The role of the inspirational practitioner in ensuring creativity in the national training for new professionals in the children's workforce

This paper is based on the experience of working alongside new practitioners with the role of learning mentor as they engage in a national training programme. It considers the issues raised by evaluation at a range of times within and beyond the training. The main factors that emerge from the data focus on the role of inspiration, creativity, active learning and modelling in engendering the maximum impact of in-post education. This is a significant message for those currently engaged in planning programmes that seek to ensure that the children's workforce of the future is well-qualified and committed to the children and young people they represent.