Services for Nurseries

We provide interactive training (rather than ‘chalk and talk’) as we fully appreciate that staff work hard and need to find training delivered at the end of the working day engaging. We also know that training needs to feel relevant and applicable in a practical sense.

We therefore weave the opportunity to think about specific children staff may have on their minds into our training, and are always happy to support thinking about the reasons behind behaviours, what children might be expressing and, therefore, needing from their key staff.

Encouraging reflection is key in our training as we know that reflecting on our own emotional experience of our practice is where the real learning comes, and from where people experience the biggest confidence boost.

Feedback tells us that people come away from our training feeling that they have both learned things that they are keen to apply to their practise and felt things that will mean that they won’t forget the things that they have learned.

 

 

 

 

 

Our supervision sessions (individual or group) combine emotional support and time to reflect, and support the process of adults around the child/teen looking at behaviour via an attachment, trauma and sensory processing lens too.

The sessions are facilitated by highly skilled, qualified supervisors (advanced specialist diploma) working within the two models detailed below:

Page and Wosket (2015)

Hawkins and McMahon (2019.)

Within both individual and group supervision session, staff have said they feel listened too,  valuing the warm and accepting relationship offered. They also appreciate the appropriate level of challenge when offered, which can encourage movement into another persons perspective, assisting the formation of their own professional competence and identity within their role. These conditions provided allow staff to develop new insights into ways of relating/ working that benefit the school community.

We facilitate group supervision in many schools settings and the feedback has been that staff benefit greatly from the sense of togetherness that develops when they become part of a group process; they learn new skills, feel more able to understand what children/young people are communicating through their behaviours and learn specialist therapeutic approaches/strategies to help children understand and learn to manage their emotions. Therefore, reducing challenging behaviours that can impact on staff and pupils within the school.

Group supervision also helps to develop the staff support systems within the school and increase knowledge and understanding of children’s presentations and behaviours.

Staff also value the space and time providing away from the busy school environment, allowing them to focus on their own wellbeing.

Within group supervision, staff can also share good practice and experiences, gain support and learn from each other in a protected, predictable space. This results in a feeling of team cohesion and increased confidence in their roles in school.

A group member said:

"The sessions allowed me to open up with my team, we gained understanding around each others perspectives and how we all work differently. Gaining an understanding of different personality traits and how they affect how we work."