This training is being delivered by Lucy Driver, lead of the Stronger Practice Hub.

We all sometimes get stuck when we need to say some hard things to people. This session will provide you with the opportunities to explore what might be stopping you from doing this, consider different ways of approaching and leading the conversation, and provide space to practice them. You will be offered a variety of strategies from which you can apply your new learning to that next tricky conversation you need to have.

These leadership courses are for early years setting leaders and managers, room leaders and those aspiring to be leaders. Childminders working with assistants may also find it useful.

Lucy Driver leads the Stronger Practice Hub and Bristol EYs Hub, is Head of St. Pauls Nursery School and a National Leader of Education.

Book with the Stronger Practice Hub: Courageous Conversations – Leadership

This online session will help you support children and young people in understanding the different emotions they experience, why they occur, and how to handle them. We will consider Emotion Coaching as a strategy for supporting children’s behaviour and self-regulation and highlight research that demonstrates the value of an emotion coaching approach. There will be opportunities to explore the tools to practice emotion coaching with children. This session is for Early Years practitioners in settings and childminders.

Part of this event may be recorded.

Book with the Stronger Practice Hub: Emotion Coaching for Childminders and Settings

This session will explore inspiring provision for babies in an early years setting. We will explore the influence of educators’ visions and values on provision for babies and what real noticing looks like as a leader of a baby room. We will consider what builds to inspiring planning for babies’ learning, including reflecting upon possibility planning, building on previous experiences and building on babies’ funds of knowledge. The session will explore elements of provision such as creativity, being under the sky, environments, digging deeper into treasure baskets, sensory exploration, risk and challenge, and exploring food.

This session is for leaders of settings with babies, leaders of baby rooms or aspiring baby room leaders. It is open to any settings within our Stronger Practice Hub region.

This session will be delivered by Rachel Pirie and Cassie Holland.

Rachel Pirie is a Lead Teacher in Bristol and a Birth-3 Local Specialist Leader for the Bristol Early Years Teaching Hub. She is based at St Pauls Nursery School.

Cassie Holland is a Birth-3 Local Specialist Leader for Bristol Early Years Teaching Hub, Birth-3 Network Leader for the B&B SPH and a Manager at Archfield House Nursery in Bristol.

Book with the Stronger Practice Hub: Inspiring Provision for Babies

A discussion on how practitioners can nurture co-regulation and support babies in developing the foundations for self-regulation through responsive, attuned care.

Local specialist leaders in Birth-3s will be joined by Guest speaker, Dr Gemma Goldenberg, for this networking session.

Dr Gemma Goldenberg is a child psychologist and education expert with over two decades of experience working in school and nursery settings, as well as holding a PhD in the impact of indoor and outdoor learning environments on children’s stress, attention, and self-regulation. Gemma currently works at the Institute for the Science of Early Years and Youth, where she connects early years educators and teachers with the latest education and neuroscience research.

Book with the Stronger Practice Hub: Talking About… Babies’ Co- and Self-regulation

Come and find out more about the Maths PDP programme, what it entails and how it will help you to develop your early years maths practice.

This is a great chance to hear from the SPH Maths lead for PDP and ask questions about this evidence-based programme, funded by the DFE.

More information about the Maths PDP Programme and the Expression of Interest Form is here.

Book with the Stronger Practice Hub: Mathematics Professional Development Programme Pilot Information Session

Are you a childminder looking to bring more music into your work?
This friendly, practical session is designed especially for you, recognising that you’re already playing a powerful role in your children’s musical journeys and supporting you as you develop your practice. Together, we’ll explore the theories behind the instincts you use every day, helping you deepen your understanding of why music matters and giving you new ideas to make the most of those everyday musical moments.

This 90-minute online session includes:

• Songs and musical ideas you can use straight away — in routines, to help regulate emotions, to enhance play, and to support learning
• Information on how music supports communication, emotional regulation, and parenting skills
• Time to reflect, share ideas, and feel inspired

Led by The Family Music Hub — a not-for-profit organisation that supports all those engaging in family music with 0–5s through practical, inspiring, research-informed training. Our team includes experienced early childhood music specialists who understand the realities of working with babies and young children in small groups.

Book with the Stronger Practice Hub: Music in the Early Years – for Childminders

Having conversations with families around sensitive topics can feel daunting and stressful. The way we share our concerns can impact on the way that information is received, and in turn can affect a family’s relationship with you, with other professionals and their journey with SEND. 

