Our Training Courses

By completing this course it will enable you to support any LGBTQ+ individual within your services more effectively. We'll explore the concepts of Sex, Gender and Attraction and why these are essential in understanding the experiences of the LGBTQ+ communities. This course will cover the different areas of LGBTQ+, its history and discrimination as well as talking about stereotyping and heterosexual normality. During the session, you will be given a safe space to ask those questions that you may not want to ask in fear of getting it wrong or offending someone. The course also covers person-centred care planning and how to ensure that LGBTQ+ individuals are supported effectively

To raise awareness of and begin to develop strategies for safeguarding children and young people with disabilities.

In the UK one in six people have some level of hearing loss. This means that you are likely to meet people who are D/deaf on a daily basis. This course is aimed at individuals and organisations who want to develop their understanding of D/deaf awareness, gain skills to improve their communication and improve their organisation’s accessibility.

This programme is a full comprehensive day covering the key principles and duties of the Social Services and Well-being (Wales) Act 2014, in relation to assessment, eligibility and care and support planning. The training is tailored accordingly to accommodate a mixed group of staff, including social workers, social care officers/support workers, occupational therapists and students. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus case studies and a list of suggested strengths based questions to support practice. The course will cover the person with care and support needs and carers equally throughout the day. The programme begins by looking at the background of the Social Services and Well-being (Wales) Act 2014 and covers the key principles and spirit of the Act, including the emphasis on maximising choice and control, harnessing the existing strengths within a person’s life and focusing on what is important to that person. The course continues with coverage of the core principles of the Social Services and Well-being (Wales) Act 2014. These principles emphasise the importance of supporting people who have care and support needs to achieve well-being, the person being at the heart of all social care arrangements and the centrality of partnerships, co-operation and prevention across the social and health care system. The course will explore the key duties of Prevention, Information, Advice and Assistance (IAA), Advocacy and Assessment, emphasising the importance of a ‘what matters’ conversation to identify and achieve well-being outcomes. Exercises include two quizzes, one on assessment, the other on eligibility and a case study to test out a range of strengths based questions that underpin collaborative conversations in assessments. The course will also consider assessment and eligibility decisions focusing on all five elements of assessment and will include reflection on what a good ‘what matters’ conversation looks like as part of the assessment process and how staff can work with people to achieve personal outcomes. This includes accurate recording, professional opinion and providing sound evidence for assessment and eligibility decisions. The course will also draw from a recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews. The remainder of the afternoon session will cover the essential components of refining and embedding a personal outcomes approach in the care and support planning process, it will include a quiz and reflective learning on innovative and creative ways to support a person’s wellbeing outcomes, including the use of direct payments. The course explores how Direct Payments can be used and considers guidance and public law principles to help steer practice.

This programme is a half day course which will be a refresher of the key principles and duties of the Social Services and Well-being (Wales) Act 2014, in relation to assessment, eligibility and care and support planning. The programme, specifically designed for managers, will focus on how they can ensure their team members meet team objectives and consistently achieve legal compliance and high standards of quality practice. This will include reflective supervision, ensuring that ‘what matters’ conversations are taking place and overseeing recording. It will also include focus on how to effectively manage performance in teams and how to build further on managerial financial and legal literacy. The training is supported by a comprehensive workbook comprising all of the slides, many with additional notes, plus case studies and a list of suggested strengths-based questions to support staff with collaborative conversations. The course will cover the person with care and support needs and carers equally throughout the session. The programme is a refresher course and will cover the spirit and principles of the Act, including the emphasis on how to support staff to maximise individual choice and control, harness the existing strengths within a person’s life and focus on what is important to that person. Exercises will include a quiz on assessment and a case study to practise strengths based questions and to reinforce the importance of identifying the person/carer’s personal outcomes. The assessment and eligibility section of the training will focus on how to support staff to undertake all five elements of assessment and make sound and confident assessment and eligibility decisions. This includes the importance of creative solutions, accurate recording, professional opinion and providing evidence. The remainder of the course will cover how managers can support staff to deliver on the key duties of care and support planning through undertaking a quiz and reflecting on how their teams can provide creative support options, including how Direct Payments can be used. The course will also draw learning and a practice steer from the recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews.

This programme is a half day course intended for those with a good working knowledge of the Social Services and Well-being (Wales) Act 2014 and an understanding of the key duties and principles, in relation to assessment, eligibility and care and support planning. The course will include a refresher of the key duties and principles followed by an examination of what a good assessment looks like, especially when working with complexity, drawing from relevant case law, Ombudsman cases and good practice principles. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus relevant case studies, a list of strengths based questions to support collaborative conversations in assessment, planning and review and summaries of relevant Ombudsman cases/Judicial Reviews. The course will cover the person with care and support needs and carers equally throughout the session. The programme will include a refresh of the core principles of wellbeing, the strengths based approach and personal outcomes, the key duties of Prevention, Information, Advice and Assistance (IAA), Advocacy and Assessment, including how participation can be maximised. The emphasis will be on the application of the law in relation to these duties and principles and the learning derived from various judicial judgements. The assessment and eligibility section of the training will focus on how to undertake all five elements of assessment and make sound and confident assessment and eligibility decisions, particularly regarding complex cases. The course will also draw from a recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews to help steer complexity.

This programme is a half day course which is a refresher of the key principles and duties of the Social Services and Well-being (Wales) Act 2014, in relation to assessment, eligibility and care and support planning. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus case studies and a list of suggested strengths-based questions to support practice. The course will cover the person with care and support needs and carers equally throughout the day. The programme covers a refresher of the core principles of well-being, the strengths based approach and personal outcomes, the key duties of Prevention, Information, Advice and Assistance (IAA), Advocacy and Assessment, including how participation can be maximised. Exercises include a quiz on assessment and a case study to reinforce the importance of using a diverse range of strengths based questions to identifying the person/carer’s personal outcomes. The course will consider assessment and eligibility decisions focusing on all five elements of assessment. It includes reflection on what a good ‘what matters’ conversation looks like as part of the assessment process and how staff can work with people to achieve personal outcomes. This will also include accurate recording, professional opinion and providing sound evidence for assessment and eligibility decisions. To aid reflection and quality practice improvement, the course will draw from a recent independent evaluation of the Social Services and Well-being (Wales)Act 2014, commissioned by the Welsh Government, as well as relevant Ombudsman cases and Judicial Reviews. The remainder of the session will cover the essential components of refining and embedding a personal outcomes approach in the care and support planning process, it will include a quiz and reflective learning on innovative ways to support a person’s wellbeing outcomes, including the use of direct payments. This will include exploring collaborative and creative conversations and solutions focussed approaches, through completing the case study from the morning session

