Training Calendar and Search

This full day course is open to all professionals who work with KS2 -KS5 primary and secondary age young people in Gloucestershire, and further education (FE) including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

Are you new to Primary PSHE? 

Have you recently taken on the responsibility for delivering PSHE?

Are you starting from scratch?

This training session aims to provide guidance for teachers new to the role of PSHE Subject Leader, including statutory requirements, curriculum coverage, resources, outside agency support, assessment and the GHLL website and Healthy School Accreditation process. The session also allows time to address any questions or concerns you may have about your new role.

Effective Personal Development (PSHE & RSE)

This course provides leaders and practitioners with a clear understanding of what effective Personal Development curriculum entails. We will explore what personal development means in today’s context, how to establish clear intent, and how to ensure provision is meaningful, progressive, and impactful for all learners.

The training will cover:

• An overview of personal development and its significance across the whole curriculum
• Aligning provision with your school’s context and ethos
• Exploration of how to integrate the recent statutory RSE guidance into a coherent curriculum
• Ensuring personal development has equal status alongside other curriculum areas
• Practical strategies for assessing of impact
• Understanding what Ofsted will be looking for in the new “report card” on personal development

By the end of the session, you will leave with an understanding of how to strengthen your provision, evidence its impact, and embed personal development as a cornerstone of whole-school success.

Audience: Secondary, FE, Special, PSHE Leads and Those New to PSHE Lead Role.

This Layered Learning CPD Package provides an opportunity to build upon existing knowledge and is made up of three parts which are delivered in one half-day session. Each part of the package takes a different approach towards exploring the theme:

Part A: Consolidating Understanding

The recorded CPD video introduces Emotionally Based School Avoidance (EBSA), what it can look like for individuals and explores reasons why children and young people can become persistently and severely absent from school. A brief overview of the current national picture in relation to EBSA is provided, together with a summary of research and theory related to EBSA. There will be opportunity to reflect on the impact of trauma, as well as focus on understanding the underlying needs that contribute to EBSA through case studies. We end by identifying protective factors, with a focus on the benefits of a whole school approach.

Part B: Reflective Thinking

You will be invited to be curious about yourself, the subject, and working with children and young people who are at risk of, or experience, EBSA. There is an emphasis on the process of reflection with an opportunity to share experiences, reflect on the work that you do and how you respond to the children and young people that you support. We will start to think about the impact/ influence of the work on our individual wellbeing, how we can take responsibility for taking care of ourselves, and what we as professionals can learn from this.

Part C: Resources and Signposting

We provide an opportunity for colleagues to reflect upon practical resources and strategies, including access to BEC’s ‘My Journey’ resource. We offer time and space to consider your approach to supporting children and young people, as well as focusing on your wellbeing and self-care.

*Priority will be given to school-based staff (using school emails) if the training is oversubscribed.

Join us for a half day session delivered by Chantel Yeates on "leading a more reflective culture- theory, strategies and impact".

Having gained years of knowledge and experience as a leader in two different schools for over fifteen years, Chantel Yeates will be talking about her successes, and learning moments, around leading a relational restorative school and creating a culture of reflective practice. She will be sharing the sustainable model of reflective supervision and practice that has been implemented as part of her Whole School Approach to wellbeing, and which is having a positive impact for all.  This interactive session will provide an insight into how a more reflective culture can be established in school settings.

Exploring the importance of school attendance for children in care, and how to improve it.

School attendance is a key factor in young people achieving their full potential both in school and beyond. With attendance declining nationally for all, including our more vulnerable children and young people in care, how can we tackle this growing crisis?
Join this multi-agency Virtual School training morning to hear key messages, information, and practical strategies. 

KEY NOTE SPEAKERS
Dr Melissa Parry - Educational Psychology Service
Andrea Jordan - Education Inclusion Lead

FOLLOWED BY WORKSHOPS

• School moves
• Data and trends
• Attendance regulations
• Barriers to school attendance
• Strategies to promote attendance
• Why is school important?

South West OHID (DHSC), Youth Sport Trust, Inclusive Sportswear have come together to deliver a FREE one-hour online workshops for school leaders.

Only 59% of girls in Key Stage 4 enjoy PE, compared to 86% of 7–8-year-olds -Let's make every girl confident to move.

Discover how inclusive policies, uniforms, and flexible activity choices can help more girls get active and feel confident at school. 

With GB Olympian, MBE Tess Howard & national partners

South West OHID (DHSC), Youth Sport Trust, Inclusive Sportswear have come together to deliver a FREE one-hour online workshops for school leaders.

