Courses

Education Courses

“Are you and your employees up to date with mental health and wellbeing, or are you behind the mental health progress curve?”

“Ross’s approach to mental health and wellbeing is a refreshing change. He is up to date with key statistics, understands his audience needs, and delivers in a very easy going, yet informative manner.”

Institute Of School Business Leadership, National Conference 2018

Rationale

Mental Health First Aid (MHFA) is a nationally accredited mental health training course that will teach you and your employees how to identify, and understand the various components of mental health and wellbeing. It raises self-awareness of mental health and make you and your employees more aware of self needs and more able to help others. Specifically, you will learn a range of mental health conditions, how statistically these affect various population cohorts, how to identify the warning signs to illness, and how to approach and support people in potential and actual crisis.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited nationally by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

INSET Outcomes

  • Research based evidence of a range of mental health conditions and causes
  • Reduced stigma around a range of mental health condition
  • Boosts knowledge and applied learning of mental health and wellbeing
  • Use of ALGEE diagnostics to tackle mental health situations
  • How to raise awareness in others of mental health challenges
  • More knowledgeable work force that support each other and increases productivity

Business Courses

  • Add MHFA two day, one day and half day courses (as per education courses)

Young Professionals

  • Add half and one day MHFA course (as above)
  • Add Leadership Coaching, Performance Mindsets, Communication and Presentation Skills
  • Take out Testimonials

Browse Courses

  • Date drop down menu and mis-spelt dates – do we need dates?
  • Below is additional info for each course…

Behaviour Management

INSET Outcomes By the end of the INSET, delegates will have:

  • A clear understanding of the components of good behaviour management
  • A clear understanding of a whole school approach to behaviour management
  • A toolkit of quick behaviour wins
  • A toolkit of longer-term behaviour wins
  • Clearer school behaviour practices around specific school issues
  • Optional choice to be involved with role play scenarios

INSET Outline:

  • Review the current statistics regarding the impact of poor behaviour management
  • Look at the impact on schools of poor behaviour management
  • Identify schools at risk of coasting behaviour management
  • Identify pupil motivation and barriers to learning
  • Identify lesson engagement ideas
  • Review Choices and Consequences in a Stepped Approach
  • Optional role play and scenario learning

Body Language & Communication Skills

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of clear communication using vocal, verbal and body language
  • Identification of role models
  • Drill down to understand the ratio of knowledge transfer, audience engagement, and consolidation of key points
  • Confidence to present to all stakeholder groups including the Peer Group
  • An improved ability to weave metaphors and appropriate anecdotes into delivery style

INSET Outline:

  • Analysing poor and outstanding communication styles and content
  • Breaking down the key components of your message
  • Deciding on the medium of communication
  • Introduction and opportunity to practise elevator pitching skills
  • Skills associated with networking masters
  • Simple and more complex PPT skills
  • Use of non PPT methods to communicate
  • The art of storytelling

 

Controlling Your Classroom

INSET Outcomes By the end of the INSET, delegates will have:

  • Understand the key principles for classroom control
  • Understand how pupils learn ie learning styles
  • Use of sanctions and rewards
  • How to deal with crisis points
  • How to deal with low level behaviour

INSET Outline:

  • Identifying body language, verbal communication, clarity of tasks
  • Identifying classroom influences of room layout, seating, differentiation, feedback, peer and group evaluations
  • Identifying learning styles and methods to showcase most effective methods
  • The values and dangers of rewards and sanctions
  • Dealing proactively and reactively with low level and crisis flash points
  • Alignment with school policies

Emotional Confidence

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of the emotional needs of pupils
  • A set of measurement criteria which can be used to track progress
  • A mindset toolkit that develops self-esteem, emotional confidence, resilience and growth mindset
  • Anger management, performance and mind fitness coping mechanisms
  • A practical resource that develops positive pupils’ attitudes, skills and habits that will enable greater engagement and learning within school

INSET Outline:

  • Literature behind the benefits of emotional development
  • Identification of key non-cognitive areas
  • Identification of strategies to develop an emotionally resilient mindset
  • Barriers to non-cognitive development
  • Introduction of appropriate measures of non-cognitive areas – academic, self and peer
  • Appropriate feedback messages
  • Ways for children and young adults to demonstrate emotional and performance progress

Resilience

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of resilience
  • A set of measurement criteria which can be used to track progress
  • A mindset toolkit that develops resilience and associated areas
  • Retrospective resilience development – what do we already have?
  • A practical resource that develops positive pupils’ attitudes, skills and habits that will enable greater engagement and learning within school

INSET Outline:

  • Literature behind the benefits of resilience development
  • Identification of other associated key non-cognitive areas
  • Identification of strategies to develop an emotionally resilient mindset
  • Barriers to non-cognitive development
  • Introduction of appropriate measures of non-cognitive areas – academic, self and peer
  • Appropriate feedback messages
  • Ways for children and young adults to demonstrate performance progress

Engaging Your Learners

INSET Outcomes By the end of the INSET, delegates will have:

  • An understanding of what motivates learning, distraction and confrontation
  • An analysis of classroom and school positive and negative influences
  • How to use differentiation
  • Practical  resources to aid learning styles
  • Use of rewards and sanctions
  • Use of feedback and metacognition to inform progress

INSET Outline:

  • What makes learners learn effectively – key principles
  • What factors inside and outside the classroom affect learning
  • Use of 3 -6 ways of differentiation and choosing appropriate mechanisms
  • Model and non-model of appropriate learning behaviour
  • How to use sanctions and rewards effectively

Growth Mindsets

INSET Outcomes By the end of the INSET, delegates will have:

  • An understanding of growth and fixed mindsets
  • Barriers to a growth mindset
  • Theoretical background and practical research behind mindsets
  • Key components of a growth mindset
  • How to develop a growth mindset

INSET Outline:

  • Understand key work done in the field of mindsets by Carol Dweck, Barry Hymer, Mike Gershon, Angela Duckworth, et al
  • How barriers and learnt behaviour can limit success
  • Ways to measure growth and foxed mindsets
  • Practical tasks to identify positive and negative traits
  • Access to Carol Dweck online resources

Leadership Skills

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of the concept of leadership
  • A greater knowledge of the key leadership components
  • A practical needs analysis in generic and specific formats
  • A greater awareness of personal and organisational qualities needed for effective leadership

INSET Outline:

