Are you an educator working with two-year-olds? Would you like to learn more about how best to support their communication skills?

Join local speech and language therapists from the Sirona Early Years Speech and Language Therapy Team to reflect on supporting two-year-olds’ speech and language development.

This session is for all Early Years practitioners, including Early Years settings, schools, and childminders.

Please Note: This is one of a series of SALT surgery sessions, with a mixture of input and discussion time. Each event is an individual session with unique content!

Book with the Stronger Practice Hub: Identifying and Supporting Speech, Language and Communication – January 2026 (Twos Session)

Join the Bristol PSED team for four networking sessions over the year as we collaborate to discuss key areas of PSED practice. We will be guided by Eight to Relate, a values-driven auditing tool designed to embed connection- and relationship-based practices in your setting. The networks will be an opportunity to come together and explore aspects of provision, sharing ideas, reflecting and connecting with other settings, coming away full of ideas and tools you can use straight away.

Network sessions will involve 30 minutes of teaching time, 30 minutes for sharing practice and discussion, and 30 minutes back together for action planning. We hope you will leave feeling inspired and with tangible actions you can take.

Please Note: This session is part of what will be regular termly PSED regional networking sessions. So it will involve some CPD and then networking/ discussion time. Participants are encouraged to discuss their learning, what they have or will put into practice, successes and challenges from their settings, and what they’d like future sessions to cover as we build this learning community.

Book with the Stronger Practice Hub: PSED Network: Behaviour and Emotional Literacy

This Open Study Morning will support practitioners to identify children’s everyday mathematical experiences and plan for playful moments of mathematics in routines, interactions and provision.

The team at Hartcliffe are on an exciting journey, developing their own mathematical knowledge to effectively facilitate purposeful and engaging mathematical opportunities for children. We are excited to share our learning with you all.

Throughout the morning, we will:

• Hear about the curriculum at Hartcliffe with particular focus on Early Mathematics
• Discuss how mathematical thinking and language are encouraged through the daily routine
• Observe mathematics during Welcome Time when children self-register using tens frames
• Learning walk – consider how the environment and provision enable mathematical thinking and problem solving
• Observe small group activities that encourage rich ‘Math’s Talk’ and extend children’s understanding of mathematical skills and concepts – Play dough and bread making, Water play – exploring capacity and Mathematical games in provision
• Story Time – join a small group story time where children will join in with stories, rhymes and songs that support mathematical vocabulary and thinking.
• Listen to the experiences of practitioners as they develop their own understanding of key mathematical skills and concepts

The Open Study Day will consist of learning walks and observation time to see the room set-ups and routines, time with the leaders, teachers and practitioners to understand the journey that Hartcliffe has undertaken in embedding Mathematics into their daily routines and experiences with children.

This is for all early years practitioners.

Outline for the day:
8:00am – Welcome
8:15am – The Hartcliffe Journey – time to look at curriculum
8:40am – Observe Welcome Time across the nursery
9:10am – Small group adult-led mathematical activities: – Playdough/bread making, water play, block play, mathematical games, indoors and outdoors
9:45am – Learning Walk – environment and provision
10:30am – Break
11:00am – Story Time – Mathematical stories, songs and rhymes
11:30am – Practitioner Voice
12:00pm – Reflection on the morning
12:30pm – Finish

Book with the Stronger Practice Hub: Mathematising the Day – Open Study Morning at Hartcliffe Nursery School

A workshop that covers the basic principles of Makaton and teaches 40 signs and symbols.

This is an online session. You will be sent the Zoom link automatically from Eventbrite, prior to the session. Max 2 attendees per provider per session. Please attend only if you have booked a place.

Please note: this session is open to practitioners working with nursery-aged children in Bristol settings only. When booking, please state the name of your setting.

A Hanen certified, evidenced-based course, adapted for practitioners currently working with children on the autistic spectrum: How to identify different social communication stages and use strategies to support language, social communication and interaction.

