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Staff will have a deeper understanding of the factors that impact social and emotional needs and will have developed skills to promote the mental health and wellbeing of children and young people. The session will cover a wide range of topics, including emotional literacy, emotional regulation, coping with anxiety and anger, self-esteem, resilience, social skills, friendships, social problem-solving, trauma, bereavement, and loss.

Ensuring ECTs feel confident in creating a positive environment which encourages positive behaviour and gain skills to deal with managing difficult behaviours in school. See Eventbrite link for full description. (5 sessions to attend). This is the second session.

For participants to have a greater understanding of the different practical strategies that can be used to support students who have speech, language and communication needs in Key Stage 1

For staff to develop an awareness of attachment theory and feel confident in using therapeutic play approaches to support the emotional and social well-being of vulnerable children

The making sense of autism training will give you a better understanding and awareness of autism and the way it affects pupils in school. This session is charged at £32 + VAT for MAST subscribed schools, non-MAST price on request.

For staff to feel confident in using Precision Teaching independently to address a range of basic skills difficulties

This training highlights some of the research on ACEs and focuses on practical strategies and adaptations that reflect a trauma informed approach to school support.

Senior school staff are confident in their plan and response to critical incidents and are aware of the importance of responding in the right way to minimise the effects of trauma.

Ensuring ECTs feel confident in creating a positive environment which encourages positive behaviour and gain skills to deal with managing difficult behaviours in school. See Eventbrite link for full description. (5 sessions to attend). This is the third session.

In this session, we will explore the reasons why children and young people may develop ESBA behaviours and the ways in which schools can support the attendance and emotional wellbeing of these pupils. We will consider both the psychological theory associated with ESBA as well as practical approaches and strategies. There will be a particular focus on early identification and prevention, whole-school systems, and a graduated approach.