This one day training equips participants with the skills and confidence to deliver an RSE curriculum that is positively inclusive of LGBT identities and relationships.

For more info click here

Participants will explore how an LGBT-inclusive approach will help to meet new statutory requirements and ensure that all children and all families feel valued and included.  The approach is interactive, with opportunities to trial, evaluate and adapt resources for your school.

For more info click here

PDA is a description of a pattern of behaviours, characterised by high levels of anxiety, complex social interactions and a need to be in control. Given as a diagnosis by some clinicians across the country, PDA poses considerable challenges for families and settings to manage.

Delivery by Tanya Walters, Specialist Senior Educational Psychologist and Catrina Lyle, Advisory Teacher

Course Aims

• To understand the background to PDA
• To have an awareness of current issues around diagnosis
• To give practitioners practical approaches to use with children and young people who display behaviours associated with PDA
• To consider ways to foster and develop the learning potential and emotional well being of children and young people who are highly anxious and demand-avoidant
• To consider the challenges of parenting a child with these behaviours
• To reflect on teaching style and develop skills

Who is this course for?

All primary and secondary school staff who are interested in supporting children and young people whose ‘PDA’ behaviours pose an interesting challenge to manage in the classroom

Course Cost: £110 p/p (Lunch included)

When & Where?

27 September 2017. The Partridge Room, 4-6 Commercial Road, (Formerly the Global Languages Immersion Centre), Gloucester. GL1 2EA

9.30am to 4pm. (Tea/Coffee @ 9am)

Suicide Prevention resource ‘Beyond Fed Up’ has been written by teachers for teachers, with the intention of enabling classroom teachers to tackle this sensitive subject. It aims to help young people understand their own mental health, to build resilience, know ways in which they can support other young people who are having a difficult time and to recognise when they need to seek help.

Suicide Prevention resource ‘Beyond Fed Up’ has been written by teachers for teachers, with the intention of enabling classroom teachers to tackle this sensitive subject. It aims to help young people understand their own mental health, to build resilience, know ways in which they can support other young people who are having a difficult time and to recognise when they need to seek help.

The Gloucestershire Online Pupil Survey indicates that many of our children are not getting good enough sleep to be refreshed and ready for learning.

24% of Y6 pupils report regularly going to bed at 10pm or later.

27.4% of Y4 and Y6 report taking 2 or more hours to go to sleep once in bed.

15.8% of Y4 and Y6 spending this time in front of screens (TVs, computers, devices)

47% of secondary age pupils report sleeping for less than the 8-9 hours NHS Choices recommendation to function at their best.

Use of electronic devices and TVs close to bedtime may contribute to disrupted sleep for children and young people. Good sleep has proven advantages for memory and performance. Sleep releases growth hormones and helps the body and mind develop well; it enables the brain to make sense of the day's events and helps us to keep emotionally balanced.

There is increasing evidence that too little sleep in children has a detrimental effect on their growth, attainment and mental health.  Good sleep habits can be laid down during childhood and this resource aims to teach children and young people how to get a good night's sleep.

Planning more physical activity into your timetable is a struggle. With the British Heart Foundation guidelines stating that children should be active for at least 3 hours a day, practitioners are struggling to offer children the opportunity to hit these targets. 

This active, CPD session will introduce you to ways in which more physical activity can be brought into the curriculum, either in your classroom or by taking your curriculum outside.

During the session, you will have a go at being a Tennis Wizz, you’ll be creating active stories, learn a more active way to assess starting points and end outcomes and you’ll have lots of fun as you learn.

This is an active session so please be dressed ready to move!

                     This interactive CPD session shares the implementation, and outcomes, of GHLL’s positive playtimes practice. With the introduction of zoned playgrounds, that directly link to the ‘5 ways of wellbeing’, incidents of isolation and poor behaviour have dropped dramatically. These zones not only provide a wellbeing boost for all pupils, but also through planning with the midday supervisors, enable more vulnerable pupils to get targeted boosts in their specific areas of need. This Positive Playgrounds practice not only gives schools the tools to target pupils who need wellbeing boosts, but also shares what wellbeing is, why it is important and how to assess the wellbeing impact you currently have on your pupils.

Get ready to connect, be active, know yourselves, learn something new and give your time!