Course details: 1 x online orientation session; 5 x ‘in-person’ workshops, plus 2 Video feedback sessions in your setting. 

In-person teaching sessions start: 10/02/25

1 – 4pm @ Long Cross Children’s Centre

*Participants must be able to attend all sessions.

The role of the Key Person has never been more critical as we work to meet the increasing needs of every unique child. As we face growing challenges in Early Years, our settings need to be safe, loving and enabling environments for our children and families.

Being attuned and building a rapport with every child and embracing their family is crucial at this time to support self-regulation. We need to do this through loving relationships and positive interactions.

Join us to learn more about:

• How to build and maintain resilience for yourself as a key person and ‘fill your well’.
• The rationale – what is the role of the key person, why do we have key people, and what difference does it make?
• The philosophy and principles underpinning an effective key person model, and how we can put these into practice.
• Ways to build the provision around the key person role.
• The key qualities and characteristics that the key person needs to promote safe, loving, trusting relationships.
• Ways to foster quality interactions that promote a sense of belonging, strong attachments and well-being.

Book with the Stronger Practice Hub: Back to Basics: Learning About the Role of the Key Person

For Early Years settings and school SENCos supporting autistic children or those on the autism assessment pathway transitioning to school in September 2026

This free online session will provide guidance and practical strategies for settings to plan and implement effective transition support for autistic children or those on the assessment pathway. We will also run a second session in April (date TBC) to align with confirmed school allocations. If you already have a child with an EHCP and a named placement for September 2026, we strongly encourage attendance at the January session to help you prepare a robust transition package.

Booking:
Reserve your place by clicking on this link, completing and then submitting the form:

BAT Early Years Transition Information Session Thursday 5th February 2025 10.30am-12pm – Fill in fo…

Join us to talk about the opportunities and considerations for engaging babies in outdoor learning and play, including safety, sensory experiences, and environmental planning.

Guest speaker Dr Mona Sakr will join local specialist leaders in Birth-3s for this networking session.

Dr Mona Sakr is an Associate Professor of Early Childhood Education at Middlesex University. Her research and teaching focus on pedagogy, creativity and leadership in the early years, with a particular passion for the baby room. She is the founder of www.babyrooms-inspiringleaders.co.uk.

Book with the Stronger Practice Hub: Talking About… Outdoor Provision with Babies with Mona Sakr

This free online module is for anyone working in an education setting, whether they are practitioners, teachers, lecturers, teaching assistants, school meals supervisors, site staff, office staff, members of SLT.

This training is an awareness-raising module that introduces autism and the Three Areas of Difference: Social Understanding and Communication, Flexibility, Information Process and Understanding and Sensory Processing and Integration. 

We explore these Three  Areas of Difference in terms of strengths and support needs and identify some initial reasonable adjustments that need to be considered when supporting autistic children/young people.

To book a place please email direct to tradingwithschools@bristol.gov.uk who will send a joining link nearer the time

Come and find out more about the EEF’s evidence-informed approach: interactive writing. This approach is based on the idea of a back-and-forth conversation between the educator and child to build up a message that can be written together. The approach aims to support and motivate a young writer/mark-maker at the very beginning of this magical literacy journey.

Book with the Stronger Practice Hub: Interactive Writing (EEF Approach)

How do you make maths-rich environments that are filled with challenging tasks and interesting mathematical tools? How do you create playful spaces and enabling environments that support children to deepen and develop their early maths knowledge, skills and understanding? Robin will be talking about the Firm Foundations of Early Maths and how continuous provision can be carefully prepared to support essential maths learning. James will be talking about a playful, outdoor approach to Early Maths that invites and ignites big, bold mathematics out in the garden, out in the playground, out in the world!

Book with the Stronger Practice Hub: Maths is Everywhere! Continuous Provision and Outdoor Maths

This session is for all Early Years practitioners, including Early Years settings, schools, and childminders.

This online workshop will feature input from speech and language therapists on typical language development, followed by a supportive discussion on strategies for support and valuable resources.