Only 59% of girls in Key Stage 4 enjoy PE, compared to 86% of 7–8-year-olds -Let's make every girl confident to move.

Discover how inclusive policies, uniforms, and flexible activity choices can help more girls get active and feel confident at school. 

With GB Olympian, MBE Tess Howard & national partners

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £31 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

This Layered Learning CPD Package provides an opportunity to build upon existing knowledge and is made up of three parts which are delivered in one half-day session. Each part of the package takes a different approach towards exploring the theme:

Part A: Consolidating Understanding

The recorded CPD video introduces Emotionally Based School Avoidance (EBSA), what it can look like for individuals and explores reasons why children and young people can become persistently and severely absent from school. A brief overview of the current national picture in relation to EBSA is provided, together with a summary of research and theory related to EBSA. There will be opportunity to reflect on the impact of trauma, as well as focus on understanding the underlying needs that contribute to EBSA through case studies. We end by identifying protective factors, with a focus on the benefits of a whole school approach.

Part B: Reflective Thinking

You will be invited to be curious about yourself, the subject, and working with children and young people who are at risk of, or experience, EBSA. There is an emphasis on the process of reflection with an opportunity to share experiences, reflect on the work that you do and how you respond to the children and young people that you support. We will start to think about the impact/ influence of the work on our individual wellbeing, how we can take responsibility for taking care of ourselves, and what we as professionals can learn from this.

Part C: Resources and Signposting

We provide an opportunity for colleagues to reflect upon practical resources and strategies, including access to BEC’s ‘My Journey’ resource. We offer time and space to consider your approach to supporting children and young people, as well as focusing on your wellbeing and self-care.

*Priority will be given to school-based staff (using school emails) if the training is oversubscribed.

By September 2026 all schools will need to teach in line with the new RSHE statutory guidance. These sessions will help practitioners get to grips with the key changes for schools and gain practical advice on how to integrate these into their existing curriculum. Amongst other changes, the new guidance for primary schools puts additional emphasis on supporting mental health and includes risks around financial harms including the addictive nature of gambling, as well as addressing safeguarding risks linked to technology. The morning session aims to support practitioners build confidence in planning and delivering this new content. For secondary schools, the new guidance places greater emphasis on complex and sensitive topics such as misogyny, the impact of pornography, deep fakes and artificial intelligence. The afternoon session aims to enable practitioners to build confidence in planning and delivering this new content. Special Schools and Alternative Provision Settings may choose to attend either session, or both, as appropriate.

Target Audience: Senior Leaders and PSHE Subject Leaders

The aims of this FREE session are:

By September 2026 all schools will need to teach in line with the new RSHE statutory guidance. These sessions will help practitioners get to grips with the key changes for schools and gain practical advice on how to integrate these into their existing curriculum. Amongst other changes, the new guidance for primary schools puts additional emphasis on supporting mental health and includes risks around financial harms including the addictive nature of gambling, as well as addressing safeguarding risks linked to technology. The morning session aims to support practitioners build confidence in planning and delivering this new content. For secondary schools, the new guidance places greater emphasis on complex and sensitive topics such as misogyny, the impact of pornography, deep fakes and artificial intelligence. The afternoon session aims to enable practitioners to build confidence in planning and delivering this new content. Special Schools and Alternative Provision Settings may choose to attend either session, or both, as appropriate.

Target Audience: Senior Leaders and PSHE Subject Leaders

The aims of this FREE session are:

• Explore the new statutory requirements for RSHE and what these mean for your school
• Review policy and curriculum adaptations in light of new content and requirements
• Build confidence in teaching about emerging sensitive issues on the curriculum

The course will introduce and explore psychological theories relating to bereavement and consider how children and young people process and understand loss at different cognitive developmental ages.

The course adopts the view that all students will experience significant loss in their lives and, as such, they need to have coping mechanisms and positive strategies to manage their emotions. How we can support students, activities we can use with them and what we can do to help them process their loss will be discussed. 

Please note, this course will talk about loss, death and bereavement and therefore please think about your own emotional wellbeing before signing up to attend. In addition, please think about what you are doing after the course and ensure you have (as much as possible) some time to process the things we will discuss.

