Business brochure with photos (3-pp)
Author: Paolo.Asuncion

Kent Educational Psychology Services
Teaching Assistant Training
Resource Directory
Ashford, Folkestone & Hythe

Directory Contents
Within the included topics of child development, you will find current training relevant and an overview of the content covered by training providers.

Introduction to Kent EP Service	Page 3
Best Use of Teaching Assistants	Page 5
Understanding the Role of Teaching Assistants	Page 10
Neurodiversity	Page 12
English as an Additional Language	Page 12
Developing Expressive & Receptive Skills	Page 14
Facilitating Communication Skills evelopment	Page 16
Supporting Literacy Skills	Page 20
Numeracy	Page 24
Supporting Curriculum Enrichment	Page 26
Fostering Successful Independent Learners	Page 28
Supporting Student Wellbeing	Page 30
Meeting Sensory & Physical Needs	Page 38
CPD Guidance	Page 42
Useful links and additional sources of information	Page 48

2

Kent Educational Psychology Service

Kent Educational Psychology Service (KEPS) provides services to the Local Authority and aims to improve outcomes for vulnerable children and young people. All of our Educational Psychologists are registered with the Health Care Professional Council (HCPC).
Our Educational Psychologists apply psychology within the educational system. We specialise in promoting learning, development, emotional wellbeing and positive outcomes for children, young people and their families by:
supporting teams and organisations who work with children and young people
promoting an understanding of children's psychology
promoting better outcomes for vulnerable children, and enabling them to express their own views on how their needs might be supported
supporting schools in challenging circumstances.
Our work is conducted through one of the following pathways;
Local Authority Funded work
Statutory services
District based work
Or Traded services
Service level agreements
School based reviews
Specific interventions
We also offer a range of specific interventions, bespoke services including training events, interventions, projects, evaluation, research and enhanced service commissions.

Specialist Teaching & Learning Service (STLS) & The Education People
KEPS work closely with the specialist teaching and learning service and Education People. We recommend regularly checking the STLS websites for up to date and new training opportunities in the local area.

Welcome to this training resource directory and guide for effective use of Teaching Assistants.
This document was prepared by Kent Educational Psychology Service in collaboration with other partners providing services to schools to support Locality Resourcing in Ashford and Folkestone & Hythe.
In response to a call from schools in these districts for training and upskilling of their Teaching Assistants, we have collected together training and resources that are already on offer through:
Kent Educational Psychology Service, the Specialist Teaching and Learning Service, The Education People, Speech and Language Therapy Service, Occupational Therapy, Physiotherapy and also further recommended online training and resources
This document signposts training and resources that are currently available in the locality and online at the time of publishing in January 2024. Kent Educational Psychology Service is not directly responsible for these services (other than those we provide). It is for the school to contact the training provider and ensure that the training will meet the needs of their staff.
Drawing on guidance from the Education Endowment Foundation report on Making Best Use of Teaching Assistants and the Teaching and Learning Toolkit, this document also includes evidence-based information about the most effective ways to use Teaching Assistants in schools, the role of school leadership in the effective deployment of teaching assistants to complement the teaching role, and guidance on creating individual Continuing Professional Development (CPD) plans.
Visit www.educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants

Information related to supporting children with SEND and best practice guidance can be found at www.kelsi.org.uk
We hope you find this document useful. We welcome any feedback and also any recommendations of any training or resource for Teaching Assistants you have accessed yourself and feel would be helpful to other schools. To help us improve our service and continue to maintain this resource, please provide feedback on how useful you have found this by providing at rating using the QR code below: https://forms.office.com/e/zFdQ97ePTn

Best Use of Teaching Assistants

According to the Department for Education (DfE) statistics, in 2022 there were 281, 094 teaching assistants employed in state-funded schools in England. This comprised nearly 30% of the school workforce and was an increase of 5,300 from 2021.
Recruitment and retention of quality teaching assistant support staff continues to be a growing and pressing need in state-funded schools in Kent. Headteachers in Ashford and Folkestone & Hythe district schools have reported difficulty in recruiting teaching assistants and retaining them.
Teaching assistants should be used to add value to what teachers do. In order for them to do this successfully they will need training to fulfil the specific functions they are being asked to undertake.
The area of research, undertaken by the EEF, showing the strongest evidence for TAs having a positive impact on pupil attainment focuses on their role in delivering structured interventions in one-to-one or small group settings. The research shows a consistent impact on attainment of approximately three to four months additional progress over an academic year. These positive effects are only seen when TAs work in structured settings with high quality training and support. Little or no impact on pupil outcomes were evidenced when TAs were used in more informal, unsupported instructional roles. In some cases, negative impact has been seen due to unintended consequences in terms of reducing interactions with teachers and peers and creating dependencies on adult support.
Examples of evidence-based interventions available in the UK can be found at www.educationendowmentfoundation.org.uk
School leaders and class teachers might consider asking the following questions when thinking about which intervention to use and how to deliver it.

Figure 1. Conducting an interventions ‘health check’ (from Making Best Use of Teaching Assistants Recommendation No.5 p.19)

The time spent away from teaching with the class teacher should be carefully planned and consider the ‘Three I’s – Intent, Implementation and Impact (www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-september-2023)
School leadership should identify and select a small number of carefully chosen and well-structured interventions with reliable evidence of effectiveness and then ensure that teaching assistants have sufficient training and supervision to carry out these interventions. Opportunities for teaching assistant and teachers to plan and feedback together need to take place to ensure that learning in interventions is consistent with and extends work in the classroom. These links need to be made consistently and explicitly.
In addition, teaching assistants need to have training to ensure that they use a graduated approach with their responses to pupils, allowing sufficient wait times and use minimal support initially, only intervening appropriately when pupils demonstrate they are unable to proceed. Improved use of open ended questions and appropriate scaffolding can support the development of independent learning skills.

