Training & Events

Self-evaluation and Planning for Improvement - Making it Meaningful, Manageable and Impactful

The aim of this programme is to deepen your understanding of school development planning as a process, underpinned by the school’s strong guiding vision and purpose, informed by rigorous self-evaluation and educational research, devised in consultation with stakeholders and in compliance with DE policy.

Participants will attend 2 x ½ day face-to-face workshops facilitated by school improvement officers, in which they will be invited to explore themes relevant to self-evaluation and planning for improvement, considering how they can be applied in the context of their school.

The core themes covered in the workshops are designed around a series of questions as follows:

1. Rationale – asks why do we need a school development plan and what needs to be in one?

2. Self-evaluation – asks how do we develop a robust evidence-base of all aspects of school life, upon which to build a manageable, meaningful school development plan which positively impacts on our pupils and their outcomes?

3. Prioritisation – asks what are the challenges and opportunities we face and what are our emerging priorities over the next 3 years?

4. Planning for Improvement – asks what are the characteristics of effective planning for improvement?

Each workshop will provide opportunities for professional dialogue and the sharing of practice, approaches and resources that can be used by schools to enhance their existing self-evaluation and improvement planning processes and structures. These sessions are intended as a starting point for participants to consider exploring and developing one or more of the above themes in more detail, which they may wish to pursue with their designated School Improvement Professional. Participants will attend both sessions and take their thinking back to share with colleagues in their schools.

Enriching Teaching and Learning in the Nursery Setting Through the Use of ICT

Aims

To increase awareness of the ICT tools /platforms available to Nursery Practitioners To increase knowledge and understanding of progression and development in Digital Skills To provide opportunities for self-reflection through the sharing of good practice from case studies

Programme Content

This professional learning will lead to an increased understanding of the curriculum requirements surrounding ICT in the Nursery Setting. Practitioners will have an increased awareness of the CCEA Digital Skills in the Northern Ireland Curriculum and the ETI Empowering Improvement Framework Core Contributory Area of Digital Skills. It will showcase a range of tools/platforms which can be used to enhance teaching and learning within the Nursery setting. There will also be signposting towards professional learning opportunities to support staff skills development. A number of case studies demonstrating good practice within the area of ICT will be shared to promote self-reflection and school improvement.

Physical Development and Movement in the Nursery Setting

Aims

To increase knowledge and understanding of the curriculum requirements of Physical Development and Movement. To support the development of children's physical skills through indoor and outdoor play. To provide opportunities for self-reflection through the sharing of good practice from case studies.

Programme Content

This professional learning will lead to increased understanding of the curriculum requirements surrounding Physical Development and Movement in the Nursery Setting. Practitioners will gain an increased awareness of supporting pupils' physical skills development, leading to improved health and well-being and readiness for learning. Practitioners will be signposted to relevant research and resources to enable them to enhance provision. A number of case studies demonstrating good practice within the area of Physical Development and Movement will be shared to promote self-reflection and school improvement.

Building Synergy - Session 1: An Introduction to Community Use of Schools (CUOS)

These sessions are suitable for Principals and staff with remit for community links.

AIMS:

This two-session series offers schools an opportunity to explore how CUOS can impact children’s learning and school improvement.

After completion of the two sessions schools will be given access to an online portal of information, resources, case studies and a network of contacts to enable them to apply the learning from the sessions.

STRUCTURE/CONTENT:

This session will explore the nature of CUOS: Community Sharing, Curriculum Enrichment, Community Partnership & Community Planning.

The rationale for CUOS will be examined and illustrated from schools and their communities.

Participants will be provided with resources to inform and enthuse members of their school community on the worthwhileness of CUOS.

Date/Time/Venue:

Tuesday 18th November 2025

9.30am - 12.00pm

Venue: Boardroom, Dundonald HQ

 

Building Synergy - Session 2: How to Baseline, track and measure Impact for Community Use of Schools (CUOS)

These sessions are suitable for Principals and staff with remit for community links.

