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st john henry newman catholic school

Carlisle

St John Henry Newman Catholic School offers you… An exciting, engaging curriculum underpinned by excellent teaching A committed and caring staff Regular physical activity for all pupils A wide range of extra-curricular activities including residential opportunities and international travel At St John Henry Newman Catholic School we are committed to the high achievement of all our pupils. We cultivate success and foster the highest aspirations through excellent teaching. We are a learning community which has high expectations and actively seeks to celebrate the good in every individual. St John Henry Newman Catholic School is built on the Christian values of trust, respect and compassion. We inspire an enthusiasm for life-long learning and are committed to success for all. St John Henry Newman Catholic School opened in 1967 and we are very proud of the long history of achievements gained by our pupils. Our expectations are high and we continue to ‘raise the bar’. Our small sixth form ensures that all of our pupils’ individual needs are catered for which in turn ensures we are well placed to help each individual to make their expected progress. Supported by a strong careers programme, our pupils continue to be successful in their transition from school to employment, apprenticeships and further education and training. Pupils receive individual guidance on their next steps and we are proud to say that our school leaver statistics are above the national average with close to 100% of our pupils selecting appropriate future steps. St John Henry Newman Catholic School seeks to provide a distinctly Catholic education in partnership with parents, families, the local Church and wider community. Everyone is encouraged to be the best person that they can be and is both nurtured and challenged in a safe and secure environment. Mutual respect is at the heart of our school community and Gospel values of peace, justice and reconciliation are of paramount importance. At St John Henry Newman Catholic School we pride ourselves on the level of pastoral care our pupils are offered. Each pupil is known to us and we are able to identify and react quickly when problems arise to help our pupils in every way possible to achieve their full potential. We are renowned for going the extra mile and offering first class levels of support. Each Year group has a dedicated Head of Year who works with pupils from their first day in Year 7 until they finish Year 11. A Pupil Support Officer is also available throughout the day providing advice and guidance. It is a difficult decision to select a secondary school for your child. One of the most important things you should do is visit the school during the school day. This will allow you to get a feel for the school and to see our pupils at work. We would be delighted to arrange a visit for you at a time convenient time to yourself. Please contact our school office to arrange a visit. We have excellent facilities set in pleasant surroundings. Pupils will experience practical subjects using up to date technology in purpose-built environments. ICT facilities are constantly being updated and pupils have the opportunity to access resources both in and outside school using our virtual learning environment.

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haringey sixth form centre

London,

Haringey Sixth Form College is committed to helping you achieve your goals, whether you want to go on to study at a university or get your first job. All of our students’ achievements matter! Congratulations to all of our students on yet another set of outstanding results and achievements! Haringey Sixth Form College celebrated outstanding successes, marking another year of excellent academic and personal achievements for students at the college. Lisa Westray, Principal, said, "We are thrilled with the outstanding success of our students. We are delighted to see so many of our students achieving their expected places at a wide range of Universities. These achievements demonstrate that this College is continuously providing high quality education to students in the Haringey and North London area. Our students feel challenged and supported to achieve their very best.” Lisa continued “Students and staff have worked incredibly hard over the past year and we are really proud. Our students now leave us for the next exciting chapter in their lives as they take up their places at university or employment, or begin their gap year. Our first year students have laid excellent foundations for the coming year and I know they will continue to push themselves. New students can be confident that, with hard work and dedication, they too will be successful at Haringey Sixth Form College. Some of our students were able to overcome really challenging circumstances to achieve excellent results. This was partly due to the support and guidance given to them by the college and due to their hard work. Partnership working is all part of #TeamHaringey6. I would like to once again thank all #TeamHaringey6 staff for going the extra mile with our students, and to parents and carers for their continued support”. There are many examples of outstanding student achievement at the college. Sherfina Odumanye is one of these. Sherfina worked incredibly hard in her second year, pushing herself constantly to improve. Her growth and development as a student were wonderful to witness. One of the traits that Sherfina has as a student, which will continue to serve her well in her future academic and professional careers, is her willingness to take on feedback and apply it to her ever-developing voice as a writer and critical thinker. We are also impressed by her ambition and drive to produce exemplary work. Sherfina achieved three As and we couldn’t be prouder of her. Sherfina is going on to study Law at University of Exeter. She commented, “Effort and hard work really pays off! If you don’t work hard, you don’t get the grades. I got an A in English Language and Literature, Law and Sociology. Teachers really care about your future, they ensure you achieve high grades, but they care about you here as an individual. My Law teacher inspired me to consider Law at university.” Salim Farah is another student who arrived at Haringey Sixth Form College, having not quite achieved the GCSE’s results he had hoped for. Over the two years, we worked to improve his academic ability and self-confidence and have witnessed Salim blossom into an outstanding student, achieving two As and a B in his A-levels. Salim is planning to study Law at SOAS. Despite the national variability due to the impact COVID had nationally, we are delighted with our excellent results this year.

