Children’s Homes
Training for Children's Homes
We offer specialist training for Foster Carers and Social Workers within Fostering, Children Services and Children’s Homes.
Our courses are designed to develop skills, improve attitudes and increase confidence. We use evidence-based best practice so that foster carers can understand and improve the social inclusion, health, independence and wellbeing of some of the most vulnerable in our society.
All training for foster carers is Ofsted compliant and covers The Fostering Services (England) Regulations 2011, The Children’s Homes Regulations (England) 2015 and Children’s Homes Quality Standards 2015.
Read about each course below, or download a prospectus to share with your team. (Don’t worry, we won’t share your email address or spam you)
Download our Children's Homes Prospectus
Trauma Informed Courses for Children's Homes
Learning Aims: Understand the fundamental principles of attachment and bonding, which are critical for healthy development. Understand how healthy attachment is facilitated. Understand how neglect and abuse negatively influence attachment, exploring the consequent challenging behaviours. Understand how carers can help children with attachment difficulties. Understand how attachment affects adult relationships. To know how we assess our attachment patterns. Understand the possible attachment pattern we may have developed. Understand the impact of “blocked care.” Develop an understanding of how attachments attachment patterns can be altered.
Book nowThis is advanced level training – please ensure that your team has done our PACE Foundation training before this one. Book the full PACE course bundle here. We must use Trauma-informed Care (formerly trauma-informed practice) when working with children and young people who have suffered neglect, rejection or emotional/physical/sexual abuse. This course aims to help foster carers fully understand the impact of trauma on children, young people and families. We will look at psychological theories and research to inform our understanding of the topic. Without support, they will continue to experience neurological, developmental and psychological consequences, even when placed in a secure, nurturing environment.
Book nowThis PACE training provides a theoretical foundation for the PACE model (developed by Dan Hughes). It is the first module in a series of five and it is crucial for all carers and front-line workers to undertake the subsequent four modules to gain a comprehensive grasp of the approach and its context. The PACE model prioritises creating and maintaining secure attachments with children and young people who have undergone early-life traumatic relationships. Caregivers are encouraged to examine approaches they have used in the past when caring for these children and reflect on why other methods may not yield the desired results. This training module significantly emphasises developing meaningful relationships with children to establish a secure and reliable connection before addressing their behaviour. The PACE model has been widely recognised as an effective care model for foster care agencies and residential settings. Please be reminded that this course is the first module of a five-module series. Please book all five modules to enable an understanding of the critical principles and implementation of PACE. See full course description below You can read more about PACE in this article
Book nowLearning Outcomes: To improve understanding and develop practical strategies to help support children and young people who experience significant loss or bereavement in their lives Understand more about the responses to the loss experienced by children, including bereavement, separation, divorce and illness Be able to apply a range of practical support systems to children and families dealing with loss Understand how to apply an effective approach to working with children and families where loss has occurred Identify the range of support available to bereaved children and families
Book nowLearning Outcomes: To explore the different trends in the U.K. of Bereavement and how they may manifest in children. Explore how for looked after children will be more pronounced. To improve understanding and develop practical strategies to help support children and young people who experience significant loss or grief. Understand more about the responses to the loss experienced by children, including grief, separation, divorce and illness Be able to apply a range of practical support systems to children and families dealing with loss. Understand how to apply a practical approach to working with children and families where loss has occurred Identify the range of support available to bereaved children and families.
Book nowThis course gives carers both the understanding and theoretical tools to support their young people during transitions. We look at how children and young people in the care system have had to adapt to their previous trauma through Dissociation and Hypervigilance. Then, we explore the concept of ‘the window of tolerance‘. We will learn strategies to aid young people to widen this “window of tolerance”, so they may continue on their therapeutic journey.