At the end of this course, participants will:

• Have a raised awareness of the extent of trauma, loss and bereavement in children’s lives
• Consider the grieving process and begin to understand some child bereavement theories
• Understand the developmental nature of children’s responses to death
• To think about strategies for supporting children who have been bereaved

Delivered by Gloucestershire Educational Psychology Service in partnership with GHLL

Beyond Boundaries: Respect, Safety, and Digital Wellbeing 1 day Course (Secondary) comprises of 3 modules (It's More Than Just Banter! Sexual Harassment, Beyond the Scroll: Protecting Against Digital Harm and Shaping Respect: Responding to Violence and Harmful Influences)

From September 2026, the updated RSHE statutory guidance comes into force. Are your staff confident and ready to deliver it?

We're offering a FREE, one-day training course designed to upskill your team and boost confidence in tackling some of the most pressing issues facing young people today.

The course is built around three powerful modules:

It's More Than Just Banter! Sexual Harassment - 09:15-10:45
Back by popular demand after last year's success. This session explores sexual harassment, misogyny, Incel movement and navigating the toxic digital subculture, with practical strategies for addressing these issues in educational settings.

Beyond the Scroll: Protecting Against Digital Harm - 11:15-12:45
Delivered in collaboration with Gloucestershire Police and GHLL, this module covers safeguarding risks in gaming and apps, spotting AI deepfakes and financial exploitation — with clear ways to bring these topics into your curriculum.

Shaping Respect: Responding to Violence and Harmful Influences - 13:30-15:00
Explore gender-based violence, toxic online influencers, domestic abuse, coercive control, and the impact of pornography, with guidance on how to respond effectively in your setting.

✅ Free to attend
✅ Practical strategies you can use straight away
✅ Teaching resources provided

Give your team the tools, confidence, and knowledge to deliver the new RSHE requirements and to support young people with the challenges they face today. We would recommend that you attend all three modules, however if you have attended the 'It's More Than Just Banter! Sexual Harassment' and don't wish to attend again please do let us know by emailing us at ghll@gloucestershire.gov.uk

A three hour course which will enable participants to gain a wider understanding, for themselves and others, of some issues surrounding mental health and how they might support the young people they work with. This is a rare opportunity for colleagues working with young people to improve their knowledge, understanding and skills at identifying and supporting young people with mental health problems. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £16 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we’re resilient and able to deal effectively with daily troubles, as well as ’bounce back’ from life’s challenges.

Good staff wellbeing in schools  is essential for cultivating a mentally healthy school/college, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

As educational  staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues, children and young people, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

Delegates attending this workshop will be able to:

•             Explore what impacts on their own wellbeing

•             Recognize when they might be struggling

•             Practice some strategies for coping

•             Become more familiar with 10 keys to happier living

•             Develop their own wellbeing plan

The session will include a presentation as well a being interactive with a chance to discuss common concerns with fellow professionals and pick up some tips.

Mental health challenges among pupils are increasingly common, affecting their wellbeing, academic progress, and relationships. This course equips educators and school staff with the knowledge and practical tools to recognise signs of mental health difficulties, provide effective support, and foster a positive, inclusive learning environment. Through engaging discussions, case studies, and interactive activities, participants will gain a deeper understanding of mental health and their vital role in supporting pupils' emotional resilience.

By the end of this course, participants will be able to:
1. Recognise the Signs of Mental Health Difficulties – Identify key indicators of common mental health challenges and understand how these may present in a school setting.
2. Implement Practical Support Strategies – Apply evidence-based approaches to creating a safe and supportive environment that encourages pupils to seek help and develop coping strategies.
3. Prioritise Self-Care in Supporting Pupils – Reflect on the emotional impact of supporting young people with mental health challenges and implement self-care strategies to maintain personal well-being while providing effective support.

The course will introduce and explore psychological theories relating to bereavement and consider how children and young people process and understand loss at different cognitive developmental ages.

The course adopts the view that all students will experience significant loss in their lives and, as such, they need to have coping mechanisms and positive strategies to manage their emotions. How we can support students, activities we can use with them and what we can do to help them process their loss will be discussed. 

Please note, this course will talk about loss, death and bereavement and therefore please think about your own emotional wellbeing before signing up to attend. In addition, please think about what you are doing after the course and ensure you have (as much as possible) some time to process the things we will discuss.

At the end of this course, participants will:

• Have a raised awareness of the extent of trauma, loss and bereavement in children’s lives
• Consider the grieving process and begin to understand some child bereavement theories
• Understand the developmental nature of children’s responses to death
• To think about strategies for supporting children who have been bereaved

Delivered by Gloucestershire Educational Psychology Service in partnership with GHLL

This workshop is offered to ALL staff in every school/college in Gloucestershire. The training compliments other training packages available through GHLL including:

• MHFA (Mental Health First Aid England Training)
• Understanding Self Harm
• Equalities and Transgender Awareness in Schools

The training will enable the development of listening skills and explore good practice. Participants will have the opportunity to share what works well and hear examples from other settings, before considering how to establish a structure within their own setting to ensure there is a TEAA for their pupils. They will also have their own skills reaffirmed by:

• Gaining a greater understanding of their own mental health and the importance of self-care.
• Feeling more supported in their role as a Trusted Emotionally Available Adult.
• Having the opportunity to practise empathetic responses and listening skills

At the end of the training each setting will receive a hard copy of GHLL's TEAA resource. Attendees will also have full access to the electronic copies upon completing the training.

