Professional Learning

Level: Informed, Skilled, Enhanced

Session name

Outline

Additional info

Dates

To Book

Skilled

Embedding Speech, Language and Communication supportive environments in the ELC.

Learning, teaching, assessment

1. Deepen your knowledge and understanding of what a speech, language and communication supportive environment looks like in practice and why it is important.
2. Take action to improve your speech, language and communication environment in your own setting.
3. Share practice about the impact of your action and learn from the successes of others.

For ELC staff teams or individuals

4 sessions

Attendance at all 4 sessions is mandatory

There is an expectation that participants apply learning in practice and contribute to sharing practice.

TBC

Microsoft Teams

Booking through Business World

Leads: Rosie Macdonald, Laura Smithson, Tracey Bell (Equity and Excellence Leads)

Skilled

Growing successful writers in ELC.

Learning, teaching, assessment

1.       Better understand the standard for on track in writing by the end of ELC 4.

2.       Know how to embed emerging literacy concepts in practice to support early writing skills.

3.       Understand the balance between mark making with freedom and mark making for a purpose through rich spaces and experiences.

4.       Better understand the role of the adult in developing capable writers

5.       Applying my learning into practice

EYPs, EYOs, SEYOs

4 sessions of 1 hour

Attendance at all 4 sessions is mandatory There is an expectation that participants apply learning in practice.

TBC

Microsoft Teams

Booking through Business World

2 x EELs

1.       Laura Smithson,

2.       Tracey Bell

2 x EYTs

1.       Rachel Pow (EYT)

2.       Charlotte Shortel (EYT)

Skilled

‘Be the Calm’ -developing de-escalation and co-regulation skills in the early years.

Inclusion

1.       Develop understanding of why dysregulation may occur

2.       Identify the signs of dysregulation

3.       Explore de-escalation strategies

4.       Explore co-regulation approaches

5.       Model restorative approaches to resolve minor conflict

6.       Apply learning into practice

All staff working in ELCs

12/01/27 

26/01/27 

16/02/27 

Microsoft Teams

Booking through Business World

2 x EYTs

1.       Katie Neil

2.       Amelia Smith

Informed

Raising awareness of neuro-affirming environments in early years

inclusion

1.       Understanding & Ethos

2.       Predictable, Structured Environments

3.       Sensory‑considerate design

4.       Flexible Play & Learning Opportunities

5.       Inclusive Communication Practices

6.       Emotional Safety & Regulation Support

7.       Flexible Expectations & Reduced Demands

8.       Strong Relationships with Families

9.       Reducing restrictive practice

All staff working in ELCs

TBC

Microsoft Teams

Booking through Business World

2 x EYTs

1.       Cheryl Jackson

2.       George Crawford

Skilled

Bringing inclusion and diversity to life through Storytelling. Exploring an anti-racist curriculum in the Early Years Sector.

Inclusion

This two-part professional learning builds on Early Years practitioners’ anti-racist practice meeting them at their place of learning, responding to the importance of embedding a right- based and anti-racist approach in the curriculum.

The first part of the professional learning will utilise Scotdecs’ anti-racist resource to reflect on the anti-racist principles, explore a framework for adopting an anti-racist approach and model methodologies and resources to support practitioners in their settings. Practitioners will also be given the opportunity to connect this learning to storytelling and imaginative play in developing writing skills, by considering tools that support adopting an anti-racist approach through books and concrete examples of diverse texts and case studies of the work already demonstrated in Scottish Border’s Early Years settings.

The second part of the professional learning will be an opportunity to reflect and share on the impact of the tools, methodologies and frameworks presented in the first part of the professional learning. Practitioners will have the opportunity to share how they are embedding anti-racism and rights in their practice, demonstrating the impact on learners and families, and mapping out their next steps.

