Early Years Foundation Stage (EYFS) Practice training

Understanding Behaviour through Attachment and Attunement

These 2 x 1-hour modules are an introductory look at behaviour through an attachment and attunement lens.

Within the first year of life the brain doubles and 90% of our brain is developed by the time we are 5 years old. This rapid brain development processes a range of information from our environment, helping us navigate a path through life. The brain is experience dependent; its development is reliant upon the interactions we have with others.

This module looks at why understanding attachment and attunement are central to our practice and fundamental to ensure children's needs are met at a time when they are vulnerable and reliant upon others for survival and mental well-being.

The first part will cover:

• Theory, research and evidence around attachment from John Bowlby's and Mary Ainsworth's attachment theories in the 1950's to Peter Fonagay and mentalisation, Tamsin Grimmer's pedagogy of love, Jools Page and professional love and Nell Noddings and ethics of care.

This evidence is now being backed up by neuroscience as we get more sophisticated in techniques to research baby brains.

The second part will cover:

• How attachment and attunement can help us to better understand behaviour in young children and provides information about what additional support they may need.
• How you can use attachment and attunement knowledge to support children and families.
• The Key Person approach, how it relates to attachment and attunement and how understanding the emotional needs of children is fundamental to their well-being.
• Case studies to discuss through the attachment and attunement lens.

Additionally, we have resources you can use in setting and follow up material in our Padlet to help you embed what you have learned and support colleagues within your practice.

Training provider: Early Years Learning and Childcare

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, out of school settings

Cost: £ Fully funded

Click here to book, using the above code

Understanding Behaviour and Co-Regulation

These 2 x 1-hour long modules look at behaviour using a relational model backed by theory, evidence and research. It helps us understand why our interactions with babies and children in the first 5 years are so important for development, well-being and future success.

The first part will cover:

• What factors effect behaviour and how we can reframe the way we look at children and their behaviour.
• Why our reactions to behaviour and the way we respond makes a difference to children's development.
• How to investigate children's behaviour and why behavioural approaches may look as though they have solved a problem when they might be storing one up!
• Our personal health and well-being

The second part will cover:

• Understanding effective emotional support
• Strategies that will support your practice and how to use them.
• Case studies to help you reflect on your learning and how you might use the approach in practice.

The Padlet accompanying the course will contain continually updated resources, signposting, CPD and evidence alongside the training slides.

Training provider: Early Years Learning and Childcare

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, Out of school settings

Cost: £ Fully funded

*Please note the times are AM; this is a trial to see whether an early start for training works for practitioners/settings.

Click here to book, using the above code

Behaviour, Theory of Mind and Neurodivergence

These 2 x 1-hour modules are an introduction to ideas and strategies to support our thinking and approaches toward young children and neurodivergence.

Theory of Mind will explain how we can sometimes assign adult thoughts, motivations and ideas to children's behaviour which can stop us from understanding what is really happening and why it could be our behaviour that is inappropriate and not the children's! Looking at neurodivergence will help us think about creating approaches where we are celebrating strengths and how to support children who have the same needs but process information in a different way.

The first part will cover:

• What is theory of mind and how does it help my practice and support the children?
• How we need to embed approaches that are inclusive for all.
• De-bunking some myths around children who are neurodivergent and how our approaches may need to centre more on a social model rather than a medical model.
• Some of the challenges we may face in setting and what our support would look like.

The second part will cover:

• How we apply our knowledge of Theory of Mind to everyday situations and how what we do will make a difference to behaviour and outcomes.
• Strategies to support neurodiversity looking particularly at ADHD and Autism.
• Play and the importance of understanding play for neurodivergent children.

This module is based upon theory, research, and evidence; particularly regarding a positive and empowering perspective around neurodivergency. Our Padlet gives more information and support for further investigation and to support practice going forward.

Training provider: Early Years Learning and Childcare

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, Out of school settings

Cost: £ Fully funded

Click here to book, using the above code

Communication Champion Core Training

Learning objectives:

• To understand what Speech, Language and Communication Needs (SLCN) are and the terminology used for different elements. To be able to understand how these are represented across some key models.
• To be aware of the causes and prevalence of SLCN, with specific focus on Developmental Language Disorder (DLD).
• To be able to identify children who may have SLCN and need further support.
• To appreciate the importance of vocabulary as a cornerstone of SLC development from early emerging language onwards.
• To feel confident in adapting the setting environment, and the way adults interact with children, to support SLC development.
• To have practical strategies and activities to encourage communication within the setting and personalise these to individual children.

Each session will include a resource or activity to use based on the session's content and a task to complete and feedback on at the following session.  These will be based upon Plan Do Review templates.

Training provider: Communicate

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, Out of school settings

Cost: £ Fully funded

Click here to book, using the above codes

Communication Champion Advanced Training

You must have completed the Communication Champion Core training before attending this Advanced course.