Please note, the resources are currently designed for use with KS1 and KS2 children, although some can be adapted for use with KS3 pupils. We hope to develop more secondary resources later in the year.

9.30 – 12.15pm Part One

Led by GHLL primary teachers, this morning session will dive into the new DfE RSHE Statutory Guidance 2025 for Primary Schools. Delegates will explore the changes made to the previous document and look at how to ensure their R(S)HE curriculum meets the DfE requirements, whilst also tailoring it to their setting and the needs of their pupils. Whether a commercial package is used to deliver the R(S)HE curriculum or freely available resources are used, this session will help to support schools in providing a spiral, responsive, progressive curriculum, bespoke to their setting.

This training session will cover:
· New statutory requirements for R(S)HE (to be implemented by Sept 2026) including policies and curriculum content
· Guidance for auditing and reviewing provision in school
· Suggestions for parent and pupil consultation
· Understanding of the principles of good R(S)HE teaching
· Suggestions for dealing with awkward questions, setting ground rules and managing parental concerns
· Signposting to quality-marked free resources to support the curriculum

1pm – 3.30pm Part Two

During this afternoon workshop session, we will dive into the various GHLL primary resources, all of which have been developed by practising teachers to support pupils in their physical and emotional development. The GHLL Lead Teachers can advise on how to build the resources into your school’s current PSHE curriculum, and share ways in which they have been implemented in other schools and the outcomes they have provided.

During the session you will have the opportunity to discuss methods to measure the impact of your PSHE teaching, and ways in which the children’s learning and understanding can be recorded and assessed.

Some of the resources explored in this session will include:

• Counting Sleep
• Make Me a Superhero
• Peer Mediation
• Understanding Dementia
• Keeping Myself Safe
• Focused for Learning

The last part of the session allows time for delegates to view other resources freely available to schools and the chance to share ways in which they can be mapped into a school’s provision.

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £31 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

Ofsted state that “No matter what type of school they attend, it is important that all children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people.”

During this whole day training, we will explore the nine Protected Characteristics and five British Values and how you can embed these in your school.

The training will include:

• An overview of the statutory Primary RSHE curriculum and where British Values and Protected Characteristics sit within the whole school Personal Development curriculum
• Recommendations of resources you can use to support the teaching of British Values and Protected Characteristics in your setting
• Ofsted expectations
• Time to network with other PSHE Leads and share good practice
• Time to make a British Values and Protective Characteristics Action Plan for your school

This course may be more suitable for a Senior Leadership Team (SLT) member to join alongside the PSHE Lead to allow for collaboration on the audit and action plan. Attendees will need to bring a laptop.

This course enables participants to reflect in a safe space, on their experiences of supporting vulnerable children and young people through transitions. We will look at what worked to reduce the overwhelm and reduce the stress, and what can cause it to be more challenging. We will look at different types of
transitions that children and young people may face, for example transition from year six to year seven, transition from mainstream to specialist setting, transition into a new house.
Participants will benefit from content around attachment, trauma and relationships, transitions (what they are and how they affect us.) We will look at resilience and vulnerability and how they both negatively or positively impact upon the affect of transitions on our brains and nervous systems. We will then look at different examples of transitions and practical examples of what can support those transitions and what buffers against the potential negative impacts of those transitions. We will look at case studies and stories of hope, and support participants in being able to use the knowledge, understanding and skills explored to apply to real life scenarios. 

Course content:

• Attachment, trauma and relationships.
• What are transitions and how do they affect us.
• Resilience and Vulnerability and how that can impact transitions.
• Examples of transitions and practical examples of what can help.
• Case studies and stories of hope. 
• Applying knowledge, understanding and skills to real life scenarios.
• Reflection and Q&A opportunity.

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we’re resilient and able to deal effectively with daily troubles, as well as ’bounce back’ from life’s challenges.