Figure 1. TA teaching strategies that encourage and inhibit learning (from Making Best Use of Teaching Assistants Recommendation No.3 p.15)

Figure 2. Scaffolding framework for teaching assistant-pupil interactions (from Making Best Use of Teaching Assistants Recommendation No.3 p.15)

Photo Heading

Metacognition
Metacognitive strategies, which are those that get pupils to think about their own learning, have the potential to provide a positive impact of an additional seven months of progress when used well. This effect is seen particularly with disadvantaged and low-attaining pupils.
This short video from the EEF explains more:
https://www.youtube.com/watch?v=sAik_RQY_Dg&feature=youtu.be
Rather than teaching these skills in separate sessions, they should be taught and embedded with specific subject content. The Education and Endowment Foundation Toolkit on Metacognition and Self-Regulated Learning provides more information and resources to learn about and use metacognitive strategies in the classroom.
Metacognitive strategies and approaches can be used by teaching assistants as an alternative to those strategies to avoid which were highlighted in Figure 1. Building in questioning habits in teaching assistants work with children and young people will build their self-regulation in learning, supporting them to be independent learners who have the skills to know what to do when they meet a new challenge.

Teaching assistants are strongly encouraged, as part of their professional development and practice to look at how to use and apply these principles in their work with children and young people.
In summary, the use of teaching assistants to supplement (not replace) what teachers do can provide clear benefits to schools and positive pupil outcomes. Teaching assistants are a substantial investment of school funding and it is essential that their deployment leads to measurable positive outcomes for pupils. This can be achieved through the training and development of teaching assistants and strategic deployment by school leadership of their contribution in the school.
Visit the EEF Metacognition page at www.educationendowmentfoundation.org.uk/

Understanding the Role of a Teaching Assistant

Primary Teaching Assistant Training Package
A comprehensive suite of E-learning courses, carefully designed to cover the broad range of skills which a teaching assistant (TA) requires to support learning confidently and effectively. The seven courses range from an introduction to basic pedagogy and behaviour management strategies, to more focused learning in specific curriculum areas, for example building the subject knowledge required to teach phonics well and support learners in mathematics. There are also several modules to raise awareness when supporting pupils with specific needs (such as those with English as an Additional Language) and explore effective intervention approaches. / Suitable for both teaching assistants at the start of their career and for those wishing to consolidate learning or gain additional skills in primary schools.
Available online on demand	Cost £149 pp + VAT	www.theeducationpeople.org/products/professional-development/primary-teaching-assistant-training-package

Secondary Teaching Assistant Training Package
The package contains eight high quality E-learning modules: / Supporting children with SEMH needs / Restorative conversations / Inclusion: A universal approach / Promoting pupil independence / Working effectively with class teachers / Supporting struggling readers / Maths mindsets / Maths: asking the right questions / Schools in Kent and Medway also have the option to purchase one day of face to face SEND Supervision for £680 per day. / Suitable for: / Secondary Teaching Assistants
Available online on demand	Cost £100 pp + VAT	www.theeducationpeople.org/products/professional-development/primary-teaching-assistant-training-package

6

An Introduction to Being a Teaching Assistant
The course covers: / Personal and professional conduct / Knowledge and understanding / Teaching and learning / Working with others / Primary and secondary specific courses available. / Creative Education offer online live/on demand training covering a variety of topic areas in addition to bespoke whole school training. Employees can access modules of training any time via a membership package.
Suitable for teaching assistants new to the role / üEYFS / üPrimary / üSecondary	Cost: Membership to creative education £7 per month per employee with a range of on demand courses available	www.creativeeducation.co.uk/courses/how-to-be-a-great-teaching-assistant/
Online on demand

Neurodiversity

Autism, Anxiety and Girls
Presented by Sara Cave exploring anxiety, autism and girls. / × EYFS / üPrimary / üSecondary
9.30am - 3pm	Cost—£60	Contact lizzie.wells@goldwyn.kent.sch.uk for more information on all available training and to request a booking form
16th May 2024	Venue: TBC

PDA (Pathological Demand Avoidance)
Presented by Sara Cave / üPrimary / üSecondary
9.30am - 12:30	Cost—£40	Contact lizzie.wells@goldwyn.kent.sch.uk for more information on all available training and to request a booking form
11th June 2024	Venue: John Wesley Primary School

English as an additional language

Supporting Refugees and New Arrivals with English as an Additional Language - A Course for Teaching Assistants
A course for teaching assistants who are supporting children new to English. We will look at how to support those children in the first few days and how to help them begin to build their vocabulary and access the curriculum. / Delegates will have looked at strategies and tools to support their new arrival in and out of the classroom. / üEYFS / üPrimary / üSecondary
Date: 27/02/2024 / Time: 13:00 - 15:00 / Online	Cost—£95	www.theeducationpeople.org/training-and-events/supporting-refugees-and-new-arrivals-with-english-as-an-additional-language-a-course-for-teaching-assistants-270224/

Analysing and Supporting Writing of Children with English as an Additional Language
This course supports Primary and Secondary schools with analysing and supporting writing of children with English as an Additional Language. Tools will be shared as will research from Lynne Cameron. Information on showing impact and good practice/strategies for accelerating progress made in writing will be shared. / Learning Outcomes / To understand principles and pedagogy which underpin the learning of children with English as an Additional Language. / To be able to identify common writing errors made by children with EAL. / To put into practice Teaching and Learning Cycle for writing. / To know which strategies will accelerate the writing progress of EAL children. / Suitable for Ks1-Ks4 staff
Date: 21/03/2024 / Time: 13:00 - 15:15 / Online	Cost—£95	www.theeducationpeople.org/training-and-events/analysing-and-supporting-writing-of-children-with-english-as-an-additional-language-21324/

Developing
Expressive
&
Receptive Language Skills

Intensive Interaction
Intensive Interaction” is an approach designed to help people at early levels of development works on early interaction abilities – how to enjoy being with other people – to relate, interact, know, understand and practice communication routines. / Further information can be found at: Intensive interaction - Oxford Health NHS Foundation Trust
üEYFS / üPrimary / xSecondary	Cost - Free	Access via the Specialist Teaching and Learning Service website: https://doverstls.co.uk/stls-training-videos/

Identifying and supporting Speech, Language & Communication Needs
The short course provides guidance for identifying and support learners with speech, language and communication needs (SLCN) and use of the graduated approach. / Suitable for / üEYFS / üPrimary / üSecondary
Available on demand, provided by NASEN	Cost - Free	Access via registration at www.wholeschoolsend.org.uk/

STAR approach
Free virtual training provided by Ashford Inclusion. / üEYFS / üPrimary / xSecondary
On demand Virtual	Contact lizzie.wells@goldwyn.kent.sch.uk for link