  • Understanding why poor and ineffective leadership ultimately fails
  • Review case studies of effective leadership
  • Compile self and school leadership needs SWOT analysis
  • Barriers to good leadership
  • Opportunity to contribute to group coaching scenarios and role play

 

Memory Techniques

INSET Outcomes By the end of the INSET, delegates will have:

  • An awareness of how the brain processes information, retrieves it and memorises it
  • The value of practice, organisation and remembering
  • An introduction to various memory techniques
  • Practical involvement in learning

INSET Outline:

 

  • How the Limbic system of Hippocampus and Amygdala work to create memory
  • How the pre-frontal cortex is preserved to enhance memory effectiveness
  • Use of word association, spatial palace learning, acronyms, mnemonics, memory chains
  • Practical demonstrations of various memory techniques and identification of appropriate classroom use
  • Measurement of memory effectiveness

 

 

Motivation & Willpower

 

INSET Outcomes By the end of the INSET, delegates will have:

  • Background understanding of willpower and motivation – current research models
  • Barriers to developing both components
  • Impact on forming effective habits
  • Downsides of willpower
  • How to harness both components effectively

INSET Outline:

 

  • Understanding how habits can be formed based upon willpower and motivation
  • Introduction of WHY power and how this feeds motivation long and short term
  • Factors behind motivation such as apathy, anxiety and flow models
  • Setting appropriate goals, planning, measuring and informing progress
  • The value of group and peer support
  • The benefits of metacognition in assessing strengths and weaknesses
  • A route map for success development

 

 

Nerve Calming Strategies

 

INSET Outcomes By the end of the INSET, delegates will have:

  • An awareness of the physiological components involved with changes associated with anger issues
  • How adrenaline, cortisol, hippocampus, amygdala, brain stem and pre- frontal cortex combine to regulate anger responses
  • Common triggers and responses
  • Development of bespoke individual calming strategies

 

INSET Outline:

 

  • Overview of the brain and how it regulates emotions
  • The role of key hormones and brain components
  • Learned behaviours and responses
  • Red react or green response awareness
  • Introduction of a range of nerve calming strategies using SFT, NLP, Mindfulness, ACT, etc.

 

 

Networking & Elevator Pitches

 

INSET Outcomes By the end of the INSET, delegates will have:

  • Awareness of how we communicate verbally and non-verbally
  • The significance and impact of communication channels
  • Experience of ‘working a room’ in networking
  • Experience of ‘pitching’
  • How to evaluate impact of communications

 

 

 

INSET Outline:

 

  • How body language influences behaviour and responses
  • The power of questioning and non-judgmental listening
  • How non-verbal communication is more effective than verbal communication
  • How to segment your networking and elevator pitches (Harvard System)
  • Optional role and group play observations
  • Video feedback and feed forward planning

 

Performance Mindsets

 

INSET Outcomes By the end of the INSET, delegates will have:

  • An awareness of the components of an effective performance mindset
  • Familiarity with performance measures
  • An understanding of how each component fits together
  • Personality profiling knowledge and application
  • Knowledge of nerve calming and performance strategies
  • More confidence in applying principles to improve performance

 

INSET Outline:

 

  • Identification of the key components
  • Introduction of measures around self-esteem, confidence, resilience, metacognition, growth mindset
  • In situ examples of performance mindsets
  • Feedback and feedforward learning loops
  • MBTI experience
  • Introduction of various performance strategies

 

 

 

Personality Profiling for Teams

INSET Outcomes By the end of the INSET, delegates will have:

  • An awareness of how team’s bond (Tuckman)
  • Knowledge and understanding of effective and ineffective teams
  • An in depth individual profile of behaviour and personality
  • An awareness of the whole team profile and its effectiveness

 

 

INSET Outline:

 

  • Dissecting of what a team looks like, how its formed, its effectiveness and how it is dissolved
  • Introduction of MBTI profiling
  • Analysis of MBTI results and implications for success or failure
  • Team dynamics
  • Planning for the future

 

Presentation, Communication & Public Speaking Skills

INSET Outcomes By the end of the INSET, delegates will have:

  • Experience of a model and non-model of required skills
  • Feedback and feedforward loops of performance
  • Distilled the key components for effective speaking and communication
  • Understand the basic and advanced elements of presentations

INSET Outline:

 

  • Analysis of the connection between presentation, communication and public speaking skills
  • Demonstration of models and non-models of performance
  • Practice delivery sessions
  • Use of Dragons Den and USA public speaking video analysis

 

The Role of Mental Health Lead

INSET Outcomes By the end of the INSET, delegates will have:

  • An understanding of current Ofsted guidance
  • An understanding of approaches from different schools
  • A checklist of key components around emotional and academic resilience
  • How to communicate, listen and acknowledge communications
  • Awareness of warning signs of mental health
  • A resource pack of key simple and more complex mental health strategies

INSET Outline:

 

  • New Ofsted proposals, funding and useful guidance
  • Identification of areas of MHL responsibilities
  • A whole school communication approach
  • Identification of support areas
  • Reporting of information
  • Safeguarding concerns

 

Visualisation, Calming and Goal Setting Strategies

INSET Outcomes By the end of the INSET, delegates will have:

  • Access to concepts behind visualisation
  • A toolkit of strategies to employ
  • An awareness of various goal setting techniques
  • Knowledge of how to calm the mind
  • An understanding of the effectiveness of planning

INSET Outline:

 

  • Introduction to simple goal setting strategies
  • Introduction of more complex goal setting strategies
  • Introduction to various visualisation strategies
  • How to use questioning and listening to clarify goals
  • Delegate feedback of techniques and their effectiveness
  • Barriers to success

 

Workplace Resilience for Staff

INSET Outcomes By the end of the INSET, delegates will have:

  • An awareness of the role of resilience in creating a mentally healthy workplace
  • An awareness of when resilience can be counter-productive
  • A measurement tool to assess effectiveness of acquisition and development
  • Experience of auditing workplace stress
  • Using resilience information

INSET Outline:

 

  • The key components of a mentally healthy workplace
  • The Quadrant Approach to understanding mental health
  • The Stress Container Approach
  • Introduction of a mental health and stress audit
  • What si resilience and how it can help or hinder us
  • The value of vulnerability

 

 

 

New Covid Courses

  • Change – How to Interpret the Kubler-Ross Change Curve at your workplace to enhance performance
  • Listening non-judgmentally to effect understanding and positive change
  • What constitutes a Healthy Mindset and how to implement it
  • Understanding staff workload issues and getting buy-in

“Are You Hindering or Helping Your Staff Performance?”

