- “ It was refreshing to attend a course where the speaker didn't waste time on pointless group activities. I was more than happy to spend the entire day listening to and benefiting from KC's tremendous knowledge, experience and insights. ” Participant, UK – January 2018
- “ We will ensure that the excellent practice outlined during the course does not stop when the children leave our setting... It is essential that this is a whole school approach. ” Gabrielle Doherty, Teacher, North West – June 2012
- “ Fantastic ” Participant, UK – February 2018
- “ Very accessible in spite of it being a difficult topic. ” Patricia Tucker, Salford City Council – July 2012
- “ Best course I have attended for a long time. ” Beverley Bromage, Abbey Hulton Primary School – November 2012
- “ Transformative. ” Scott Purdie, North Lanarkshire Council – January 2014
- “ An excellent balance between statistical information and data alongside personal knowledge and experience. ” Patricia Tucker, Salford City Council – July 2012
- “ Asked to suggest course improvements: "None, it was extremely well delivered and interactive" ” Participant, UK – September 2017
- “ Difficult to find fault as the course was very well presented and covered all relevant issues. ” Andrea Hawkes, UK – January 2018
- “ Brian was fantastic and it was inspiring to hear of his real-life experiences. Thank you ” Sarah Sivers, UK – November 2017
We are consistently told that the way our associates share their knowledge and experience and facilitate group learning makes an enormous difference to practice.
Our face-to-face training starts with an in-depth look at the development needs of an organisation and the way in which training will contribute to practice outcomes. Once we have a clear understanding of the training needs and the target audience, the commissioner will arrange the venue and any refreshments, while KCA delivers everything else required to make this a transformative learning experience, including:
- A course tailored to meet the identified learning needs of participants
- One or more of our expert associates to lead the session
- A training pack for every participant
- Access to relevant resources after the event, which may include e-learning as well as practice tools and reference materials
- Online evaluation and attendance certificates
In addition, we are increasingly providing extra support to organisations by offering further learning management services, such as event registration, promotional design or longitudinal impact evaluation.
In the 12 months from August 2017 , we have facilitated 432 training events, with a target audience of more than 17,000 participants.
Types of training provided
KCA training can cater for:
Conference style events (up to 200 participants)
If a large venue is available training costs can be reduced by inviting others to participate, sharing the learning and sharing the cost
Whole staff group training
Training staff from across an organisation promotes consistency of purpose and integrated practice development
Bite-size sessions engage hard-to-reach learners by providing relevant and inspiring training at a time and a venue appropriate to their needs
Training events/case clinics for the network around a child
Develop a shared understanding and shared language around the needs of a child or young person by engaging the network, including family members if appropriate
Of the 160 different courses delivered in the last year, the most frequent were:
1. Understanding Trauma: Promoting recovery from toxic stressSchool staff · School leaders · Early Years practitioners · Early Years managers · College staff · College leaders · Social workers · Foster carers · Youth Justice workers Toxic levels of stress can injure our brains, changing the way we think, feel and behave until we have recovered from the injuries. This can happen to anyone. This course enables learners to understand key issues in working with the significant minority of children and young people who are living with brain injuries from which they have not yet recovered. It also provides opportunities to practise and develop skills in working effectively with trauma.
2. Emotion Coaching: Using emotional co-regulation and guidance to enable children and young people to develop prosocial behaviourSchool staff · College staff · Early Years practitioners · Foster carers · Adoptive parents · Residential workers · Social workers This course enables learners to understand how adult responses to the behaviour of children and young people have an impact on the brain development of the child, to recognise different styles of response, and to use the practical approach of Emotion Coaching to address behaviour in the moment in a way that promotes positive brain development and pro-social behaviour.
3. Attachment and Brain Development: Recognising and developing relationships that support optimal brain functionSchool staff · School leaders · Early Years practitioners · Early Years managers · College staff · College leaders · Foster carers · Social workers Current research on brain development makes it clear that the first four years of life, from conception to the end of year three, is the most critical period for brain development. This course will enable anyone who works with children and young people to understand the impact of this early experience. It also provides insight into ways of working that can enable new patterns to form, so that children and young people at any age can begin to recover from early adversity.
4. Brain Development and Positive Parenting: Five to Thrive as a model for promoting secure attachmentEarly Years practitioners · Early Years managers · Health Visitors Helping parents and carers to understand the impact they have on the developing brain of their children can develop responsiveness and confidence. This understanding truly promotes positive parenting. This course will enable anyone who works with families to integrate this understanding into practice so that they can explain and consistently model the activities that build and maintain healthy brains.
5. Attachment, Trauma and Resilience in Practice: Developing plans for effective evidence-based work with vulnerable children and young peopleSchool staff · Foster carers · Social care staff This one-day whole-school training event requires participants to be able to work together in small groups, each of which takes responsibility during the day for applying the knowledge base around attachment, trauma and resilience to developing a plan for work with a specific vulnerable child or young person. The Designated Teacher/Attachment Lead Team can then use these plans to track the progress of this cohort of children across an agreed time period. The KCA system provides resources to enable the DT/ATL to support staff to understand and implement the plans made during the day.
- None listed for this service
latest case studies
- ERW (Education through Regional Working) — Attachment Awareness in Schools project…
- The Grange School, Runcorn — Attachment Awareness in Schools: working quickly to introduce…
- Tri-Borough Virtual School — Our Lady of Dolours and Oxford Gardens Primary Schools…
- Tri-Borough Attachment Awareness in Schools Project – Virtual School project overview —…