A warm welcome to this training!
Welcome to Behind the Behaviour, the third course in our training suite. We are delighted you are taking the time to explore this important topic. This course was developed in response to the high level of demand from those who completed our other training, and it’s designed to empower all wraparound staff—whether paid or voluntary—to confidently understand and support children and young people’s behaviour.
This course has been co-produced with the Wraparound sector. Providers were directly involved in designing the content and providing the real-life examples and case studies you’ll encounter. We want to extend a huge thank you to them, and to Enfield and Liverpool local councils for their financial support. Their contributions have made it possible to offer this training to benefit everyone working in the sector.
Before we dive in, it’s important to understand what we mean by ‘wraparound settings’ as this understanding will be foundational for the rest of the course:
Wraparound refers to the government funded scheme to support before and after schools care which supports families to work and children to have great experiences outside of school. However we consider the sector to be anyone caring for school age children outside of the school day (remembering children are aged up to 18 when we talk about children and young people with SEND and safeguarding). Out of school providers could be for example;
- Breakfast clubs run at a school or off the premises
- After school clubs run at a school or off the premises
- Holiday Clubs
- Leisure, outdoor or creative activities delivering Holiday Activity and Food sessions (HAF)
- Short Breaks provision
- Services offered by childminders
- Informal clubs and groups which meet after school and are not part of the school provision which may include faith based activities
Out of School Activities could be run by a number of different providers for example private owners, charities, childminders, schools, voluntary groups etc, and often meet a number of family needs as well as offering some great experiences for children, for example enabling families to work, or simply having a break.
This course will take you approximately 2 – 3 hours to complete. The course is made up of 6 modules. You can stop and start the course at any time you like, and your progress will be saved. The progress bar shows your progression through the course.
The course has a range of hands-on activities to ensure learning is dynamic and engaging for all. To ensure authentic and relevant learning, all examples are based on real-life situations shared by organisations we collaborate with. This approach makes the training highly practical and gives you direct, hands-on insights!
To get the most out of the interactive elements and to note down key takeaways, please have a pen and paper handy.
This course is comprised of six modules designed to guide you through:
- Module 1: Understanding Behaviour: The Starting Point: Understanding behaviour as communication as a crucial part of child development.
- Module 2: Exploring the Context – Understanding Behaviour in Inclusive Practice: Reflecting on guidance, safeguarding, and the impact of additional needs on behaviour.
- Module 3: Creating the Right Environment for Brilliant Behaviour: Defining “Brilliant Behaviour” and creating an enabling environment with consistent expectations.
- Module 4: Practical Strategies – Responding to Behaviour: Assessing the message behind behaviour and sharing strategies for managing it.
- Module 5: Working Together – Partnerships that Support Brilliant Behaviour: Building positive relationships with partners, parents, and carers.
- Module 6: Putting It All Together – Your Next Steps: Consolidating your learning and developing a personal action plan.
Before we get going – A note on terminology
We recognise that terms like ‘special educational needs and disabilities (SEND),’ ‘additional needs,’ and ‘children with disabilities’ are used differently across various settings. While this course will consistently use ‘children with disabilities,’ in line with the Equality Act 2010, we encourage you to use the terms most familiar and appropriate for your own context. It’s also important to note that our use of the word ‘children’ throughout this training is intended to include all individuals up to the age of 18, covering young people as well.
Ready to begin? Grab a brew, get comfy and a click the link for Module 1: Understanding Behaviour: The Starting Point to begin….