This programme is a full comprehensive practice-based day covering the key contributions that social care practitioners will make when working within the CHC National Framework (2022). It explores the statutory expectations in relation to completing the CHC checklist and engaging in the Decision Support Tool (DST) meeting, its correlation to the Care Act (2014) and the importance of keeping the person at the centre of the process. The training is supported by pre-session activities for delegates, a comprehensive workbook comprising all slides, case studies and a reflective tool for use post completion of the course and beyond. The Programme The programme begins by looking at the background of the CHC National Framework to enable delegates the opportunity to understand the importance of working within remit of legislation. This entails an overview of the key benchmark cases that have contributed to the development of the National Framework. In the pre-session activities set, delegates are offered the opportunity to explore these cases independently to enable a more thorough understanding. An overview of the National Framework is provided, including key changes following the revision of 2022, and highlights the key principles and core values which underpin it to enable delegates to mindfully apply them during the process. The main part of the day is centred around providing participants with the opportunity to undertake a detailed examination of the CHC checklist and a domain-by-domain study of the DST. Following provision of information from the trainer, small group exercises are undertaken which consists of cases studies and a breakdown of the checklist and DST to enable consideration of the main features of each process. This includes exploration of ancillary and incidental support, the four characteristics of the presenting needs of the adult, and the importance of analysis, presentation of explicit facts and appropriate evidence to support professional judgement. There is opportunity for reflection after each small group activity which enable participants to consider the key things required in working towards ‘best practice’. The day concludes with an overview of National guidelines in relation to process after the DST meeting.

The purpose of one day session is to introduce participants to the concept of neurodiversity, what that means for our practice and how we can make our services more accessible and our interaction with neurodiverse customers more engaging and productive. The course will include information on areas such as Autism, Autistic Spectrum Disorder (Including Asperger’s Syndrome), ADHD, dyslexia and dyspraxia amongst others and will allow discussion on what these conditions mean for those experiencing them, but also what we can do to engage with and be more engaging for our neurodiverse customers/clients

On completion of this session delegates will have a better understanding of workplace Hazards and precautions put in place to control them.

Supervision, both in name and practice is subject to competing tensions – between the needs (for example) for support for individual supervisees and teams, the needs for organisations to provide overview, quality assurance and evidence of its ‘work’, and of course, the needs of service users and others for accountable and transparent process and planning. Supervisors themselves are likely to experience such tensions in terms of time (or lack of it), competing work and professional priorities, recording (what and where?!), as well as (at times) keenly feeling the ‘emotional labour and challenge’ of working in a field characterised by volatility, uncertainty, complexity and ambiguity. This half-day workshop considers issues around ‘authority’ and supervision; focusing in particular on areas which provoke intense anxiety, such as performance management, and ‘game playing’ in supervision and the importance of engaging in ‘difficult conversations’. Themes introduced include: working in a diverse environment, the nature and limits of supervisory ‘authority’; the parallels between supervision and practice; the importance of contract/agreement around supervision and the idea of ‘candour’ in work relationships.

The brand new 2023 two-day certificated programme for candidates to become Mental Health First Aiders, certified by MHFA England aims to allow participants to gain an awareness of Mental Health disorders, the different types of mental disorder, the causes of mental disorder, and the symptoms to look out for and actions to take. The course will identify the statistics of mental health disorders, it will cover suicide and self-harm and how to support someone with suicidal ideas or carrying out self-harm. It will enable participants to have the skills and confidence around mental health disorders, how to support someone who may have a mental health disorder in seeking the appropriate help and will endeavour to put mental health on the same footing as physical health in the workplace.

Even if you don’t have the most up to date version of Microsoft Office applications, make sure you know about the amazing time saving features that have been around in our everyday Microsoft applications for 10 years or more!

The aim of this course is to understand what sepsis is, recognise early warning signs of sepsis developing and know what to do promptly. To understand how to prevent localised infections developing into systemic life-threatening sepsis. Sepsis affects 245,000 people in the UK every year, 20% of whom will die as a result of sepsis. Sepsis kills more people every year than breast cancer, bowel cancer and prostate cancer combined, yet many people do not know how to recognise early signs of it or what to do when it is spotted. This short course will empower anyone who works with children or adults to better understand sepsis and explain how they could to save a life by acting quickly.

In this session we will be exploring what intersectionality is, some of the key concepts and principles and what we can do to take an intersectional approach when working with people

Difficult subjects with colleagues and clients is often a daunting prospect for many. People sometimes avoid conflict situations where they need to deliver bad news or where they fear that there will be an adverse reaction to an assertive or critical message. Yet few things are as impressive in business as the ability to discuss difficult issues with honesty, clarity, and integrity and to deal in a fair and objective way with the powerful emotions that inevitably arise. This course aims to provide participants with the skills and confidence they need to develop this vital skill set.

This course aims to give participants the opportunity to reflect upon, develop and maintain skills and attributes of professional curiosity in practice. It will consider the importance of healthy scepticism and respectful uncertainty, encouraging workers to fact check and cross reference as an evidence base; to attune to their professional instincts.

The A Proactive Approach to Conflict model was originally created in 1993 and has been successfully delivered to tens of thousands of people across a wide range of sectors, organisations and roles. The one day conflict awareness training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In the session we share simple and effective strategies for creating and maintaining safe working practices and environments. In this one hour lunch time session we will look at the learning outcomes below

The Assessed and Supported Year in Employment for social workers in England, is now well established and involves a holistic approach to assessment based on the Professional Capabilities Framework. These courses are designed to assist employers in developing supervisors to meet the ASYE requirements. The one day programme is for participants who have already completed an In-Trac core supervisory skills module, whereas the two day programme is a standalone course. The aim of both programmes is to support supervisors to use their supervisory skills in the holistic assessment of newly qualified social workers in their first year of employment.

This 2 day course delves into the safety and governance aspects of organisational operations, focusing on the foundational elements of safeguarding for children and adults. It underscores the significance of integrating safeguarding as a fundamental aspect of operations and emphasises a person-centred approach for all individuals. The exploration extends to the statutory duties and responsibilities of the NHS as a public authority in public law and the importance on human and equality rights. The course delves into relevant legislation, including the Care Act 2014 and the Children Acts of 1989 & 2004, alongside other pertinent legal frameworks. Participants will be guided through best practices in record-keeping and decision-making processes, with an emphasis on creating defensible decisions. The course also investigates the repercussions of inadequate safeguarding and bad record-keeping practices on the outcomes for both children and adults. The course also looks at the role of the witness in the court system in relation to safeguarding children's and adults

A 1 day course to give you an understanding of childhood trauma

Permanence is about providing the child with a sense of security, continuity commitment and identity …. a secure stable and loving family to support them through childhood and beyond.’ (DCSF 2010). The right of every child to belong to a family is underpinned by the 1989 UN Convention on the Rights of the Child. The Children Act 1989 states wherever possible a child should be brought up within their own family, the ‘Ideal family’ being birth parents or members of their extended family, the permanency planning process will explore all the options thoroughly.

