Working with children's emotional needs and challenging behaviours can often be as overwhelming as it is rewarding.
Professional supervision is essential for staff to help regulate their emotions as well as offering an opportunity to reflect, share and develop practices.
Our qualified and experienced Team Teach tutor , who is also trained in Emotion Coaching and Trauma Informed Schools can offer one to one supervision sessions, face to face or online, offering -
An opportunity to discuss cases that are more challenging and problem solve new strategies through a different perspective.
A safe space to ‘pause, reflect and press re-set.’
The opportunity to explore the emotional elements to the role.
Set clear goals, to enabled staff the time and space to discuss their own professional strengths and areas for development as well as understand the needs of those they work with better.
Supervision sessions would be led more by the supervisee with the opportunity to talk through and enable them to find answers through guidance, reassurance and advice where necessary. To develop feeling supported but at the same time challenged.
6 x 1 hour sessions - £120
We will work alongside a staff member in the classroom with focus on agreed area, role modelling, offering practical solutions to situations as they arise, prompting strategies...
Access some lessons via video and working through lesson with staff member to highlight strengths or focus areas.
Providing training in agreed focus
Key areas of focus possible ideas –
Use of language with pupils (looking at positive language, emotion coaching...)
Use of de-escalation strategies to reduce conflict
Use of PACE approach to help build relationships
What is resilience and why is it important? We will look at why it is important to build children's resilience, especially in a pandemic. We will look at practical ideas ans strategies as well as the science behind why children may not be as resilient .
the training will focus on 3 main areas of resilience -
Embodied resilience, developing a positive sense of self and a feeling of safety.
Emotional resilience, the ability to cope with the big emotions.
Cognitive resilience, self-awareness, self-acceptance and trusting your inner capabilities and taking risks to learn.
Sensitive issues such as loss, change and family breakdown can be difficult to know how to support. This training will help you to understand the loss, grief and change cycle and suggest practical and safe ways to support children through difficult periods.
This training will look brain science behind anxiety, why some children may be more anxious due to life experiences. We will identify the sorts of behaviours that may be exhibited when a child becomes anxious, and practical strategies to support a child manage their anxiety.
What is mindfulness and why use it with children? This training will help you to understand its importance in everyday life and how to introduce it to children. We will look at practical activities to help develop breathing techniques, relaxation scripts, paying attention to detail, body focus and gratitude.
This training looks at attachment needs of children in the classroom, identify the sort of behaviours that may be exhibited and provide possible strategies to support around these behaviours.
What is emotion coaching? How can we use this effectively in a classroom to support children's emotional responses?
After missing school for a period of time and returning back to socialising with friends this is an excellent resource to support re-engaging back with peers.
R-Time focuses on social, emotional and behaviour skills. It is a whole school approach for Primary aged pupils which fits into the recovery, re-connect curriculum as well as PHSE.
Many school have the R Time resources in the cupboard. Sample sessions are provided and further resources are available from www.rtime.info
The more we can understand and recognise factors in challenging behaviours the more we can manage and approach the situations effectively. This training looks at how we can manage our own feelings and responses as well as supporting children to recognise and begin to manage they feelings and responses.
INSET day or 2 Twilight sessions
Understanding attachment and strategies for the classroom.
Effective use of Teaching Assistances in the classroom for SEMH pupils.
Understanding behaviours associated with Autism.
Understanding ADHD and strategies for the classroom.
Strategies to promote positive mental health for anxious or depressed pupils, overcoming anxiety.
Resilience and emotional wellbeing.
Nurture and Boxall profiles and effective use for assess, plan, do, review process.
Whole school policy reviews.
Behaviour for learning, whole class strategies.
Anti-bullying, including cyber bullying.
Using relaxation and mindfulness effectively in the classroom
Developing protective behaviours with vulnerable pupils including online safety.
Effective use of SEMH interventions, including monitoring and tracking of impact.
Outdoor learning, including Forest Schools.
(Please contact regarding shorter staff meeting sessions.)
Tracking and monitoring pupils with challenging behavior linked to Social, Emotional or Mental Health needs.
Assess, plan, do, review process for SEMH pupils.
Writing an Education Health Care request for pupils with SEMH needs.
Writing risk assessments around pupils behaviours.
Writing pupil behavior plans, including Restrictive Physical Intervention.
Effective use of resources, including TAs, ICT, intervention programs, outdoors, story books and ‘fidget’ toys with SEMH pupils.
Developing personalized curriculums.
Tracking and monitoring effectiveness of intervention programs for SEMH.
Provision mapping linked to the graduated response for SEMH pupils.
Identifying and developing support packages for pupils educated off site, and monitoring the impact of the provision.
Setting up an in-house nurture provision, identifying pupils, monitoring progress, developing key staff skills, parent support.
Setting up Forest school, including identifying pupils, monitoring progress, developing key staff skills, parent support.
Team building activities/sessions.
Staff surgery – times to discuss any specific behaviour concerns or whole class strategies for managing behaviour.
Newly Qualified Teachers support, observations around whole class Behaviour for Learning and strategies.
3 or 6 hour sessions
Language to support anxiety and build self-esteem.
Beyond the classroom, taking the learning outdoors.
Intervention programmes and how to run them effectively.
Setting up and using a specific intervention program such as Re-Tracking, FRIENDS, Into the Garden of Dreams, R-Time, Time to Talk.
Lunchtime Support Assistant training.
Playground behavior management.
Quotes from school staff on INSET