Book nowWelcome to the fourth instalment of our five-part training series. To achieve optimal results, we recommend completing the previous modules in sequence. Before embarking on this advanced training, we strongly advise that your team has completed our PACE Foundations and Playfulness and Acceptance Model training. This foundational training is essential for ensuring a positive and practical learning experience. Book the full PACE course bundle here. This course draws on the teachings of Dr. Marshall Rosenberg’s “Nonviolent Communication” and Dr. Stephen Rollnick’s “Motivational Interviewing” to equip you with effective communication techniques for building genuine connections with others, even in emotionally challenging situations. Our training will help you approach interactions as a collaborative effort, considering the needs of both parties involved. “Conversations for change” is all about achieving mutually beneficial outcomes that lead to long-lasting change. This requires self-empathy and compassion as we learn to listen and respond to our inner and outer critics. By incorporating the principles of motivational interviewing, we can remain fully engaged in conversations and avoid taking a passive role. We’ll also explore the concept of ambivalence and how our communication style can either facilitate or hinder positive change. This is a very experiential course, with practical pair-work to hone your new skills.
Book nowLearning Outcomes: Common Responses to Trauma Brief focus on the neurobiology of Trauma in children What is Trauma, and how does developmental Trauma present itself? Recognising complex PTSD How does it differ from generalised PTSD and how common is it? Who is most at risk? What treatments are effective? Practice considerations: How we can help (across systems) Rethinking behaviour and zero tolerance Relationship Assisting the child in calming the body/brain & supporting emotional regulation Implications for trauma-informed practice and healing trauma
Book nowLearning Objectives: Know the signs and symptoms that a child or young person may have been sexually abused and how sexual abuse impacts on their development Understand usual sexual development for children and young people Respond to children and young people who tell or talk about sexual abuse Identify some strategies for caring for a child or young person who has, or may have been, sexually abused Understand why some children display harmful sexual behaviour and how to deal with this Know how to respond to children who make a disclosure of sexual abuse Understanding of potential warning signs of child sexual abuse Grooming cycle Perpetrators and how they operate Links with exploitation
Book nowLearning Objectives: Know the signs and symptoms that a child or young person may have been sexually abused and how sexual abuse impacts on their development Understand usual sexual development for children and young people Respond to children and young people who tell or talk about sexual abuse Identify some strategies for caring for a child or young person who has, or may have been, sexually abused Understand why some children display harmful sexual behaviour and how to deal with this Know how to respond to children who make a disclosure of sexual abuse Understanding of potential warning signs of child sexual abuse Grooming cycle Perpetrators and how they operate Links with exploitation
Book nowLearning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group
Book nowLearning Aims: Improved understanding of the experience of being an unaccompanied asylum-seeking or refugee child Explore the UK asylum-seeking process and legal framework Increase awareness of the needs of unaccompanied asylum-seeking or refugee children How to meet the needs of these children more effectively Explore your own values and beliefs about this client group
Book nowHealth, Safety and Wellbeing Courses for Children's Homes
Learning Aims: Health and Safety Legislation and how this links to the Fostering Standard Risk Assessments Basic food safety information – What is in your Fridge? Reporting and recording of Health and Safety Incidents
Book nowIntervention Techniques for Children's Homes
This program aims to assist participants to understand how UK gang culture has developed and how a young person’s sense of self-identity can be related to gang culture.
Book nowThis program aims to assist participants to understand how UK gang culture has developed and how a young person’s sense of self-identity can be related to gang culture.
Book nowEducation Related Courses for Children's Homes
Skills Development for Children's Homes
Learning Outcomes: Understand the term’ Autistic Spectrum Disorder (Condition).’ Have more of an awareness of the challenges associated with ASD and the triad of impairments. Have a better understanding of triggers and behaviours. “Think and speak autistically” (Lawson) To explore ways to assist children and young people with Autistic Spectrum conditions in improving their confidence, self-worth and self-esteem. Gain an awareness of social and cultural perceptions of the Autistic Spectrum Condition. Explore why anxiety is so prevalent for those with ASC. Share ideas for releasing stress in ASC. Define sexuality Explore common myths Look at challenges in conversations about sexual health. Become familiar with critical research. Consider possible risks both to the young person and the wider community. Identify issues in sex education. Explore the balance of compensating vs overcompensating. look at how modern technologies are supporting those with ASC. Understand the importance of self-care and how to do this.