“The whole staff really enjoyed your CPD session – it had learning, reflection and various ideas for implementing strategies.” Fiona Brindley Headteacher, St Brendan’s Primary School, Bolton.

Rationale

  • According to the Teaching Unions (2016) nearly 4,000 teachers were signed off with long term stress and 312,000 days were lost to stress.
  • According to Office of National Statistics (2017) 20% of the population rank their anxiety as high
  • According to the Mental health Foundation (2017) 1 in 6.8 people experience mental health issues in the workplace and women are twice as likely to suffer from stress.

Bearing these statistics in mind, this course aims to explain and identify stress factors in school and life, uncover stress triggers, and offer a number of strategies that will enable staff to cope and ultimately thrive in the work environment.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

Course Formats

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Two Day Certified Course (Mental Health First Aid England)

Course Overview

Often overlooked in the delivery of a busy and comprehensive curriculum, is the well-being of school staff. Sometimes it takes a breaking point issue to really grasp the importance of initiating, developing and maintaining qualitative and quantitative staff well-being. An investment in staff well-being development raises awareness of the importance of staff, and upskills them to take even more control over their own well-being in an emotionally secure school setting. If staff are more at ease with their well-being this has a very positive impact on pupil engagement and achievement.

INSET Outcomes: By the end of the INSET, delegates will have:

  • Identified and defined what stress is • Identified different types of stress ie panic attacks, depression, anxiety • Measured stress through a stress audit • Identified stress triggers • Reviewed current coping and preventative mechanisms • Identified additional coping and preventative mechanisms • Created a comprehensive ‘Mind Fitness’ Plan’ for professional and personal development

INSET Outline:

  • Introduction of the key aspects of developing positive mental health and well-being for staff.
  • Identification of current statistics from Mental Health England, Mental Health Foundation, NHS and national media sources, and clearly defines the current stress landscape within education.
  • Introduction of practical stress activities which identify the different types of stress, along with a personal stress audit which yields individual stress ratings.
  • Identification of stress triggers and through individual and anonymous group work, and potential solutions are discussed.
  • Identification of staff emotional competencies and stress coping strategies.
  • Introduction of simple and more complex stress coping and well-being strategies.
  • There are takeaway handouts and online video resources.

“Are You Hindering or Helping Your Pupils?”

“Ross delivered a day’s training to students on mental health and well-being. His expertise and gently engaging nature made this hugely successful for us.”

Jo Grundy, Headteacher Oaks School, Bolton.

Rationale

According to the Mental Health Foundation:

  • 1 in 10 primary pupils suffer a mental health issue
  • 1 in 7 secondary pupils suffer a mental health issue
  • Nearly twice as many girls as boys suffer mental health issues
  • 50% of all mental health arises before the age of 14

Child need for immediate support and intervention has never been as critical. The Green Paper on Mental Health has produced a number of recommendations which will be implemented from 2022 BUT we need to act now. Pupil mental health issues cannot wait, and this course is designed to upskill school staff to be able to be more effective in identifying and dealing with these challenges . This course will enable your school to be best placed ahead of the ever-changing mental health challenges.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Two Day Certified Course (Mental Health First Aid England)

Course Overview

With the focus in schools well and truly on pupil mental health and wellbeing, this course will enable your school to get ahead of the learning curve in terms of mental health provision. Specifically, it will deliver a whole school approach to mental health taking into account school mental health conversations, dialogue builders, setting up of a designated safe space, introduction to mind fitness strategies, awareness of wellbeing needs, and identification of all stakeholder needs.

Being ahead of the curve means you can be assured that your school will be delivering positive mental health now when the pupils need it. The impact on school well-being attendance, pupil independence in managing some of their mental health challenges and the ultimate benefits for improved exam outcomes cannot be over-emphasised.

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater awareness of various mental health conditions • Simple ways to start and engage mental health conversations •  The value of key protective factors of connectivity, physical well-being, sleep, diet •  Identification and measurement of the importance of emotional competencies ie self-esteem, confidence, resilience, awareness, empathy •  Use of the Stress Bin concept to evaluate stress levels and existing coping mechanisms •  Introduction of various strategies to improve emotional competency and mental health –  includes various video and resource supports •  Introduction to implementing Green Paper proposals in your school

INSET Outline:

  • Introduction of Key Statistics – This course initially introduces key statistics about the increased prevalence of mental health in society, and so establishes a need for intervention. There is then a look behind the statistics ie why do girls and young women suffer with higher rates of mental illness, why are more younger pupils being diagnosed with mental illness and how can the lead time be reduced from diagnosis to treatment.
  • Introducing Dialogue and Conducting Conversations and Appropriate Activities – The course then looks at ways to initiate simple conversations when concerns for mental health are noticed. There is an introduction to the emotional competencies which make up each individual with a focus on developing the key components as a protective mechanism.
  • Individual Stress Analysis – This is conducted via simple stress bins before several strategies are introduced to enable better coping. These strategies are derived from positive psychology, mindfulness, solutions focused therapy, resilience therapy, coaching and mentoring.
  • Guidance on Policy and School Practicalities – Finally, advice and guidance will be shared about ways in which a mental health and wellbeing policy can be implemented within school ie physical room(s) design, equipment, engagement skills and techniques, policy requirements.

“Are You Preparing For Emotional Success Or Are You Emotionally Failing?”

“Ross worked with the students over a number of interventions. His engagement with pupils was evident almost immediately, and together with his learning content and measurement criteria, we saw good improvement with the pupils.”

Anthony Duckworth, Senior Leader, Bishop Rawstorne C of E School, Croston.

Rationale

Firstly, resilience is the key word that is the panacea to everything, and it is essential to possess this quality of you are going to reach your potential…just get some resilience, don’t give up and everything will be ok? Actually, resilience is often misunderstood, and as such, is quite often taught incorrectly, and in some cases, taught causing adverse reactions. Resilience is all about being adaptable and not just about being able to keep going and not give up. Secondly, if we teach resilience in a didactic check list way, then children, and even young adults, can become exhausted and disinterested quite quickly, which is ironic.

