- “ 100% pure brilliant ” Joanne Redmond, Teacher, Moat House – January 2020
- “ I really enjoyed the training, Debbie was inspiring and a wonderful role model. It was eye opening and very relevant to my role. Its made me think more closely about the children in my care and my role in their lives. I cant recommend or thank you enough. ” Louise Johnston, Teacher, Cheadle Heath Primary School – January 2020
- “ Very accessible in spite of it being a difficult topic. ” Patricia Tucker, Salford City Council – July 2012
- “ An excellent balance between statistical information and data alongside personal knowledge and experience. ” Patricia Tucker, Salford City Council – July 2012
- “ Best course I have attended for a long time. ” Beverley Bromage, Abbey Hulton Primary School – November 2012
- “ Loved the content and the opportunity to continue reinforcing learning through e-learning. ” Lindsey Sayer, Kent – July 2013
- “ The best and most informative training session I have ever attended, wish they could all be at the same level. thank you ” Kim Clements, School-based staff, Dorset – January 2020
- “ 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
- “ Please pass on huge thank you to Hilary Smith. The training will definitely have a positive impact on the lives of our children...and ourselves as we fill our emotional wells!! ” Teacher, William Barnes Primary School, Dorset – January 2020
- “ This was an excellent day of training.Nicky was vibrant, and an excellent presenter. She gave a lot of information in a very accessible way. She made everything relevant to the children in our setting and gave us lots of ways in which we could include what we we were learning in the classroom.The day was fast paced and went too quickly ! Thank you. ” Teacher, Lytchett Matravers School, Dorset – January 2020
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 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, we will look at whether face-to-face training or webinars offer the best fit in terms of cost, target audience and practice development. For face-to-face training the commissioner will arrange the venue and any refreshments; if the training is to be provided at distance then KCA can host up to 100 people at a time in our customised webinar platform.
With the venue (either virtual or physical) agreed, 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 (these can be electronic for webinars if preferred, or posted direct to participants)
- 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 November 2019 , we have facilitated 106 training events, with a target audience of more than 3,000 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 - online or face-to-face
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
Web tutorials to support e-learning or qualifications
Lively sessions with an expert trainer can help focus learners on their own CPD, answer any tricky questions and complement local support from supervisors or peers
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 66 different courses delivered in the last year, the most frequent were:
1. Full day 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. Full day 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.
3. Full day 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.
4. Full day 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.
5. Full day Attachment and 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.
28 February 2020
KCA delivers training for System Leaders in Wiltshire in response to the Reducing Parental…
13 November 2018
New Schools' Training Certificate to demonstrate commitment to Attachment-based practice
5 October 2018
Launch of Stockport Virtual School Attachment Aware Schools project 2018-19
latest case studies
- Lower Farm Primary School — Being an attachment aware school
- 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…