29^th January 2-3pm 

5^th March 2-3pm

Microsoft Teams

Booking through Business World

Led by ScotDec

1 EYT – Danielle

Informed

Pondering Pedagogy (adapted Education Scotland materials facilitated by EYTs)

Learning, teaching, assessment

Explore:

·       Child development

·       Pedagogy and play

·       Observation, interpretation, and documentation

·       Facilitation

·       Responsive and intentional planning

·       Transitions

EYPs

6 sessions (each session up to 1.5 hours)

TBC

Microsoft Teams

Booking through Business World

4 x EYTs

1.       Danielle

2.       Kerry

3.       Rochelle

4.       Naomi Cessford

Jude Angus (shadowing)

Enhanced

Learn.  Lead. Embed. Inspire – Interactions

Leading and Embedding High-Quality Interactions ​with your Team

Leadership

1.       Explore an approach to use with your team which makes effective use of data, self-evaluation tools, next steps and action planning, to improve the quality of adult-child interactions.

Whole teams or Managers, Room Leads, EYOs/SEYOs/SLT/0.1s

27^th Nov

19^th Feb

28^th May

All 2pm – 3pm

Microsoft Teams

Booking through Business World

2 x EYTs

1.       Lorna

2.       Danielle

Skilled

Re-run

Inspiration, Innovation and Impact

Learning, teaching, assessment

1.       To implement changes to create stimulating indoor spaces which enable children to explore, experiment, and develop curiosity and creativity throughout the setting. 

2.       To demonstrate that children are highly confident and engaged in spaces to meet their changing developmental needs.  

3.       To be highly effective in using the environment to support children’s development of skills in order them to adapt and thrive in today’s world. 

A series of 5 core (mandatory) CLPL sessions (1 hour each presented virtually) and an expectation participants will engage in a minimum of three hours implementing learning in practice sharing on a designated Padlet .

18^th Sept

2^nd Oct

20^th Nov

29^th Jan

19^th Mar

All 2pm-3pm

Microsoft Teams

Booking through Business World

3 x EYTs

1.       Kerry

2.       Rochelle

3.       Judy

Skilled

Developing my pedagogical leadership skills

Leadership

1.       What is pedagogical leadership?

2.       Understand the behaviours and qualities of pedagogical leaders.

3.       Understand the actions of pedagogical leaders.

4.       Engage in a practitioner enquiry project to develop my leadership skills in practice.

All ELC staff

TBC

Rosie MacDonald

Judy Abram

Susan Graham

Level: Informed, Skilled, Enhanced

Session name

Outcomes

Informed

Developing your trauma skilled practice 1 : understanding the impact of trauma and responding in a trauma-informed way

Inclusion

NHS Education for Scotland (NES)

This is the foundational module for a set of learning resources from the National Trauma Training Program and is designed to increase your understanding of what psychological trauma is, how it can affect the people you work with, and how people can be supported to recover.

Learning Outcomes:
1. To understand the prevalence of traumatic events 2. To identify the factors that can influence how we respond to and are affected by traumatic events in order to survive 3.To recognise how trauma and adversity may be affecting the people you are working with 4. To understand how to develop trauma informed relationships that incorporate trust, safety, choice and collaboration, and control and empowerment 5.To understand the importance of self-care in this line of work.

Type: eLearning

Skilled

Developing your trauma skilled practice 2 : trauma in children and young people

Inclusion

NHS Education for Scotland (NES)

This supplementary module is part of the Developing your Trauma Skilled Practice e-learning program and is designed for anyone working with children and young people who may have been affected by traumatic events. Please complete the foundational module “Developing your trauma skilled practice 1” if you have not done so already.

Learning Outcomes:
1.To recognise the impact of trauma on children and young people 2. To understand how children and young people recover from trauma 3. To learn how to meet the needs of children and young people who have experienced trauma.

Type: eLearning

Level: Informed, Skilled, Enhanced

Session name

Outcomes

Skilled

Cluster EYO and SEYO network

Learning, teaching, assessment/inclusion

The Equity and Excellence Leads and Early Years Teachers may facilitate a network within your cluster or across SBC.  The network becomes a professional learning community where practitioners feel connected, supported, challenged, and inspired to improve practice together

Skilled

PEEP network

Learning, teaching, assessment