Language Through Colour
The aims of the course are to learn how to use the Language through Colour approach to support learning in the classroom in the following areas: / · Understanding & using vocabulary / · Using sentence structure / · Understanding and using narrative / · Reading comprehension / Language through colour is a very simple colour-coded resource to help children understand the meaning of words and develop their reading and writing. It is an excellent tool for supporting children with language difficulties, benefiting all learners as part of good quality first teaching. We will explore a model of speech and language, look at the barriers to learning you see in your classroom and how Language through Colour can be used in interventions and whole class teaching to overcome these. There will be many examples that are currently being used effectively in local schools and ‘hands on’ activities so that you gain a real practical understanding of the approach
Suitable for / üEYFS / üPrimary / xSecondary	Cost £40pp	Link https://thebeacon.kent.sch.uk/media/sites/4/Folkestone-Hythe-Training-Programme-2023-24.pdf / To book a training course, please request a training booking form and return to STLS District Admin / SMILE Training Coordinator / https://forms.office.com/e/7Q19PP7r9X
Tuesday 7th May 2024 / 08.30 – 11.30am	Location: The Beacon (CT19 5DN.)	Trainers: Julie Pout – STLS & Helen James SALT

LEGO intervention
LEGO intervention is a play based intervention designed to support collaborative play skills. It works on key areas of social interaction, such as; turn taking, listening, initiation, eye contact, problem solving and sharing. In addition to this it works on language concepts such as; size, prepositions and colours. This training provides an overview of the intervention to aid use in school.
xEYFS / üPrimary / xSecondary	Cost -Free	Contact / Stephanie.Crane@thebeacon.kent.sch.uk / for access
Online Video Training (available on demand)

Facilitating Communication Skills Development

Introduction to social stories
“Social Stories are a social learning tool that supports the safe and meaningful exchange of information between parents, professionals, and people with autism of all ages. The people who develop Social Stories are referred to as Authors, and they work on behalf of a child, adolescent, or adult with autism, the Audience” (Carol Gray, 2020). This training introduces the main elements of the social story writing criteria that will enable participants to start writing their own social stories. Links to Carol’s Club and a video of how to complete a “Comic Strip Conversation” are included in the training. / Suitable for teaching assistants supporting: / üEYFS / üPrimary / üSecondary
Accessible online on demand / Tutor: Michelle Lemar / Estimated Duration: 1 Hour	Cost – Free	Link https://thebeacon.kent.sch.uk/ / To book a training course, please request a training booking form and return to STLS District Admin / SMILE Training Coordinator / https://forms.office.com/e/7Q19PP7r9X

Makaton Level 1 & 2 Combined Workshop
Makaton training delivered by makaton.org Speech and Language Therapists. / Dates and Venue are on a rolling program, please check the Makaton.org website (link below) for upcoming dates. Level 1 & 2 training provides a practical introduction to the Makaton Language Programme and a wider understanding of learning and communication difficulties. The Workshop includes how to start using Makaton in everyday situations; immediate needs, home, familiar people, food, events, activities and objects. You will also discover hints and tips for effective signing and symbol use to maximise communication. Vocabulary will also be introduced which is ideal for the school environment and work places. You will begin to learn more abstract concepts such as spatial locations, attributes, pronouns and actions.
Singleton Environment Centre, Wesley School Road, Ashford, TN23 5LW	Booking can be made at / www.makaton.org

Developing Social Skills through Play
Free virtual training provided by Ashford Inclusion. / Suitable for teaching assistants supporting: / üEYFS / üPrimary / xSecondary
On demand Virtual	Contact lizzie.wells@goldwyn.kent.sch.uk for link

Prime Importance of Communication (PICL) and Targeted Importance of Communication (TICL)
Delivered by Speech and Language Therapists exploring the steps to success in communication development.
Suitable for teaching assistants new to the role / üEYFS / xPrimary / xSecondary	Cost—Free
Dates scheduled for February, March and May 2024	Organised and facilitated by STLS Ashford, / Contact lizzie.wells@goldwyn.kent.sch.uk for more information on all available training and to request a booking form

Catch Up Speaking and Writing - / Talking Partners@Primary
An Intervention programme for Children with English as an Additional Language and Speech and Language needs - a course designed to train school staff to strengthen children's’ communication and literacy skills. / To examine the underpinning pedagogical principles and benefits of the Talking Partners@Primary programme. / To develop a bank of resources through demonstration of practical activities. / To be able to provide opportunities for pupils to practice and rehearse target language through a range of focused activities. / To be able to gauge and evidence impact of the programme. / Talking Partners@Primary is designed to improve the way children communicate across the curriculum, enabling them to become independent and skilful speakers and listeners and accelerate progress with writing. It is designed to improve the delivery of speech, language and communication in the classroom on a day to day basis by practitioners. / This targeted, time-limited (10 weeks) intervention can be used with small groups or the whole class. / Suitable for teaching assistants supporting: / xEYFS / üPrimary / xSecondary
Session 1 - 24/01/2024 / 13:15 - 15:15 / Session 2 - 07/02/2024 / 13:15 - 15:15	Cost—£160	Booking can be made at the Education people website / www.theeducationpeople.org/training-and-events/catch-up-speaking-and-writing-talking-partners-primary-24124/

Supporting Literacy Skills

Alphabet Arc
An alphabet arc is a tool used to build student knowledge of letter sequence and promote the learning of the many skills surrounding letter identification, reading, and spelling. These are easy to scaffold as students gain automaticity in their letter recognition and ordering skills.
Suitable for those supporting: / üEYFS / üPrimary / xSecondary / Accessible online on demand / Tutor: Julie Pout / Estimated Duration: 30 minutes	Cost – Free	Access Via The Beacon, Specialist Teaching and Learning Service website: / SMILE Training Centre - Training and development centre (thebeacon.kent.sch.uk)

Russian Scaffolding
Introductory video to the use of Russian Scaffolding to support literacy. This approach can be used at various stages of writing from emergent writers to competent writers who miss out words. The approach seeks to remove auditory load. / The session provides a visual demonstration of how Russian Scaffolding can be used in practice. / Suitable for teaching assistants supporting across all phases.
Accessible online on demand	Cost - Free	Access via the Specialist Teaching and Learning Service website: https://doverstls.co.uk/stls-training-videos/