More and more pupils are not being able to access the benefits of the educational system. Academic, emotional and behavioural barriers are stopping pupils reaching their potential in school. Outcomes of this are poor attendance, a greater number of exclusions and expulsions, higher numbers of behaviour issues and a collective academic under-achievement for some sub-groups.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1,500 primary, secondary, SEN and EBD schools, and has dealt with some of the most challenging behaviour and emotional need profiles in the UK and overseas. He is nationally accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

Course overview

Far too many pupils are being left behind within school, either academically or emotionally. This can have severe consequences for their outcomes in terms of academic success, behaviour, attendance, and emotional development. To counter this trend, the personal non-cognitive development of the child must be put at the centre of the school agenda. With this in mind, an emotional mindset toolkit has been developed that can be delivered in various ways across the school curriculum.

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of the emotional needs of pupils
  • A set of measurement criteria which can be used to track progress
  • A mindset toolkit that develops self-esteem, emotional confidence, resilience and growth mindset
  • Anger management, performance and mind fitness coping mechanisms
  • A practical resource that develops positive pupils’ attitudes, skills and habits that will enable greater engagement and learning within school

INSET Outline:

  • Literature behind the benefits of emotional development
  • Identification of key non-cognitive areas
  • Identification of strategies to develop an emotionally resilient mindset
  • Barriers to non-cognitive development
  • Introduction of appropriate measures of non-cognitive areas – academic, self and peer
  • Appropriate feedback messages
  • Ways for children and young adults to demonstrate emotional and performance progress

“Are you up to date with mental health and wellbeing for pupils and staff, or are you behind the mental health implementation curve?”

“Ross delivered a day’s CPD on the role of the Mental Health Lead in schools. Ross was very informative and has a great depth of knowledge. I really enjoyed it.”

Tom Sixsmith, Head of Year, Bishop Rawstorne C of E School, Croston

 Rationale

The role of the Mental Health Lead is new to many schools after its suggested implementation from 2019. The role is a strategic and tactical approach endorsed by Ofsted to co-ordinate the full mental health and wellbeing across the whole school and its associated agencies.

The nominated person is ideally one with strategic responsibilities, who can connect all the school mental health and wellbeing services. The suggested role will include signposting parents and children to more resources and services (to outside agencies when encountering more severe issues), to link up in school communications about each child’s needs, to co-ordinate a cohesive consistent approach to front line delivery to pupils and staff training, to identify personal staff training and personal needs, and ultimately ensure that staff are aware of and know how to, communicate with affected pupils.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited nationally by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

INSET Outcomes

  • Review statutory guidance around the new role of MHL
  • Produce Governance Audit proforma to assess school capability
  • Research based evidence of a range of mental health conditions and causes
  • Knowledge of how to approach pupils, initiate conversations and elicit best possible outcomes
  • Reduced stigma around a range of mental health conditions
  • Boost knowledge and applied learning of pupil mental health and wellbeing conditions
  • Know when mild and moderate conditions can escalate to severe conditions – signposting to outside agencies
  • Understand an in-school linked-up approach to communicating and delivering effective mental health and wellbeing
  • Training staff knowledge and awareness of personal mental health and wellbeing challenges ie a work force that support each other and increases effectiveness

“Are You Hindering or Helping Your Pupil’s Anger Management?”

“Our staff found your anger management course hugely beneficial.  The resources that you’ve sent will also be a huge help as we try to embed the strategies that you outlined.”

Emma Rainford, Deputy Head Teacher, Parrs Wood High School, Manchester

Rationale

Unhelpful stressful behaviours are rising amongst pupils in both primary and secondary schools. Much of the causes of this stem from factors such as fractured / detached upbringing, inconsistent parenting / poor role models, and excessive expectation and pressures inappropriate to childhood development. Such behaviours can quickly develop into more concerning anger issues, which if not addressed at a younger age, may well develop into very unhelpful patterns of behaviour in adult life.

There is a clear need to address this problem at source by embedding understanding and strategies within a triangular approach of teachers, pupils and parents/carers.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

Course Formats

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review

Course Overview

The course will look at what anger really is and how it develops from poor developmental life experiences. It will review the hormonal and brain relationship in terms of the Triune Brain linked to adrenaline and cortisol. A typical assault cycle will be identified, and appropriate proactive and retrospective strategies identified. A toolkit will be created that encompasses the traditional and contemporary strategies centred around Cognitive Behaviour Therapy, Solutions Focused Therapy, Neuro Linguistic Programming, Positive Psychology, Mindfulness and CALM training.

INSET Outcomes: By the end of the INSET, delegates will have:

  • A greater understanding of the root causes of anger
  • A clear understanding of the relationship between the brain and key influencer hormones
  • Identified simple and effective proactive and retrospective anger management tips
  • Reviewed a range of key strategies that control and eliminate anger
  • Practised various anger management scenarios (optional)

INSET Outline:

  • Discussion of general anger issues
  • Focus on specific in-school anger issues
  • Helicopter approach to solutions
  • Identification of key hormones of cortisol, adrenaline, dopamine, serotonin
  • Clarification of Reptilian brain, Limbic system ad pre-frontal cortex mechanisms
  • Reviewed personal communication styles allied to asking questions, active listening and body language
  • Reviewed complex and simple anger management strategies
  • Created your own bespoke toolkit of anger management strategies

“Are your behaviour strategies working, or is there another bespoke way to create positive change?”

“Our initial behaviour day at PNEFC Executive Box worked a treat. The pupils, Year 10 boys and girls, really responded to the environment, and to the way Ross engaged them. Our work back at school was made so much more effective.”

Karen Briggs, Assistant Headteacher, Southlands High School

Rationale

According to Ofsted, poor behaviour, and subsequent attendance issues, are the key issues surrounding achievement and attainment for a number of school cohorts. If these issues can be addressed in terms of reducing academic barriers, creating more positive belief systems and delivering simple bespoke pupil skillsets, then these pupils will be better able to access school, make more of an impact in school, and so start to reach their potential.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited nationally by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

Intervention

1 Optional Day PNE FC Executive Box 2 In School Development of Learning Themes 3 Production of a School Activity such as Assembly, or Sports Day 4 Upskilling of Staff

Intervention Overview

INSET Outcomes – By the end of the intervention, pupils and staff will have:

  • An awareness of the academic and emotional skill sets needed to effect positive change
  • Practical guidance and support to understand how non-cognitive skills can be used
  • Identification of specific academic barriers
  • Introduction of practical examples of best practice
  • Measurement tools to assess progress
  • Understand ways to better engage pupils and maximise pupil performance

INSET Outline:

  • Introduction of principles of non-cognitive success ie self-belief, confidence, resilience, empathy, and emotional intelligence
  • Demonstration of principles into practice academically, and in a sporting context
  • Self-scaling measurement of own strengths and weaknesses
  • Introduction of a range of non-cognitive measurement tools
  • Use of Knowledge, Attitude, Skills & Habits (KASH) to unlock academic ability
  • Introduction of simple memory techniques
  • Identification of in class on task classroom behaviours
  • Production of school activity

“Are You Supporting Staff To Maximise Performance Or Are You Stifling Their Development?”