This two-day conflict awareness training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In this session we share simple and effective strategies for creating and maintaining safe working practices and environments.

This one-day conflict awareness and verbal response training session helps participants to develop their insight into the reasons why we may encounter conflict in the workplace. In this De-escalation - A Proactive Approach to Conflict Training course we share simple and effective strategies for creating and maintaining safe working practices and environments.

This session is aimed at individuals who work in the community and is intended to provide the practical skills to disengage a potential attacker.

This session is aimed at individuals who work with, support or care for children, young people or adults and provides practical techniques to release and re-direct situations whereby we are grabbed or held.

This session is aimed at developing capabilities and strengthening professional confidence in practice to manage risk positively

Mental health problems are an increasing public health concern, not just in the UK but they are prevalent around the world. Despite this, for many people there is less awareness than there should be about mental health and mental illness and there needs to be an improved understanding of how people can manage or recover from mental ill health and how suicide risk can be reduced. This Mental Health Awareness course aims to increase awareness and understanding, particularly amongst professionals who may regularly come into contact with people with mental ill health. The course also aims to raise awareness of how the equality act is applied to mental health and about the importance of self care for mental wellbeing.

This one-day introductory programme of Social Care training Safeguarding Disabled Children aims to explore good practice in the protection of disabled children from abuse, and promote effective working together for all those concerned for their safety and welfare.

his one day programme is for those with responsibility for safeguarding practice in fostering organisations including front line managers, senior managers and members of fostering panels. Its focus is on the national policy and legislative context and how this, along with evidence from research and practice informs safeguarding work. The course will apply this national context to the specific issues that need to be addressed when managing a foster care service.

To provide participants with an opportunity to develop their understanding of how appropriate assessment of risk can be used to consider the impact of parental substance use on children and to plan appropriate child focused responses. Underpinning knowledge The course will be underpinned by appropriate research, theory and knowledge drawn from service user reports, serious case reviews, inspections and government inquiries.

This course aims to develop practitioners’ knowledge and understanding of parenting assessments

Keeping children and young people safe online and protecting them from exploitation, is of major importance in a world significantly influenced by social media. This course explains how children and young people use the internet and mobile technologies, the key risks and the strategies for managing incidents that may occur.

Delegates attending this Court Skills for Adult Social Workers Training course are called upon to prepare statements and reports for use in court proceedings involving vulnerable adults and to, potentially, attend court to give oral evidence based upon those reports. The course will provide the necessary skills to enable delegates to produce concise, accurate and compelling written evidence and give guidance as to how to present that evidence to best effect in the courtroom. The second day of the course enables delegates to practise giving oral evidence in a formal setting and to be cross examined by our experienced barrister-trainer.

This a one-day course designed to provide social workers with a good working knowledge of all the different aspects of family law as well as the legal system of England and Wales The course is conducted in a dynamic, informal and accessible way. Delegates are encouraged to participate in group discussions, share experiences and ask questions at any time The course adheres to the requirements set out in the Department for Education’s “Post-qualifying standard: knowledge and skills statement for child and family practitioners” (KSS) and within the Professional Capabilities Framework of the British Association of Social Workers

The Writing Section 7 and 37 Reports Training course provides a detailed guide as to the construction of these important court reports. The legal basis of the reports (and the differences between them) is explained and participants introduced to the basic formats and shown many of the common pifalls in drafting reports to the court. Particular regard is had to analysing how the writer of the report can provide the court with accurate, fair and trustworthy evidence, insulated from cross examination. Participants are given guidance as to the rules regarding information gathering and how to discern the relevant from the irrelevant as well as the opportunity to analyse good (and bad) examples of report writing. Additional guidance is given as to the lead up to a court appearance, courtroom etiquette and the realities of cross examination.

This a two-day Court Familiarization and Evidence Giving Training course designed to provide social workers with insight into the legal system together with the skills and confidence to give effective and compelling evidence in court.

Our Advanced Statement Writing and Court Skills aims to deliver a good working knowledge about the inner-workings of a courtroom setting and prepare you to appear in a courtroom environment. You will identify issues (and include facts which support these issues), the source and weight of evidence while insulating written evidence against cross-examination. The course will explore the layout and formalities which take place within court as well as the use of exhibits/appendices/photos/plans/maps and using contemporaneous notes as the basis for statements/reports. You’ll learn how to deliver your statements clearly, getting your message across to your peers. The course will give you an opportunity to develop an objective, critical eye in relation to written evidence and the procedures and process of giving evidence, as well as preparing you to give your own evidence. It will inform you about the roles of the various people in court/tribunal and instill you with the confidence to take the oath or affirmation with certainty. In non-intimidating, realistic role-play, you will gain experience in being cross-examined: learning valuable skills about the techniques lawyers use in cross-examination and how to handle them; how to give clear, honest, impartial testimonies – receiving detailed feedback in order to properly prepare you for the real thing.

A course to demonstrate how analytical writing requires an assessment of the weight given to information gathered, drawing on knowledge from research, experience and practice, combined with the service users’ needs within the family or the context in which they live. The course aims to improve delegates’ confidence in understanding what is relevant and meaningful, and how to write it down in an effective way

This programme aims to give practitioners the opportunity to examine and explore the nature of the exploitation of adults at risk of harm. It will consider the nature of that exploitation and how it can manifest in our communities and care settings in order to help practitioners to intervene in order to minimise either the risk, or experience of, abuse.

This course will provide participants with a complete understanding surrounding the Duty Care including how duty of care contributes to safe practice

The course will provided participants with a comprehensive guide to recent developments in legislation and prospective changes to government policies affecting family law. The course will look at recent and pending legislation, case law, developments in the family courts and the implications of this upon present practice and policy within local authorities together with key changes needed in practice and service delivery

A 1 day BIA Legal update course

This Court of Protection Training course provides an overview of the workings and approach of the Court of Protection to family disputes, capacity issues, best interests and safeguarding.

Significant case law has developed practice in the deprivation of liberty safeguards and their application to children and young people under 18. The law commission has reviewed the legislation relating to mental capacity act 2005 and deprivation of liberty safeguards(DoLs), the recommendation is for a replacement of DoLs with Liberty Protection Safeguards and these be applied to 16/17 years old and extended beyond hospitals and care homes. This will have a significant impact on children’s Social Care and the workforce need to be prepared for the changes in practice. This course will consider the developments in case law and how DoLs has become relevant to Children’s Services’ practitioners. It analyses the ‘Cheshire West’ Case and associated case law developing the scope of parental responsibility’ and its application for children and young people.

