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Portage Training

Edexcel Qualification in Portage Skills and Practice

The NPA Portage Basic Workshop is now accredited with Edexcel as a BTEC Level 3 Advanced Award in Portage Skills.

Any participant on a Portage Basic Workshop, that is delivered by an NPA Accredited Trainer, willing and able to offer this qualification, is eligible to work towards this award.

The N.P.A. Core Competencies material~ Making Sure You Have Got What It Takes ~ has now been accredited by Edexcel as a BTEC Level 4 Professional Certificate in Portage Practice.

The Level 4 certificate is available for Portage Home Visitors to enrol on. A pack of information and materials for Supervisors and others in registered Portage services who will be administering
this qualification is available.

Portage Basic Workshops

Portage Basic Workshops are normally delivered at regional or local level. Charges vary considerably and the Workshops are often free to parents and to professionals intending to work as Home Visitors in the host service. Portage Basic Workshops are usually open to anyone interested in finding out more about the Portage model.

The National Portage Association has developed a core curriculum for the Portage Basic Workshop to ensure the national consistency and credibility of its training. Each Portage Basic Workshop lasts for the equivalent of 3 full days, often delivered over 4 days.

The National Portage Association aims to ensure the quality and parity of Portage Basic Workshops across the country and is reliant on the skills of its Accredited Trainers to uphold this aim.

After attending a Portage Basic Workshop, new Portage home visitors receive formal support from other team members for an agreed introductory period of home visiting.

The National Portage Association has published Core Competencies for Portage Home Visitors and Registered services are advised to use this document to support all newly trained home visitors. There is no set amount of time suggested for its completion, as much will depend on previous experience and the current caseload.

Outcomes:

The outcomes of the course are to develop:

  • understanding of the Portage Principles and model of support
  • the basic skills to deliver Portage under supervision
  • the ability to apply Portage skills in one’s own workplace
  • knowledge of the history and local development of Portage
  • knowledge of materials and resources
  • confidence in working together using the Portage model
  • awareness of the National Portage Association

Essential components of a Basic Portage Workshop:

Central to the course are the Portage Principles and the Three Circle Model of Portage. These are emphasised throughout the modules of the course.

  • Introduction to Portage
  • The Portage Home Visit
  • Helping Children Learn – Using Clear Language
  • Helping Children Learn – Planning for Success
  • Helping Children Learn – Small Steps to Learning
  • Planning, Recording and Sharing Activities
  • Play and Generalisation
  • Understanding and Responding to Children’s Behaviour
  • Plenary

Availability of workshops

Portage Basic workshops organised by Accredited NPA Trainers are often advertised in Portage Post, the NPA newsletter and on the NPA website. In addition, Portage services are encouraged to let the NPA Communications and Development Coordinator (CADCO) know if they are organising a workshop and details could be put in the Training Calendar on this site.

After this initial training, continuing support and development is available to Portage Home Visitors through the regular (weekly or fortnightly) supervisory meetings.

Portage Curriculum for Continuing Professional Development(PCPD)

The courses, which are one or two days long, concentrate on using the Portage model within a particular curriculum area or for a group of children who have a specific special educational need. It is desirable that participants have completed the Portage Basic Workshop but not essential. Two places are usually reserved for parents who are receiving Portage.

Each module has a designated tutor team, which delivers the module through out the country. The courses are usually organised and administered by Regional Reps and/or Registered Services who make arrangements either through the NPA CADCO or the Chair of the Training and Monitoring Committee. The cost of materials and tutor fees are usually paid to the NPA from whom tutors receive their fee and expenses.

Currently the following modules of the PCPD are available:

  • Working with Children who have Profound and Multiple Learning Difficulties (PMLD)
  • Complex Social Communication Difficulties / Autism Spectrum Disorders (ASD)
  • Understanding and Responding to Children’s Challenging Behaviour (URCCB)

The outcomes of the three courses are given below:

PMLD

To enable participants to:

  • explore definitions of the term profound and multiple learning difficulties
  • consider the opportunities and challenges faced by this group of children and their families
  • describe what is meant by a multi-sensory curriculum
  • consider how a multi-sensory curriculum is used for children who have profound and multiple learning difficulties
  • examine the Portage model and how it can be adapted to the special needs of the children in this group
  • consider examples of more detailed checklists for children who have profound and multiple learning difficulties
  • discuss the issues about loss and bereavement presented by this group of children

ASD

To enable participants to:

  • examine the Portage model and how it supports meeting the needs of children with social communication difficulties: autism spectrum disorders
  • consider the relationship between the Portage model and recent developments in early interventions for children with social communication difficulties
  • understand the needs and individual differences of children with social communication difficulties
  • plan home visits reflecting recent knowledge in ASD and develop appropriate methods of recording
  • develop strategies for enhancing the communication, play, learning and behaviour of children with social communication difficulties

URCCB

To enable participants to:

  • use a framework for better understanding challenging behaviour which is underpinned by Portage principles
  • develop and use plans incorporating individualised proactive and reactive strategies based on a better understanding of the behaviour
  • consider developmental and emotional factors in behaviour
  • consider ethical issues in approaches to meeting the needs of children with challenging behaviour