“Ross has worked with teachers for many years developing their mindset. He knows not only what is needed, but is also aware of how to engage the audience so he can get his messages across.”

 David Fann, Associate Headteacher, Former Secretary NAHT.

Rationale

Greater staff engagement, motivation and dedication contribute directly to pupil engagement and ultimately to pupil achievement. A greater knowledge of mindsets would allow staff to be more able to implement better professional development skills independently.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with over 1,000 schools and has a real passion for helping to develop and sustain teaching professionals. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • An understanding of the personal non cognitive skills needed to be more successful in school
  • Reviewed the value and appropriateness of emotional confidence, resilience, empathy, motivation and team success skills
  • Measured own mindsets and emotional competencies
  • Practical strategies to sustain and further develop mindsets
  • Opportunity for small group and individual learning

INSET Outline:

  • Identify the benefits of a positive non cognitive mindset
  • Look at the role of willpower, motivation and goals, and their relationship to flow
  • Uncover and understand the emotional drivers of self-esteem, confidence, peer perception, imposter syndrome
  • Review the relationship between resilience and mind fitness
  • Identify personalised target areas

“Are You Improving Behaviour Or Are You Losing It?”

“Ross believes each teacher has a unique way to engage learners, promote learning, and crucially, maintains safe and appropriate behaviours. However, for behaviour management to be truly effective, it must be consistently applied across the whole school. Ross always achieves this.”

 Mark Noblet, Senior Teacher Willow Lane School.

Rationale

According to a YouGov survey (2016) pupils are losing up to an hour a day in English schools because of classroom disruption. This works out at 38 lost days per year. Equally, low level classroom disruption accounts for 67% of all classroom disruption (Ofsted 2013). The number of school fixed  term and permanent expulsions is rising with 6,685 in 2015/16 according to Gov.UK. All this disruption will have a negative effect on collective child academic achievement.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with some of the most challenging behaviour profiles in the UK and overseas. He is a recognised leader in anger management and resilience. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • A clear understanding of the components of good behaviour management
  • A clear understanding of a whole school approach to behaviour management
  • A toolkit of quick behaviour wins
  • A toolkit of longer-term behaviour wins
  • Clearer school behaviour practices around specific school issues
  • Optional choice to be involved with role play scenarios

INSET Outline:

  • Review the current statistics regarding the impact of poor behaviour management
  • Look at the impact on schools of poor behaviour management
  • Identify schools at risk of coasting behaviour management
  • Identify pupil motivation and barriers to learning
  • Identify lesson engagement ideas
  • Review Choices and consequences in a Stepped Approach
  • Optional role play and scenario learning

“Are You Preparing Teachers To Be Professional Or Are You Preparing Unprofessional Teachers?”

“We use Ross each year – it’s as simple as that”

Adrian Gormally OLCHS Assistant Headteacher/ ITT Co-ordinator.

Rationale

Around 1 in 5 teachers are expected to leave the classroom in less than 2 years, while two fifths of teachers, support staff and school leaders want to leave the profession in 5 years (National Education Union 2018). With this potential for teacher loss it’s imperative that not only is recruitment high on the agenda, but crucially, the training of teaching and personal skills is even more important so that new teachers can create a long-term future within teaching.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with some of the most challenging behaviour profiles in the UK and overseas. He has worked developing young people with various organisations such as Haslingden ITT, Queens Drive ITT, OLCHS ITT, National Citizenship Programme, UCLAN Launchpad Programme , ICAEW trainee accountants, and Apprentice footballers at Blackpool, Burnley and Fleetwood FC. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of key components of ITT areas of behaviour management
  • A greater understanding of classroom engagement techniques
  • A greater understanding of growth mindsets
  • A greater awareness of pupil emotional need including mental health
  • A greater awareness of personal emotional confidence, resilience and mind fitness

INSET Outline:

  • Introduction of key statistics around poor behaviour management including low level disruption effects on learning
  • How to engage learners using differentiation, starters, plenaries, teaching styles, questioning skills and feedback communication
  • An introduction to the five key principles of growth mindsets and how these can be grown in the classroom and within the whole school context
  • A review of pupil emotional needs using various measures and development strategies
  • A personal audit of emotional confidence, resilience and stress
  • Personal toolkit of mind fitness strategies

“Are You Leading Or Are You Being Led?”

“Ross has delivered several staff leadership events for us at P &L Courses. His knowledge and expertise coupled to his engaging non-patronising manner, helps ensure progress is made by many, if not all delegates.”

John Goodwin, Former Headteacher Lancashire.

Rationale

Ineffective and poor leadership is at the heart of many failing schools. It epitomises an inability to galvanise key stakeholders to reach their own potential. This has a direct negative impact on pupil learning and achievement.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with school and business leaders in UK, Norway, Saudi Arabia and North America. He holds various coaching qualifications and former clients include Federation of Small Businesses, Tidal Teaching School Alliance, Hounslow Education Authority, Independent School Business Leadership and Newham Education Authority. He is also accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of the concept of leadership
  • A greater knowledge of the key leadership components
  • A practical needs analysis in generic and specific formats
  • A greater awareness of personal and organisational qualities needed for effective leadership

INSET Outline:

  • Understanding why poor and ineffective leadership ultimately fails
  • Review case studies of effective leadership
  • Compile self and school leadership needs SWOT analysis
  • Barriers to good leadership
  • Opportunity to contribute to group coaching scenarios and role play

  • I am Ordinary But You Could Be Extraordinary!

What is success and what do you think it takes to be successful? Success in life could be having a focus, being responsible, having a network of family and friends, feeling fulfilled. In business and sport, this could be about becoming No 1, reaching the top, achieving fame and fortune. But what steps must we take to start this process off, and then what must we keep doing to make the breakthrough. Lastly, what must we do to maintain our status? This talk will take you on a journey of anecdotal and empirical evidence detailing the components of success and what each person must do to achieve higher levels.

