Training opportunities for designated teachers and school staff supporting children in care and previously looked after children
Foetal Alcohol Spectrum Disorder Training
Date: 24 November 2023
Venue: Online Microsoft TEAMS
FASD OLA training TEAMS
This training is suitable for designated teachers, classroom staff, pastoral staff/ teaching assistants as well as SENDCOs.
“FASD results when prenatal alcohol exposure affects the developing brain and body. FASD is a spectrum. Each person with FASD is affected differently. While more than 400 conditions can co-occur, FASD is at its core a lifelong neurodevelopmental condition.
All people with FASD have many strengths. Early diagnosis and appropriate support are essential, especially for executive functioning.” (Source: FASD: Preferred UK Language Guide, Seashell Trust/National FASD, 2020)
FASD-informed practitioners can make the world of difference in the lives of people with FASD and their families. With the new
NICE Quality Standard on FASD, an increased understanding about FASD a priority for professionals across education.
The training is being presented by Louise Coates-Black
SEND lead, Bradford Virtual School for Children in Care
If you would like to book on this course, please contact Yvett Green:
Places are allocated on a first come first serve basis.
Relational classrooms: A trauma informed and neurodevelopmental approach to education.
Dates: Day One - 18th October 2023
Day Two – 7th February 2024
Time: 9.30 pm until 3.30 pm
Venue: In person - TBC
This two-day course has been designed to introduce participants to attachment theory and more recent neurodevelopmental research which will encourage participants to consider observed behaviours as communication, not choice. Participants will be encouraged
to reflect upon how they can apply this psychology to classroom practice, ensuring inclusion for all.
By the end of day one, you‘ll be able to...
- Show an understanding of attachment theory and the principles underlying this theory
- Explore important understandings and concepts about the brain and the impact of pre-birth and early years experiences on it’s development (developmental trauma)
- Reflect on the significance of compromised learning environments on the social brain and the implication for learning and memory
Adi will introduce participants to the Resiliency Support Model (RSM) on the second day. The RSM is a practical framework that supports school staff to identify what a child’s behaviour is communicating and what immediate interventions are required to help
them best. Within the RSM, participants will be encouraged to consider the learning environment and be introduced to practical strategies taken from Dyadic Developmental Psychotherapy (DDP), Theraplay ® and many more.
By the end of day two, you‘ll be able to...
- Use a practical framework to effectively identify a child’s needs and plan support to meet these needs
- Use a wealth of tools and techniques to support the development of social, emotional and mental health in children and young people and also equipment them to fulfil their academic potential
If you would like to book on this course please contact Yvett Green:
Please note that non-attendance will be chargeable to school.
Emotional Based School Avoidance
This is being delivered by Dr Adrienne Sedgewick - Educational Psychologist
Emotional Based School Avoidance (EBSA) is a broad umbrella term used to describe a group of children and young people who have severe difficulty in attending school due to emotional factors, often resulting in prolonged absences from school. The impact
of EBSA on young people and schools is far reaching. Outcomes for young people who display EBSA include poor academic attainment, reduced social opportunities and limited employment opportunities. EBSA is also associated with poor adult mental health. Previously
Looked After and Looked After Children who have experienced trauma and attachment difficulties are particularly vulnerable to EBSA.
The 2022 Attendance Audit from the Children's Commissioner found that in Autumn 2021, 1 in 4 children were persistently absent. In 2018/2019, this figure was 1 in 9 – meaning that persistent absence has more than doubled (data accessed from annafreud.org
Adi will explore emotionally based causation within this one-day course to support a professional understanding of the above phenomenon. In other words, moving away from a within-child model of school refusal to a more compassionate child-centred view around
EBSA. Specifically, this course will look at understanding and identifying the drivers of EBSA and their impact over time. Finally, Adi will explore strategies regarding what schools must do as part of their graduated approach to supporting children with EBSA.
The training will be delivered face to face on the 1st November 2023
Venue: Evans Room, Victoria Hall, Saltaire
9.30am – 3.00pm
This training is grant funded by Bradford Virtual School for Children Looked After.
To book please contact Yvett Green