AIMS:

This two-session series offers schools an opportunity to explore how CUOS can impact children’s learning and school improvement.

After completion of the two sessions schools will be given access to an online portal of information, resources, case studies and a network of contacts to enable them to apply the learning from the sessions.

STRUCTURE/CONTENT:

This session will enable schools to baseline their level of CUOS and chart a pathway ahead to develop their progress.

Focus on how schools measure the impact of CUOS on their children, staff, parents/carers and the wider community.

Guidance provided on how to embed CUOS into a school development plan as a driver for school improvement. This will reference how CUOS relates to ETI’s proposed new inspection process.

Planning for Improvement - Session 2

Session 2- Prioritisation

Aims

To examine the challenges in selecting key priorities for the SDP. Explore the benefits of SMART targets and collaborative annual action plans. Sharing approaches to developing realistic and joined-up 3-year plans.

Structure / Content

During this workshop principals will be guided on how to make the most effective use stakeholders feedback gathered during the Engagement Stage. The focus of this workshop will be to provide advice and resources for principals to bring back to their schools to support selection of the main priorities for the SDP.   This will include developing 3-year strategic plans and costed action plans.

Planning for Improvement - Session 1

Session 1- Engagement

Aims

To deepen the understanding of the benefits of wide stakeholder engagement. Explore a menu of potential auditing tools. Examine a range of resources for schools to use as part of their SDP engagement process.

Structure / Content

This workshop will highlight the need and benefits of engaging all stakeholder in the school development process. Principals will be provided with a range of auditing tools, advice on their use and a possible timetable for implementation.

Planning for Improvement - Session 3

Session 3- Drafting and Sharing

Aims

To understand the regulations for drafting a School Development Plan (based on updated guidance from DE).  Understand that a concise and easy to read plan is best. Understand how drafting can be shared across the school. Understand the power of sharing and celebrating success.

Structure / Content

School principals will explore the SDP schedule (based on updated guidance from DE) and be given guidance on how to draft a concise, but meaningful document. The importance of sharing the SDP will also be stressed. The benefits of ongoing review and celebration of the SDP will be highlighted.

Addressing Bullying in Schools Leadership Training Programme 2025-26

Please note 2025-26 dates TBC booking will now become available in August 2025.

Title: Addressing Bullying in Schools Leadership Training Programme

A comprehensive professional development programme for Safeguarding, Social, Behavioural and Emotional Wellbeing (SBEW) pastoral leads and SENCOs/Learning Support Coordinators in schools.

Programme Aim

For all pupils in the region to attend a school where staff are trained to implement a supportive Addressing Bullying in Schools policy with associated practices.

Purpose

To build the confidence and ability of school leaders to align and implement an evidence-based, whole school approach to support children and young people, address statutory requirements and embed best practice. Connecting legislation, baseline-assessment, research, systems/processes, preventative approaches, effective responses, stakeholder engagement and communication, and policy.

Programme Structure

Attendance at a 1-day face-to-face launch workshop (participants can choose from 3 different venues across the region and dates). Attendance of 5 online follow-up sessions (participants can select to attend either am or pm session which are offered on different days). Independent engagement with online resource materials shared through the SDS learning platform. Completion of associated tasks aligned to the review and update of school policy and associated practices.

Depending on your school size and structure, it is recommended that at least 2 members (max: 5) of the pastoral leadership team attend the training together. 

