Welcome to the CoMLP Training Hub
We are committed to supporting schools and professionals to create safe, inclusive and supportive environments where children and young people can thrive.
Through our programme of training, resources and targeted interventions, we work collaboratively with schools to strengthen early identification, improve outcomes and build staff confidence in responding to the challenges affecting children and young people today.
Our training offer has been developed in response to the needs identified by schools and partners across the city. Sessions are delivered by experienced practitioners and provide practical, evidence-informed approaches that can be applied immediately within educational settings.
Our training programme offers a range of opportunities for school leaders, pastoral teams, SEND teams and frontline staff.
Training Resources for Schools
The training courses available to download below have been designed to equip school staff with the knowledge, skills, and confidence needed to create safe, supportive, and effective learning environments. High-quality professional development plays a vital role in schools, helping staff to strengthen their practice and improve outcomes for children and young people. By investing in ongoing training, schools can enhance staff confidence and promote consistency in approaches. We encourage you to explore the courses below and access the resources that will help your school community continue to develop and thrive.
In addition to our downloadable courses, a range of scheduled training sessions is available throughout the year via our training calendar. Schools can also request bespoke training tailored to specific needs and priorities through our training request form.
School-Specific Training
In addition to our downloadable courses, a range of scheduled training sessions is available throughout the year via our training calendar. Schools can also request bespoke training tailored to specific needs and priorities through our training request form.