The aim of this course is for the participants to be able to plan, prepare and conduct an interview with a victim and or witness, complying with the requirements and competences compatible with carrying out an interview and investigation.

This interactive course will consider healthcare related ethics; the law and the grey issues of patient/client confidentiality, young people, end of life ethics and with illnesses such as HIV.

Sweeping changes to the law and practice of the Court of Protection in 2007 radically overhauled this growing topic. Aside from looking at the law and procedure of powers of attorney you will also consider the Mental Capacity Act (MCA) 2005 more broadly. The course will look at the role of the Court of Protection and an overview of the forms required to appoint a deputy

This course has been designed to increase the theoretical knowledge of health and social care professionals on the up to date legal framework, code of practice and human rights that covers the patients’ capacity to make decisions, protection of their cognitive decision making process, and understanding the principles of proper care towards these vulnerable patients and clients.

Replacing the current Deprivation of Liberty Safeguards (DoLS), the Mental Capacity (Amendment) Act 2019 is expected to come into force from April 2023. The new system (expected to be referred to as the Liberty Protection Safeguards (LPS)) will cover care in a wider range of settings. NHS bodies, Local Authorities and Care Providers will all need to understand their new responsibilities and start preparing to implement the new system.

This half day session is taken from a full day practical skills course that is primarily designed around equipping line managers who are actively involved in recruiting and selecting employees with the knowledge and skills to hire employees in line with UK employment law. In addition, the full day course takes a deeper dive into issues of conscious and unconscious bias in hiring managers that can impact the selection process and put a business at risk from claims of direct and indirect discrimination under the equality act.

This course is primarily designed around equipping line managers who are actively involved in recruiting and selecting employees with the knowledge and skills to hire employees in line with UK employment law. In addition, it takes a deeper dive into issues of conscious and unconscious bias in hiring managers that can impact the selection process and put a business at risk from claims of direct and indirect discrimination under the equality act.

This course is designed to provide professionals working with children and families a good understanding of the terms, effects and principles of Special Guardianship Orders. Delegates are introduced to the legislation and regulations and are provided with a detailed analysis as to how that legislation impacts upon decision making and best practice in the real world. The course also includes in depth consideration of the role of the Local Authority, an analysis of the construction of the “SGO report” in the context of the court decision making process and an examination of the often controversial requirements of the “support package”. There is an update of recent relevant case law, regulations and policy

This course is designed to show and help team leaders understand their responsibilities to ensure that the workplace is one where all risks are minimised from cases of sexual harassment occurring. To do this, the trainer will get team leaders to explore and understand what is expected of them under company policy and UK law as well what is expected of them as part of their legal duty of care towards their teams. The session will help them understand what actions to take where they see inappropriate conduct taking place or if they receive a complaint directly. The session will also seek to dispel notions that there is a difference between banter and sexual harassment in the workplace as well as look at how our own psychological biases can influence and inadvertently support a culture where harassment can happen.

This Human Rights Training course will provide attendees with a comprehensive overview of the Human Rights legislation in the UK. Attendees will explore the background and current position of the Human Rights Act 1998 and the European Convention on Human Rights. Attendees will explore the difference between limited, qualified, and absolute rights. Attendees will also look at how Human Rights should be considered within social care practice, and, how issues with competing rights are addressed.

• Introduction, terminology, learning outcomes & benchmarking • An overview of the Mental Capacity Act with a focus on: 1. Mental Capacity assessments 2. Best Interest decisions • Identification of when a BIM needs to be convened • Identification of the ‘decision maker’ • Consideration of who needs to attend a BIM • Identification of the information required to make a BID • Consider how information needs to be analysed to arrive at a defensible BID • The BIM process • Case law which supports various elements of BID making (including wishes and feelings, rights vs risk, disagreements, etc) • When the Court of Protection needs to be engaged • Evidencing BID’s • Consider core BID chairing and making skills (defensible practice, section 5 defences, etc)

This a one-day course designed to provide social workers with a good working knowledge of all the different aspects of family law as well as the legal system of England and Wales

The role of the Appropriate Adult was created in the Police and Criminal Evidence Act (PACE) 1984 (updated 2019), with the intention of safeguarding the rights and welfare of young people and vulnerable adults in custody. When someone is arrested by the police and taken to a police station they have three basic rights; • The right to free and independent legal advice • The right to have someone informed of their arrest • The right to consult the Codes Of Practice (concerning police powers and procedures) Having identified a young person or a vulnerable adult, the custody officer has a duty to request the attendance of a responsible adult, ( known as an ‘Appropriate Adult’) .This role is different to that of a solicitor. An Appropriate Adult can be a family member, friend or a volunteer or social / health care professional. The training will provide the knowledge base required to fulfil the above role in an appropriate manner. It will instruct and update professionally qualified staff from health and social services (who work with adults with mental health problems or learning disabilities that make them vulnerable), on the subject of PACE and Appropriate Adult work

This course is intended to give social care professionals a greater insight into the complexities and principles of working with families where sexual abuse of children is a feature and use this to improve risk assessment and risk management. This is achieved through understanding who perpetrators of sexual abuse are, what behaviour they exhibit and motivations behind offending and developing knowledge of the risk factors behind sexual offending. Delegates will also develop knowledge of the legal framework with reference to the Sex offender register (SOR), Sexual Harm Prevention Orders (SHPOs), Child Sex Offender Disclosure Scheme (CSODS) and the role of criminal justice agencies in the management of these cases. The course also looks at the role of the non offending parent or caregiver and how we can use this understanding to work more effectively with families. Delegates will also develop skills in working with those who perpetrate sexual abuse against children and be able to signpost them to support services.