Come and learn about: 

• Ways to prepare for difficult conversations so that you can turn them into positive open conversations
• Considerations around different cultural attitudes
• The boundaries of your role
• Strategies around sharing sensitive information and managing the conversation so that it feels safe and supportive

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

As early years educators, we are at the forefront of building strong physical foundations that support not just movement but confidence, coordination, and a lifelong love of being active.

In this session, we’ll explore how early physical development naturally progresses into more structured physical education, supporting fundamental movement skills. We’ll look at key movement milestones, developmental readiness, and how to create purposeful movement transitions from play-based physical activity to more formal PE in the early years and beyond.

You’ll leave with practical strategies, activity ideas, and a deeper understanding of how to support every child’s movement journey—from crawling and climbing to catching and kicking. Let’s jump in and get moving!

Please Note: The webinar will be recorded and available online afterwards.

The session will involve a 30-minute networking/discussion session, during which participants are encouraged to discuss their learning, what they have put into practice, successes, and challenges as we build this learning community. The network section of this event will not be recorded.

Helen Battelley is an internationally renowned consultant, trainer, author and speaker in Physical activity/movement in Early and Primary Education with an MA in Early Childhood Physical Activity. The movement philosophy Helen promotes is to embed movement within the curriculum and framework to enable a movement philosophy. Young children learn through movement, and early years practice must adopt an approach which is accessible to all. Learn more about Helen here.

Book with the Stronger Practice Hub: Physical Development – Gross Motor Skills to PE With Helen Battelley – Bristol Early Years Teaching Hub

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 alongside.

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

The Bristol and Beyond SPH is collaborating with the Somerset Research School to deliver this leadership programme.

It is a three-part training programme for Headteachers, EYFS Leads, Nursery/PreSchool Managers, Room Leaders, and EYFS Teachers.

The programme aims to enable those leading in the early years to become closer to the growing body of educational research evidence and use it to make decisions about the ‘best bets’ for their school or setting.

You need to commit to the following face-to-face sessions, being held at St Pauls Nursery Schoool in Bristol:

Monday 8th December 2025, 9:00am – 12:00pm
Monday 12th January 2026, 9:00am – 12:00pm
Monday 23rd February 2026, 9:00am – 12:00pm

Book with the Stronger Practice Hub: CPD Programme: Using Evidence to Strengthen Your Early Years Leadership

Join us for a briefing for early years providers, focusing on the revised Education Inspection Framework (EIF) and how these apply to childminders and early years settings.

The session will cover:

• Ofsted’s judgement areas within the EIF
• What inspectors look for in practice and provision
• Key updates and what they mean for your day-to-day work with children

This is a valuable opportunity to hear directly from Ofsted and ensure you are fully informed about the current inspection framework.

Please note: These sessions are designed for practitioners who are not attending an Ofsted briefing organised by their local authority, as the content will overlap.

Who should attend?

Childminders, nursery leaders, managers, and early years practitioners who want to understand Ofsted’s expectations and prepare with confidence for inspection.

Book with the Stronger Practice Hub: Ofsted Education Inspection Framework Briefing

For Reception & Early Years settings.

The Word Aware approach, supports children to learn vocabulary in everyday activities and environments within their setting.

Venue: Bannerman Road Children’s Centre, All Hallows Road, Bristol BS5 0RR

When: 9th December, 9.30-4pm

Concept Cat (2023/24 trial) | EEF (educationendowmentfoundation.org.uk)

We know that many children entering early years settings do not have the vocabulary to access learning.

We hope to support settings, by introducing staff to this whole setting Word Aware approach, where children are supported to learn vocabulary in the everyday activities and environments within their setting.

Participants will be taught how to identify and teach suitable vocabulary to their pre-school or reception classes. They will be introduced to practical and inspiring ideas, which can be easily applied to busy early years settings.

This course is suitable for staff working with children ages 3-5yrs and is best delivered as a whole setting approach (usually as a one-day training or a series of twilight sessions).

Early Talk Boost is a targeted, evidence-based, small group intervention aimed at 3–4-year-old children with delayed language: boosting their language skills by an average of 6 months in 9 weeks, to help narrow the gap with their peers. 

Please note: Participants need to have access to the intervention resources (packs cost approx. £575 – purchase from Speech and Language UK Early Talk Boost – Speech and Language UK: Changing young lives ). 