Dyslexia awareness - Microsoft in partnership with ‘Made By Dyslexia’
Approximately 6 hours of training material which covers: / Dyslexia Awareness / Videos explaining specialist strategies and solutions, showing you WHAT to teach, WHY it helps and HOW to do it. / Dyslexia and Technology tools to support learners with dyslexia. / Empower Dyslexic Thinking in Schools provides insight into the seven archetypes of dyslexic thinking with practical tips, instructional guidance, and tools like AI to further harness strengths.
Aimed at teachers and educators from pre-school upwards. / Available on demand	Cost - Free	Access via the Microsoft Learn Platform / https://learn.microsoft.com/en-gb/training/paths/dyslexia-training/ / Or via Made in Dyslexia / www.madebydyslexia.org

Understanding the building 'blocks' for reading and writing
The short course provides guidance on the foundations for reading and writing. It is recommended school staff develop their knowledge of reciprocity, expression, comprehension, phonetic skills to support literacy development. / Suitable for teaching assistants supporting: / üEYFS / üPrimary / üSecondary
Available on demand, provided by NASEN	Cost - Free	Access via registration at www.wholeschoolsend.org.uk/

Precision Teaching
Precision Teaching is a highly effective research-based intervention that helps skills and knowledge to be learnt to fluency. We Will: / explain the reasons why this fantastic research-based intervention has impact / clearly and logically share with you how to set up a precision teaching intervention / model using a mixture of screens to make a session come alive, helping you visualise what it could look like for a pupil / empower you to be able to run with it immediately in your setting / The session will have a focus on learning sight words to read but other applications will also be discussed.
Suitable for: SENCos/ALNCos, Teachers, Learning Support Assistants and Parents / x EYFS / üPrimary / üSecondary	Cost £10.95pp	www.sendstation.co.uk/precision-teaching

Success with Grammar and Spelling
A two-part online course, which aims to improve Primary school practitioners' confidence to teach grammar, punctuation and spelling effectively, in ways which promote better understanding and application. / Understand some of the terminology of grammar as indicated in the National Curriculum. / Teach grammar through meaningful contexts such as the class text. / Teach spelling more effectively from Years 2 to 6 or beyond. / Improve evidence of children's application of GPS through their verbal and written responses. / Suitable for teaching assistants supporting: / üEYFS / üPrimary / üSecondary
Session 1 - 23/01/2024 / 09:15 - 12:00 / Session 2 - 06/02/2024 / 09:15 - 12:00	Cost—£160	Booking via The Education people website / www.theeducationpeople.org/training-and-events/success-with-grammar-and-spelling-230124/

Strategies to Support the Struggling Reader
Suitable for teachers, leaders and teaching assistants alike, this half day Zoom course will help schools to address the needs of more vulnerable pupils who may be getting left behind in their reading, a situation which has been exacerbated by long periods of school closure. Whether you teach Year 1 or Year 6, the strategies and pedagogy required to help these children to make progress will often be similar, despite the growing challenges of the reading curriculum. This course will provide clear direction in setting these pupils firmly onto the right path to achieving reading success. / Objectives: / To accurately identify vulnerable readers. / To consider best pedagogical practice which supports these pupils. / To know reading strategies which work. / To improve reading fluency. / Suitable for teaching assistants supporting: / xEYFS / üPrimary / xSecondary
Date: 19/03/2024 / Time: 09:15 - 12:00 / Online	Cost—£95	Booking via The Education people website / www.theeducationpeople.org/training-and-events/strategies-to-support-the-struggling-reader-190323/

Literacy Difficulties including Dyslexia (3 Part Session)
3 part training delivered by STLS communication & language team covering literacy difficulties. / Suitable for teaching assistants supporting: / xEYFS / üPrimary / üSecondary
Dates: / 08th January 2024 / 5th January 2024 / 26th February 2024 / Location: Whitfield Aspen / Times: 09.30am -12.30	Cost: £90pp	Contact STLS/SMILE on / 01303 847 555

Numeracy

Dyscalculia / Maths Difficulties
Training delivered by Julie Pout specialist teacher, supporting an understanding of dyscalculia and maths difficulties with strategies to implement in the classroom. / Suitable for teaching assistants supporting: / xEYFS / üPrimary / üSecondary
12th March 2024 / 08.30 – 11.30am / The Beacon Folkestone, Park Farm Road, Folkestone, Kent, CT19 5DN	£40pp	Contact The Beacon on / 01303 847 555 / or email / Stephanie.Crane@thebeacon.kent.sch.uk

Developing skills for mathematics
This module of learning covers: / Developing skills for maths and understanding the challenges learners may face / Practical strategies for education professionals / Explore: Supporting learners with SEND to develop mathematical skills / Suitable for teaching assistants supporting: / xEYFS / üPrimary / üSecondary
Available on demand, provided by NASEN	Cost - Free	Access via registration at www.wholeschoolsend.org.uk/

Supporting with Curriculum Enrichment

Working with the Specific Areas of Learning and Development in the EYFS
This session will provide a practical overview for educators working in the EYFS. Focusing on the Specific Areas of Learning, it will indicate the importance of these areas and how they provide an important context for good outcomes for children. It will detail practical considerations and approaches to deliver this effectively in EYFS provision.
Suitable for teaching assistants supporting: / üEYFS / xPrimary / xSecondary	Cost £95	Booking via the Education people / www.theeducationpeople.org/training-and-events/working-with-the-specific-areas-of-learning-and-development-in-the-eyfs-15124/

Outdoor Learning (at Beacon Woods)
An introduction to outdoor learning linking it to some psychological & therapeutic underpinning, what do young people get from learning in the outdoors and what is outdoor learning anyway? What do I need to do to be able to deliver learning in the outdoors? / We will provide hot drinks and bacon rolls. Please let us know if you would prefer vegetarian / vegan and come prepared to keep warm in the outdoors for 2.5 hours. Outdoor footwear is necessary. / Aims: • To experience outdoor learning and its benefits. • To take part in communal eating, drinking and learning outdoors. •To better understand outdoor learning in the context of underpinning theories and principles. / Suitable for Educational Staff, SENCos and Other Professionals. / üEYFS / üPrimary / xSecondary
	Cost £40pp
Wednesday 10th July 2024 13.30 – 15.00 / The Beacon Folkestone Woods, CT19 5DN	To book a place, please fill out the booking form https://forms.office.com/e/7Q19PP7r9X or contact / The Beacon on 01303 847 555 / or email / Stephanie.Crane@thebeacon.kent.sch.uk

