Designated Safeguarding Lead Person Training
This one-day course will cover the role and responsibilities of the Designated Safeguarding Lead (DSL), help participants understand safeguarding thresholds to help make the right decisions about what steps to take when concerns about a child have been raised. How to recognise, respond to, refer and record concerns about a child.
The course will assist you to understand statutory safeguarding legislation and guidance that forms your organisation’s processes and procedures to safeguard and protect children. This will include the current Keeping Children Safe in Education - Working Together to Safeguard Children, and The role of the DSL at a Child Protection Case Conference.
Pupils will:
- be safer and have safeguarding needs met in a more appropriate and timely manner
Practitioners will:
- understand the child protection role and responsibilities of the Designated Safeguarding Lead Person
- know how to deal with difficult conversations and responsibilities
- be able to respond to concerns (initial responses to children and families, making and managing a referral to Children’s Services, contributing to Child Protection Conferences and the Child Protection Plan)
Settings will:
- be safer organisations and compliant with statutory government guidance
Designed for those who will be acting as and taking on the role of Designated Safeguarding Lead Person for safeguarding and child protection.
98% of attendees to have completed feedback, would recommend this course.
Date
25th March 2026 (9:30am - 4:00pm)
Venue
The Professional Development Centre (PDC) at Eltham
Tutors
Lead Practitioner from Proactive Safeguarding
Cost
£125 for RBG schools
£155 for non-RBG schools
Please note this course is not targeted to Private, Voluntary and Independent (PVI), and Childminder settings. Please see DSL courses available via PVI Course Bookings
Date
21st May 2026 (9:30am - 4:00pm)
Venue
The Professional Development Centre (PDC) at Eltham
Tutors
Lead Practitioner from Proactive Safeguarding
Cost
£125 for RBG schools
£155 for non-RBG schools
Please note this course is not targeted to Private, Voluntary and Independent (PVI), and Childminder settings. Please see DSL courses available via PVI Course Bookings
Primary RE Subject Leader Network Meetings
We would like to invite primary RE Subject Leaders to attend a series of 3 network meetings that will take place over the course of the academic year. The meetings will be a fantastic opportunity to meet colleagues from different schools, share good practice and discuss current research and initiatives.
The sessions will be run by Rahima Choudhury, Curriculum Leader of Guidance at Tallis & Associate RE Lecturer at Goldsmiths, as part of the work with RBG EYFS/Primary Strategy Group. Rahima has been running a successful primary and secondary RE hub in Greenwich for several years. Rahima is passionate about her subject and wants to share this passion across Greenwich schools.
Sessions will include:
- Opportunities for leaders to reflect on their leadership of RE and identify areas to develop back in school
- Explore the Foundation of RE and Threshold Concepts; look at sacred stories across beliefs and religions
- Collaborate and share best practice with RE leads across Greenwich.
- A close look at progression of different strands of RE from EYFS to YR7
- A deep understanding of substantive and disciplinary subject knowledge
- Understanding what excellence looks like
- Collaborate on building a bank of high quality resources
We encourage subject leaders from all Greenwich primary schools and with all levels of experience to join us. KS3 RE teachers/leads are welcome to attend.
An introduction to the Engagement Model
The Engagement Model is a statutory assessment tool designed for pupils working below national curriculum standards and not engaged in subject-specific study, replacing the former P scales 1 to 4.
This session, aimed at SENCOs, teachers, and teaching assistants, provides a comprehensive overview of the model, explaining its rationale, and outlining schools' statutory responsibilities.
Participants will explore how the five areas - exploration, realisation, anticipation, persistence, and initiation - can be used to create outstanding SEND provision
Staff will:
- gain a deeper understanding of the principles and implementation of the Engagement Model
- develop practical skills to incorporate the model into daily practice effectively
- build confidence in creating inclusive, impactful learning environments for SEND pupils
Pupils will:
- benefit from personalised teaching approaches that cater to their unique needs and abilities
- experience enhanced opportunities to engage, achieve and progress in their learning
- gain support to build independence, confidence, and a sense of achievement
SENCOs, Teachers, and Teaching Assistants
**SEND: Building blocks of behaviour**
This in person classroom based training by early
childhood specialist, Kerry Murphy, who has lived
experience of neurodivergence and disability,
focuses on providing consistent and personalised
co-regulation which holds space for children to
learn to maintain and regulate their internal and
external worlds. This course explores the origins of
children’s behaviour including stressors and the
environment and consider practical yet meaningful
strategies of support.
childhood specialist, Kerry Murphy, who has lived
experience of neurodivergence and disability,
focuses on providing consistent and personalised
co-regulation which holds space for children to
learn to maintain and regulate their internal and
external worlds. This course explores the origins of
children’s behaviour including stressors and the
environment and consider practical yet meaningful
strategies of support.
Course Aims: This course equips participants with
knowledge & skills to
explore the importance of adult self-regulation
in providing effective co-regulation
considering the origin of behaviour, including
those that are driven by stress and those that are
motivated by social and emotional skill
development.
develop co-regulation strategies that are
matched to children’s individual differences and
needs
knowledge & skills to
explore the importance of adult self-regulation
in providing effective co-regulation
considering the origin of behaviour, including
those that are driven by stress and those that are
motivated by social and emotional skill
development.
develop co-regulation strategies that are
matched to children’s individual differences and
needs
Leaders & Managers
Setting SENCO
Childminders
Practitioners
Playworkers
Setting SENCO
Childminders
Practitioners
Playworkers