Building on what we already know about supporting speech, language and communication difficulties. This session will focus on supportive strategies and ideas to use with babies, including building foundations for interactions through people games and routines, and resources to share with parents.

Please Note: This is one of a series of SALT surgery sessions, with a mixture of input and discussion time. Each event is an individual session with unique content!

Book with the Stronger Practice Hub: Identifying and Supporting Speech, Language and Communication – February 2026 (Babies Session)

This CPD Programme involves three 2-hour online sessions, and you will be required to attend all three.

Wednesday 25th February – 6:15 pm – 8:15 pm
Wednesday 4th March – 6:15 pm – 8:15 pm
Wednesday 11th March – 6:15 pm – 8:15 pm

This programme will explore getting it right for babies in early years settings. They will support educators in looking at provision through the eyes of the baby, reflecting on a pedagogy of care, daily routines, and babies’ rights. The sessions will explore safeguarding babies, reflecting upon care routines such as sleep and eating and prompt educators to think about caring for non-mobile babies. They will also explore the themes of the EYFS in the baby room: unique child, positive relationships, enabling environments, and learning and development.

This training is designed for educators who are new to working with babies, those who haven’t received training specifically on babies, or those seeking a refresher on getting it right for babies. It is an excellent basis for talking with babies, tuning in to babies and inspiring provision for babies.

Book with the Stronger Practice Hub: CPD Programme: Getting it Right for Babies

Getting your daily routine right is a way to maximise the learning in every session and build children’s sense of belonging and autonomy.

Come to this session and learn more about:

• The rationale – why do we need a daily routine, and what is the impact?
• Time to reflect on our routines – what works well, and even better if
• The Unique Child: We will reflect on how a well-planned daily routine has a positive impact on every child’s emotional well-being and sense of belonging.
• Positive Relationships: What is our role within the daily routine? There will be a focus on quality interactions that promote teachable moments.
• Learning and Development: We will explore each element of the routine, the rationale behind it and how each element maximises learning opportunities.

Book with the Stronger Practice Hub: Back to Basics: Learning How to Plan Your Daily Routine

Introducing SCERTS: Supporting Social Communication in the Early Years is a clear and accessible course for early years practitioners working with children who have autism or social communication difficulties. SCERTS stands for Social Communication, Emotional Regulation, and Transactional Support — and this session introduces the framework, its development, and its application in early years practice. With practical, play-based examples, the course shows how SCERTS can support children’s interactions, emotional well-being, and relationships. Practitioners will leave with a solid understanding of the approach and feel confident and excited to begin using it in their own settings.

Learning aims:

1. To introduce the SCERTS (Social Communication, Emotional Regulation, and Transactional Support) framework and its relevance for early years settings.
2. To identify how SCERTS strategies can be used to support children’s communication, relationships, and emotional well-being.
3. To explore how SCERTS strategies can be applied in everyday practice through real examples from play and routine-based activities.
4. To feel confident and motivated to begin using SCERTS in your setting to support inclusive, child-centred practice.

Book with the Stronger Practice Hub: SEND Network: Introducing SCERTS – Supporting Social Communication in the Early Years

This is an opportunity to spend a morning in a ‘trauma-informed’ school.

Knowle West Nursery School invites you to come along and find out about trauma-informed practices and how they are embedded into their pedagogy. Hear about how they have developed a relationship-led curriculum and whole school culture of safety and belonging.

You will have the opportunity to meet with the Trauma Informed Practice Leads and spend time in the classrooms observing practice and provision. There will be time to reflect and ask questions.

Knowle West Nursery School is the first Early Years setting in the country to achieve the ‘Trauma Informed Schools Award’.

Book with the Stronger Practice Hub: Trauma Informed Practice Immersion Session at Knowle West Nursery School TIP Hub

This one day, in person course is for any member of staff working directly with autistic children/young people in an educational setting.

This training focuses on the importance of getting to know a pupil and how their autism affects them.  It provides practitioners with practical strategies.