                     This interactive CPD session shares the implementation, and outcomes, of GHLL’s positive playtimes practice. With the introduction of zoned playgrounds, that directly link to the ‘5 ways of wellbeing’, incidents of isolation and poor behaviour have dropped dramatically. These zones not only provide a wellbeing boost for all pupils, but also through planning with the midday supervisors, enable more vulnerable pupils to get targeted boosts in their specific areas of need. This Positive Playgrounds practice not only gives schools the tools to target pupils who need wellbeing boosts, but also shares what wellbeing is, why it is important and how to assess the wellbeing impact you currently have on your pupils.

Get ready to connect, be active, know yourselves, learn something new and give your time!

All children will experience events in their life that can be challenging. How they respond is related to their levels of resilience and coping skills. Delivery by Rhian Griffiths and Dr Emily France

Course Aims

• to help primary and secondary school staff to understand the psychological importance of resilience
• to identify vulnerable children and provide strategies to enhance their resilience
• to promote a whole school approach to fostering resilience in all children

Please note: attending this course means you are eligible to attend 'Promoting Resilient Thinking: Using Cognitive Behavioural Approaches'

For more information click here

All children will experience events in their life that can be challenging. How they respond is related to their levels of resilience and coping skills. Delivery by Rhian Griffiths and Dr Emily France

Course Aims

• to help primary and secondary school staff to understand the psychological importance of resilience
• to identify vulnerable children and provide strategies to enhance their resilience
• to promote a whole school approach to fostering resilience in all children

Please note: attending this course means you are eligible to attend 'Promoting Resilient Thinking: Using Cognitive Behavioural Approaches'

For more information click here

For full course details click here

A 7 day course to support practitioners in mentoring students so as to build their emotional resilience.

Delivery by Juliette Ttofa in collaboration with other Educational Psychologists.

The course will cover the following topics and all days will be delivered by specialist or trained Educational Psychologists:

• Resilience, Attachment, Emotion Coaching, Active Listening/Communication Skills,
• Social Skills Interventions, Self-esteem, Strengths-Based Approaches, Solution-Focused
• Approaches, Creative Therapeutic Interventions, Trauma, Loss, Bereavement, Family
• Separation, Cognitive Behavioural Approaches, Growth Mindset, Mindfulness

What happens after training?

ELSAs will be able to:

• Carry out regular (weekly) half-hour sessions with individual pupils or small groups
• Develop programmes of support that are matched to pupil needs
• Monitor interventions using appropriate tools for evaluating the impact of interventions for
• children with SEMH needs
• Evaluate when it is time to take a step back and allow the pupil to progress independently
• with support from class staff
• Share ideas with other staff about how to support pupils

Who is this course for?

Teaching assistants; primary school staff, secondary school staff; SEMH special school/alternative provision staff; independent school staff; social care professionals; family support workers; youth workers; learning mentors; college staff; Gloucestershire University staff

Course Cost 

£850*

*30% reduction for 10 places bought at the same time before the end of school year 2016-2017

Lunch not included (there is an onsite café)

(Tea and coffee at 9.00am)

When and where?

• Day 1: Wednesday 4th October 2017, 09:30-16:00
• Day 2: Wednesday 8th November 2017, 09:30-16:00
• Day 3: Wednesday 10th January 2018, 09:30-16:00
• Day 4: Wednesday 7th February 2018, 09:30-16:00
• Day 5: Wednesday 7th March 2018, 09:30-16:00
• Day 6: Wednesday 9th May 2018, 09:30-16:00
• Day 7: Wednesday 6th June 2018, 09:30-16:00

Education Centre, Nature in Art, Main A38 Twigworth, Gloucester GL2 9PA, Venue Tel: 01452 731422

(Free onsite parking available)

Please note: On-going supervision will be expected in order to maintain the accreditation. This will incur an additional cost of £200 per year per ELSA. This cost includes 6x2 hour supervision sessions.

This course is for school leaders, teachers and support staff looking to improve their understanding of gender and gender identity. Participants will explore the theory and concepts which underpin trans-inclusion and how this supports a whole school approach to gender equality, including preventing transphobic and gender-based bullying. There will be a focus on terminology and developing the confidence to use key terms in the  classroom.

