Change Cookie Settings
We use cookies to store and access personal data such as browsing data for analyzing site traffic and to enhance your browsing experience. You may find out more about the purposes for which we use cookies by visiting our Terms and Conditions.
Read more about the cookies we use and why.
This site works in coordination with industry standards, find out more about this technology by visiting https://www.aboutcookies.org/.
*payment is exempt if you have paid for a bespoke package.
Please be aware that if you are unable to attend the training course, Oak LP requires 48 hours' notice. Failure to provide this notice will result in being charged the full cost.
Harriet Lyno, Specialist Teacher, Elms Bank College Hub
This course will enable delegates to help develop strategies to support secondary school learners in a multisensory learning style. This course will give secondary teachers an in-sight into how best to support learners struggling with Literacy acquisition.
secondary teachers, SENCOs, teaching assistants and HLTAs
10.03.25
13:30
£25.00 per delegate
Oak LP Centre, Sunnybank Road, BL9 8EB 13.30PM-15.00PM
Lucy Kildunne, SEMH Teacher and Wellbeing Lead, Elms Bank School
How do you ensure the 6 principles of nurture are embedded within your curriculum and classroom practice? In attending this course, delegates will develop a understanding of success based curriculum to engage the most disengaged of students. Through developing knowledge of effective teaching and learning strategies you will be equipped to support and nurture students on their positive educational journey. This course will draw upon TEACCH methodology to support in the structure. Finally, the course will consider restorative practices and relationship focused practices to further support a positive learning experience for the young person.
teachers, SENCOs, teaching assistants, HLTAs
19.03.25
13:30
£25.00 per delegate
Oak LP Centre, Sunnybank Road, BL9 8EB 13.30PM-15.00PM
Alycia Blackwell – Elms Bank School
Sensory stories are not only a way to engage and involve our learners, but they are a valuable asset to developing their communication. This second session will discuss how we ensure the development of EHCP outcome and learning targets through thematic storytelling. Intent: To understand how and why we adapt sensory stories and related activities To promote development and progress through story telling
teachers, SENCOs, teaching assistants, HLTA’s
27.03.25
13:30
£25.00 per delegate
Oak LP Centre, Sunnybank Road, BL9 8EB 13.30PM-15.00PM
Geoff Morgan - Assistant Principle Educational Psychologist, Bury Local Authority
Bury Community Educational Psychology Service and Oak LP Outreach are pleased to offer a three-part training for nurseries and schools designed for early years and key stage one settings who are currently supporting neurodiverse children such as those with significant communication delays who may be autistic or awaiting diag-nosis for autism. This applies to children with restricted interests and attention, dif-ficulties managing emotions and limited verbal communication or social interaction. Due to high levels of need and demand for services and special school places, mainstream settings are increasingly required to develop their skills in supporting children with more complex needs. The training sessions are designed to develop the confidence and understanding of practitioners such as special needs coordina-tors (SENDCos), teachers, nursery workers and teaching assistants. The training focuses on developing the “building blocks” of regulation, attention and communi-cation using play, interests, routines and structured activity. This training is strong-ly influenced by the Social Communication, Emotional Regulation and Transactional Supports (SCERTS) Model™. The SCERTS Framework Explained by Emily Rubin, MS, CCC-SLP (youtube.com) Part 3 - Social Communication The aim of this training to develop our skills and confidence in developing purpose-ful communication in young children (aged 3-6) who show very restricted commu-nication and social skills. Neurodiverse children may often show very restricted communication skills such as speech, gesture, facial expression or eye contact. This makes it difficult for them to tell us what they want or what is going on for them. By deepening our understanding of these differences, we can plan and action ways to support them to communicate and interact.
SENCO's, teachers, nursery workers, TA's
29.04.25
13:30
£25.00 per delegate
Oak LP Centre, Sunnybank Road, BL9 8EB 1.30PM-15.00PM