Fostering Successful Independent Learners

Visual timetables and Using Task Management Boards
Short introductory videos with accompanying Powerpoint resource. / Aims of the sessions: / To understand what a visual timetable and task management boards are / To understand why it is important to use a visual timetable / To understand how a task management board can support students / To have a clear understanding of how to use these tools. / Suitable for teaching assistants supporting / üEYFS / üPrimary / üSecondary
Accessible online on demand, / Presented by / Tracey Cook, / Specialist teacher, SEMH	Cost - Free	Access via the Specialist Teaching and Learning Service website: https://doverstls.co.uk/stls-training-videos/

Understanding Executive Functioning & Memory for learning
In this unit, you will be able to: / Recognise key executive function skills and their impact on learning and behaviour / Implement strategies and approaches to develop executive function skills / Working memory is used to hold in mind and manipulate information mentally over short periods of time / How our information is encoded and stored in our long-term memory, so that it can be retrieved, subsequently / Suitable for Teaching assistants supporting: / üEYFS / üPrimary / üSecondary
Available on demand, provided by NASEN	Cost - Free	Access via registration at www.wholeschoolsend.org.uk/

Using the Leuven Scale / supporting memory difficulties/ Closing the gap & differentiation/ Using Strengths and Difficulties Questionnaire
Free virtual training provided by Ashford Inclusion. / üEYFS / üPrimary / üSecondary
On demand Virtual	Contact lizzie.wells@goldwyn.kent.sch.uk for link

De-escalation & Positive Behaviour Approach
A Workshop/Training session to identify and develop a range of positive behaviour support techniques and strategies to support de-escalation and help reduce the number of fixed-term exclusions, including the use of positive behaviour support plans, whole school approaches and more.
Suitable for Teaching assistants supporting: / üEYFS / üPrimary / üSecondary	Cost £40 pp	To book a training course, please request a training booking form and return to STLS District Admin / SMILE Training Coordinator / https://forms.office.com/e/7Q19PP7r9X
01st May 2024 / 09.00 – 12.00 / The Beacon Folkestone – CT19 5DN

This training is also available in the Ashford District, delivered by STLS Russell Ames Heather Woodcock , on 28th February, 9.30am - 12.30pm Venue TBC, Cost £40

A Spotlight On Cognition/Metacognition (The 5-a-Day Approach)
Learning Outcomes of the course / Understand the underpinning research for 'explicit instruction' as part of the EEF's Five-a-Day approach. / Know how to support all pupils to recall previously learned content, before moving on to new content. / Know how to support pupils to plan, monitor and evaluate their own learning. / Know how to model the selection of metacognitive strategies. / Suitable for Teaching assistants supporting: / xEYFS / üPrimary / üSecondary
Available online Session - 09/01/2024 / 13:30 - 16:00	Cost £95 pp + VAT	www.theeducationpeople.org/training-and-events

Supporting Student Wellbeing

Behaviour Awareness and Emotional Regulation Training
The course covers; / Factors which influence behaviour, self-esteem and negative responses, / Identifying, observing and recording behaviours in a supportive manner / Co-regulation and appropriate strategies to support anger responses and crisis management
Suitable for TA’s, SENCOs, Teachers	Cost: £50	visit / www.ashfordinclusion.org / For a booking form
Date: 22nd February 2024 / 9:30am - 3pm	Location: Repton Connect Community Centre, TN23 3RX	Trainers: Amy Honey and Heather Woodcock, Specialist teaching & Learning Service

Zones of Regulation
Details: “The Zones of Regulation® is a framework and easy-to-use curriculum for teaching students strategies for emotional and sensory self-management. Rooted in cognitive behavioural therapy, The Zones approach uses four colours to help students identify how they are feeling in the moment given their emotions and level of alertness as well as guide them to strategies to support regulation. By understanding how to notice their body’s signals, detect triggers, read social context and consider how their behaviour impact those around them, students learn improved emotional control, sensory regulation, self-awareness, and problem-solving abilities” (Social Thinking, 2020).
Suitable for TA’s & Teachers / x EYFS / üPrimary / xSecondary / Accessible online on demand	Cost – Free	Access Via The Beacon, Specialist Teaching and Learning Service website or call / T: 01303 847 555

Restorative Justice
Restorative approaches articulate with and compliment all other relational approaches and strongly influence the emotional atmosphere in a learning community. A restorative approach provides a framework of values, thinking and language that is helpful when ‘something’ needs to be restored. / Suitable for primary and secondary teaching assistants. Presented by Debbie Richards
Accessible online on demand, / xEYFS / üPrimary / üSecondary	Cost – Free	Access Via The Beacon, Specialist Teaching and Learning Service website: / www.thebecon.kent.sch.uk

Emotional regulation skills - Creating an emotionally safe learning environment
Introducing ways to create an emotionally supportive educator-learner relationship, the PACE model and the role of environmental factors in emotional safety. / Suitable for supporting students across all age ranges.
Available on demand, provided by NASEN	Cost - Free	Access via registration at www.wholeschoolsend.org.uk/

Academic Resilience – Boing Boing
Definitions of resilience, why they matter and what the resilience research tells us. • Risk and protective factors and how to use these to spot children at risk earlier. • A framework for building resilience with children, young people and families in a whole school community. • An explanation of the Academic Resilience Approach and how it works with examples from schools actually using it.
Suitable for all age ranges	Cost £50 per delegate	www.boingboing.org.uk

Emotional Literacy Support Assistant (ELSA)
KEPS deliver Emotional Literacy support assistant (ELSA) Training from January each year, series of 6 training days. Topics include bereavement, Attachment, resilience, and self-esteem, and emotional literacy skills. Ongoing supervision is included
Suitable for TA’s in; / üEYFS / üPrimary / üSecondary	Cost: £300	Book on the Education People Website / www.theeducationpeople.org/training-and-events/emotional-literacy-support-assistant-programme-south-east-kent-16124/