This programme is a full comprehensive day covering the key principles and duties of the Care Act 2014, in relation to assessment, eligibility and care and support planning. The training is tailored accordingly to accommodate a mixed group of staff, including social workers, social care officers/support workers, occupational therapists and students. The training is supported by a comprehensive workbook comprising all slides, many with additional notes, plus case studies and a list of suggested Strengths Based Questions. The course will cover the person with care and support needs and carers equally throughout the day. The programme begins by looking at the background of the Care Act - a consolidation Act and covers the key philosophy and spirit of the Act including the emphasis on maximising choice and control harnessing the existing strengths within a person’s life and focusing throughout on what is important to that person. It continues with coverage of the core principles of wellbeing, the strengths based approach and personal outcomes, the key duties of Prevention, Information and Advice and Advocacy and Assessment, an emphasis on Think Family and how involvement can be maximised. Exercises include two quizzes, one on assessment, the other on eligibility and a case study to test out a range of strengths based questions and to reinforce the importance of identifying the person/carer’s personal outcomes. The eligibility section covers the 3 stage test for eligibility, focusing on significant impact. It includes unpicking some of the eligibility outcomes, working through specific and recent Ombudsmen cases and considering what questions need to be addressed. This section concludes with the importance of accurate recording, professional opinion and providing evidence. The remainder of the afternoon session will cover the essential components of the Care and Support Plan and include a quiz, refining the personal outcomes, clarifying what the Indicative Personal Budget is and the suggested conversation around it, understanding support options and the range of ways a Personal Budget can be taken, including how Direct Payments can be used, the three key principles (transparency, sufficiency and timeliness), Public Law Principles and adopting creative solutions through completing the case study from the morning session

This 1.5 training day Care Act Refresher Training for practitioners will cover a refresher on the key aspects and principles of the Care Act, including involving the person as much as possible during the process which highlights a number of key duties. It will look at the link between the Act and how this is translated into effective practice and explores a range of aspects in relation to good assessment and good care and support planning. The course will consider what different types of information can be used in evidence, the factors to take into account when formulating a professional opinion and examine defensible decision making. Linked to this will be a session on what constitutes ethical and effective recording. The training will finish with looking at handling difficult conversations and promoting self-resilience. The sessions are highly participative with delegates working in small groups on a range of case studies, exercises and quizzes. The programme for managers will have the same overall programme but will focus on how they can ensure their respective team members meet the objectives and consistently achieve legal compliance and high standards of practice.

The aim of this Life Story Work Training course is to give practitioners and Foster Carers an awareness of what is meant by Life Story Work and the importance of it in the child’s journey. It explores the impact of traumatic experiences on memory and helps Carers to find ways to help the child to collect present memories to shift the balance. It will support practitioners to manage the difficult conversations that Life Story Work sometimes creates for children and young people and explore their own emotions and feeling around having these discussions. Finally it will demonstrate to practitioners the important role they have to play along with other professionals and the child in helping them to fit together the missing jigsaw pieces in the Cared for Child’s Life Story

When it comes to safeguarding adults and minimising the risk of abuse and neglect, there are a number of important responsibilities involved for those who may encounter vulnerable adults within their role. Our safeguarding adults level 2 training addresses these responsibilities and gives learners a deeper understanding of key safeguarding topics enabling them to apply the knowledge to their workplace. It introduces safeguarding as a topic, covering jargon, multi-agency working and best practice, as well as explaining how to identify the signs and symptoms of abuse, what to do if someone discloses information, and what you should do if you suspect a vulnerable adult is being abused.

Modern Slavery & Human Trafficking Course Outline The International Labour Organisation suggests there are more than 40 million people in modern slavery across the world, with nearly 25 million in forced labour; in addition to forced labour, modern slavery encompasses human trafficking, slavery, and servitude. In human trafficking cases, exploitation can take many forms, including sexual exploitation, forced labour, slavery, servitude and forced criminality. This is a serious concern when related to children who are being exploited as part of County lines. This course will provide an overview of the “Modern Slavery Statutory Guidance for England and Wales” Jan 2021 and include how to identify and recognise indicators of modern slavery, exploitation, and abuse. The training has been developed to support Local Authorities who have a statutory duty to identify and refer cases of Human Trafficking and Modern Slavery as part of the National Referral Mechanism. First responders and other organisations need to understand the signs of modern-day slavery and be able to recognise indicators of abuse and exploitation which can include physical, psychological, situational, and environmental. This is particularly evident when considering child sexual exploitation, child criminal exploitation and County lines. It can be challenging to identify potential victims of modern slavery who may be reluctant to come forward or may not recognise themselves as having been trafficked or enslaved. There are likely to be barriers that prevent victims from disclosing or engaging with services. It is a disturbing truth that perpetrators and organised criminal gangs use coercive, controlling, and abusive means to dominate and abuse both adults and children.

This course will equip individuals working with people experiencing drug misuse issues, with an increased knowledge of current trends of drug and alcohol use and the most commonly used drugs and their physical and psychological effects. There will be a significant focus on New Psychoactive Substances, formerly known as Legal Highs, in terms of their effects, legality etc.

This course will equip individuals working with people experiencing drug misuse issues, with an increased knowledge of current trends of drug and alcohol use and the most commonly used drugs and their physical and psychological effects. There will be a significant focus on New Psychoactive Substances, formerly known as Legal Highs, in terms of their effects, legality etc.

This course will examine the effects and risks, trends in drug and alcohol use, drugs and the law, working effectively with young people around drugs and alcohol issues, referral processes and support services. The training is designed to give delegates a greater understanding of the effects of substance use on pregnancy and parenting. In particular looking at different substances and their effects on both mother and unborn child, effects of different drugs and alcohol on parenting and how agencies can work better together to provide appropriate care and support for all the family.

The course is designed to enable participants to develop a working knowledge of the importance of understanding and managing challenging behaviours in a variety of different workplaces.

Foetal Alcohol Spectrum Disorder (FASD), formerly Foetal Alcohol Syndrome (FAS) is the umbrella term used to describe the leading cause of preventable birth defects and is the commonest known cause of cognitive impairment in children, in the world. 6,000 babies are born each year in the UK with FASD – and many are undiagnosed. If you work with children, adolescents or vulnerable adults you may be supporting someone with an FASD. It is a spectrum disorder caused when a pregnant women consumes alcohol, Improvements in screening, identification, and treatment of children with Foetal Alcohol Spectrum Disorders (FASDs) can be enhanced through systematic efforts to educate medical and allied health students and practitioners about these disorders. Such efforts will contribute toward the goal of better identification, diagnosis, and referral for treatment for individuals with prenatal alcohol exposure.

The misuse of alcohol and drugs is a significant problem that affects not only individuals and families, but also the workplace. This course will help employers and organizations across different sectors to develop good practice in all aspects of alcohol and drug related issues.

This course will focus on the impact of the Trilogy of Risk (also known as the Toxic Trio), of domestic abuse, parental substance misuse, and parental mental health on children and multi-agency responses to working with families where this is a feature. In an analysis of 139 serious case reviews, between 2009-2011 (Brandon et al 2012), investigations showed that in over three quarters incidents (86%) where children were seriously harmed or died one or more of a “toxic trio” mental illness, substance misuse and domestic abuse played a significant part.

This one day course on legal literacy will cover all the major legislations such as Mental Capacity Act, Mental Health Act, Care Act including dual sensory loss and Human Rights Act.