To find out more click here

This course is for school leaders, teachers and support staff looking to improve their understanding of gender and gender identity. Participants will explore the theory and concepts which underpin trans-inclusion and how this supports a whole school approach to gender equality, including preventing transphobic and gender-based bullying. There will be a focus on terminology and developing the confidence to use key terms in the classroom.

For more information and click here

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 Tabor is very keen to offer teachers the same chance! There will be an opportunity for teachers to ask questions of Judge Tabor during the morning.

Message to all teachers from Judge Jamie Tabor:

“Getting Court has now been running for 5 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 on Friday 9th February then please email ghll@gloucestershire.gov with the name of the person who would like to attend.

The GHLL Team would like to invite you to our training session, the focus of which is the GHLL ‘Give and Get’ teaching resource covering sexual consent and healthy relationships.

A survey of children and young people conducted by the Sex Education Forum, has found that almost one in three young people say they did not learn about consent at school. 

It’s important that young people can take responsibility for consent, that they understand it’s not just about words, but also body language and capacity and that they are able to explore what ‘yes’ does and doesn’t look like.

We hope teaching about consent helps to give them the confidence to have a conversation and not to feel pressured, in response to this, in conjunction with Rape Crisis and GDVSAP, we have created a resource that addresses all areas surrounding consent.

The GHLL Team would like to invite you to our training session, the focus of which is the GHLL ‘Give and Get’ teaching resource covering sexual consent and healthy relationships.

A survey of children and young people conducted by the Sex Education Forum, has found that almost one in three young people say they did not learn about consent at school. 

It’s important that young people can take responsibility for consent, that they understand it’s not just about words, but also body language and capacity and that they are able to explore what ‘yes’ does and doesn’t look like.

We hope teaching about consent helps to give them the confidence to have a conversation and not to feel pressured, in response to this, in conjunction with Rape Crisis and GDVSAP, we have created a resource that addresses all areas surrounding consent.

This session introduces the Mental Health Champion Award. It takes you through the procedures and requirements necessary to achieve the award and also shows the support available.

The award gives schools an opportunity to showcase good practice of mental health for both students and staff and to help them identify areas in their provision that would benefit from further development.

Please note - to achieve this award schools should either be working towards completing the GHLL Award or already have been awarded it. It cannot be done as a stand-alone award.

This session introduces the Mental Health Champion Award. It takes you through the procedures and requirements necessary to achieve the award and also shows the support available.

The award gives schools an opportunity to showcase good practice of mental health for both students and staff and to help them identify areas in their provision that would benefit from further development.

Please note - to achieve this award schools should either be working towards completing the GHLL Award or already have been awarded it. It cannot be done as a stand-alone award.

This session introduces the Mental Health Champion Award. It takes you through the procedures and requirements necessary to achieve the award and also shows the support available.

The award gives schools an opportunity to showcase good practice of mental health for both students and staff and to help them identify areas in their provision that would benefit from further development.

Please note - to achieve this award schools should either be working towards completing the GHLL Award or already have been awarded it. It cannot be done as a stand-alone award.

This session introduces the Mental Health Champion Award. It takes you through the procedures and requirements necessary to achieve the award and also shows the support available.

The award gives schools an opportunity to showcase good practice of mental health for both students and staff and to help them identify areas in their provision that would benefit from further development.

Please note - to achieve this award schools should either be working towards completing the GHLL Award or already have been awarded it. It cannot be done as a stand-alone award.

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

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

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

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

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

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

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

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.

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.

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.

Are you new to PSHE? Have you taken on a responsibility for delivery of PSHE in your school?

Does your school wish to build on its existing provision or are you starting from scratch?

This training sessions aims to offer support and advice to teachers at secondary school whether it be to give them guidance in planning and structuring the curriculum, topics within the PSHE curriculum or individual lessons.

We will use the PinK curriculum and GHLL resources to show you how you can structure a comprehensive curriculum for your school. You will also learn how schools can use data from the On-line Pupil Survey to tailor the curriculum to the schools specific needs.

GHLL Review

Are you new to this or is your accreditation up for renewal?

In order to gain the Gloucestershire Healthy Schools or the Gloucestershire Healthy FE accreditation, you need to complete a Review, which we have designed with a view to minimising the bureaucracy previously associated with the national Healthy Schools reporting forms.

It is intended to help you capture the essence of what it means for your school to be a Healthy School, or your college to have a Healthy FE accreditation. Primarily, it's a self-assessment checklist enabling you to celebrate what's working well and to identify areas where you might want to take some action.