Suicide Awareness Training - Connections Link Life

CONNECTIONS LINK LIFE: Suicide Awareness Training

This training course covers:

Contributing factors that lead to poor mental health, emotional distress & suicide prevention awareness Understanding the role of mental health and emotions in relation to suicide prevention awareness Connect 4-Way Model for helping persons experiencing emotional distress or suicide Tools & resources for support in your community The role of self-care and wellbeing in fortifying mental health and preventing suicide

Participation & Readiness:

We ask that you are emotionally ready for suicide prevention awareness training and understand how to participate;

It is important you click to read and understand *Am I Suitable?*  Suicide prevention awareness training is potentially triggering Be confident in your ability to cope with the content of the training Take steps to keep yourself emotionally safe during training Best practice advises that people who have been bereaved by suicide or by any other traumatic death within the last 6 months, should not attend It is important that you click to read and understand the *How To Participate group agreement*

Course Details:

11th November 2025

20th January 2026

7th May 2026

Time: 9.30am - 1.00pm

Training will take place via online platform.  

Please ensure you have entered your email correctly to receive the training details. You will receive a reminder email and a link to the online session a week before the training date.

Audience: Primary, KS2 and Post Primary SENCO's, Principals and Pastoral Vice-Principals

Developing a Whole School Response to Bereavement and Critical Incidents (2 day course)

Developing a Whole School Response to Bereavement and Critical Incidents (2 day course)

This course is designed to equip school leaders with the knowledge and skills to support those experincing loss within their school community and assist schools to prepare for a critical incident. The effects of a critical incident on pupils, staff and communities can be wide-ranging and when a school is affected all staff have an important role to play. This professional learning will also provide insight into the role of the EA Critical Incident Response Team. 

Day One 

Participants will:

Develop greater knowledge and understanding of bereavement and grief responses. Develop an enhanced ability to support bereavement and loss issues within the educational setting. Gain an increased confidence in identifying, supporting, and signposting those experiencing grief. 

Day Two

Participants will:

Gain an increased understanding of the supportive role of the Education Authority Critical Incident Response Team Have greater awareness of the many complex issues accompanying a critical incident Have increased knowledge and resources to develop a Critical Incident Management Policy and Plan

Course Details:

This course is a two day course and attendance on both days is compulsory.

30th September 2025 & 1st October 2025

3rd & 4th February 2026

19th & 20th May 2026

Time: 9.30am - 1.00pm (on 2 consecutive days)

Training will take place via online platform. 

Please ensure you have entered your email correctly to receive the training details. You will receive a reminder email and a link to the online session a week before the training date.

Audience: Primary, KS2 and Post Primary SENCO's, Principals and Pastoral Vice-Principals

Understanding Bereavement & Loss

Understanding Bereavement & Loss

The Bereavement and Loss professional learning course is for School Staff and is designed to equip educators with the knowledge and skills necessary to support children and young people experiencing loss. This program will enhance participants' understanding of grief, develop their ability to provide effective support, and increase their confidence in handling the complexities of grief and provide compassionate support to those in need.

Participants will:

Develop greater knowledge and understanding of bereavement and grief responses. Develop an enhanced ability to support bereavement and loss issues within the educational setting. Gain an increased confidence in identifying, supporting, and signposting those experiencing grief.

Course Details:

21st October 2025

3rd March 2026

26th May 2026

Time: 9.30am - 1.00pm

Training will take place via online platform.

Please ensure you have entered your email correctly to receive the training details. You will receive a reminder email and a link to the online session a week before the training date.

SEND Implementation and SENCo Support

This learning area contains modules of SEND training resources and guidance materials for SENCos/Learning Support Coordinators, senior leaders, teaching and non-teaching staff in schools and educational settings. It replaces the old SEND Website which will no longer be accessible. Click on the ‘Documents’ link on the menu on the right of the Dashboard page to find the following topic areas:

Graduated Response (WEP and SpEP) Leadership and Management Parent and Carer Leaflets Personal Learning Plan (PLP) Policies Provision Mapping SEN and Medical Categories SEND Podcasts School Development Day Packs Views of the Child

Some of these resources are also available on the public-facing EANI SEND Website on the new SENCo Support page https://send.eani.org.uk/sencosupport

AIMS:

 

To provide an understanding of changes to the SEN Framework To share updates on changes to legislation, regulations and the draft Code of Practice To host resources and materials to support staff who are working with children and young people with SEN in your school or setting.