The course provides a solid understanding of how to manage Enquiry Officers and their duties and responsibilities as outlined in the Care Act 2014

The purpose of this course is to provide professionals working with vulnerable adults with a basic awareness of financial abuse and how it occurs. It focuses on the prevalence of financial abuse and what options are available to investigate and safeguard the assets of vulnerable adults in line with Safeguarding Adult Procedures

This course is designed to equip participants with the knowledge and skills to be able to effectively chair multi agency meetings involved in the protection of vulnerable adults

Self-Neglect is an extreme lack of self-care, and it is often associated with hoarding – which in turn is a form of OCD (Obsessive Compulsive Disorder. All of these may be a result of other issues such as addictions. Practitioners in the community, from housing officers to social workers, police and health professionals can find working with people who self-neglect extremely challenging. This course discusses each disorder in detail and equips the delegate with skills to be able to understand each.

This Safeguarding Adults for the Frontline Workforce training course is designed for those who work in a social or health care environment. It is designed to provide the essential knowledge and understanding of responsibilities to staff at all levels with regards to Safeguarding.

In this course, we will look at the assessment of a child in relation to all the factors that are influencing and impacting on his or her life within this definition. Therefore, the course will cover County Lines (CL), Child Criminal Exploitation (CCE), Child Sexual Exploitation (CSE), Peer-on-Peer Abuse, Online Abuse, PREVENT, Gangs and their origins, whether from the home and family, peers, the school community, their neighbourhood or from the wider society. Within this, we will also look at the roles of agencies that could have a positive influence on the child or young person involved in these matters. In addition to this, we will explore the child’s existing issues which make the child/young person more vulnerable. There is the added option within this training course to feature Derek Bell, an ex Newcastle United professional footballer and a survivor of the football sex abuse scandal to talk on his experiences as an Adult of historical sex abuse and how it ruined his Adulthood along with being sectioned under the Mental Capacity Act, and then about turning his life around.

The course provides an understanding of the Enquiry Officer role, statutory duties and responsibilities in line with the Care Act2014 and requirements of Multi-Agency Safeguarding Policy and Procedures.

This course will enable workers who are engaged in work with children and families to develop effective ways and build confidence in working with difficult behaviour, in order to recognise potential impacts on professional dynamics and multi-agency child protection work when professionals are faced with working with families who are hostile and evasive.

To enable participants to become familiar with the role and responsibilities of the multi-agency role within safeguarding children and develop competence and confidence in carrying out their role

Understanding the implications of disguised compliance comes mostly from learning from serious case reviews. Parents’ behaviour can mislead us about the progress they are making and about the true nature of the lived experience of the child. Apparent or disguised cooperation can prevent or delay understanding of the severity of harm to the child and lead to cases drifting.

This course will assist practitioners with child protection responsibilities to reflect on the process of probing and reflective questioning and analysis to form a view about risk and harm and the parent’s capacity to meet their child’s needs. At the end of the course, participants will have developed their ability to critically evaluate practice actions and decision making to enable practitioners to be confident and persuasive when recommending a course of action to parents, to colleagues and to courts to protect a child.

Safeguarding means protecting people’s health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect. It also means making sure people are supported to get proper access to health. Safeguarding adults at risk is fundamental to high-quality health and social care services. This Safeguarding Adults Level 3 training course enables professionals to be fully competent in safeguarding adults.

Child criminal exploitation is not defined in law, though the government’s Serious Violence Strategy (2018) defines it as occurring where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18 into any criminal activity: • in exchange for something the victim needs or wants • for the financial or other advantage of the perpetrator or facilitator • through violence or the threat of violence The most common form of child criminal exploitation is ‘County lines”. County lines is defined by the Government’s Serious Violence Strategy (2018) as “…a term used to describe gangs and organised criminal networks involved in exporting illegal drugs into one or more importing areas (within the UK), using dedicated mobile phone lines or other form of ‘deal line’. They are likely to exploit children and vulnerable adults to move (and store) the drugs and money and they will often use coercion, intimidation, violence (including sexual violence) or weapons.” There are more than 2,000 County lines organised criminal gangs across England and Wales and gang members can give some children and young people a false sense of belonging, safety, and security, filling a gap that exists in their lives.

Motivational Interviewing has its origins in the alcohol field in the 1980’s and is one of the best validated and widely used of all psychosocial interventions for alcohol use problems (Miller & Rose, 2009). Dr William Miller observed practice where people accessing treatment and support were often subject to authoritarian and confrontational approaches which resulted in people feeling let down by treatment. Consequently, he developed MI alongside Stephen Rollnick. MI uses a conversational approach which works with people’s motivations to change grow. The MI practitioner on this 2-day Motivational Interviewing Training course is trained to use a guiding style to empower the service user to consider both their internal motivations for change and growth as well as the impact of external factors (family, friends, society and media). The service user benefits from this approach through being placed in control of their decision making as the expert of their situation. There is a strong focus on the practitioner and service user working in partnership in moving towards change and growth.

To introduce participants to the interface between disability and safeguarding. To recognise ways in which children with disabilities and complex health needs can be more vulnerable to harm.

The session aims to support practitioners to undertake a good quality, analytical, evidence-based assessment to inform the decision making and care planning for children, young people and their family. It covers the theory, principles and value base that underpins best practice in assessment and care planning, including SMART outcome focused objective setting.

This day aims to give staff in receipt of 1:1 supervision in social care an opportunity to understand the key elements of effective supervision, and how they can work with their supervisors in order to maximise its effectiveness. There are a range of models of supporting reflective practice and reflective learning. Critical reflection is seen as a fundamental element of professional practice and the linchpin of sound professional judgment and decision making. A combination of learning methods will be used throughout the day, including lecture, workshop and group work. Interactive and experiential methods, in the form of case studies and reflection dilemmas will be used, to inform participant learning and support application to practice. This course will include looking at the supervision policy and exploring how to use supervision effectively.

Helping a child make sense of his or her past is an important part of a practitioner’s role in working with children and young people. Being able to do this sensitively and effectively will help the child cope with current uncertainties, develop a clearer sense of identity and contribute to plans for their future. This course has been developed with reference to the latest research, legislation, standards and good practice and the delivery of knowledge and skills is designed to take account of a wide range of different learning styles.

This two-day Supervision Training course (with the option of a third follow up day) is designed to assist participants to deliver a model of supervision that works within a health organisation and contributes towards keeping adults safe from harm.