This session will be lead by GHLL Lead Teachers to give you practical support in this area.

                                              ********************************

PinK Curriculum Training

Following on from the highly successful GHLL Safeguarding Event we are running extra practical support training sessions for you to embed the Safeguarding Curriculum in your own setting.

When attending GHLL Review/PinK training you will need to bring a laptop with you – please ensure it is fully charged.  Before you attend, please ensure that you are able to use the laptop outside of your school environment and in particular that you are able to sign on (you will need your GHLL review login and password, also that you can access the GHLL website without it being blocked by your school or college).            

GHLL Review

Are you new to this or is your accreditation up for renewal?

In order to gain the Gloucestershire Healthy Schools or the Gloucestershire Healthy FE accreditation, you need to complete a Review, which we have designed with a view to minimising the bureaucracy previously associated with the national Healthy Schools reporting forms.

It is intended to help you capture the essence of what it means for your school to be a Healthy School, or your college to have a Healthy FE accreditation. Primarily, it's a self-assessment checklist enabling you to celebrate what's working well and to identify areas where you might want to take some action.

This session will be lead by GHLL Lead Teachers to give you practical support in this area.

                                              ********************************

PinK Curriculum Training

Following on from the highly successful GHLL Safeguarding Event we are running extra practical support training sessions for you to embed the Safeguarding Curriculum in your own setting.

When attending GHLL Review/PinK training you will need to bring a laptop with you – please ensure it is fully charged.  Before you attend, please ensure that you are able to use the laptop outside of your school environment and in particular that you are able to sign on (you will need your GHLL review login and password, also that you can access the GHLL website without it being blocked by your school or college).            

GHLL Review

Are you new to this or is your accreditation up for renewal?

In order to gain the Gloucestershire Healthy Schools or the Gloucestershire Healthy FE accreditation, you need to complete a Review, which we have designed with a view to minimising the bureaucracy previously associated with the national Healthy Schools reporting forms.

It is intended to help you capture the essence of what it means for your school to be a Healthy School, or your college to have a Healthy FE accreditation. Primarily, it's a self-assessment checklist enabling you to celebrate what's working well and to identify areas where you might want to take some action.

This session will be lead by GHLL Lead Teachers to give you practical support in this area.

                                              ********************************

PinK Curriculum Training

Following on from the highly successful GHLL Safeguarding Event we are running extra practical support training sessions for you to embed the Safeguarding Curriculum in your own setting.

When attending GHLL Review/PinK training you will need to bring a laptop with you – please ensure it is fully charged.  Before you attend, please ensure that you are able to use the laptop outside of your school environment and in particular that you are able to sign on (you will need your GHLL review login and password, also that you can access the GHLL website without it being blocked by your school or college).            

A valuable training opportunity as part of our response to what CYP have said in the OPS about emotional health and wellbeing as well as something that will count towards schools accreditation for GHLL. This course will lift the lid on the mystery that surrounds mental health and shows teachers and support staff how to deliver sessions that encourage children to talk about mental health.

Delegates will each receive a copy of The Primary Mental Health Handbook. It is a very comprehensive resource with background reading and information, a DVD and lesson plans for Key Stage 2. The handbook contains all the worksheets and plans that may be photocopied and staff attending the training will have the opportunity to try out some of the activities to enable them to feel more confident.

Primary Reslience resource - Make Me a Superhero

Make Me a Superhero is a new resource written by the GHLL team. This practical session introduces this primary resource for promoting personal resilience and to help children gain a better understanding of how we all have 'super' skills or talents that shape our interactions with the world and enrich our relationships with one another. The resource is suitable for Key Stages 1 and 2.

Primary Reslience resource - Make Me a Superhero

Make Me a Superhero is a new resource written by the GHLL team. This practical session introduces this primary resource for promoting personal resilience and to help children gain a better understanding of how we all have 'super' skills or talents that shape our interactions with the world and enrich our relationships with one another. The resource is suitable for Key Stages 1 and 2.

