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NURTURE INTERACTIONS

This is a one-day programme.

 

(This programme can be accessed in person or as a virtual (online) programme with equivalent timed modules).

 

Nurture Interactions is an exciting day programme that will leave you feeling confident to spot, and address early signs of dysregulation, and address potential crisis situations calmly. This programme will support you to develop and enhance positive relationships within your school/classroom. Learn how to use communications skills to motivate and maximise the potential of all learners.

We will explore:

  • How to use communication skills proactively to bring out the potential of all learners

  • How to reflect on a range of communication skills to engage learners

  • How to reflect on a range of strategies that enhances delivery of the curriculum, supporting adaptive teaching and learning

 

Experience a range of activities that you can use in your setting to remain regulated and manage crisis situations calmly.

 

What have previous participants said about this programme?

Thanks for all the practical activities. B. Brooks. Cardiff

 

It was great realising/learning that this approach can help de-stress and de-escalate different situations.

J. Miles Cardiff

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Great learning how to have fun and engage with your learners.

(Oakfield High school. Wigan)

 

The only person who is remaining calm, since we have returned from covid, is the person who has attended nurture interactions training. Can we please have the training for the whole school? ( Cardiff school).

 

Who would benefit from this programme?

Head Teachers and members of the Senior Leadership Team

SENDco/ALNco (Special educational needs/Additional learning needs co-ordinators)

Specialist Teachers/Teachers

Teaching Assistants

Higher Level Teaching Assistants

Social Care Staff

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Cost:

£150 + VAT per person

Discount provided for groups.

 

Please contact Nurture International for further information about whole school training.

 

Click ’Book Now’ to see next available dates.

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