation, inclusion, respecting diversity, resources that promote equality of opportunity and challenging attitudes.

PERSONA DOLL TRAINING

• Equality in practice: course built around Persona dolls, which are a powerful tool for exploring, uncovering and confronting racism and other inequalities. This course is for early years practitioners, inspectors and lecturers looking for effective ways to challenge bias.

PLAYGROUP NETWORK

Contact regional associations (see Directory) for details of courses on:

• Valuing diversity

• Inclusion

PROFESSIONAL SUPPORT AND DEVELOPMENT (PSD)

• Equal opportunities: two-day course covering understanding equal opportunities, discrimination, an anti-bias approach, dealing with abuse and discrimination.

WALES PRE-SCHOOL PLAYGROUPS ASSOCIATION

• Playing together: this course of 12 two-and-a-half-hour sessions aims to promote good practice in the integration and inclusion of children who have special needs in a pre-school setting. It explores the benefits of integrated play for all children, as well as giving advice and support or best practice.

POSITIVE IMAGES

(formerly the Working Group Against Racism in Children's Resources)

A range of one-day and half-day courses that will provide a forum for parents and professionals to discuss appropriate play and learning activities, resources and strategies for challenging racism.

• Evaluation and selection of children's resources in an anti-racist framework

• Celebrating festivals in an anti-racist framework

• Presenting positive images in posters and displays

• Promoting first languages

TRAINING DESIGNS

• Inclusion

• Diversity and cultural awareness
• Working with children with special needs

CHILDCARE CONSULTANCY

All courses link directly to the EYFS and the Every Child Matters outcome. Courses for home-based childcarers include:

• Getting ready for inspection

• Every Child Matters

Courses for daycare and playwork staff include:

• Getting ready for inspection

• Unpicking the welfare requirements

Training can be customised for all aspects of the EYFS.

EARLY EDUCATION TRAINING AND RESOURCE CENTRE

• Principled and participatory assessment practice in the EYFS and the Accounting Early for Life Long Learning (AcE) programme: develops an approach to assessment through the AcE programme.

PLAYGROUP NETWORK

Contact regional associations (see Directory) for details of courses.

• Preparing for inspections

NUTRITION

HENRY

• Let's get healthy with HENRY: eight-week programme designed to cover key lifestyle areas with parents and carers. Each session begins with family time and young children are then cared for while parents and carers explore the topic of the week.

KIDS' COOKERY SCHOOL

The Kids' Cookery School provides children of various ages with the opportunity to access fun, educational, practical and hands-on cookery workshops.

MARIA MONTESSORI INSTITUTE

• Nutrition and related childhood illness: an afternoon workshop on topics such as the effect of a mother's lifestyle and diet on the infant and child, the nutrition of the child and how it relates to common problems, immunisation and illnesses.

OUTDOORS

ACORN CHILDCARE TRAINING

• Using the outdoors to support the curriculum: one-day course exploring ways of using the outdoors to stimulate children's development and as a learning tool. Topics include meeting developmental needs, developing and extending outdoor play opportunities, teaching the benefits of growing flowers and vegetables to children and young people, creating opportunities for imaginative and creative play outdoors in out-of-school settings, and aiding sensory development.

ARCHIMEDES TRAINING

Provides training to enable practitioners to create a safe nurturing experience.

• Level 1, Forest schools skills: three-day course for practitioners with little or no experience working outdoors. Basic woodland skills, including flora and fauna, covered.

• Level 2: five-day course aimed at individuals who want to help a Forest school practitioner (Level 3) in the delivery of Forest school sessions in a woodland environment.

• Level 3: five-day course giving an opportunity to explore a different approach to using the outdoor environment to a higher level. You will investigate how best to design and run a Forest school programme and look at how to approach and apply it safely and effectively.

BRIDGWATER COLLEGE FOREST SCHOOL

The school's training programme aims to train those wishing to set up and run Forest schools.

• BTEC Forest School Skills: held monthly. Qualifies participants to support a Forest School leader by introducing them to working in woodlands.

• BTEC Forest Skills top-up: an opportunity to become a leader having completed the BTEC Forest School Skills qualification.

• BTEC Edexcel Advanced Award in Forest School leaders: two-hour weekly sessions over 30 weeks including a one-weekend first-aid course and a two-day management skills course. Covers topics including child development, fire lighting and health and safety.

EARLY EDUCATION TRAINING AND RESOURCE CENTRE

• Maths outdoors: using practical hands-on maths ideas and activities such as problem solving, number crunching, counting and working with shapes to make an outdoor area a learning experience.

• Speaking and listening outdoors: practical suggestions and resources to support practitioners in using the outdoor environment as a stimulus for speaking and listening.

• Exploring outdoor provision for babies, toddlers and two-year-olds: gaining an overview of the potential of an outdoor learning environment and exploring opportunities for enhancing children's health and well-being through outdoor play.