Good staff wellbeing in schools  is essential for cultivating a mentally healthy school/college, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

As educational  staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues, children and young people, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

Delegates attending this workshop will be able to:

•             Explore what impacts on their own wellbeing

•             Recognize when they might be struggling

•             Practice some strategies for coping

•             Become more familiar with 10 keys to happier living

•             Develop their own wellbeing plan

The session will include a presentation as well a being interactive with a chance to discuss common concerns with fellow professionals and pick up some tips.

Children who have experience trauma in the early development stages of lifemay have missed out on key movement experiences. Therefore, this may lead to
developmental delays in any of the seven senses but particularly the vestibular, proprioception and tactile systems. Furthermore, these are the building blocks
of the central nervous system. Moreover, without a well developed central nervous system children find it harder to interact and understand the world around them.

This course will cover:

• What is sensory processing
• Typical development of sensory processing
• The Vestibular system
• The Proprioceptive system
• Tactile senses
• The signs of difficulties with sensory processing
• How you can help to develop the vestibular and proprioception systems
• How you can help develop tactile senses
• Practical ideas including what can be included in a sensory box

This is a virtual training session hosted on the Teams platform. Training can be done around one screen if desired, but we will still require all contact names and email addresses of staff attending.

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £31 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

Gloucestershire Healthy Living and Learning have been offered a unique opportunity to invite secondary teachers and lecturers to visit Gloucester Crown Court whilst it is in session. This will provide educational professionals with a unique insight into the English Criminal Justice system, support and inform the teaching of The Law, PSHE and Citizenship. As you know our ‘Getting Court’ scheme has been offering this opportunity for students for many years. Judge Lawrie is very keen to offer teachers the same chance! There will be an opportunity for teachers to ask questions of Judge Lawrie during the morning.

Message to all teachers from Judge Lawrie:

“Getting Court has now been running for 10 years. Different schools attend Gloucester Crown Court each month and learn about the rule of law and how the Criminal Justice System works. They watch real cases and see real defendants being sentenced. Sometimes they observe a jury returning with a verdict.

What has become very clear is that teachers who themselves attend know very little about how the Criminal Justice System works and those who have attended have found the morning both interesting and rewarding. I am passionate about explaining to all-comers how the system works, how it affects everyday life, its strengths and weaknesses and the type of people who find themselves in the dock.

Please come along to Court. I think you will find it personally interesting, and it will give you information to help keep young people informed about our judicial system”.

Places are limited and will be allocated on a first-come first-served basis, initially at one place per school/college. If you would like to attend this event at Gloucester Crown Court then please select 'Book Now' and complete the form. 

The aim of this course is to help adults supporting children/young people (CYP) to better understand self-harm in CYP by defining the term, reflecting on current research, and considering some of the functions that self-harm might serve. The session is designed to explore the ways educational professionals can support CYP who self-harm and to offer some strategies and guidance.
At the end of this course, participants will be able to:

• Understand the term ‘self-harm’ or ‘self-injury’,
• Consider some of the research related to self-harm,
• Identify risk factors and vulnerable groups,
• Explore some of the causes and functions associated with self-harm,
• Consider the role of educational professionals in supporting CYP who
  experience self-harm ,
• and Understand how professionals are able to support CYP who self-harm. 

Wellbeing is all about our holistic health, including the physical and emotional. When we have good levels of wellbeing we feel that life is in balance and that we can generally cope well. We feel motivated and engaged, we’re resilient and able to deal effectively with daily troubles, as well as ’bounce back’ from life’s challenges.

Good staff wellbeing in schools  is essential for cultivating a mentally healthy school/college, for retaining and motivating staff and for promoting pupil wellbeing and attainment.

As educational  staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils.

In addition to having a positive impact on colleagues, children and young people, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

Delegates attending this workshop will be able to:

•             Explore what impacts on their own wellbeing

•             Recognize when they might be struggling

•             Practice some strategies for coping

•             Become more familiar with 10 keys to happier living

•             Develop their own wellbeing plan

The session will include a presentation as well a being interactive with a chance to discuss common concerns with fellow professionals and pick up some tips.

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £31 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

Ofsted state that “No matter what type of school they attend, it is important that all children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people.”

During this whole day training, we will explore the nine Protected Characteristics and five British Values and how you can embed these in your school.

The training will include:

• An overview of the statutory Primary RSHE curriculum and where British Values and Protected Characteristics sit within the whole school Personal Development curriculum
• Recommendations of resources you can use to support the teaching of British Values and Protected Characteristics in your setting
• Ofsted expectations
• Time to network with other PSHE Leads and share good practice
• Time to make a British Values and Protective Characteristics Action Plan for your school

This course may be more suitable for a Senior Leadership Team (SLT) member to join alongside the PSHE Lead to allow for collaboration on the audit and action plan. Attendees will need to bring a laptop.