If your setting has the resources already, then the training is free for any further participants. Contact us for more details on which resource pack to buy via: sirona.sltearlyyearstraininginformation@nhs.net

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.

Come and find out more about the STAIRS approach that provides educators with a memorable and straightforward set of strategies to embed research evidence about scaffolding into everyday practice. It employs the ‘Goldilocks principle’: not too much and not too little, enabling educators to provide a level of challenge for children that is ‘just right’.

Scaffolding is one of the most important interactions that promotes learning, and this strategy will help all practitioners to become successful scaffolders.

Book with the Stronger Practice Hub: Unpicking the STAIRS Approach: Communication, Language and Literacy Network

This is a 3-part training programme and you need to commit to all three sessions.

Join Bristol PSED experts as we discuss all things behaviour. We will support a returning group of practitioners through the journey of behaviour and wellbeing, equipping you with evidence-based practical tools and knowledge to take back to your settings. Over the three sessions, we will cover the timeline of behavioural incidents, helping you understand what to do before, during, and after behaviour occurs. We will cover all of the behaviours you might see in Early Years settings.

Over the sessions, you will learn about trauma-informed practice, attachment, SEND and sensory needs, the PACE approach, co-regulation, relationship mapping and much, much more. You’ll come away with increased confidence, strategies to use, and everything you could need to become a champion of children’s personal, social and emotional development.

You need to commit to the following online sessions:

Wednesday 7th January 2026, 1:00pm – 3:30pm
Wednesday 4th February 2026, 1:00pm – 3:30pm
Wednesday 4th March 2026, 1:00pm – 3:30pm

Book with the Stronger Practice Hub: CPD Programme: Behaviour Training

This session will explore the basics of effective, authentic and meaningful interactions with children in the EYs. We will cover what makes for quality interactions: the way we use our body and voice, how we listen, pause, and reflect on children’s learning with them. How can we deepen their thinking, provoke new learning and delight in the children’s fascinations? We will use the Quality Interaction Checklist to learn more about developing good practice, as well as guidance from the EEF Evidence Store.

Please Note: Part of this event may be recorded.

Book with the Stronger Practice Hub: Back to Basics: Quality Interactions

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

Monday 12th January – 4:00 pm – 6:00 pm
Monday 26th January – 4:00 pm – 6:00 pm
Monday 2nd February – 4:00 pm – 6:00 pm

This online CPD Programme will support you to embed the Early Years Foundation Stage in your school whilst ensuring that children and families are at the heart of good practice. It will cover three areas:

Principles of EYFS
We will explore the four themes of EYFS, Characteristics of Effective Learning, Prime areas and will make reference to the new early learning goals and reformed educational programmes in the EYFS.

Observation, Assessment and Planning
We will consider the principles of effective observational assessment and how this supports planning that supports all children to be motivated lifelong learners.

The Role of the Adult and an Enabling Environment
We will understand more about the key person approach, the importance of relationship-based practice and consider how to develop an effective learning environment.

Book with the Stronger Practice Hub: CPD Programme: New to EYFS for All Early Years Settings and Schools

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

Supporting Non-Verbal Children with Communication and Behaviour: Using Visuals in the Early Years is a practical course designed for early years practitioners working with children who are not developing communication in the usual way. The session focuses on how visual supports can help children make sense of their environment (receiving communication) and find ways to express their needs, wants, and feelings (giving communication). Practitioners will explore a range of simple yet effective strategies to reduce frustration, support emotional regulation, and foster meaningful interaction. The course also looks at how to make early years settings more inclusive for children with a wide range of communication needs.

Learning aims

• How to make your setting inclusive of all types of communication needs.
• Understand the different types of visual supports that can be used in your setting.
• Which strategies can you use to support a child’s understanding?
• What strategies can be implemented to help the child communicate their needs and wants spontaneously?

Book with the Stronger Practice Hub: SEND Network: Supporting Non-Verbal Children with Communication and Behaviour – Using Visuals in the Early Years

Come and find out more about how to extend children’s thinking using the Sustained Shared Thinking approach (described in the REPEY project, 2002). This approach is recognised as being a common characteristic of practice in high-quality Early Years settings/schools.

Book with the Stronger Practice Hub: Unpicking Sustained Shared Thinking: Communication, Language and Literacy Network

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): 16 Jan, 23 Jan, 6 Feb, 13 Feb, 27 Feb, 6 March, 20 March, 27 March

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

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.

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