TRAINING CATALOGUE

CPL for early years, primary or secondary settings, clusters, large groups, local authorities, private sector

All CPL

can be booked for either in-person or online delivery.
can be booked for large or small groups.
can be delivered as a one-off or part of a series of sessions.
can be delivered as full-day, half-day or twilight sessions.
will be developed to align with your recognised professional standards and regulatory bodies (SSSC, GTC Scotland, Care Inspectorate, OFSTED)
will be adapted and delivered as a bespoke package provided to meet the training requirements of your participants.

For all booking enquiries please contact me:

By email at nickyshaw@nickyshawtraining.com

Via the Enquiry Link

Or by telephone on 07988921923

DOWNLOAD the Catalogue

Supporting Young Children's

Emotion Regulation

This session examines the impact of behaviour management approaches on young children, and explores the science and purpose of human emotions. The role of the adult in supporting and enhancing children's emotional communications will be unpacked and practitioners will develop the knowledge and skills to provide rights-based, empathic, co-regulatory interactions.

Looking Inward, Outward, Forward:

Reflective Practice for Continuing Professional Growth

This session explores reflective practice, its purpose, and value in professional growth. Participants will learn practical and creative approaches to reflection, practice feedback skills to feed forward, and examine purposeful documentation methods to support reflection in education and care settings.

An Introduction to Emotion Coaching:

From Research into Practice

This session explores research on behaviour management, related neuroscience, and the role of emotion in readiness for learning. Participants are introduced to Emotion Coaching research and practice, using videos, case studies, and reflective tools to enhance understanding. Practitioners are supported to consider how Emotion Coaching can be applied with impact in their own setting.

Nurturing a Change-Friendly Team

This session explores challenges teams face during change, identifying causes of conflict and reflecting on current changes facing tams. Participants will examine strategies for fostering a change-friendly environment, leading the social process of change, and building collective commitment to change within a team. Participants will plan ways to apply new understandings within the context of their own establishment developing skills for nurturing positive change in their own teams.

Engaging in High Quality Observations

to Support Children's Learning

This session examines values-led observations in practice, emphasizing their role in responsive planning and in supporting each child's learning journey. Rights-based approaches to observation, focusing on the child's voice, will be explored. Through video scenarios, participants will practice skilled observation, reflect on the child's role, and explore embedding observations within the child's support systems, including peers and family.

Adopting a Relational Approach

to Supporting Transitions

This session explores the emotional impact of transitions on children, parents, and staff, emphasizing partnership working across transitions. Participants will consider the concept of transition as a lifelong journey and its impact on sense of identity. Practitioners will examine children’s and parent's perspectives, and identify practical approaches and opportunities to support smoother transitions which focus on relational values.

GIRFEC: Strengths-based, Relational Support

for all Children and Families

This session explores how children with ASN are viewed across professions in interagency working, considering the perspectives of parents, carers, and children. It examines the practitioner's role in advocating for children and families within the GIRFEC process, focusing on empowering families through relational, strengths-based approaches in decision-making.

Inclusive Environments for Supporting Emotional Wellbeing

In this session we consider the key principles of inclusive environments to support wellbeing for all. We consider roles and responsibilities within the environment and the emotional tone these can create. Approaches to empowering children's agency in their environment will be considered through a relational lens. Practitioners will identify aspects of their current environment and will begin to consider the potential for adaptations in their setting. Reflecting on practical examples, we will identify initiatives which can help to strengthen the emotional environment of a setting.

Play Pedagogy in Practice:

Relational, Active Learning for All

This session builds practitioner confidence in effectively supporting the learning and development of children through their agentic play. We develop an understanding of the purpose and benefits of play pedagogy for children's emotions, thinking and learning. Through case study and video resources we reflect on the relationship between the child's own curriculum-making and the adult's role in translating curricular aims into practice. Video examples will support participants to review and evaluate play pedagogy in practice, before moving on to review and identify areas for development in practice.

Documenting Children's Learning:

A Creative, Relational Approach

This session considers the nature and purpose of embedding a creative documentation approach for children's learning. Practitioners will be introduced to the creative methodology of The Mosaic Approach, and it's potential for meaning-making in documenting with children. Participants will consider how using such an approach supports a relational approach to documentation and will critique practical examples of the approach in practice for facilitating children’s voice in the documentation-for-learning process.

Training Catalogue

CPL for early years, primary or secondary settings, clusters, large groups, local authorities, private sector

All training is aligned with the Standards, Requirements and Guidance of the following Professional and Regulatory Bodies and Organisations