Secondary Trauma and Workplace Stress have the potential to be occupational inevitabilities of working in the helping profession. The latest research however, is suggesting that this does not necessarily need to be so. There are tools and strategies embedded in the latest physiological and psychological research that are helping us to understand how to keep ourselves well within the helping professions, in order to continue to do our best for the people we serve. It is both our own personal responsibility to understand our own nervous system and tools for regulation as well as being an organisational responsibility, ensuring that policies and processes are in place that support the work force and avoid the risks of secondary trauma and workplace stress.
In this training, we will look at:
• What do we mean by secondary trauma and who is most at risk?
• When does positive stress tip into toxic stress?
• The well-trodden path from overwhelm to burnout.
• How stress presents a safeguarding risk.
• Being aware of emotional contagion and the importance of workplace culture.
• Why doughnuts in the staffroom are nice, but not the solution.
• The autonomic nervous system in relation to secondary trauma and stress.
• Understanding our own unique nervous system needs.
• Understanding the stress cycle and research informed strategies for completing it.
• Individual actions we can take to help ourselves.
• Organisational and leadership considerations.
This training will provide you with a platform to build upon. Knowledge and noticing are important first steps. You will leave this training with research informed strategies and resource ideas that will support you to protect yourself and others against the risks of secondary trauma and workplace stress.

Beyond Boundaries: Respect, Safety, and Digital Wellbeing 1 day Course (Secondary) comprises of 3 modules (It's More Than Just Banter! Sexual Harassment, Beyond the Scroll: Protecting Against Digital Harm and Shaping Respect: Responding to Violence and Harmful Influences)

From September 2026, the updated RSHE statutory guidance comes into force. Are your staff confident and ready to deliver it?

We're offering a FREE, one-day training course designed to upskill your team and boost confidence in tackling some of the most pressing issues facing young people today.

The course is built around three powerful modules:

It's More Than Just Banter! Sexual Harassment - 09:15-10:45
Back by popular demand after last year's success. This session explores sexual harassment, misogyny, Incel movement and navigating the toxic digital subculture, with practical strategies for addressing these issues in educational settings.

Beyond the Scroll: Protecting Against Digital Harm - 11:15-12:45
Delivered in collaboration with Gloucestershire Police and GHLL, this module covers safeguarding risks in gaming and apps, spotting AI deepfakes and financial exploitation — with clear ways to bring these topics into your curriculum.

Shaping Respect: Responding to Violence and Harmful Influences - 13:30-15:00
Explore gender-based violence, toxic online influencers, domestic abuse, coercive control, and the impact of pornography, with guidance on how to respond effectively in your setting.

✅ Free to attend
✅ Practical strategies you can use straight away
✅ Teaching resources provided

Give your team the tools, confidence, and knowledge to deliver the new RSHE requirements and to support young people with the challenges they face today. We would recommend that you attend all three modules, however if you have attended the 'It's More Than Just Banter! Sexual Harassment' and don't wish to attend again please do let us know by emailing us at ghll@gloucestershire.gov.uk

This full day course is open to all professionals who work with KS2 -KS5 primary and secondary age young people in Gloucestershire, and further education (FE) including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £31 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

Effective Personal Development (PSHE & RSE)

This course provides leaders and practitioners with a clear understanding of what effective Personal Development curriculum entails. We will explore what personal development means in today’s context, how to establish clear intent, and how to ensure provision is meaningful, progressive, and impactful for all learners.

The training will cover:

• An overview of personal development and its significance across the whole curriculum
• Aligning provision with your school’s context and ethos
• Exploration of how to integrate the recent statutory RSE guidance into a coherent curriculum
• Ensuring personal development has equal status alongside other curriculum areas
• Practical strategies for assessing of impact
• Understanding what Ofsted will be looking for in the new “report card” on personal development

By the end of the session, you will leave with an understanding of how to strengthen your provision, evidence its impact, and embed personal development as a cornerstone of whole-school success.

Audience: Secondary, FE, Special, PSHE Leads and Those New to PSHE Lead Role.

By the end of this session, attendees will develop a deeper understanding of how behaviour communicates underlying needs and emotions, and how to respond through a relational, trauma-informed lens. Participants will explore the importance of connection, trust, and emotional safety in supporting behaviour, and gain practical strategies to foster reflective, inclusive practice.

