This service is provided to support schools, educational setting and professionals working with or in Children Services with further information regarding training providers for Trauma Informed and Attachment Aware related work.
If you would like your details to be posted in the directory, please click here.
https://www.ac-education.co.uk/
AC Education are a trusted training provider for the Education sector. Our courses, designed by subject matter specialists, focus on attachment, trauma, and inclusion with relational practices at the heart of all we provide. Our suite of online courses, webinars and training programmes empower teachers to create inclusive learning environments whic...
AC Education are a trusted training provider for the Education sector. Our courses, designed by subject matter specialists, focus on attachment, trauma, and inclusion with relational practices at the heart of all we provide. Our suite of online courses, webinars and training programmes empower teachers to create inclusive learning environments which enable every child to thrive both academically and emotionally. AC Education also work in partnership with Birmingham Newman University to provide a comprehensive training approach in Attachment, Trauma and Mental Health which includes a Post Graduate Certificate.
We work with Virtual Schools across the UK providing a range of bespoke webinars and face-to-face training as well as CPD Certified online courses. We also provide Whole School Attachment and Trauma Training, mentoring programmes and Reducing Exclusions Training. AC Education work together with schools to increase staff awareness of attachment, trauma and relational approaches to develop strategies to better address young people’s needs. Research shows that this results in better behaviour and reduces exclusions as well as improving academic attainment and attendance.
Middlesbrough Virtual School – Victoria Banks (Virtual School Headteacher) Victoria_Banks@middlesbrough.gov.uk
Dudley Virtual School – Emma Thomas (Virtual School Headteacher) Emma.Thomas@dudley.gov.uk
Warwickshire Virtual School – Deena Moorey (Virtual School Headteacher) deenamoorey@warwickshire.gov.uk
Hammersmith and Fulham Virtual School – Amelia Steele (Virtual School Headteacher) Amelia.Steele@lbhf.gov.uk
Royal National Children’s Springboard Foundation – Leah Morgan (Deputy Director of Programmes) ljm@royalspringboard.org.uk
HEALTH MENTORING
Health Mentors support vulnerable children to improve their wellbeing, mindset and school performance outcomes.
This programme includes the Evolve Development Tracker that is used to identify pupils in greatest need of additional support and track the impact of interventions.
ENHANCE
Enhance is a powerful development prog...
HEALTH MENTORING
Health Mentors support vulnerable children to improve their wellbeing, mindset and school performance outcomes.
This programme includes the Evolve Development Tracker that is used to identify pupils in greatest need of additional support and track the impact of interventions.
ENHANCE
Enhance is a powerful development programme that improves brain health to enhance cognitive skills, emotional wellbeing, and academic progress.
The software is used by NASA Astronauts, the US Military and high-profile organisations such as the Mayo Clinic and Nord Anglia Education.
Students:
• Increased achievement levels and academic progress
• Better social, emotional, and mental health outcomes
• Independent evidence has shown how this intervention closes the wellbeing gap and mentees catch up with school peers after three terms of support.
• Improved support for additional learning needs
Teachers:
• Improved teaching, learning and assessment performance
• Stronger mindset and more resilient to workplace challenges
• Greater levels of presenteeism and connection to the vocation
Senior Leaders:
• Valuable preparation for management and leadership roles
• Extended mental acuity and cognitive capabilities
• Important wellbeing support for greater emotional resilience
West Midlands:
Birmingham Virtual School
Lisa Smith
Lisa.smith@birmingham.gov.uk
Dudley Virtual School
Emma Thomas
Emma.thomas@dudley.gov.uk
London:
Lilian Baylis Technology School
Karen Chamberlain
school@lilianbaylis.com
Ripple Primary School
Roger Mitchell
RMitchell@ripple.bardaglea.org.uk
International:
Nord Anglia International School Dubai
Matthew Farthing
communications@nasdubai.ae
New Academy School (Dubai)
Nazia Daha
nas.pre@newacademyschool.com
https://www.imagineinclusion.co.uk/
Details of services provided
Imagine Inclusion Ltd tailored support, consultation, training, clinical supervision and services around the individual needs children, young people, family, school, care setting, school, Local Authority.
Our services promote inclusion, to foster wellbeing and to strengthen young-people, families and teams includi...
Details of services provided
Imagine Inclusion Ltd tailored support, consultation, training, clinical supervision and services around the individual needs children, young people, family, school, care setting, school, Local Authority.
