The fire safety training courses are designed to raise standards of fire safety and awareness in the workplace, reducing the chance of business closure, damage and loss of life. Fire safety training is mandatory for employers to train employees in fire safety and awareness. It is also a requirement to comply with Article 21, Regulatory Reform (Fire Safety) Order 2005.

A practical demonstration will take place, along with training, on how to use a fire extinguisher and will include fire warden duties.

At the conclusion of this course, delegates will:

• recognise their responsibilities as part of your fire safety policy
• improve upon fire awareness of the workplace and at home
• identify fire hazards at work and appreciate the consequences of poor fire safety
• have gained practical fire fighting skills
• be aware of fire warden duties

This course would benefit any individuals in the workplace, building environments, public buildings, voluntary clubs, etc. 

Those who have a designated role as part of your fire safety policy (such as nominated Fire Wardens/Marshals, department heads, managers, health & safety representatives and/or facilities management).

This session will explore developing and delivering a curriculum which embeds the ethos of challenge, promoting curiosity and effective learning for children in our settings. 

Understanding why we, as practitioners, are doing what we are doing and being able to confidently assess the impact of that learning for children is key to their development and progression.  

The characteristics of effective teaching and learning will be explored to support practitioners in identifying, scaffolding and celebrating opportunities for learning in line with the EYFS. 

The session will also explore supporting children with SEND in settings to ensure all children are reaching their fullest potential in these crucial early years. 

PVIs and Childminders

The Word Up approach is suitable for children working significantly below the Key Stage standards and not responding successfully to the traditional 'synthetic phonics' methods. This is a whole word reading and language development approach, particularly suitable for children who are visual learners.

Pupils:

• with visual strengths, but difficulties with the 'synthetic phonics' approach, will have access to an alternative approach to reading

Staff will:

• understand why a whole word approach to reading may be more effective for some pupils
• know how to deliver Word Up style activities

SENCOs, Teachers and Teaching Assistants

This course provides an overview of autism in relation to girls. It looks at the diagnostic methods and explores why ASD has often been thought of as a more 'male' condition. 

We look at recent developments in our understanding of how autism presents in girls, addressing special interests, behaviour, social skills, masking/camouflaging and mental health. 

Examining how common autism is in girls, why it often goes undiagnosed until later in life, and why other diagnoses may be given instead. We will also explore those areas where autism can pose challenges for girls and the adults around them, and discuss strategies and techniques to support. 

Pupils will: 

• be supported by practitioners who are aware of how ASD can present in girls at different ages

Staff will:

• be more attuned to the needs of girls with ASD and more confident in how to support them

Settings will: 

• be inclusive and attuned to the different presentations of ASD in both boys and girls

Staff supporting children with an ASD in school settings, including LSA’s, SENCO’s and Teachers