This talk will examine self-belief, resilience, purposeful practice, mind fitness, legacy motivators and confirmation markers.

 

  • Winning Mindsets for Children & Young Adults

No matter what you want to do in life, there are certain foundations that must be in place before any achievements can be made and sustained. These foundational skills, habits, and attitudes are otherwise known as the Winning Mindset. The Winning Mindset is linked to the introduction of experiences and knowledge and its success rate is heightened if introduced at the key age range of 8-12 years – exponential benefits accrue between these ages, but it is not an exclusive age range as progress can also be gained beyond this time frame.  However, this 8-12 age range is a time when the young mind is receptive to positive ideas and change, is less influenced by negative peer stereotypes, and there is an openness, motivation and opportunity to learn from mistakes, even embrace them.

This talk will examine why 8-12 is a crucial time for development, how a growth mindset to challenge and temporary failure can be harnessed, and what measures can be used to assess progress.

 

  • Resilience – Is It All It’s Cracked Up To Be?

All too often we are told to never give up and keep going. In essence, this is what many people term resilience and it is generally perceived as a great quality and you need it if you want any measure of success in life. While this may be true at many levels, the downside of this approach is that ironically, how we define resilience and how we teach some of the ways to get it, may actually be at best counter-productive, and at worst, self-defeating with worn out attitudes and maybe possible mental health issues. Resilience should be seen not only as an ability to keep going, but also being adaptable when progress is slow or even halted. This adaptability to re-group, re-learn and even regroup may be at the heart of what resilience truly is.

This talk will look at the benefits of resilience, how we can get more of it and the warning signs when we pursue it too aggressively.

Business Courses

  • I am Ordinary But You Could Be Extraordinary!

What is success and what do you think it takes to be successful? Success in life could be having a focus, being responsible, having a network of family and friends, feeling fulfilled. In business and sport, this could be about becoming No 1, reaching the top, achieving fame and fortune. But what steps must we take to start this process off, and then what must we keep doing to make the breakthrough. Lastly, what must we do to maintain our status? This talk will take you on a journey of anecdotal and empirical evidence detailing the components of success and what each person must do to achieve higher levels.

This talk will examine self-belief, resilience, purposeful practice, mind fitness, legacy motivators and confirmation markers.

  • Winning Mindsets for Children & Young Adults

No matter what you want to do in life, there are certain foundations that must be in place before any achievements can be made and sustained. These foundational skills, habits, and attitudes are otherwise known as the Winning Mindset. The Winning Mindset is linked to the introduction of experiences and knowledge and its success rate is heightened if introduced at the key age range of 8-12 years – exponential benefits accrue between these ages, but it is not an exclusive age range as progress can also be gained beyond this time frame.  However, this 8-12 age range is a time when the young mind is receptive to positive ideas and change, is less influenced by negative peer stereotypes, and there is an openness, motivation and opportunity to learn from mistakes, even embrace them.

This talk will examine why 8-12 is a crucial time for development, how a growth mindset to challenge and temporary failure can be harnessed, and what measures can be used to assess progress.

  • Resilience – Is It All It’s Cracked Up To Be?

All too often we are told to never give up and keep going. In essence, this is what many people term resilience and it is generally perceived as a great quality and you need it if you want any measure of success in life. While this may be true at many levels, the downside of this approach is that ironically, how we define resilience and how we teach some of the ways to get it, may actually be at best counter-productive, and at worst, self-defeating with worn out attitudes and maybe possible mental health issues. Resilience should be seen not only as an ability to keep going, but also being adaptable when progress is slow or even halted. This adaptability to re-group, re-learn and even regroup may be at the heart of what resilience truly is.

This talk will look at the benefits of resilience, how we can get more of it and the warning signs when we pursue it too aggressively.

“Are you and your employees up to date with mental health and wellbeing, or are you behind the mental health progress curve?”

“Ross’s approach to mental health and wellbeing is a refreshing change. He is up to date with key statistics, understands his audience needs, and delivers in a very easy going, yet informative manner.”

Institute Of School Business Leadership, National Conference 2018

Rationale

Mental Health First Aid (MHFA) is a nationally accredited mental health training course that will teach you and your employees how to identify, and understand the various components of mental health and wellbeing. It raises self-awareness of mental health and make you and your employees more aware of self needs and more able to help others. Specifically, you will learn a range of mental health conditions, how statistically these affect various population cohorts, how to identify the warning signs to illness, and how to approach and support people in potential and actual crisis.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited nationally by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

INSET Outcomes

  • Research based evidence of a range of mental health conditions and causes
  • Reduced stigma around a range of mental health condition
  • Boosts knowledge and applied learning of mental health and wellbeing
  • Use of ALGEE diagnostics to tackle mental health situations
  • How to raise awareness in others of mental health challenges
  • More knowledgeable work force that support each other and increases productivity
  • Fully nationally certified in mental health and wellbeing

Also offering INSET on:

  • Half Day Mental Health Awareness – CERTIFICATED
  • Full Day Wellbeing Champions – CERTIFICATED

“Are You Striving For Better Performance Or Are You Happy Being OK?”

“Ross delivered a Growth Mindsets session with our members. In all my years as a Rotary Club President, I have never seen a presentation as engaging”

Andrew Dunn President North Preston Rotary Club

Rationale

Greater staff engagement, motivation and performance contribute directly to business success. A greater knowledge of mindsets would allow staff to develop personally and professionally as individuals and as a team.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with over 1,000 schools and businesses and has a real passion for helping to develop and sustain professionals. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • An understanding of the personal non cognitive skills needed to be more successful
  • Reviewed the value and appropriateness of emotional confidence, resilience, empathy, motivation and team success skills
  • Measured own mindsets and emotional competencies
  • Practical strategies to sustain and further develop mindsets
  • Opportunity for small group and individual learning

“Are You Communicating Effectively Or Are You Simply Not Communicating?”

“Ross delivered two stand out sessions for us. One was working with trainee accountants and the other with aspiring financial directors. In both sessions, his coverage of emotional competencies, body language and simple communication tips were second to none.“

Clare Parisi The Institute of Chartered Accounts in England & Wales ICAEW

Rationale

Being able to communicate clearly and effectively is right at the top of professional skills needed for success in any business. What often looks like seamless professionalism is often underpinned by key principles of communication and presentational knowledge and practise. This course offers the opportunity to get on the inside track of communicating and presenting using sound foundational skills which build into a bespoke performance toolkit.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with school and business leaders in UK, Norway, Saudi Arabia and North America. He holds various coaching qualifications and former clients include Federation of Small Businesses, Tidal Teaching School Alliance, and Bae Airbus. Ross at spoken at various conferences including National Association of Headteachers, Institute of School Business Leadership, Hounslow & Newham Education Authorities, Cheltenham Headteachers and Lancashire Association of School Business Managers. He is also accredited by Mental Health First Aid England (MHFA).