Our services promote inclusion, to foster wellbeing and to strengthen young-people, families and teams including supporting individuals at risk of exclusion, school refusal, loss, separation and change.
Services we offer:
• System planning and mapping of systems and frameworks in place for Virtual Schools, Multi Academy Trusts.
• Consultation and collaboration.
• Training, workshops, and consultation.
• Clinical supervision
• Development of AATI Pathways
• The development of a range of packages to support trauma informed practice for individual Children and schools.
• Support individual Children e.g. risk of exclusion, school refusal, struggling with transition. Advice and guidance for Practitioners e.g. on implementing and reviewing strategies, offering supervision
• Liaison with Virtual School Co-ordinators to identify Children requiring additional support.
• Liaison with key Professionals working with the Child, this could include attendance at meetings as required e.g., Personal Education Planning meetings.
• Complete an assessment of the Child’s educational and social and emotional needs where these are impacting on attainment and progress.
• Complete assessments, advice, and guidance to support the implementation of plans for the Children to promote understanding and practice in Education Settings for Children who have lived experience of Trauma, Abuse, Violence and Loss.
• Advice and guidance for Carers with a focus on improving engagement in education of the Children they are caring for.
• Mental Health Charter Mark
• Strengthening TEAM Workshops
• Wellbeing at a variety of levels with a variety of workshops including the use of Arts and Creativity.
• Facilitation.
• Person Centred Planning.
• Development programmes for schools and setitngs.
This supports schools as they have and do develop practice, processes and knowledge that means they understand children at a deeper level, hence increase in inclusion.
1. Sarah Rivers (Headteacher Staffordshire Virtual School)
2. Lorraine Thompson (Walsall Virtual School)
sarah.rivers@staffordshire.gov.uk
3. Manor Hall Academy Trust.
Richard Redgate (CEO )
ceo@manorhall.academy
4. Arthur Terry Learning Partnership
(Lisa Nelson. Vulnerable Strategy Lead)
Lisa.Nelson@atlp.org.uk
5. Two Gates Primary School (Nest LlewelynCook (Headteacher)
n.llewelyncook@twogates.staffs.sch.uk
KCA provides learning and development focused on a core and foundational knowledge base of attachment, trauma and resilience to help promote connected relationships. Working in partnership, we start with an in-depth look at the development needs of an organisation and the way in which training will contribute to practice outcomes. We believe that a...
KCA provides learning and development focused on a core and foundational knowledge base of attachment, trauma and resilience to help promote connected relationships. Working in partnership, we start with an in-depth look at the development needs of an organisation and the way in which training will contribute to practice outcomes. We believe that a ‘whole systems’ approach is fundamental to creating sustained, systemic change and therefore seek to impact on organisational: · culture, through developing shared understanding and knowledge; · practice, through supporting the application of knowledge to practice; · structures, through supporting leaders to consider mechanisms to support
sustainability, such as Champions models and policy development; and · review systems, through ensuring the impact of our input is evaluated. Our co-creation approach ensures that we work with our commissioners to develop learning inputs that meet the needs of their learners and promote social enquiry, experiential learning and skill development through connected learning. We achieve this by creating blended learning journeys that use face to face training, webinars, online web-tutorials, e-learning, online mentoring and associated resources to support learning, facilitate discussion and encourage practice sharing.
Benefits to schools 1. Generating reflective practice and reflective discussion 2. Providing KCA Tools to support reflective practice and reflective discussion 3. Recognising the importance of adult as well as child wellbeing Evidence from external research of impact of KCA training 1. Increased staff wellbeing 2. Increased staff confidence 3. Increased prosocial behaviour 4. Increased student wellbeing 5. Decreased use of sanctions 6. Decreased use of exclusion 7. Improved attainment
Jane Featherstone, Head of the Virtual School – Gloucestershire. Jane.featherstone@gloucestershire.gov.uk Leanne Forde-Nassey, Headteacher – Key Education Centre. L.Forde-Nassey@thekey.hants.sch.uk Emma Gundry, Director of Alternative Provision, The Altus School. emma.gundry@altusschool.org.uk
Ali Rumsby, Deputy Headteacher – Ash Grange Primary School. ali.rumsby@ash-grange.surrey.sch.uk Andrew Pankhurst, Assistant Headteacher – Lakelands Academy. AParkhurst@lakelandsacademy.org.uk
https://next.shropshire.gov.uk/looked-after-children/shropshire-virtual-school/
Becoming an Attachment & Trauma Responsive School/Setting (whole school)...