Mental Health Training - Young Minds
A variety of training courses covering the following topics are available online through Young Minds. / Practical approaches to supporting children and young peoples mental health / Responding to anxiety / Introduction to trauma and adversity / Understanding self-harm / Involving young people facing marginalisation and barriers / Building Resilience / Whole school training offer is also available
Suitable for staff supporting / üEYFS / üPrimary / üSecondary	Cost £135 - £225 +VAT / Face to Face and online options available	Link / www.youngminds.org.uk/professional/mental-health-training/

Traumatic Bereavement: Supporting CYP at School or College
This evidence-based course has been developed by experts from the UK Trauma Council, and is delivered by the Clinical Co-Lead of the Traumatic Bereavement resource portfolio. / This course is for SENCOs, mental health or pastoral leads and for those who have a role in school or colleges directly supporting children and young people’s mental health. / Suitable for staff supporting / x EYFS / üPrimary / üSecondary
6th February 2024, / 9:30am - 15:40pm / Online	Cost £165	Booking via the Anna Freud website or emailing / info@annafreud.org

ACES & Trauma Informed Practice
Presented by STLS Amy Honey & Heather Woodcock. / Suitable for staff supporting / üEYFS / üPrimary / üSecondary
9.30am - 3pm	Cost—£60	Contact lizzie.wells@goldwyn.kent.sch.uk for more information on all available training and to request a booking form
1st February 2024	Venue: John Wesley Primary School

Emotionally Based School Avoidance (EBSA) Part 1
This introduction to EBSA delivered by Kent EP service gives a comprehensive overview of the risk and protective measures to support students experiencing strong emotions linked to attending school. This is a 45 minute webinar sharing the latest theories and frameworks in understanding EBSA, early identification, predisposing factors that can lead to EBSA and understanding EBSA within the context of anxiety and the anxiety maintenance cycle.
Suitable for staff supporting students with attendance difficulties and pastoral support	Cost: Free	www.kelsi.org.uk/special-education-needs/educational-psychology/educational-psychology-interventions
Available on demand

Trauma
An overview on how to support students who have experienced trauma, delivered by Becky Rose - STLS.
Suitable for staff supporting / xEYFS / üPrimary / üSecondary	Cost £40pp
14th March 2024 / 09.30 am – 12.00	Contact The Beacon on / 01303 847 555 / or email / Stephanie.Crane@thebeacon.kent.sch.uk

Mentally Healthy Schools – Anna Freud
Self directed learning through topical based content such as: / What is mental health / How to start a conversation with children about mental health / Digital Resilience / Neuroscience and brain development / Each topic includes free downloadable resources to support delivery in school.
Content is able to be filtered by education phase EYFS/Primary/Secondary/ Further Education	Cost - Free	Link / www.mentallyhealthyschools.org.uk
On demand

Mental Health Champions - Place2Be
CPD-certified Mental Health Champions - Foundation programmeThe programme aims to: / enhance understanding of children and young people’s mental health in school staff, trainee teachers and youth groups / introduce approaches that support positive wellbeing in schools, colleges and communities. / The course is suitable for people working with children and young people of any age.
5-week online programme, on demand. / 1–1.5 hours per week for you to complete at a time that suits you	Cost - Free	www.place2be.org.uk/our-services/services-in-schools/mental-health-champions-foundation-programme/

Training for staff supporting Unaccompanied Asylum-Seeking Children
The virtual schools Kent and USAC team offer the following training to schools: / Working with Unaccompanied Asylum-Seeking Children an overview: nationalities , backgrounds, health, culture, agencies and VSK / Achieving positive outcomes for UASC – based on the lessons from recent research, the training looks at what works to ensure positive outcomes for these young people within schools and foster homes. / Promoting accredited English Exams for school age UASC – Using the Cambridge University English Qualifications framework.
Suitable for whole school / üEYFS / üPrimary / üSecondary	Cost: contact for more information	For more information and booking contact / steve.green@kent.gov.uk or call the / East & South Kent VSK team 03000 421157

Emotion Coaching, Supporting Wellbeing though Intervention,
Free virtual pre-recorded training provided by Ashford Inclusion. Suitable for / x EYFS üPrimary üSecondary
On demand Virtual	Contact lizzie.wells@goldwyn.kent.sch.uk for link

Kent Resilience Hub Catalogue of Training
Here staff can find a variety of training opportunities, workshops and conferences. / The opportunities available will provide staff with the knowledge and skills to be able to promote and support emotional wellbeing and resilience with young people they are working with, and support the emotional health and wellbeing of staff themselves. / Webinars range in length from 30—90 minutes and are available on demand. / Topics include: / Anxiety in children and young people / six Youth Charter principles / Relationship and sex education (via Kent Community Health Schools resource hub) / Drugs and alcohol
Suitable for staff supporting / üEYFS / üPrimary / üSecondary	Cost—Free	Link www.kentresiliencehub.org.uk/working-with-young-people/all-staff-training/

General Health Awareness for School Staff—Kent Community Health Trust
General Health Awareness topics: / Anaphylaxis / Anaphylaxis awareness on 4 January 2024 at 12.30pm / Anaphylaxis awareness on 31 January 2024 at 3.45pm / Anaphylaxis awareness on 22 March 2024 at 3.45pm / Asthma / Asthma awareness on 2 January 2024 at 12.30pm / Asthma awareness on 29 January 2024 at 3.45pm / Asthma awareness on 20 March 2024 at 3.45pm / Epilepsy / Epilepsy awareness on 3 January 2024 at 12.30pm / Epilepsy awareness on 30 January 2024 at 3.45pm / Epilepsy awareness on 21 March 2024 at 3.45pm / Suitable for staff supporting / üEYFS üPrimary üSecondary
Free		www.family.kentcht.nhs.uk/school-resource-hub/

Emotional Regulation – Supporting Children where Behaviours Challenge
Presented by STLS Amy Honey Heather Woodcock. Suitable for Primary
9.30am - 3pm	Cost—£60	Contact lizzie.wells@goldwyn.kent.sch.uk for more information on all available training and to request a booking form
23rd May 2024	Venue: TBC