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of clear communication using vocal, verbal and body language
  • Identification of role models
  • Drill down to understand the ratio of knowledge transfer, audience engagement, and consolidation of key points
  • Confidence to present to all stakeholder groups including the Peer Group
  • An improved ability to weave metaphors and appropriate anecdotes into delivery style

INSET Outline:

  • Analysing poor and outstanding communication styles and content
  • Breaking down the key components of your message
  • Deciding on the medium of communication
  • Introduction and opportunity to practise elevator pitching skills
  • Skills associated with networking masters
  • Simple and more complex PPT skills
  • Use of non PPT methods to communicate
  • The art of storytelling

“Are You Leading Or Are You Being Led?”

“Enthusiastic, enthralling, and entertaining, Ross McWilliam is an inspiring individual. I’ve known Ross for many years, and much as I have to do on a daily basis at Network ITN News, he engages the audience. Ross clearly has a love for learning and is also passionate to share that knowledge.” Richard Frediani, Senior News Editor ITV News

Rationale

Ineffective and poor leadership is at the heart of many failing businesses. It epitomises an inability to galvanise key stakeholders to reach their own potential. This has a direct negative impact on employee engagement and business objectives.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with business leaders in UK, Norway, Saudi Arabia and North America. He holds various coaching qualifications and former clients include Federation of Small Businesses, Tidal Teaching School Alliance, Hounslow Education Authority, Independent School Business Leadership and BAe Airbus. He is also accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of the concept of leadership
  • A greater knowledge of the key leadership components
  • A practical needs analysis in generic and specific formats
  • A greater awareness of personal and organisational qualities needed for effective leadership

INSET Outline:

  • Understanding why poor and ineffective leadership ultimately fails
  • Review case studies of effective leadership
  • Compile self and school leadership needs SWOT analysis
  • Barriers to good leadership
  • Opportunity to contribute to group coaching scenarios and role play

“Are You Helping Your Staff Or Are You Hindering, Or Even Hurting Them?”

“The whole business managers group really enjoyed your wellbeing session. It gave many of the staff a much-needed boost to know how to become more mind fit.”

Sandra Tomlinson, Docklands Conference, London

Rationale

  • According to Office of National Statistics (2017), 20% of the population rank their anxiety as high.
  • According to the Mental health Foundation (2017), 1 in 6.8 people experience mental health issues in the workplace and women are twice as likely to suffer from stress.
  • According to the Labour Force Survey (2016), 536,000 workers suffered from workplace stress.

Bearing these statistics in mind, this course aims to explain and identify stress factors in business and life, uncover stress triggers, and offer a number of strategies that will enable staff to cope and ultimately thrive in the work environment.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 schools and businesses. He is accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

Course Formats

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Two Day Certified Course (Mental Health First Aid England)

Course Overview

Often overlooked in the delivery of a busy and comprehensive curriculum, is the well-being of school staff. Sometimes it takes a breaking point issue to really grasp the importance of initiating, developing and maintaining qualitative and quantitative staff well-being. An investment in staff well-being development raises awareness of the importance of staff, and upskills them to take even more control over their own well-being in an emotionally secure school setting. If staff are more at ease with their well-being this has a very positive impact on pupil engagement and achievement.

INSET Outcomes: By the end of the INSET, delegates will have:

  • Identified and defined what stress is • Identified different types of stress ie panic attacks, depression, anxiety • Measured stress through a stress audit • Identified stress triggers • Reviewed current coping and preventative mechanisms • Identified additional coping and preventative mechanisms • Created a comprehensive ‘Mind Fitness’ Plan’ for professional and personal development

INSET Outline:

  • Introduction of the key aspects of developing positive mental health and well-being for staff.
  • Identification of current statistics from Mental Health England, Mental Health Foundation, NHS and national media sources, and clearly defines the current stress landscape within education.
  • Introduction of practical stress activities which identify the different types of stress, along with a personal stress audit which yields individual stress ratings.
  • Identification of stress triggers and through individual and anonymous group work, and potential solutions are discussed.
  • Identification of staff emotional competencies and stress coping strategies.
  • Introduction of simple and more complex stress coping and well-being strategies.
  • There are takeaway handouts and online video resources.

Young Professionals Courses

  • “Are You Preparing For Emotional Success Or Are You Emotionally Failing?”

    “Ross worked with the students over a number of interventions. His engagement with pupils was evident almost immediately, and together with his learning content and measurement criteria, we saw good improvement with the pupils.”

    Anthony Duckworth, Senior Leader, Bishop Rawstorne C of E School, Croston.

    Rationale

    Firstly, resilience is the key word that is the panacea to everything, and it is essential to possess this quality of you are going to reach your potential…just get some resilience, don’t give up and everything will be ok? Actually, resilience is often misunderstood, and as such, is quite often taught incorrectly, and in some cases, taught causing adverse reactions. Resilience is all about being adaptable and not just about being able to keep going and not give up. Secondly, if we teach resilience in a didactic check list way, then children, and even young adults, can become exhausted and disinterested quite quickly, which is ironic.

    More and more pupils are not being able to access the benefits of the educational system. Academic, emotional and behavioural barriers are stopping pupils reaching their potential in school. Outcomes of this are poor attendance, a greater number of exclusions and expulsions, higher numbers of behaviour issues and a collective academic under-achievement for some sub-groups.

    Trainer Profile

    Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1,500 primary, secondary, SEN and EBD schools, and has dealt with some of the most challenging behaviour and emotional need profiles in the UK and overseas. He is nationally accredited by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

    1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

    Course overview

    Far too many pupils are being left behind within school, either academically or emotionally. This can have severe consequences for their outcomes in terms of academic success, behaviour, attendance, and emotional development. To counter this trend, the personal non-cognitive development of the child must be put at the centre of the school agenda. With this in mind, an emotional mindset toolkit has been developed that can be delivered in various ways across the school curriculum.

