Education

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

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

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.

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.

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 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.

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 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.

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

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

We offer tailored 1:1 Direct 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.