What's in your Toolkit? Top Tips for TAs: How to Support Children with Challenging Behaviour
This session aims to equip teaching assistants with strategies and tips. We will explore how adult behaviour can prevent/ reduce some negative behaviours and then look at effective strategies to support positive and negative behaviour, both in the classroom and at unstructured times, such as lunch time. / Learning Outcomes / Explore effective strategies for celebrating positive behaviour and supporting negative behaviour, including extreme/challenging behaviour. / Gain knowledge and understanding of how to prevent, react and respond to challenging behaviour.
23/01/20241 / Online / Suitable for staff supporting / xEYFS / üPrimary / üSecondary	Cost - £95	Bookings can be made on the Education People website / www.theeducationpeople.org/training-and-events/whats-in-your-toolkit-top-tips-for-tas-how-to-support-children-with-challenging-behaviour-23124/

Luna Suicide Bereavement Training Kent and Medway
The 3 hrs interactive online training will help you understand / why suicide is different to other types of bereavement for children and young people / how children make sense of death and express grief at different developmental stages / personal experiences of parental suicide and its impact / the risks and protective factors for children and young people bereaved by suicide, / what to say and what not to say to children and young people after suicide bereavement / practical actions you can take to support children and young people bereaved by suicide / age-appropriate suicide bereavement resources for children and young people.
Luna Suicide Bereavement training is designed for anyone who works with children and young people, developed through international research and delivered by trainers with lived experience of parental suicide. / Suitable for staff supporting / xEYFS / üPrimary / üSecondary	For Dates and pricing contact Luna / admin@teamluna.org

Solihull Approach for Early Years & Reception Staff
The Solihull approach is a model of emotional health and wellbeing that supports parents, children, schools and older adults. More information can be found at www.solihullapproachparenting.com/ / It focusses on relationships and looks at three key underpinning concepts of Containment, Reciprocity and Behaviour Management alongside an understanding of brain development. / KEPS and STLS will be working together to initiate a sustainable training and cascade model in Ashford and Folkestone & Hythe to support training and development for early years staff. / Anyone can join this Solihull awareness session as the first stage in this process, which will go through key principles and practice of the Solihull approach. / Please register your interest and intention to join the session here: / https://forms.office.com/e/vMEagWcS0x
06/03/24 / Time:10.00-11.30 / on Microsoft Teams / üEYFS	FREE Online awareness session / No need to book, just join via the link. / Microsoft Teams meeting / Join on your computer, mobile app or room device / Meeting ID: 399 950 950 101 Passcode: MmqyZg

Meeting Sensory & Physical Needs

Sensory circuits
The aim of sensory circuits is to impact on sensory motor development within a school setting. It is a series of activities designed to help children become more focused and calm - ready for learning. Short bursts of activities switches on and engages the child’s sensory systems. / More information on Sensory Audits, sensory processing exercises and making sense of sensory behaviour is available on the Ashford Inclusion website.
Suitable for staff supporting / üEYFS / üPrimary / X Secondary	Cost: Free	www.ashfordinclusion.org / Contact lizzie.wells@goldwyn.kent.sch.uk for more information and to request a booking form.
Rolling programme of dates across the year visit STLS Goldwyn website for upcoming dates.	Location: The Rainbow Centre, Ashford	Trainers: / Stella Parkinson – Children’s Occupational Therapist

Fizzy & Clever Hands
The FIZZY and Clever Hands programme developed by therapists in Kent Community NHS Trust. / It works on three specific areas balance, ball skills and body awareness.
Suitable for staff supporting / X EYFS / üPrimary / ü Secondary	Cost: Free	Link / https://www.kentcht.nhs.uk/childrens-therapies-the-pod/
Available on demand	Email: / communications@eastcoastkent.nhs.uk	Shepway Area,The Beacon Centre, Park Farm Road, Folkestone, CT19 5DN. Telephone : 01303 228831 or 01303 228832 / Ashford Area, Rainbow Centre: Great Chart bypass A28, Ashford TN23 4RR. Telephone: 01233 651927

BEAM Intervention
BEAM – balance, education and movement – is a fun-to-use schools-based programme developed by qualified physiotherapists in Kent. The six-week programme is split into three blocks of graded activities, where the emphasis is on achievement and fun. It is easily organised and run by school staff and requires minimal equipment – the majority of what is needed can already be found in schools.
Manualised programme for TA’s and teachers to deliver in primary school settings.	Cost: Step by step training Manual £85	Email: Kchft.beam@nhs.net / Or visit / https://www.kentcht.nhs.uk/childrens-therapies-the-pod/physiotherapy/coordination-and-motor-development/

Supporting Sensory Differences In the learning environment
20 minute short course focussing on the relationship between sensory input and dysregulation, managing the learning environment and practical suggestions for implementation. / Suitable for staff supporting / üEYFS / üPrimary / üSecondary
Available on demand, provided by NASEN	Cost - Free	Access via registration at https://www.wholeschoolsend.org.uk/

Sensory Champions
A series of workshops delivered by STLS The Beacon & Whitfield Aspen. / Sensory Champions 1 – Sensory Integration - 12th January 2024 09.30am – 12.30pm / Sensory Champions 2 – Interoception - 19th January 2024 09.30am – 12.30pm / Sensory Champions 3 – Emotional Regulation - 26th January 2024 09.30am – 12.30pm / Sensory Champions 4 – Sensory Strategies - 23rd January 2024 09.30am – 12.30pm / Sensory Champions 5 – Sensory Strategies in School - 01st March 2024 09.30am – 12.30pm / Sensory Champions 6 – Sensory Profiles - 15th March 2024 09.30am – 12.30pm
Price: £170 / £90 / Suitable for staff supporting / üEYFS / üPrimary / üSecondary	By Prior Application Only / Contact STLS on / 01303 847 555 / or email / Stephanie.Crane@thebeacon.kent.sch.uk

Supporting the Inclusion of Learners with Vision Impairment – 7 Day course
This training course is suitable for anyone working with a learner with Vision impairment in a setting, school or college. It is presented once a year in term 2 or 3 and delivered by the Visual Impairment specialist Advisory Teachers in Kent. / Suitable for staff supporting / xEYFS / üPrimary / üSecondary
Location: TBC	£250 (price for 2023/2024)	Booked through the STLS Sensory service. / Lisa.bell@kent.gov.uk

A Practical Approach to Supporting Access to learning for Children and Young People with Deafblindness/Multi-Sensory Impairment
This training course is suitable for anyone working directly with a learner with Multi-Sensory Impairment. It is presented once a year in terms 1 and 2. / Suitable for staff supporting / üEYFS / üPrimary / üSecondary
Location: TBC	£350-£660 depending on circumstances – please enquire for further information	Booked through the STLS Sensory service. / Hannah.downs@kent.gov.uk

