practitioners with practical skills and in depth
knowledge to support the unique developmental
needs of two-year-olds. It focuses on brain
development and its impact on practice,
knowledge & skills to
deepen their understanding to deliver
confident, reflective care
ensure effective delivery of the Two-Year-Old
Progress Check, enabling practitioners to assess
and support each child’s growth with
confidence
engage in high qualityadult-child interactions
create enabling, stimulating and nurturing
environments
understand uniqueness of two year olds
develop strong partnerships with parent, laying
the foundation for positive, collaborative early
years practice.
Childminders
Practitioners
Childminding Assistants
Unqualified Staff
Apprentices
This course will provide participants with training as Paediatric First Aiders within the workplace, incorporating particular skills for the treatment of injured and ill children and babies.
Day 1 will cover working with children aged 8 and above
Day 2 will cover working with babies from birth to 1 and children 1-7 years.
All participants will receive a delegate pack. It should be noted that there is no examination on the second day, participants will be continually assessed during the course. Attendance is required on both dates.
Successful candidates will be awarded an Emergency First Aid (Children and Babies) certificate, valid for three years.
Pupils will:
- be safer and have safeguarding needs met in a more appropriate and timely manner
Practitioners will:
- feel confident and prepared to deal with First Aid situations as and when they arise
All interested staff from all schools.
This course is open to anyone wishing to train as a First Aider – especially those working with children and babies.
Candidates must be physically fit with the ability and temperament to undertake First Aid training
- be provided with appropriate strategies and support to assist their inclusion, interaction, and access to a literacy and early language/interaction-based interventions.
- have an in-depth knowledge of how sensory stories and early social games can support autistic children to develop their literacy, language and interaction skills
- be confident about the rationale and theory behind sensory stories
- have staff who have a greater understanding of how to use sensory stories and social games to support autistic children
- benefit from accessing an enriched English curriculum
- benefit from accessing current research and sharing good practice with colleagues
- make links with schools across the local authority and have opportunities to share practice and stay up-to-date with current research