The module guides practitioners on how to gather information about an autistic pupils interests, aspirations, strengths and differences.

Practitioners will be using the AET Competency Framework to enable them to be confident when developing and evaluating their good autism practice.

The module cost £150 per delegate and will take place at:  Avanti Gardens School, College Road, Fishponds, Bristol, BS16 2JP

please email direct to tradingwithschools@bristol.gov.uk to book a place.

Charborough Road Primary School, situated in the heart of Filton, provides an inspiring mixed pre-school and Reception outdoor unit where curiosity takes the lead. In this session, we shine a spotlight on how mathematical concepts naturally emerge from children’s play.

Through puddle-stomping, stick-stacking, and leaf-counting adventures, we’ll explore how outdoor environments provide rich invitations for children to experiment with number, shape, space, and measure. Rather than seeing maths as formal instruction, we’ll uncover how it’s deeply embedded in children’s daily play—where thinking, estimating, and problem-solving flourish organically.

This hands-on morning will guide you through outdoor setups that provoke mathematical conversations and playful exploration, giving you practical tools to recognise, support, and extend maths moments in the moment.

Timeline of the Day
9:30 am – Welcome, tour of school
Maths in Play: Using shape, space and measure as a playful pathway into number sense
Maths Outdoor Learning Walk
Interactive workshop: Maths provocations and planning for playful learning
Questions and Answers
2:30 pm – Finish

Book with the Stronger Practice Hub: Trauma Informed Practice Immersion Session at Knowle West Nursery School TIP Hub

Research tells us that early positive experiences with books and stories can foster a lifelong love of reading. This not only supports academic achievement but also enriches personal and emotional development. Join us to discover how we can support imagination and creativity, allowing children to explore new worlds and ideas that ignite an enthusiasm to learn to read. This session is for EYFS in schools and is facilitated by the EYs Stronger Practice Hub and the English Hub.

Book with the Stronger Practice Hub: The Joy of Reading Right From the Start

Play is a process that enables all children to make sense of the world they inhabit and supports all areas of learning and development in the earliest years. Continuous Provision is an effective approach that provides the context and teaching strategies for playful learning to occur in a differentiated manner. Come and find out more about the research that underpins the approach and explore ways to make it work effectively for the children in your setting. We will consider how enabling learning environments, both inside and out, can deepen children’s thinking, skills, and knowledge, and we will explore the role of the educator as an effective play partner.

Book with the Stronger Practice Hub: Back to Basics: Learning Through a Continuous Provision Approach

Join the Bristol PSED team for four networking sessions over the year as we collaborate to discuss key areas of PSED practice. We will be guided by Eight to Relate, a values-driven auditing tool designed to embed connection- and relationship-based practices in your setting. The networks will be an opportunity to come together and explore aspects of provision, sharing ideas, reflecting and connecting with other settings, coming away full of ideas and tools you can use straight away.

Network sessions will involve 30 minutes of teaching time, 30 minutes for sharing practice and discussion, and 30 minutes back together for action planning. We hope you will leave feeling inspired and with tangible actions you can take.

Please Note: This session is part of what will be regular termly PSED regional networking sessions. So it will involve some CPD and then networking/ discussion time. Participants are encouraged to discuss their learning, what they have or will put into practice, successes and challenges from their settings, and what they’d like future sessions to cover as we build this learning community.

Book with the Stronger Practice Hub: PSED Network: Environment, Routines and Curriculum

This free online module is for anyone working in an education setting, whether they are practitioners, teachers, lecturers, teaching assistants, school meals supervisors, site staff, office staff, members of SLT.

This training is an awareness-raising module that introduces autism and the Three Areas of Difference: Social Understanding and Communication, Flexibility, Information Process and Understanding and Sensory Processing and Integration. 

We explore these Three  Areas of Difference in terms of strengths and support needs and identify some initial reasonable adjustments that need to be considered when supporting autistic children/young people.

To book a place please email direct to tradingwithschools@bristol.gov.uk who will send a joining link nearer the time

A workshop that covers the basic principles of Makaton and teaches 40 signs and symbols.