    INSET Outcomes By the end of the INSET, delegates will have:

    • A greater understanding of the emotional needs of pupils
    • A set of measurement criteria which can be used to track progress
    • A mindset toolkit that develops self-esteem, emotional confidence, resilience and growth mindset
    • Anger management, performance and mind fitness coping mechanisms
    • A practical resource that develops positive pupils’ attitudes, skills and habits that will enable greater engagement and learning within school

    INSET Outline:

    • Literature behind the benefits of emotional development
    • Identification of key non-cognitive areas
    • Identification of strategies to develop an emotionally resilient mindset
    • Barriers to non-cognitive development
    • Introduction of appropriate measures of non-cognitive areas – academic, self and peer
    • Appropriate feedback messages
    • Ways for children and young adults to demonstrate emotional and performance progress

“Are you and your employees up to date with mental health and wellbeing, or are you behind the mental health progress curve?”

“Ross’s approach to mental health and wellbeing is a refreshing change. He is up to date with key statistics, understands his audience needs, and delivers in a very easy going, yet informative manner.”

Institute Of School Business Leadership, National Conference 2018

Rationale

Mental Health First Aid (MHFA) is a nationally accredited mental health training course that will teach you and your employees how to identify, and understand the various components of mental health and wellbeing. It raises self-awareness of mental health and make you and your employees more aware of self needs and more able to help others. Specifically, you will learn a range of mental health conditions, how statistically these affect various population cohorts, how to identify the warning signs to illness, and how to approach and support people in potential and actual crisis.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked in over 1500 primary, secondary, SEN and EBD schools. He is accredited nationally by Mental Health First Aid England (MHFA) and delivers training and keynote speaking at various national conferences, school clusters and business managers forums.

INSET Outcomes

  • Research based evidence of a range of mental health conditions and causes
  • Reduced stigma around a range of mental health condition
  • Boosts knowledge and applied learning of mental health and wellbeing
  • Use of ALGEE diagnostics to tackle mental health situations
  • How to raise awareness in others of mental health challenges
  • More knowledgeable work force that support each other and increases productivity
  • Fully nationally certified in mental health and wellbeing

Also offering INSET on:

  • Half Day Mental Health Awareness – CERTIFICATED
  • Full Day Wellbeing Champions – CERTIFICATED

  • I am Ordinary But You Could Be Extraordinary!

What is success and what do you think it takes to be successful? Success in life could be having a focus, being responsible, having a network of family and friends, feeling fulfilled. In business and sport, this could be about becoming No 1, reaching the top, achieving fame and fortune. But what steps must we take to start this process off, and then what must we keep doing to make the breakthrough. Lastly, what must we do to maintain our status? This talk will take you on a journey of anecdotal and empirical evidence detailing the components of success and what each person must do to achieve higher levels.

This talk will examine self-belief, resilience, purposeful practice, mind fitness, legacy motivators and confirmation markers.

 

  • Winning Mindsets for Children & Young Adults

No matter what you want to do in life, there are certain foundations that must be in place before any achievements can be made and sustained. These foundational skills, habits, and attitudes are otherwise known as the Winning Mindset. The Winning Mindset is linked to the introduction of experiences and knowledge and its success rate is heightened if introduced at the key age range of 8-12 years – exponential benefits accrue between these ages, but it is not an exclusive age range as progress can also be gained beyond this time frame.  However, this 8-12 age range is a time when the young mind is receptive to positive ideas and change, is less influenced by negative peer stereotypes, and there is an openness, motivation and opportunity to learn from mistakes, even embrace them.

This talk will examine why 8-12 is a crucial time for development, how a growth mindset to challenge and temporary failure can be harnessed, and what measures can be used to assess progress.

 

  • Resilience – Is It All It’s Cracked Up To Be?

All too often we are told to never give up and keep going. In essence, this is what many people term resilience and it is generally perceived as a great quality and you need it if you want any measure of success in life. While this may be true at many levels, the downside of this approach is that ironically, how we define resilience and how we teach some of the ways to get it, may actually be at best counter-productive, and at worst, self-defeating with worn out attitudes and maybe possible mental health issues. Resilience should be seen not only as an ability to keep going, but also being adaptable when progress is slow or even halted. This adaptability to re-group, re-learn and even regroup may be at the heart of what resilience truly is.

This talk will look at the benefits of resilience, how we can get more of it and the warning signs when we pursue it too aggressively.

“Are You Communicating Effectively Or Are You Simply Not Communicating?”

“Ross delivered two stand out sessions for us. One was working with trainee accountants and the other with aspiring financial directors. In both sessions, his coverage of emotional competencies, body language and simple communication tips were second to none.“

Clare Parisi The Institute of Chartered Accounts in England & Wales ICAEW

Rationale

Being able to communicate clearly and effectively is right at the top of professional skills needed for success in any business. What often looks like seamless professionalism is often underpinned by key principles of communication and presentational knowledge and practise. This course offers the opportunity to get on the inside track of communicating and presenting using sound foundational skills which build into a bespoke performance toolkit.

Trainer Profile

Ross McWilliam has been involved with formal education for over 30 years and has probably changed the lives of over one million children, young adults and senior professionals within the field of mindsets. He has worked with school and business leaders in UK, Norway, Saudi Arabia and North America. He holds various coaching qualifications and former clients include Federation of Small Businesses, Tidal Teaching School Alliance, and Bae Airbus. Ross at spoken at various conferences including National Association of Headteachers, Institute of School Business Leadership, Hounslow & Newham Education Authorities, Cheltenham Headteachers and Lancashire Association of School Business Managers. He is also accredited by Mental Health First Aid England (MHFA).

1 Twilight Introduction 2 Half Day Development 3 Full Day Comprehensive Review 4 Intervention Programme

INSET Outcomes By the end of the INSET, delegates will have:

  • A greater understanding of clear communication using vocal, verbal and body language
  • Identification of role models
  • Drill down to understand the ratio of knowledge transfer, audience engagement, and consolidation of key points
  • Confidence to present to all stakeholder groups including the Peer Group
  • An improved ability to weave metaphors and appropriate anecdotes into delivery style

INSET Outline:

  • Analysing poor and outstanding communication styles and content
  • Breaking down the key components of your message
  • Deciding on the medium of communication
  • Introduction and opportunity to practise elevator pitching skills
  • Skills associated with networking masters
  • Simple and more complex PPT skills
  • Use of non PPT methods to communicate
  • The art of storytelling

View and download the flyers all about what I do…