There are specific requirements relating to support for care leavers. The ultimate aim of leaving care services is to support care leavers so that they can live successful independent lives. Each care leaver will reach that point at a different age and there should be no assumption that the duty means that all care leavers will require statutory support until the age of 25. Young people are not adults and are also transitioning through developmental stages which impact on their decision-making reasoning, risk taking choices and ability to learn and use life skill. As part of this Transitions (Leaving Care) Training course we will look at brain development in adolescence and how to support young people through a range of transition situations

This one day course explores the meaning of emotional resilience and how practitioners can develop their own emotional literacy in order to increase resilience and be more effective in their practice.

The aim of this course is to offer participants the opportunity to explore recent research into child development and its application to assessment; taking account of findings from serious case reviews and current research.

The focus of this course is to explore racism and discrimination and its impact on black and minority ethnic children and families. This interactive course will inform and assist practitioners to work in a culturally sensitive way, ensuring that stereotyping and prejudice do not affect safe practice.

The aim of this course is to improve understanding and develop practical strategies to help support children and young people who experience significant losses in their lives.

This one day course explores the meaning of emotional resilience and how practitioners can develop their own emotional literacy in order to increase resilience and be more effective in their practice.

The aim of this course is o develop practitioners knowledge and skills in communicating and working with vulnerable children and young people.

To increase confidence of practitioners in engaging ‘fathers’ in children’s safeguarding work; and raise and reinforce awareness of the importance of engaging ‘fathers’ to secure better outcomes for children. ‘Fathers’ = “Biological or other father-figures” (Daniel & Taylor 2001)

For new & existing managers to develop reflective supervision practice & make reflective conversations part of the culture of support for team members.

This interactive one-day course will enable delegates to develop their knowledge and confidence in working with resistance parents and carers to improve the welfare and outcomes for children and young people. This course will develop skills in identifying disguised compliance, why families are resistant, how to identify and evidence in assessments and understand what they can do to move things forward.

To provide participants with an opportunity to increase knowledge, and understanding about the importance of developing secure attachments, and the impact of insecure attachments on children’s development. To provide participants with the necessary knowledge and understanding about child development and attachment, to help them improve skills in supporting children and ultimately improving outcomes for them.

This two-day course aims to provide participants with an understanding of the principles underpinning social work assessments with children and families and the opportunity to develop skills in information gathering, analysis and developing effective plans.

The aim of this course is to offer insight into positive parenting and child development

This two day Supervision Training course (with the option of a third follow up day) is designed to assist participants to deliver a model of supervision that works within a health organisation and contributes towards keeping children safe from harm. It explores the elements of supervision that are intrinsic to keeping children safe from harm across all professions. The course will explore working with uncertainty, the factors that affect decision making, the role of emotional resilience as well as lessons from serious case reviews.

The aim of the course is to provide participants with an opportunity to develop their understanding of men who abuse women. To consider appropriate assessment of risk and how appropriate intervention can be used to plan appropriate child focused responses. The course will be underpinned by appropriate current research, theory and knowledge drawn from Service User reports, Serious Case reviews, Inspections and Government Inquiries.

This two-day course will provide participants with the opportunity to develop their skills and knowledge when working with adults who have learning disabilities. Through a blended learning approach including seminar sessions, group work and case studies and examples participants will explore the key themes and areas in order to increase their confidence in this field of work. This course will equip participants with the knowledge and skills, to work effectively and confidently with Adults who have learning disabilities.

The aim of this course is to increase confidence of practitioners in engaging ‘fathers’ in children’s safeguarding work; and raise and reinforce awareness of the importance of engaging ‘fathers’ to secure better outcomes for children. ‘Fathers’ = “Biological or other father-figures” (Daniel & Taylor 2001)

This course will enable delegates to work and engage with parents/carers who have any sort of learning disability. Empowering Social Workers to have the confidence to identify and complete assessments with adults with learning disabilities, enabling them to effectively assess parenting capacity and recognise when specialist intervention is required.

This introductory course is for staff in schools, who are in leadership roles, to support them in developing and maintaining a supervision system which provides the necessary advice and guidance to staff who are working with vulnerable children who may be at risk of harm and in need of support

This course is designed to assist practitioners in their assessments of children’s needs where one or more parent or carer has a mental illness. The training recognises the intricate interplay between parental ill health, parenting tasks and the developmental needs of children.

Working to support learning disabled parents and ensure that their children are safe requires an understanding of the multiplicity of risk factors facing learning disabled parents and their children. This course will build on established assessment frameworks and provide participants with up to date knowledge and skills that will assist them to conduct effective assessments and work alongside families and their children to both need and reduce risk. Course aim: This one day course aims to consider how to ensure that children of learning disabled parents are effectively safeguarded.

This course aims to support staff in schools in using an integrated model of supervision. It introduces strategies and tools to use when supervising staff who are working with vulnerable children who at are risk of harm and may need support.

To help practitioners to recognise and work with the complex factors affecting domestic abuse, and how this impacts on children and use this knowledge to carry out effective assessments which lead to the right help being provided to individual children and their families.

This course aims to help staff who work in schools understand the core components of good supervision in a safeguarding context

This one day course is to help participants understand different types of behaviour and how to use these in a positive way

This one day course aims to introduce team support workers to best practice in creating effective plans. Lessons from research and guidance from current law and policy will be used to enable participants to explore the link between assessment and planning, the principles of SMART and ExACT plans, and the enhance their understanding of creative outcome focused planning.

This course aims to enable participants to undertake effective and timely pre-birth assessment, in partnership with parents. This is a critical area of practice and this course will enable professionals to develop an effective and evidence-based approach to pre-birth assessments

Taking a neurobiological view – how do we work with Trauma within our perspective roles?

To provide participants with an opportunity to develop their understanding of how appropriate assessment of risk can be used to consider the impact of parental substance use on children and to plan appropriate child focused responses. Underpinning knowledge The course will be underpinned by appropriate research, theory and knowledge drawn from service user reports, serious case reviews, inspections and government inquiries.

This one day course helps staff to understand the affects of mental health on the behaviour in adolescents

To provide staff with an opportunity to develop knowledge and skills in chairing child care meetings, including looked after reviews and child protection conferences.

This course takes participants through the key elements of a well-structured report required to be presented to the Agency Decision Maker, Adoption Panel and Court.

The need to successfully capture the views and wishes of children is a concept that is both philosophically shared as well as embedded in legislation. Those of us working with disabled children need to draw on a skills base of creativity, flexibility and advocacy in order to ensure the voice of each child is captured, valued and used to influence and enhance the quantity of disabled children's lives and experiences.

This course will provide frontline staff with the ability to increase their knowledge of development of children through to young people (aged 13 - 25)

Having to communicate directly with children and young people as a social care worker requires a specific and important skill set. This course sets out to guide the social worker to understand the relevant process and dynamics involved and develop reflective and reflexive skills to enable them to master the art of difficult conversations.