Learning Objectives:

To build on knowledge from the Core training:

• To have a greater understanding of specific SLCN areas.
• To increase knowledge in assessing these areas.
• To have specific strategies and activities to develop skills in the specific areas.
• To consider children both in a medical 'deficit' model, as well as a functional 'social' model when setting targets.
• To demonstrate an ability to integrate all the teaching and apply this to case studies.

Each session will include a resource or activity to use based on the session's content and a task to complete and feedback on at the following session.  These will be based upon Plan Do Review templates.

Training provider: Communicate 

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, Out of school settings

Cost: £ Fully funded

Click here to book, using the above code

Communication Hubs

Early Years and Childcare offer five Communication Hubs in the following Norfolk districts: Broadland, Gt Yarmouth & East, King's Lynn & West, North Norfolk and South Norfolk.

Here is what you can expect from your local Communication Hub from January 2025:

• Termly CPD-filled podcasts - Released in the first half of each term, based on the areas that providers told us they would like more support with.
• Termly in-person network meetings - Workshop-style meetings held in the second half of each term, with the aim of supporting practitioners to take the CPD and think about its practical application within their setting.
• Opportunities to share best practice, build relationships and network with other local settings and partner agencies.
• Speech and language surgery to allow practitioners the opportunity to talk to a local speech and language therapist and ask practice-based questions.
• Opportunities to speak with your local Early Years Adviser (EYA) and Improvement & Development Worker (IDW).
• Improved access to speech and language resources via a small resource library that practitioners can browse and borrow from during in-person meetings.
• Booking is limited to four practitioners per setting for in-person meetings, and spaces will be allocated on a first-come first-served basis. If you wish to sign up more than 4 practitioners, the additional practitioners will be placed on a waiting list and contacted one week before the meeting if spaces become available.

Training provider: Early Years Learning and Childcare

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, Out of school settings.

Cost: £ Fully funded

Time: All in-person Hubs are 6.30pm-8.30pm

Meeting 13 will be in the form of a podcast; further details to follow.

Please see below for Meeting 14 in-person Hubs:

Click here to book, using the above codes

Preparing for and Managing Critical Incidents

What is a critical incident?

An event or events, usually sudden, which involve the experience of significant personal distress to a level which potentially overwhelms normal responses, procedures, and coping strategies and which is likely to have emotional and organisational consequences.

These will be 2 bite-sized, interactive workshop sessions in which you will learn how to prepare for and feel confident about managing a Critical Incident in your setting​.

There will be the opportunity to respond and reflect on actions you may need to take in ensuring that you and your setting are as prepared as possible for a critical incident.

Attendance at both of the hour-long sessions is essential.

Delegates need to access a microphone and camera during the course; therefore, it is recommended that the training is undertaken on a computer/laptop.

Training provider: Educational Psychology Support Service Critical Incident Leads and Early Years and Childcare

Target audience: Childminders, Early years group settings, Out of school settings, School nurseries and Reception classes

Cost: £ Fully funded

Click here to book, using the above code

Supporting Bereaved Children in Early Years

A training course offering Early Years Foundation Stage practitioners the opportunity to gain knowledge about the impact a death could have on children in their setting.

This course will offer delegates the opportunity to learn key strategies in dealing with this issue and being able to provide the appropriate support.

Death and dying is part of life, but as adults we find it difficult to talk with children about these issues, and we are often not quite sure about what support young children need and what their understanding is.

Statistics suggest that between 2% and 3% of children under five in Britain will lose a parent, main carer or sibling through death.

The aims of this session are:

• To increase your awareness of the issues surrounding bereavement in young children.
• To help you feel more confident about supporting bereaved children and their parents or carers.

Delegates need to access a microphone and camera during the course; therefore, it is recommended that the training is undertaken on a computer/laptop.

Training Provider: Cherie Pointon, Educational Psychology Support Service

Target audience: Childminders, Early years group settings, School nurseries and Reception classes

Cost: £ Fully funded

Click here to book, using the above code

Yoga and Mindfulness

The aims of this session are:

• To promote yoga and mindfulness routines into your early years practice.
• To provide early years experiences to share with children and parents/carers in your early years learning environment.
• To consider some of the tried and tested resources by our Yoga Champions.
• To develop some skills for your own well-being.

Please wear appropriate clothing for the session as there is a practical element and you need to be comfortable.

'By stretching and breathing children learn how to focus internally, growing their self-awareness about their bodies and their breath.'Razza, R. A., Bergen-Cico, D., & Raymond, K. Enhancing Preschoolers' Self-Regulation Via Mindful Yoga. Journal of Child and Family Studies,24(2), 372-385"

Refreshments will be provided but please take your own lunch.

Training provider: Ariane Hoppler, Learning and Development and Gemma Lane, Early Years Learning and Childcare

Target audience: Childminders, Early years group settings, School nurseries and Reception classes, Out of school settings

Cost: £ Fully funded

Click here to book, using the above code