This is an online session. You will be sent the Zoom link automatically from Eventbrite, prior to the session. Max 2 attendees per provider per session. Please attend only if you have booked a place.

Please note: this session is open to practitioners working with nursery-aged children in Bristol settings only. When booking, please state the name of your setting.

Maths is about the search for relationships and patterns, and pattern is a defining quality of mathematics. Children’s pattern awareness is a key predictor of later maths learning, and helping children recognise the regularities and relationships in all sorts of patterns helps them “make sense” of mathematics. Robin will consider the diverse forms of patterns and how creating a pattern-rich environment supports children in becoming pattern spotters and problem solvers.

Book with the Stronger Practice Hub: Pattern-spotters, Pattern-makers: The Power of Pattern

This two-part training series takes a deep dive into the world of two-year-olds – a time of rapid growth, big feelings, and emerging independence. Across both sessions, we’ll explore how to truly ‘tune in’ to two-year-olds through responsive interactions, a nurturing environment, and developmentally appropriate practice. Expect reflection, discussion, and practical strategies to enhance your work with this unique age group.

Session 1: Thursday 16th April 2026 (6:15pm – 7:45pm)
Session 2: Thursday 7th May 2026 (6:15pm – 7:45pm)

You must attend both sessions.

Book with the Stronger Practice Hub: Tuning in to Two-Year-Olds (Bundle)

NCFE CACHE Level 3 Award for Special Educational Needs Coordinators in Early Years Settings | NCFE. 
Aims of the qualification:

• To explore the roles and responsibilities of the Special Educational Needs Coordinator in an early years setting.
• To understand the strategies and techniques for supporting children and their families.
• To increase knowledge of SEN codes of practice.

Who is it suitable for?

• This qualification is suitable for learners in a range of roles, however we anticipate that most will be early years educators in a Bristol ‘PVI’ (private, voluntary and independent sector) or childminder who are currently the named SENCo or aspire to be. It is also open to those in nursery schools and schools, but these types of education establishment have other qualification requirements for the named SENCo.

How is the qualification structured?

• Learners are expected to attend the full eight days and submit written assignments to demonstrate that the meet all the Learning Outcomes. We will be running eight full day sessions over four months. These comprise of taught sessions to cover the course content (morning) and guided sessions to support completion of the required submissions (afternoons). There will also be visits to other settings and presentations from other professionals. At the moment, the course is fully funded by Bristol Early Years.

Session dates (all must be attended): 24 April, 1 May, 15 May, 22 May, 5 June, 12 June, 26 June, 10 July

“Understanding spatial relationships begins at birth” ( Erikson, 2014 ), and we use our bodies and sensory experiences, gesture and language, memory and modelling, pictures and drawings to understand and map the world around us. Robin will consider the key aspects of spatial reasoning and how best to support children’s learning trajectories through a maths-rich practice and provision. We will touch upon shape and space, mapping and navigation, and visualisation and representation.

Book with the Stronger Practice Hub: Off into Space: Spatial Reasoning and Mapping the World Around Us

Supporting Transitions to School for Children with SEND is a practical and supportive course for early years practitioners preparing children with additional needs for their move into school. The session explores the challenges that transitions can bring for children with SEND and offers realistic, child-centred strategies to reduce anxiety and build confidence. Practitioners will learn how to plan gradual, well-supported transitions, work effectively with families and receiving schools, and use visuals, routines, and communication tools to help each child feel safe and ready. The aim is to ensure every child is given the best possible start to their next stage of learning.

Learning aims:

• To feel confident in planning personalised, inclusive transitions that help each child feel safe, secure, and ready to learn.
• To understand why transitions can be particularly challenging for children with SEND.
• To recognise the importance of working in partnership with families and schools during the transition process.
• To learn how to use tools such as visuals, routines, and communication supports to prepare children for change.

Book with the Stronger Practice Hub: SEND Network: Transitions With Children With SEND Into Schools