Becoming an Attachment & Trauma Responsive School/Setting (whole school)
Understand attachment theory, how does attachment become secure/insecure.
Types of trauma and childhood brain development. The supporting neuroscience. Personalised strategies and whole-school approaches to help.
Woodside Primary School, Oswestry
Contact:
Claire Bennett, Headteacher
Woodside Primary School
Gittin Street
Oswestry
SY11 1DT
01691 652446
admin@woodsideschool.co.uk
https://www.telford.gov.uk/info/20642/virtual_school_for_children_in_care
Attachment and Trauma Informed Practice for Schools.
This training session is for all staff in a school community, whether they be teachers, learning support assistants, school meals supervisors, or taxi drivers. The training provides an overview of the impact of trauma and the key principles and strategies that work to support young people who ma...
Attachment and Trauma Informed Practice for Schools.
This training session is for all staff in a school community, whether they be teachers, learning support assistants, school meals supervisors, or taxi drivers. The training provides an overview of the impact of trauma and the key principles and strategies that work to support young people who may have experienced trauma.
Telford & Wrekin Virtual School also offer bespoke training which is tailored to schools training needs: Courses we have delivered so far include:
‘Supporting Learners with ADHD’, ‘Understanding Foetal Alcohol Spectrum Disorder (FASD)’, ‘Emotionally Based School Avoidance’, ‘Attunement and Co-Regulation’, ‘Developing Wellbeing and Support Plans’ and ‘Using a Circle of Adults Process to Support Learners’.
Our core training ‘Attachment and Trauma Informed Practice for Schools’ enables delegates to:
• Understand the key tenets of relational and attachment and trauma informed practice
• Explore the importance of strong relationships for young people who may have experienced trauma and how to strengthen these
• Understand the impact of trauma and how this may affect presenting behaviours.
• Understand behaviour as a communication of need.
• Demonstrate how to produce bespoke plans that support young people at each stage of emotional regulation.
• Explore strategies to help young people regulate.
• Understand what is meant by a restorative approach and how this can be used to support young people.
St George’s CofE Primary School – Sally Sixsmith admin@stgeorgesschool.org.uk
Newdale Primary School – Rachel Poole
newdale.primary@taw.org.uk
Queensway Specialist School – Sam Wilde
queensway.south@lct.education
Hadley Learning Community Secondary School
Magda Farley
hlcadmin@lct.education
Lawley Primary School
Carol McQuiggan
a2061@telford.gov.uk
Hollinswood Primary School
Kath Osbourne
A2200@taw.org.uk
https://www.ticservicesltd.com/
Trauma 101 (Introduction to the impact of Trauma and adversity, basic neuroscience, understanding attachment)
Trauma Informed Record Keeping
Trauma Informed Research
Language and Communication Difficulties and Differences for C&YP with SEMH
Restorative Practice
Emotion Coaching
Reflective Supervision
Understanding Behaviour is Communication
...
Trauma 101 (Introduction to the impact of Trauma and adversity, basic neuroscience, understanding attachment)
Trauma Informed Record Keeping
Trauma Informed Research
Language and Communication Difficulties and Differences for C&YP with SEMH
Restorative Practice
Emotion Coaching
Reflective Supervision
Understanding Behaviour is Communication
Zones of Proximity
Preventing & Reducing Secondary trauma and compassion fatigue
Self care & well-being for school staff
Safeguarding
Safeguarding children in virtual reality environments
Helping children cope with loss
Communicating with children with disabilities
Working with refugees and asylum seekers (trauma informed approach and advocacy)
Understanding social, emotional and mental health needs (SEMH)
Trauma Informed Forest Schools
Nurture in schools
Emotional literacy and self regulation
Managing The Stress of Inspection
Child Protection - Supporting Children at risk of abuse and neglect
Engaging in Reflective Practice
LGBTQ+ - Navigating sexual orientation and gender identity in your school
We work closely with education settings providing training, consultancy and supervision to support system change that is trauma informed, attachment aware and centralises relationships. Our Director Dr Lisa Cherry has been delivering training to settings for 14 years and TICS was set up to manage the demand in the Summer of 2022.