Book nowLearning Outcomes: Recognise and understand the additional support needs of Looked After Children and Care Leavers to enable you to work sensitively with adolescents. To know the definition of ‘staying put.’ Understand planning for staying put placements. To know the eligibility and duration of staying put arrangements. To consider finances that may enable a staying-put arrangement To see the process for young people attending university or living away To know the process of converting a foster placement. To understand the role of the staying-put coordinator Know the staying put provider agreement. To know the living together arrangements. To know the ending of staying put arrangements. Discuss the issues for young people facing transitions and how to support them. Identify ways to help young people think ahead and ensure they have a clear idea about what to expect in terms of budgeting and finance. Demonstrate how to support young people to develop confidence and motivation as they move towards independence. Describe the range of skills young people need to develop in preparation for leaving care/adulthood and of their role in supporting skills (social, practical and emotional) development. Explain how to support young people to reach their potential regarding education, training and employment.
Book nowLearning Aims: Identify the impact of selective perception on observation and recording Distinguish fact from opinion and provide an assessment and analysis of information Maintain accurate, complete, accessible and up-to-date records and reports Provide evidence for judgements and decisions Learn what reflective practice is all about and how to apply it. Understand the importance of reflective practice at work. Develop the skills required to improve work performance. Develop a toolset for using thoughtful planning with carers and young people. Consider the agency implication Share records appropriately with individuals, families and carers Consider how we can apply it to practice
Book nowThis course will demystify these conditions and explore strategies to support the child.
Book nowLearning Aims: Explore the role of men in fostering and what constitutes a positive male role model Explore how male carers are perceived by professionals, children and young people Explore and recognise how men contribute to the development of children and young people and of improved outcomes Explore aspects of safer caring in relation to the male carer
Book nowLearning Aims: Exploring struggles men face in foster care Explore the role of men in fostering and what constitutes a positive male role model Explore how male carers are perceived by professionals, children and young people Explore and recognise how men contribute to the development of children and young people and improved outcomes Explore aspects of safer caring concerning the male carer Highlight the unique position men in foster care are in and how they support children to gain positive attachments and build healthy relationships with men. Understanding and getting an insight into the allegations process Importance of safer care policy Learning how to support children safely without restricting the carer
Book nowLearning Aims: An awareness of gender, sexual identity and sexual orientation The ability to engage more effectively with transgender people and children / young people using appropriate language To have an increased understanding of Trans identities and to establish safe environments for everyone To be able to understand and tackle forms of bullying that relate to diverse gender expressions and sexual orientation Understanding of LGBTIQA+ Health: Disease transmission and progression, mental & physical wellbeing Awareness of challenges around access to the physical environment: schools, recreational facilities, health services, housing, etc
Book nowLearning Aims: An awareness of gender, sexual identity and sexual orientation The ability to engage more effectively with transgender people and children / young people using appropriate language To have an increased understanding of Trans identities and to establish safe environments for everyone To be able to understand and tackle forms of bullying that relate to diverse gender expressions and sexual orientation Understanding of LGBTIQA+ Health: Disease transmission and progression, mental & physical wellbeing Awareness of challenges around access to the physical environment: schools, recreational facilities, health services, housing, etc
Book now1. Examine various ways in which family members are affected by fostering. 2. To enable foster carers to communicate the challenges and dilemmas that are inherent in fostering with family members. 3. To clearly explain the role that family members can play in supporting foster children. 4. To encourage foster carers to reflect on the emotions likely to arise for family members. 5. To demarcate roles and responsibilities that are delegated to family members usually sons and daughters living at home. 6. To point out the pitfalls of fostering which may include allegations against family members and discuss how they will be supported. 7. To examine the effects of separation on birth children who are left behind if a placement breaks down. 8. To support foster carers in developing positive strategies that will encourage birth children to cope with a wide range of possible emotions negative, i.e. envy, resentment and loss.
Book now1. Examine various ways in which family members are affected by fostering. 2. To enable foster carers to communicate the challenges and dilemmas that are inherent in fostering with family members. 3. To clearly explain the role that family members can play in supporting foster children. 4. To encourage foster carers to reflect on the emotions likely to arise for family members. 5. To demarcate roles and responsibilities that are delegated to family members usually sons and daughters living at home. 6. To point out the pitfalls of fostering which may include allegations against family members and discuss how they will be supported. 7. To examine the effects of separation on birth children who are left behind if a placement breaks down. 8. To support foster carers in developing positive strategies that will encourage birth children to cope with a wide range of possible emotions negative, i.e. envy, resentment and loss.