 

TIME/DATE:

This learning area is open year-round.

High Five Friday Information Session

Aims and Objectives: 
Toprovide an overview of the whole school social behaviour and emotional wellbeing programme known as High Five Friday.
This course will outline the core features of High Five Friday and how schools can get involved.
To provide an overview of the range of primary school aged resources available on the High Five Resource Hub.
Online Dates and times:
03.11.25 - 2:15pm-3:30pm
23.03.26 - 3:15pm-4:30pm
18.05.26 - 2:15pm - 3:30pm

Supporting Pupils with a Statement for Social, Behavioural and Emotional Wellbeing Needs:

One registration for 3 sessions- Relationships, Building Resilience & Planning Support

Aims:
• Enable school staff to use a range of strategies and resources to promote inclusion for children and young people with a statement of SEN for Social, Behavioural, Emotional and Wellbeing (SBEW) needs.
• Understand the needs of children and young people with a SBEW statement of SEN needs.

Learning outcomes:
Session 1
Explore strategies which can be used to develop positive relationships with pupils who have SBEW needs and develop a culture of listening to the child/ young person's voice.

Session 2 Understand the importance of resilience development for pupils with a SBEW profile of need. Identity effective practice which will nurture the development of resilience for pupils with SBEW profile of need.

Session 3 Identity the skills, support and strategies that can be used to nurture belonging, raise self-awareness and to reduce tension for pupils with SBEW profile of need. Understanding of and monitoring of outcomes for pupils with SEN.

Location Microsoft Teams Online Platform
30/09/2025, 07/10/2025, 14/10/2025 Time 11.00-12.30
2/11/2025, 19/11/2025, 26/11/2025 Time14.00 -15.30
13/01/2026, 20/01/2026, 27/01/2026 Time 11.00-12.30
22/04/2026, 29/04/2026, 06/05/2026 Time 14.00 -15.30

Emotionally Based School Non-Attendance (EBSNA): Engaging with Entrenched EBSNA, Learning from Motivational Interviewing

This workshop provides a practical follow up to the initial training courses on Emotional Based School Non Attendance (EBSNA) developed by the Educational Psychology Service for primary and post-primary school staff. The workshop is particularly useful for SENCOs and/or those staff responsible for supporting attendance.

Attendees will further their learning regarding using techniques from Motivational Interviewing, to support them towards having more effective conversations with CYP experiencing EBSNA. The workshop will include a mix of theory, practical techniques, demonstrated role plays and videos.

This session aims to:

Raise awareness of the principles of Motivational Interviewing and introduce another way of working with complex EBSNA. Introduce the cycle of change in relation to EBSNA and consider the importance of a child’s readiness for change. Offer staff practical experience in using MI reflective listening techniques and support them to apply these in their work with children experiencing EBSNA.

The workshops will take place on the following dates:

Term 1:

Session 1: 16th September 2025, 1:00pm-3:30pm Session 2: 17th September 2025, 1:00pm-3:30pm

Term 2:

Session 1: 13th January 2026, 1:00pm-3:30pm Session 2: 14th January 2026, 1:00pm-3:30pm

Term 3:

Session 1: 22nd April 2026, 1:00pm-3:30pm Session 2: 23rd April 2026, 1:00pm-3:30pm

These sessions are at least 50% practical so staff signing up should be willing to participate in the activities. Attendees should come with a case of entrenched EBSNA in mind and be prepared to discuss it.

 

PLEASE NOTE: This is a small group session and places are strictly limited to one attendee per school at any given session.

Attendees must have already completed one of the following Educational Psychology Service’ Training Sessions

Emotionally Based School Non-Attendance (EBSNA) - A framework for supporting Post-Primary Pupils.

Emotionally Based School Non-Attendance (EBSNA) - A framework for supporting Primary Pupils.