West Coventry Academy, Ana Neofitou, info@westcoventryacademy.org
Coleshill School, Ian Smith-Childs, smith-childs.i@thecoleshillschool.org
Woodlands School, Iain Paterson, head7047@we-learn.com
Melbourne Junior School, Jane Whirledge, janeh33@melbourne-jun.derbyshire.sch.uk
Brier Dudley School,
contact@brier.dudley.sch.uk
St. Thomas More Academy,
admin@st-thomasmore.gloucs.sch.uk
Bracknell Forest Learning Alliance, Ravinder Ghei, rghei@uplandsprimary.org
Leicester City Primary PRU, Nicola Anderson, nanderson@pru.leicester.sch.uk
Rise Carr College, Sally Hudson, SHudson@risecarrcollege.org.uk
Beeston Primary School, Lianne Jackson, JacksonL@beestonprimary.org
Hendal Primary School, Kelly Ashton,
headteacher@hendal.wakefield.sch.uk
Wingate Primary, Marie Binks, m.binks100@durhamlearning.net
https://www.traumainformedschools.co.uk/
TISUK provides training for education settings including early years, primary and secondary schools, special schools, alternative provisions, colleges and post 16 providers and Universities so they become trauma informed and mentally healthy places for all. We deliver a multi-layered package of training to settings that equips schools to create a ...
TISUK provides training for education settings including early years, primary and secondary schools, special schools, alternative provisions, colleges and post 16 providers and Universities so they become trauma informed and mentally healthy places for all. We deliver a multi-layered package of training to settings that equips schools to create a universal, whole setting approach that equips all staff to understand the neuroscience and psychology of psychological trauma and how it manifests in behaviour, learning, relationships and mental health problems and provides them with the skills to create a psychologically safe environment and to have ways to respond to emotional need in children and young people. Our training equips individuals to provide targeted intervention to support individual children and groups to heal and recover from trauma and painful life events and to live life well, making the most of their educational opportunities.
We provide:
• 2 day Senior Leadership training: to support leadership to implement trauma informed and mentally healthy policy practice sand have an understanding of the key elements of relational practice and mentally healthy culture
• Whole staff training: to equip all staff with the knowledge, skills and understanding to contribute to a mentally healthy and psychologically safe environment
• Diploma in Trauma and Mental Health Informed Schools and Communities: for practitioners seeking to work with individual children, groups and classes to equip them with the key skills and interventions to support children to heal and recover from trauma and champion trauma informed approaches within the setting for staff, parents and children.
• Senior Mental Health Lead training (funded by the DFE) supporting schools to develop a whole school approach to mental health and wellbeing
• Trauma Informed Practice for Early years Practitioners with a range of options including SLT training, whole staff training and trauma champion training.
• Advanced certificate for practitioners in parent-child therapy
We also provide a range of over 30 cpd webinars for all staff, that can be purchased to tailor training to meeting the specific needs of school contexts.
Our training supports schools to embed policy and practice to become trauma informed and trauma responsive to benefit all members of the school community; children and young people, their families and the staff. Through creating trauma informed environments with a focus on psychological safety, prioritising relational practice and responding to emotional needs with compassion and empathy, the school becomes a powerful social buffer against the impact of trauma and painful life experiences as a universal offer to all members of the school community. Our diploma develops key staff to have the knowledge, confidence and key conversational skills to deliver interventions that support children and young people to heal brains, minds and bodies and make sense of their experiences. Our approach removes the barriers to learning for children and young people and supports schools to address the major challenges facing education improving attendance, engagement and reducing behaviours that challenge and interrupt learning. A mentally healthy culture creates psychological safety for all children and the adults within the school improving staff well being, reducing staff absence and increasing staff retention.
Callywith College, Bodmin (post 16)
Contact: Jen Temple, Assistant Headteacher jennyb@callywith.ac.uk
Watercliffe Meadow Primary School, Sheffield
Contact: Emma Wayper, Assistant Headteacher ewayper@watercliffe.sheffield.sch.uk
Pathways Education, Independent Special, Farnham
Contact: Holly Page Office@pathways-ed.org
Ysgol Y Deri, Special Penarth, Wales
Contact Josie McAllister, Executive deputy Headteacher JMcAllister@yyd.org.uk
Knowle West Nursery School, Bristol
Rachel Stoyell, Inclusion Lead
rachel.stoyell@bristol-schools.uk
Cwm Clydach Primary Tonypandy, Wales
Contact: Linsey Owens, Headteacher
linsey.owens@cwmclydachprimary.rctcbc.cymru