VI/HI/MSI Online training course provided by OLT International
This is an online training course for people who work with learners with Vision Impairment. The course is 20 hours of learning which is tutored by Qualified Teachers for Vision Impairment, Teachers of the Deaf or Qualified Teacher for Multi-sensory impairment from the Kent STLS Sensory Service.
Location: Online / Suitable for staff supporting / üEYFS / üPrimary / üSecondary	Free, only if the STLS Sensory team are contacted.	Booked through the STLS Sensory service. / Lisa.bell@kent.gov.uk (VI) / Clare.taylor@kent.gov.uk (HI) / Hannah.downs@kent.gov.uk (MSI)

CPD Mentoring
Continuous professional development (CPD)
Organisations such as Unison and The National Education Union provide non-statutory frameworks of standards for teaching assistants TA Standards_only.pdf (neu.org.uk) neu.org.uk/sites/default/files/2023-06/TA%20Standards_only.pdf
And Advice—www.unison.org.uk/content/uploads/2016/06/Teaching-Assistant-Professional-Standards.pdf
They set out the importance of continuous professional development for teaching assistants in relation to the specific duties they are asked to undertake. School leaders have a crucial role in raising the status of teaching assistants so that there is parity with other education professionals. Teaching assistants should be supported and have opportunities to identify their own training needs and should have an appropriate career development pathway and access to training within the working day.
Staff training can be a mix of within-school and between-school activities and external CPD activities. These do not need to be overly expensive or time-consuming.
While this document focusses on highlighting local and online external training that teaching assistants can access, within- and between-school examples include coaching, mentoring, team teaching, sharing good practice, lesson observation and feedback, whole school development activities.
Before embarking on any CPD it is important to first identify the training need. This may be self-identified by the individual but may also require assistance from others that the teaching assistant works with in schools to help identify what one ‘doesn’t know that they don’t know’.

Figure 1: Example template for CPD planning

Alongside the identified training need, when selecting the activity to meet that need, it is also important to identify what the hoped-for outcomes and success criteria from the training is in relation to pupil outcomes. That is, it is not enough to simply attend a training course, but there should also be evidence of skills to apply the training and monitor the impact on practice. Feedback and review of practice should form part of the development plan. Please see the example of a Development Plan template to guide the structure of planning the CPD. Please note that the goal is for the teaching assistant to gain the skills to deliver an identified intervention, however the outcome is related to the child’s progress.

Peer mentoring
Identification of peer mentoring opportunities is an effective and inexpensive method of ensuring teaching assistants are supported and learn through relationships with their colleagues and/or practitioners doing similar work to themselves.
Mentoring can be a fulfilling and rewarding aspect of practice and is best achieved through an experienced practitioner offering support to a less experienced practitioner doing a similar job. It calls on skills of questioning, listening, clarifying and reframing.

Figure 1. Push-pull continuum and questioning techniques

It works best when the approach is more discovery-led than directive. Effective mentoring relationships have learning opportunities for both participants, encouraging joint sharing and learning. While it may be more usual for a more senior colleague to be providing mentoring, it is feasible, in a school, that a teaching assistant could be both be receiving mentoring in one area, while providing mentorship in another. Group or team mentoring may also be an effective learning tool, where the mentor facilitates discussion and solution-finding within a group.
Mentor relationships also develop best when there is a defined structure. Clutterbuck (2008) describes this in five phases:
Phase 1: Rapport-building – mentor and mentee decide whether they want to work together and negotiate what each expects of the other.
Phase 2: Direction-setting – mentor and mentee achieve clarity about what each aims to achieve from the relationship and how.
Phase 3: Progress-making – having helped the mentee define and commit to personal change, the mentor must guide and support them as needed.
Phase 4: Winding down – when the relationship has helped to deliver the desired outcomes or the mentee outgrows the mentor.
Phase 5: Moving on/professional friendship – moving on from a formal mentoring relationship towards a less committed, more casual one.

Getting started
It may be helpful to use a tool to support self-discovery at the start of the relationship. Depending on the objective of the mentoring the following are examples of tools that may be helpful to springboard discussions about personal values, preferred learning styles and skills audits.
Myers-Briggs Personality
Self Audit resources:
www.16personalities.com/free-personality-test
Honey & Mumford’s Learning Styles
Johari Window Self Awareness
References
Clutterbuck, D. (2008) ‘Establishing and maintaining mentoring relationships: an overview of mentor and mentee competencies’, SA Journal of Human Resource Management, vol. 3, no. 3, pp. 2–9.

Learning Cycles
Mentors can pay attention to effective adult learning cycles in the structure of their sessions. These include Kolb’s (1984) experiential learning cycle and Gibb’s (1988) reflective cycle
Feeding back
Feedback to the mentee requires diplomacy and skill. Models that can be useful to structure feedback in ways that makes it easier for the individual to receive it include: ‘SBI’ - Situation, Behaviour, Impact; ‘STAR’ – Situation, Task, Action, Result and the Pendleton Method
Opportunities can also be found within school networks for schools to offer peer-to-peer support and expertise. Systems in Kent are developing to support increased networking and support between schools in localities. If you would like to provide ideas or suggestion on how this could happen most effectively, and how external professionals may be able to support school-to-school sharing of resources and networking please complete the attached form.
https://forms.office.com/e/rwUkB2TyEL

Useful web links and sources of advice
Specialist Teaching and Learning Service
Ashford — www.ashfordinclusion.org
Folkestone & Hythe— www.thebeacon.kent.sch.uk
SEND Information Hub
www.kent.gov.uk/education-and-children/special-educational-needs
Kent Youth Voice
Www.kent.gov.uk/kycc
Kent Youth Wellbeing
www.moodspark.org.uk
The Education People
www.theeducationpeople.org
NASEN—Whole School SEND Hub
www.wholeschoolsend.org.uk
Twinkl Teaching assistants Digest (bitesize training & articles)
www.twinkl.co.uk/news/teaching-assistants-news-digest
Education endowment Foundation— London & South East Region Education Support
www.educationendowmentfoundation.org.uk/support-for-schools

#