Book nowLearning Objectives: To increase your understanding of delegated authority and the legislative context To consider the issues surrounding the sharing and balance of responsibilities when delegating authority To consider the implications for care planning and practice in your service To explore the practical implementation in everyday life
Book nowLearning Outcomes: Explore ways to assist looked after children and young people to improve their confidence, self-worth and self-esteem Identify the fundamental importance of helping children and young people to establish a strong sense of their own identity Explore a range of prospectives which can support you in building a positive identity for a looked after child or young person Develop skills in promoting and building the positive identity of children and young people Gain an understanding of identity development Gain an awareness of social perceptions of various identities
Book nowLearning Outcomes: Explore ways to assist looked after children and young people to improve their confidence, self-worth and self-esteem Identify the fundamental importance of helping children and young people to establish a strong sense of their own identity Explore a range of prospectives which can support you in building a positive identity for a looked after child or young person Develop skills in promoting and building the positive identity of children and young people Gain an understanding of identity development Gain an awareness of social perceptions of various identities
Book nowThe primary aims of the course are: To look at the aims of contact for looked-after children To explore how carers can develop skills in relation to contact To provide a safe space to discuss experiences and in order to problem solve and support others To enable carers to build effective strategies for dealing with contact difficulties To address contact within an anti-discriminatory framework Format: Taught sections, small group work, work in pairs, whole group discussion Hand-outs: Full hand-outs and sources of further information will be provided
Book nowThe primary aims of the course are: To look at the aims of contact for looked-after children To explore how carers can develop skills in relation to contact To provide a safe space to discuss experiences and in order to problem solve and support others To enable carers to build effective strategies for dealing with contact difficulties To address contact within an anti-discriminatory framework Format: Taught sections, small group work, work in pairs, whole group discussion Hand-outs: Full hand-outs and sources of further information will be provided
Book nowThis is advanced level training – please ensure that your team has done our PACE Theory training before this one. Book the full PACE course bundle here. Providing care for children who have often experienced abuse, neglect, trauma, and loss is highly demanding. The complex demands of these children require the key adults around them to have robust mental health and well-being. Understanding our attachment patterns is key to offering a supportive relationship to our young people. This is achieved through a clear understanding of our own history and unmet childhood needs, as it is estimated that 40% of adults have a reactionary attachment pattern. In this course, we will explore the critical tenets of attachment in interpersonal relationships and support understanding adult attachment patterns and how this can lead to blocked care. Blocked care can cause placement breakdown or Compassion Fatigue. This is generally defined as a combination of emotional and physical burnout and secondary traumatic stress. Foster caregivers are at greatest risk, as they may have limited opportunities to take a break, or recharge since their homes double as their workplace. Besides affecting mental health and well-being, this situation also affects the quality and consistency of care offered. We also explore how Compassion Fatigue can present for workers in educational and residential settings. See learning objectives below:
Book nowThis course provides a foundation understanding of the key stages of child development and how it influences a foster carer’s role in working with children and young people.
Book nowLearning Aims: What is assertive communication? Why use assertive communication? The advantages of assertiveness in communication What assertive communication is not Identifying behavioural choices and how we support a young person to use them Characteristics of assertiveness in communication
Book nowLearning Aims: What is assertive communication? Why use assertive communication? The advantages of assertiveness in communication What assertive communication is not Identifying behavioural choices and how we support a young person to use them Characteristics of assertiveness in communication
Book nowLearning Objectives To explain the differences between allegations and complaints and why they are made An understanding of the child’s view in making an allegation Roll of the SSW Sources of further assistance and independent support Advice on what to do if an allegation is made against you Reflection on the impact on the whole family Identify good practise in minimising the risk of allegations
Book nowLearning Aims: To enhance knowledge and understanding of drug culture To know the range of drugs and substances that can be misused To know the different effects of drugs Understand the risks associated with drug misuse Learn the main groups of drugs Develop an understanding of the reasons why people use substances To understand drug use trends Understand the key current profile of drug use
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