At the end of this course, participants will:

• Understand Behaviour as Communication
• Explore the Principles of Relational Approaches
• Reflect on Adult Role and Emotional Regulation
• Apply Trauma- and Attachment-Informed Practice
• Develop Practical Strategies

This course aims to give an introduction to Emotion Coaching for all school staff and associated professionals.

This workshop is offered to ALL staff in every school/college in Gloucestershire. The training compliments other training packages available through GHLL including:

• MHFA (Mental Health First Aid England Training)
• Understanding Self Harm
• Equalities and Transgender Awareness in Schools

The training will enable the development of listening skills and explore good practice. Participants will have the opportunity to share what works well and hear examples from other settings, before considering how to establish a structure within their own setting to ensure there is a TEAA for their pupils. They will also have their own skills reaffirmed by:

• Gaining a greater understanding of their own mental health and the importance of self-care.
• Feeling more supported in their role as a Trusted Emotionally Available Adult.
• Having the opportunity to practise empathetic responses and listening skills

At the end of the training each setting will receive a hard copy of GHLL's TEAA resource. Attendees will also have full access to the electronic copies upon completing the training.

Please note, the resources are currently designed for use with KS1 and KS2 children, although some can be adapted for use with KS3 pupils. We hope to develop more secondary resources later in the year.

9.30 – 12.15pm Part One

Led by GHLL primary teachers, this morning session will dive into the new DfE RSHE Statutory Guidance 2025 for Primary Schools. Delegates will explore the changes made to the previous document and look at how to ensure their R(S)HE curriculum meets the DfE requirements, whilst also tailoring it to their setting and the needs of their pupils. Whether a commercial package is used to deliver the R(S)HE curriculum or freely available resources are used, this session will help to support schools in providing a spiral, responsive, progressive curriculum, bespoke to their setting.

This training session will cover:
· New statutory requirements for R(S)HE (to be implemented by Sept 2026) including policies and curriculum content
· Guidance for auditing and reviewing provision in school
· Suggestions for parent and pupil consultation
· Understanding of the principles of good R(S)HE teaching
· Suggestions for dealing with awkward questions, setting ground rules and managing parental concerns
· Signposting to quality-marked free resources to support the curriculum

1pm – 3.30pm Part Two

During this afternoon workshop session, we will dive into the various GHLL primary resources, all of which have been developed by practising teachers to support pupils in their physical and emotional development. The GHLL Lead Teachers can advise on how to build the resources into your school’s current PSHE curriculum, and share ways in which they have been implemented in other schools and the outcomes they have provided.

During the session you will have the opportunity to discuss methods to measure the impact of your PSHE teaching, and ways in which the children’s learning and understanding can be recorded and assessed.

Some of the resources explored in this session will include:

• Counting Sleep
• Make Me a Superhero
• Peer Mediation
• Understanding Dementia
• Keeping Myself Safe
• Focused for Learning

The last part of the session allows time for delegates to view other resources freely available to schools and the chance to share ways in which they can be mapped into a school’s provision.

This full day course is open to all professionals who work with KS2 -KS5 primary and secondary age young people in Gloucestershire, and further education (FE) including teachers, senior leaders, pastoral managers, tutors, learning support workers and parent support advisors.

These courses are facilitated by Satveer Nijjar BSc (Hons) Psychology, a motivated and inspirational speaker.

Topics covered include:

• defining self-harm
• statistics on self-harm
• what leads to self-harm in young people
• what the functions of self-harm are for the young person
• myths and language use in relation to self-harm
• risk in relation to self-harm
• supporting someone who self-harms, including practical strategies

9.00am Registration     9.30am Start of Training

A session to increase school staff understanding of trauma and attachment and how to support children/young people who may have experienced trauma and/or have attachment needs. This course will use primarily direct teaching and some group discussion to achieve the course aims. Key questions and themes explored include:

• What is meant by the term ‘Attachment’?
• The role of the key adult
• What do we mean by the term ‘Trauma’?
• Using the PACE approach
• Co-regulation of emotions
• The secure base
• Teaching coping strategies

Objectives of this session for delegates are:

• To understand the terms ‘Trauma’ and ‘Attachment’
• To develop a shared understanding of some of the research around trauma and attachment
• To understand how pupils, who have experienced trauma and/or have attachment needs, may present in school
• To consider ways to support these children and young people in the classroom

Delivered by Gloucestershire Educational Psychology Service in partnership with GHLL

How can schools not only support young people in recovering from trauma but also help them grow and thrive? This interactive 90-minute webinar explores trauma-informed strategies that foster resilience and post-traumatic growth in students. We will examine the impact of trauma on learning, behaviour, and emotional regulation and discuss how to create a psychologically safe school culture that promotes healing and self-efficacy.
Learning Outcomes:

• Understand Trauma and Learning: Recognise how trauma affects brain development, behaviour, and engagement in the classroom.
• Develop Trauma-Informed Approaches: Learn practical strategies to create psychologically safe learning environments that support emotional regulation and student wellbeing.
• Foster Resilience and Post-Traumatic Growth: Explore how to help students develop new strengths, a sense of purpose, and a positive self-identity in the aftermath of adversity.