This course will provide children's social care staff with the ability to increase their knowledge of child and adolescent development

This course is a valuable introduction to direct working with disabled children. It explains the value of direct work in this context and explo9res how to capture and reflect the voice of the disabled child.

This course will provide frontline staff with the ability to increase their knowledge of development of children from the ages of 0-12

This is a one day course is for anyone who works with children or adults who exhibit autistic behaviours. Many children and adults with autistic spectrum disorders experience diminished or heightened sensitivity to sensory stimuli. This course explores the main sensory processes and the impact on the individual if they are functioning usually. This knowledge can then be applied in designing an assessment which can produce an individual Sensory Profile for each child or adult and how to integrate the results of this assessment into the person’s everyday life to improve communication, socialisation and participation, hopefully making life less stressful and more enjoyable. It will also demonstrate how the assessment results can be used to plan environments, teaching strategies and communication plans for each individual.

This one day course builds on knowledge and skills gained on level one and will enable participants to develop a more detailed understanding of the communicative and environmental strategies that are known to help autistic children and adults make sense of the world.

Communicating with disabled children, particularly non-verbal children requires a very special set of skills. This course sets out to help participants overcome the various barriers to good communication and offers a range of tools and resources to help

This is a one day course for staff to provide day to day support and care to people on the autistic spectrum and to provide an opportunity to build on your existing knowledge of Autistic Spectrum Disorder and to use this knowledge to identify practical strategies that can be used when supporting individuals with Autistic Spectrum Disorder.

This one day training workshop aims to offer staff in receipt of 1:1 supervision in social care an opportunity to understand the key elements of effective supervision so they can work with their supervisors in order to maximise its effectiveness

The aim of this course is to equip managers, owners and supervisors within nursery and day care settings with the knowledge and skills required to play an active role within the safeguarding system and maintain effective safeguarding practice within their own setting.

This four day programme is usually delivered as the two day core programme, plus an additional two days approximately one month later. There will be an expectation that participants complete tasks in the intervening period, thus enabling learning to be put into practice. This course may be supplemented by an observation of supervision practice afters day two and day four. his course aims to provide participants with the skills required to deliver effective supervision with a focus on complex practice dynamics and methods and tools for developing and improving performance. Link to PCF domain 7 & 9 Learning Outcomes

Recording a style of supervision which moves beyond a focus on task completion can be a challenge and for example, within Children’s Services, Ofsted inspections in a number of Local Authorities have commented that reflection and analysis are insufficiently evidenced within the supervision records. In-Trac believes that good recording is an important element of good practice as it provides the opportunity for the supervisee and supervisor to reflect on, summarise and agree the key elements of their discussions as well as providing a permanent record of the reasons underlining decisions which is available to others. We have been working with a number of organisations to create formats that support the recording of reflective supervision and have developed this one day workshop to develop the skills of supervisors in this task. The aim of the day is therefore to explore best practice in recording supervision with a focus on the effective recording of case discussions in the child’s records. It is an interactive participative day focusing on the practical skills involved. It is assumed that participants will have attended previous In-Trac training equipping them with the skills required to deliver reflective supervision

This course is mandatory for newly qualified social workers and is also suitable for those working in children’s services who may be working with families where physical abuse is an issue. The aim of this course is to enable participants to gain a greater understanding of how physical abuse affects children and young people and to develop the knowledge and skills necessary to intervene effectively.

Each year well in excess of 100 serious case reviews are carried out by Safeguarding Children Boards. Whilst the purpose of reviews is to contribute to learning and practice improvements, too often the only people who really have the time to absorb the learning are those who have been involved in the review process. Those involved in carrying out reviews hear powerful stories from families and practitioners that may not always be adequately reflected in a published report and a vital opportunity to understand the way in which professional practice impacts on the lives of children (both positively and negatively) may stay within the review team.

Child to parent violence is any behaviour used by a young person to control, dominate or coerce parents. This course aims to help delegates understand and increase their awareness of what this is and give them strategies as a practitioner in working with child to parent abuse

To provide practitioners across all agencies with best practice principles for working with children and young people who have been, or are at risk of being, sexually exploited.

This one-day course offers an overview of recent relevant reviews’ findings, particularly in relation to infants and adolescents (e.g. Complexity and Challenge, Out of Routine, National review of NAI in under 1’s, It was hard to escape, etc). Together with information from relevant research it will set the context to help practitioners begin to identify which may be the more vulnerable groups of children and which may be the most recurrent themes within families.

To provide participants with research and practice-based information that will enable them to effectively identify and manage cases of likely or actual sexual abuse of children and young people.

To give participants an opportunity to consider some of the dilemmas involved in working with families where emotional abuse is an issue. Lessons from research and Serious Case Reviews will be used to enable participants to define and identify emotional abuse, explore assessment processes and examine appropriate ways of intervening

This comprehensive one day course aims to enhance knowledge and awareness of the issues surrounding FGM. The training explores what action needs to be taken if you encounter a child or woman who has had, or is at risk of, FGM.

The aim of this course is to increase participant’s awareness of the particular vulnerabilities of disabled children and to provide them with an opportunity to explore ways in which we can effectively safeguard disabled children from harm.

This course aims to provide an introduction to contemporary attachment theory in the context of other theories. The focus will be on enabling participants to use this knowledge to inform their understanding of parent/child interactions and formulate effective interventions.

We offer 1:1 and Group Safeguarding Supervision sessions facilitated by trained Supervisors

We offer tailored 1:1 Direct Safeguarding Supervision Training sessions facilitated by trained supervisors for individual and group needs.

The receptionist plays a key role in promoting the image of the business and ensuring that external and internal stakeholders are linked to the right person quickly and efficiently. They are very often the first person that an external customer will speak to or see so it is vital that the person fulfilling this role is; Knowledgeable about the organisation. Understanding of the structure of the Trust so they can direct queries and questions to the correct person or department. Able t0 make and receive telephone calls using the organisation’s codes of practice and correct telephone etiquette. A strong communicator – possesses active listening skills and emotional intelligence Adaptable and resilient In possession of excellent time management skills Empathetic – Actively interacting when greeting internal clients i.e. children to help reduce anxiety and make them feel comfortable.

This interactive one-day course will enable delegates to develop their knowledge and confidence in working with resistant parents and carers to improve the welfare and outcomes for children and young people. This course will develop skills in identifying disguised compliance, why families are resistant, how to identify and evidence this in assessments and understand what they can do to move things forward.

This two day Developing Effective Supervision Training programme (with the option of a third follow up day) aims to focus on the core knowledge and skills needed by supervisors working within a variety of settings in health and social care. For social work supervisors the content of the course is consistent with the approach to supervision set out within the employers standards.