All children will experience events in their life that can be challenging. How they respond is related to their levels of resilience and coping skills. Delivery by Juliette Ttofa and Simon Rowe

Course Aims

• to further develop an understanding of thinking resiliently
• to introduce the basic elements of cognitive behavioural approached and cognitive behavioural therapy (CBT)
• to familiarise staff with one CBT based programme (GoStrengths) to support children and young people to think resiliently
• to promote skills in delivering a CBT based programme to children and young people

Please note: in order to attend this training you will need to have attended the 'Developing Resilience in Children and Young People' training course

For more information click here

'Keeping Myself Safe' is based on the Protective Behaviours programme and is a school-based resource designed to teach KS1 and Upper KS2 children:

• that they all have the right to be safe all the time
• how to recognise situations where they do not feel safe
• how to manage unsafe situations
• how to recognise their network of support

The resource can be used alongside other GHLL resources to help schools deliver elements of the PinK Curriculum, and in particular the ‘Developing Risk Management’ theme at both KS1 and KS2.

Sex and relationships education (SRE) should be delivered by competent and confident educators. To support the continues professional development (CPD) of teachers, PSHE leads, school nurses, youth worker and others involved in teaching SRE and providing one-to-one advice to children and young people there is a range of training opportunities available through GHLL.

• Improving staff confidence: how we can improve the oncifdence of non-specialists to ensure that SRE fully resonates with children today
• Addressing sensitive and controversial issues
• Sexting
• Child Sex Exploitation (CSE)
• Porn

Sex and relationships education (SRE) should be delivered by competent and confident educators.

GHLL offers this course to support the continued professional development (CPD) of teachers, PSHE leads,  school nurses, youth workers and others involved in teaching SRE and providing one-to-one advice to children and young people.

•Improving staff confidence: how we can improve the confidence of non-specialists to ensure that SRE fully resonates with children today 

•the nature and scope of SRE within the context of PSHE education                                   

•the legal, policy and guidance frameworks for SRE

•planning, delivering and evaluating SRE programmes

•addressing sensitive and controversial issues

Note: Please bring your own lunch

Supporting young people with substance misuse issues is a vital part of

Safeguarding Children and so we urge you to book onto this Free course!

• Are you working with children and young people who have substance misuse issues?
• Do you have up-to-date information about substance misuse?
• Are you aware of local support available to young people with substance misuse issues?

Please follow the link to the flyer for further details of this Substance Misuse Screening Tool Training with the available training dates and booking form. To book onto any of the full day events please follow the instructions on the flier.

 Please click here for flier and booking form

For full course details click here

An accredited 3 day training course to support children with emotional, social and behavioural needs through their own storywriting.

Price: £395

When and where?

Day 1: Tuesday 3rd October 2017, 09:30-15:30 (tea and coffee at 9am)

Day 2: Tuesday 31st October 2017, 09:30-15:30 (tea and coffee at 9am)

Day 3: Tuesday 28th November 2017, 09:30-15:30 (tea and coffee at 9am)

Battledown Centre

Harp Hill

Battledown

Cheltenham

Gloucestershire

GL52 6PZ

This two day course provides introductory training in Video Interaction GuidanceTM for those working with parents and carers who are experiencing difficulties in communication with their children, and who wish to develop better relationships with them. VIG is also relevant for staff working with children and young people  in schools, special education or care settings and for staff in higher education who support others in teaching and supervision skills. VIG is used across education, health, social work and the voluntary sector.

For more information click here

The Advisory Teaching Service are proud to host a unique opportunity to hear world renowned author and expert Bill Rogers, on behaviour in schools.

What does this course cover?

The course will cover whole school approaches to positive behaviour practices with a strong emphasis on restorative  approaches.  Bill’s emphasis is always to address core practices to enable a positive and realistic approach to challenging behaviour and inclusion.

Who is this course for?

Educational Psychologists, Advisory Teachers, Teachers working in specialist settings, SENCos, Pastoral Leads, members of Senior Management Team and classroom practitioners.

Tuesday 17th October 2017, 9.00am–4.00pm

Kingsholm Rugby Stadium, Gloucester, GL1 3AX

Cost: £150 per person (including refreshments and lunch)

Please click here to access the flier

Bill taught for many years before becoming an education consultant and author; he lectures widely on behaviour management, discipline, effective teaching, stress management and teacher welfare across the UK and Europe, Australia and New Zealand. Bill also works as a mentor-teacher, team-teaching in challenging schools. He is well aware of the challenges of teacher leadership.