**SEND: Neurodiversity affirming environments**
This in person classroom based training is delivered by Kerry Murphy who has lived experience of
neurodivergence and disability. An environment can act as either a barrier or a co-regulator for children’s
development, play, and wellbeing. This course explores how to design and adapt early years environments so that they affirm sensory, social, and emotional diversity. Participants will learn how to embed practices that foster belonging, flexibility, and authentic participation for all children
neurodivergence and disability. An environment can act as either a barrier or a co-regulator for children’s
development, play, and wellbeing. This course explores how to design and adapt early years environments so that they affirm sensory, social, and emotional diversity. Participants will learn how to embed practices that foster belonging, flexibility, and authentic participation for all children
This course equips participants with knowledge & skills to
recognise how environments can support or undermine the regulation, participation, and agency of neurodivergent children
apply practical strategies to design spaces, routines, and resources that are responsive to diverse sensory and developmental needs
reflect on how the environment acts as a coregulator and what this means for inclusive early
years pedagogy
recognise how environments can support or undermine the regulation, participation, and agency of neurodivergent children
apply practical strategies to design spaces, routines, and resources that are responsive to diverse sensory and developmental needs
reflect on how the environment acts as a coregulator and what this means for inclusive early
years pedagogy
Leaders & Managers
Setting SENCO
Childminders
Practitioners
Playworkers
Setting SENCO
Childminders
Practitioners
Playworkers
Phonics Programme 'STEPS to Success'
This 2-day course will enable all practitioners to deliver a structured, multisensory and cumulative phonics literacy programme.
Training will include reading and spelling theory, principles of effective teaching within the programme, and will also cover the reassessment process.
STEPS will observe the staff member teaching the programme if requested by the school.
Pupils with barriers to learning will:
- acquire phonic and spelling via a structured, cumulative, multi-sensory learning programme
Practitioners will:
- benefit from training from experienced dyslexia specialist teachers
- understand the best ways to improve reading and spelling outcomes
Settings will:
- have staff who are trained to deliver a successful teaching programme
SENCOs, Teachers, and Teaching Assistants
*Paediatric 1st Aid
Dynamo Concise will provide the Level 3 course in partnership with Highfield (the awarding body). Their aim is to deliver top quality training services in Paediatric First Aid
The training consists of an online theory which participants will need to complete ahead of the day and the practical itself. The online theory will be sent in advance once you have booked on the course. Please note if you do not complete the online training ahead of the day, you will not be able to take part and will still be charged the full amount.
Please note due to limited numbers we can only allow one member of staff per setting to attend
- Aims and principles of first aid.
- Prevention of cross-infection during first aid procedures.
- Basic life support (CPR).
- Management of the unconscious casualty.
- Assessment and treatment of a casualty who is wounded, bleeding or shocked.
- How to deal with burns, poisoning and eye injuries.
- Assessment and treatment of common major and minor illnesses, including fractures, dislocation, head injuries, epilepsy and diabetes.
- Managing asthma attacks and choking.
- Legal aspects of first aid at work – record keeping and use of equipment
PVIs and Childminders
Deputy Head Inclusion Meeting
Networking sessions for secondary Deputy Headteachers responsible for inclusion. These sessions will offer support, advice, and opportunities to share information.
Pupils will:
- benefit from a consistent approach to inclusion
Deputy Headteachers will:
- have opportunities to network with colleagues in similar roles within Greenwich schools
- gain access to specialist advice and support from both internal and external partners
- have dedicated time to reflect, share best practices, and stay current with inclusion practices and statutory requirements
Settings will:
- promote consistency in their inclusion practices
- ensure communication and expectations are of the highest quality
Deputy Headteachers
100% of attendees to have completed feedback, would recommend this course.
Date
11th March 2026 (9:00am - 11:00am)
Venue
The Professional Development Centre (PDC) at Eltham
Tutors
Members of the School Improvement Service
Date
1st July 2026 (9:00am - 11:00am)
Venue
The Professional Development Centre (PDC) at Eltham
Tutors
Members of the School Improvement Service