This course is designed to offer participants an understanding of factors underpinning EBSA together with why autistic children and young people might be at particular risk. It has been developed by members of the Autism Outreach and Educational Psychology Services and includes the sharing of theoretical information together with discussion and hands-on activities.
The course will explore evidence-based approaches and interventions in relation to EBSA and how these can be used with a range of children and young people, including those who are autistic. In addition to sharing school-based strategies, an aim of the course is to equip participants with an understanding of how authentic, impactful home-school collaborations can be developed and how these can represent the platform for effective intervention.
Those who have participated in the course found the following particularly helpful:
- Thinking about the wider context of EBSA and why autistic pupils might be at more risk
- Listening to professionals who have knowledge and experience of supporting pupils experiencing EBSA
- Understanding risk and resilience factors around EBSA
- The focus on transition points and how best to support pupils at these times
Schools will:
- benefit from staff participating in the training so they are equipped to share knowledge and understanding, so facilitating a shared approach to supporting children and young people (CYP) who experience EBSA, particularly autistic CYP within the school.
Pupils will:
- benefit from staff supporting them at school gaining knowledge and understanding of EBSA, and why autistic CYP might be at particular risk.
- benefit from staff being more equipped to offer effective support and understand the importance of their voice and collaboration with key people in their lives informing this support.
- explore key psychological models to understand the needs of CYP experiencing EBSA, and why autistic CYP might be at particular risk.
- understand how EBSA is maintained and developed over time.
- understand factors underpinning EBSA as well as risk and resilience factors in relation to EBSA.
- understand the four functions of EBSA.
- understand EBSA within the context of transitions between phases of education.
- understand the different tools to facilitate assessment that can help us understand EBSA and how these are used.
- understand the importance of the pupil voice informing EBSA intervention.
- understand the importance of authentic collaborations between home and education settings, and how these can be achieved.
Anybody who is involved in supporting children and young people who experience EBSA. Together with members of staff based within education settings, this includes members of services supporting schools and/or children and young people (e.g., Outreach services, Attendance and Advisory service, Educational Psychology, School Counsellors etc.)
This network is open to all schools in Royal Borough of Greenwich, and we welcome EYFS, Primary and Secondary colleagues.
These meetings are particularly useful for colleagues with responsibility for the curriculum or for those who would like the opportunity to network with other colleagues about developing a racially equitable curriculum.
We hope by working collaboratively in this way, we will most effectively support the students of Greenwich and ensure that we are delivering the best possible curriculum and enrichment opportunities for them.
- benefit from experiencing a racially equitable curriculum in their school.
- benefit from sharing approaches and resources for racial equitable curricular.
- benefit by securing racial equitable curriculum provision.
We hope by working collaboratively in this way, we will most effectively support Greenwich pupils and ensure that we are providing equitable, safe and inclusive schools for them.
- benefit from learning about equality, diversity and inclusion.
- benefit from sharing approaches and resources which promote and secure equality, diversity and inclusion in their schools
- benefit by securing strong equality, diversity and inclusion provision
Restorative practices are increasingly being recognised as effective tools for repairing relationships that have been damaged through conflict and harm. Effective training in restorative facilitation is crucial to ensuring restorative processes delivered in any setting are safe, positive experiences for all involved.
The Royal Borough of Greenwich has developed a unique Level 5 training programme designed for theoretical and practical excellence in restorative practice. This course is credit rated by the University of Greenwich, and approved by the Restorative Justice Council (RJC), combining three crucial elements of theory, practice, and implementation to ensure the development of effective RA facilitators.
The Level 5 programme consists of two 30 credit modules and Module 1 is focused on Theory and Implementation. This module will support practitioners to:
- Develop a sound theoretical knowledge and understanding of restorative approaches
- Consider successful strategies for implementing and sustaining restorative practice in their work settings/roles
Practitioners will:
- develop their skills and knowledge in restorative practice
- work towards a Level 5 University qualification
Settings will:
- benefit from having staff with specialist skills and knowledge who can support an enhanced conciliatory culture across the setting
This Module 1 course is specifically designed for participants who have already undertaken training in restorative facilitation and participants can join via 2 routes:
- Refresher route - for those who have completed a non-Royal Greenwich approved course (at least 3 days equivalent) and completed the necessary application form
- Standard route - for those who have recently completed the Royal Greenwich Facilitator training.
*The cost of the training is reduced to £400 for participants on the standard route.
24th March 2026 (9:30am - 12:30pm)
16th April 2026 (9:30am - 11:00am)
9th June 2026 (9:30am - 11:00am)
7th July 2026 (9:30am - 11:00am)
10th September 2026 (9:30am - 11:00am)
8th October 2026 (9:30am - 11:00am)