A three hour course which will enable participants to gain a wider understanding, for themselves and others, of some issues surrounding mental health and how they might support the young people they work with. This is a rare opportunity for colleagues working with young people to improve their knowledge, understanding and skills at identifying and supporting young people with mental health problems. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £16 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

This MHFA course will teach you how to:

• Spot the early signs of a mental health problem in young people
• Feel confident helping a young person experiencing a problem
• Provide help on a first aid basis
• Help protect a young person who might be at risk of harm
• Help prevent a mental health illness from getting worse
• Help a young person recover faster
• Guide a young person towards the right support
• Reduce the stigma of mental health problems

Delegates must attend both days in full. To book your place please select 'Book Now' and complete the form. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £31 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

A three hour course which will enable participants to gain a wider understanding, for themselves and others, of some issues surrounding mental health and how they might support the young people they work with. This is a rare opportunity for colleagues working with young people to improve their knowledge, understanding and skills at identifying and supporting young people with mental health problems. 

PLEASE NOTE: From 1st September 2025, there will be a nominal charge of £16 to attend the course which covers the cost of the workbook needed on the day. You will be able to take this workbook home with you.

If you fail to cancel your place 5 days before the event, you may not receive a full refund

Compassion is innate, but constant emotional demands can lead to fatigue. Many school staff experience this exhaustion due to the relentless need for compassion in their work. This trauma-laden environment increases vulnerability to secondary trauma. Supporting traumatised children and parents requires absorbing their stress, relying on resilience to process it. However, when overwhelmed, our own threat response can be triggered, leading to trauma. This course provides a safe space for reflection, helping participants identify compassion fatigue, understand strategies for prevention and recovery, and recognize that resilience strengthens with each recovery.
The training promotes staff wellbeing, covering attachment, trauma, and resilience. Participants will reflect on experiences, explore case studies, and create action plans for recovery. Reflective practice and its benefits will be a key focus.
Course Content:

• Navigating complex work environments
• Core needs for wellbeing
• Neuroscience of trauma and secondary stress
• Signs of trauma and recovery
• Building individual and community resilience
• Creating nurturing environments
• The role of diversity in resilience

Mental Health e-learning ‘Train the Trainer’ Course

This has been designed in conjunction with CYPS and is an incredibly accessible tool.

Course Aims

To help all primary and secondary school staff to understand the more common mental health problems children and young people may face.

To recognise the signs and symptoms of mental health problems

To guide a child or young person towards the right support

To help children and young people cope and manage their lives.

This course is for:

All primary and secondary school staff wishing to develop their knowledge and skills around Mental Health. It is intended that after receiving training, delegates will then ask questions on how to then deliver the package themselves. All participants will need a laptop or tablet and internet access to complete the session, which lasts 90 minutes.

If you would like the trainer to come in to school to deliver this FREE training, to arrange a date please email us with your name, school name, phone number and possible dates to ghll@Gloucestershire.gov.uk

Gloucestershire Constabulary are excited to offer a comprehensive presentation designed specifically for parents, providing them with the tools and insights to keep their children safe online.The session lasts approximately 1hr 15 minutes and contains topics such as:

•  Understanding Online Risks – Identify the various 
  dangers your children may encounter online, including 
  cyberbullying, predators and harmful content.
• Social Media and Apps safety – Learn best practices for 
  social media and applications. How to configure privacy 
  settings and protect your child’s information.
• Parental Control Tools – Explore tools and settings to 
  monitor and control your child’s online activities.
• Encouraging Open Communications – Gain tips on 
  fostering honest conversations about internet use and 
  creating a supportive environment.
•  

The presentation is of course free of charge and can be presented at any time of the schools choosing, preferably whenever will encourage the best turnout of parents.

Join us online to learn about important strategies and practices to ensure the well-being of children in educational environments. Our expert speakers will cover topics like hygiene, illness prevention, and safety measures. Don't miss out on this valuable opportunity to enhance your knowledge and skills in promoting a healthy environment for young learners.