Certified Training for Secondary Education

This programme has been specifically designed for Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners working in secondary education, who may encounter child or young person whose behaviour may be perceived as challenging or confrontational.

With a focus on outcomes, Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners will be equipped with essential skills for preventing and responding to conflict situations, prioritising conflict avoidance and de-escalation.

On completion of this programme, staff will:

• Understand risks, rights and responsibilities in the workplace.
• Know how different factors influence behaviour.
• Know the importance of positive interactions and choices.
• Be able to use dynamic risk assessment to inform decision making.
• Be able to use safer de-escalation approaches.
• Be able to maintain personal safety and follow post-incident procedures.

This programme has been specifically designed for Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners working in secondary education, who may encounter a child or young person whose behaviour may be perceived as challenging or potentially harmful.

With a focus on outcomes, Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners will be equipped with essential skills for preventing and responding to conflict situations, prioritising conflict avoidance, de-escalation, and, as a last resort, personal safety responses and guiding skills.

On completion of this programme, staff will:

• Understand risks, rights and responsibilities in the workplace.
• Know how different factors influence behaviour.
• Know the importance of positive interactions and choices.
• Be able to use dynamic risk assessment to inform decision making.
• Be able to use safer de-escalation approaches.
• Be able to maintain personal safety and follow post-incident procedures.
• Understand the considerations for the use of non-restrictive physical skills.
• Be able to use assault avoidance and disengagement skills.
• Be able to use guiding and redirection skills.

This programme has been specifically designed for Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners working in secondary education, who may encounter a child or young person whose behaviour may be perceived as challenging or potentially harmful.

With a focus on outcomes, Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners will be equipped with essential skills for preventing and responding to conflict situations, prioritising conflict avoidance, de-escalation, and, as a last resort, physical interventions.

On completion of this programme, staff will:

• Understand risks, rights and responsibilities in the workplace.
• Know how different factors influence behaviour.
• Know the importance of positive interactions and choices.
• Be able to use dynamic risk assessment to inform decision making.
• Be able to use safer de-escalation approaches.
• Be able to maintain personal safety and follow post-incident procedures.
• Understand the considerations for the use of non-restrictive physical skills.
• Be able to use assault avoidance and disengagement skills.
• Be able to use guiding and redirection skills.
• Understand how to reduce the risks of restrictive physical interventions.
• Be able to hold or escort a child or young person.

This programme has been specifically designed for Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners working in secondary education, who may encounter a child or young person whose behaviour may be perceived as challenging or potentially harmful.

With a focus on outcomes, Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners will be equipped with essential skills for preventing and responding to conflict situations, prioritising conflict avoidance, de-escalation, and, as a last resort, physical interventions.

On completion of this programme, staff will:

• Understand risks, rights and responsibilities in the workplace.
• Know how different factors influence behaviour.
• Know the importance of positive interactions and choices.
• Be able to use dynamic risk assessment to inform decision making.
• Be able to use safer de-escalation approaches.
• Be able to maintain personal safety and follow post-incident procedures.
• Understand the considerations for the use of non-restrictive physical skills.
• Be able to use assault avoidance and disengagement skills.
• Be able to use guiding and redirection skills.
• Understand how to reduce the risks of restrictive physical interventions.
• Be able to hold or escort a child or young person.

This programme has been specifically designed for Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners working in secondary education settings, who may encounter learners whose behaviour may be perceived as challenging or confrontational.

With a focus on outcomes, Teachers, Teaching Assistants, Classroom Support Assistants, Early Years Practitioners will be equipped with essential skills that help improve the quality of life of learners through meaningful relationships and inclusive approaches to education.

On completion of this programme, staff will:

• Understand the Principles of Positive Behaviour Support (PBS)
• Understand that all behaviour happens for a reason
• Understand factors that can influence behaviour
• Understand how to identify the function of a person's behaviour
• Know how different tools are used to observe, record and report behaviours
• Know how to respond to poor practice
• Understand person-centred approaches to positive behaviour support planning
• Understand the purpose of behavioural reinforcement
• Know how to support the development of new skills and relationships through active support
• Know how engagement can improve quality of life