Select the option that best describes how you are booking below.
If you’re unsure, please contact [email protected]
Available to Booking Managers from schools or settings that are approved to pay by invoice.
Available to anyone booking on behalf of a school or setting who wishes to pay by card.
How do I know who our Booking Manager is?
Booking Managers are usually headteachers, setting leads or office managers / staff.
If my school / setting is not approved to pay by invoice, how can I get approved?
Follow the link below to our Help Centre where you can find a guide to help you.
What if I need further help?
Follow the link to the Help Centre where you will find details on how to contact our support teams.
For individuals booking a single personal space on this course
This three part comprehensive course has been devised to provide Teaching Assistants (TA) with knowledge, skills, and strategies to be effective in supporting teaching and learning. Practitioners will gain an understanding of the statutory requirements of EYFS and learn how to support children in EYFS to achieve their potential through positive relationships, enabling environments which promote the characteristics of effective learning (CoEL) and high-quality interactions. The training will focus how to work collaboratively with the teaching team, external professionals and the wider community. The training will support colleagues to reflect on their role during adult led and child-initiated learning including formative assessment and gain an insight into dynamically adapting the offer to meet the needs of underserved learners. Strategies, practical advice and guidance on supporting multi-lingual learners and children vulnerable to underachievement will be shared.
understand EYFS principles, the Statutory Framework, CoEL, and seven learning areas
see how high‑quality interactions and assessment extend learning in all EYFS provision
provide strategies to build positive relationships and support children’s well‑being
learn to support multilingual learners and children vulnerable to underachievement
be confident responding to children and adapting provision to support their next steps