INSIDE-OUT NATURE

• Children and nature - why and how - Step 1 and Step 2: this course helps practitioners to develop their understanding and practice of using the outdoors as a learning environment, and evaluate their progress.

• Leadership and management - creative learning in diverse environments: this one-day course is for leaders who are planning or implementing the use of the outdoor environment with children and young people.

• Whole setting development: this one-day course aims to enable staff to investigate and implement ways to develop the use of the outdoor environment in their setting.

• Taking risks and challenges outdoors: one-day course using risk assessments, group problem solving and play policies to look at risk management, safety checks and access.

• Understanding the learning environment in educational settings: this course covers the theory and practice of providing a positive learning environment in early years settings and the vital role outdoors play has in children's learning and physical, social, emotional, intellectual and language development.

• The outdoor practitioner/Forest school leader in educational settings: this course is designed for those who already have a good experience and knowledge of child development and will include the purpose and potential of play activities outdoors for children at different levels of development.

• Outdoor play for childminders : this day course is specifically for childminders and aims to help them make the best use of their outdoor environment, whatever that environment might be.

• OCN accredited Outdoor Practitioner course (L1, L2, L3): from theory and practice at L1 to knowledge of how the outdoor environment promotes social and emotional health.

KIDS

• Let's all play outdoors! uses a variety of inclusive outdoor games and activities to introduce participants to the principles of inclusion.

LEARNING THROUGH LANDSCAPES (LTL)

Provides a range of training for teachers, governors, parents and school grounds practitioners. Topics include early years provision for the outdoors and taking the formal curriculum outdoors. LTL's Early Years Outdoor Service helps settings plan and manage high-quality creative outdoor play. In addition to running training itself, LTL is developing networks of accredited trainers throughout the UK. The first network consists of school grounds professionals who can provide training events that help schools identify how they can develop their outdoor space by involving the community.

OSIRIS EDUCATIONAL

• Outdoor learning: Practitioners will be provided with a step-by-step guide to creating an outdoor classroom to support the EYFS, and making the transition to Year 1 with outdoor learning, health and safety aspects and risk assessments.

PLAYWORK

COMMON THREADS TRAINING

• Playwork - principles into practice: this course enables playworkers to develop their playwork practice in line with the Playwork Principles and to meet the requirements for playworkers under the EYFS.

• Playtime! for anybody in a leadership, management or support role who wants to improve playtime in schools. The course focuses on the key success factors of the Playtime project and enables participants to explore practical solutions to meet their school's needs.
  
  

WORKING WITH PARENTS

ACORN CHILDCARE TRAINING

• Parents and their child's development: one-day course for new parents wanting to gain a better understanding of how to help their child's development.

DAYCARE TRUST

• Duty to provide information, advice and assistance on childcare: this one-day course includes how to meet the needs of low-income families and parents of children with special needs.

• Involving parents in the development of childcare services: one-day course focusing on engaging parents in consultation and how to integrate parental involvement with local authority practices.

EARLY YEARS ORGANISATION

• Working in partnership with parents: this nine-hour course helps practitioners to develop the skills required to create an effective partnership with parents.

HENRY

• Core HENRY training: two-day interactive course promoting a healthier way of life in families through a partnership approach between trainers and trainees as well as practitioners and families.

KIDS

• 5 ways: two-day course aimed at giving parents/carers of disabled children the confidence to play with their children, allow them to take risks and give them new experiences.

NATIONAL CHILDREN'S BUREAU

• PEAL TRAINING: PEAL inspires and supports early years practitioners to develop the involvement of parents in their chldren's early learning and development, both at home and in settings, and to make a real difference.

NATIONAL DAY NURSERIES ASSOCIATION (NDNA)

• Working in partnership with parents: one-day course on maintaining good relationships with parents and carers.

PLAYGROUP NETWORK

Contact regional associations (see Directory) for details of courses.

• Parenting support and working with toddlers

PRE-SCHOOL LEARNING ALLIANCE (PLA)

• Looking at learning together: helps parents to develop confidence in communicating with their child, encourage engagement in everyday activities and manage challenging behaviour.

• Hand in hand - developing independence for you and your child: supporting parents and carers whose children are starting at a new setting and who may be leaving their children for the first time.

PROFESSIONAL SUPPORT AND DEVELOPMENT (PSD)

• Working with parents: this one-day course covers parental participation, learning from
•  parents and valuing parent

TRAINING DESIGNS

• Developing effective partnerships with parents/carers: three or six hour course covering effective communication, building rapport, effective sharing of information, establishing boundaries, how to involve parents in decision making.

TWIN AND MULTIPLE BIRTHS ASSOCIATION (TAMBA)

TAMBA provides information and support networks for families of twins, triplets and more. The charity has support groups for one-parent families, parents of triplets or more, special needs families, those who have lost one or more of a multiple-birth set, and those who are expecting or have twins, triplets or more as a result of fertility treatment. TAMBA also offers information for professionals.