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enable south west community interest company

London

Enable was formed from the challenging life experience of a professional person, and a vision to create a different approach. When meeting people who are encountering difficulties in life it is often the norm for helpers to show them how to accept and manage these daunting emotions and circumstances. Agencies and support networks may become involved and “take over” life tasks. Commonly intervention become something that is “done to us” and with each level of support an individual loses a little bit more control or ability to manage that area of their life. Enable seeks to address the question “what do people need in order to get back in the driving seat of their lives”? Enable exists to support, coach and mentor forward. Ultimately the journey and the choices remain that of an individual. We will help, however, to help identify skills, strategies and community to help someone fully engage with life. Each Journey is individual and the process starts from exactly where a person is. We take time to get to know our participants. Each six-module programme uses the same model; but crucially is individually tailored. With empathy we listen, and walk with, those on the programme though to a place of empowerment. About Maree Kivlichan Maree is the founder and managing director of Enable. Maree has a wealth of experience helping others to overcome barriers and achieve their goals. Having positively addressed and broken through the darkness of her own serious mental health issues, she has progressed to extending help to others. Maree has been privileged to speak to professionals across many industries about the benefits of social inclusion, fostering of purpose and improved mental health. With delight, empathy and kindness generated from personal experience, Maree comes alongside participants and relates to their struggles. Although people may have entered the process without hope, and or purpose, they are empowered, encouraged to identify their own life goals and to fulfil their potential. They gain a sense of identity and belonging. Maree Kivlichan "In my role of Operations Manager working on DWP funded programmes I worked very closely with Maree Kivlichan. The purpose of the programs was to move clients forward to a position where they had improved their lives and then and (hopefully) into work. Maree impressed me on many occasions with her ability to engage with clients who in the main had many challenges facing them. The large majority of these clients were lacking in motivation and self-belief and would lay out their issues (both real and perceived) before them whenever they were asked or expected to engage in anything. Maree was always very honest and truthful when discussing issues with clients however had a certain way with them which enabled Maree to engage with the clients in their current situation whilst having the skills to explore with the clients what their vision or goal was and then guiding them towards achieving this goal using small achievable steps. I can particularly remember Maree facilitating a small group of 6 extremely hard to help clients with multiple barriers that stopped them moving forward, one dropped out after the first day, the rest stayed for the whole programme and even requested to attend sessions with Maree after the course had closed, Maree continued to work with them and this resulted in all of the clients having moved forward in their lives (taken from evaluations at the time) and two actually gained meaningful employment."

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study plex

Birmingham

Study Plex is a company focused on providing a range of learning and development opportunities, to entertain and educate our learner base through the use of modern learning technology.

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exceed worldwide

London

Exceed Worldwide, with partners, has established Schools of Prosthetics and Orthotics (P&O) in five countries in Southeast and South Asia – Cambodia, Sri Lanka, Indonesia, the Philippines and Myanmar. With the exception of the Philippines, our Schools train Prosthetist Orthotists to International Society for Prosthetics and Orthotics (ISPO) Category 2 standards. The Philippines School trains students to ISPO Category 1 standard. In addition, our Cambodian School trains P&O technicians. This course has been recommended for ISPO Category 3 accreditation and is awaiting certification. Exceed works closely with ISPO to gain and maintain international accreditation standards and all of our P&O schools work closely with key partners, including government ministries, institutions of third-level education disabled persons’ organisations and other NGOs, to ensure that programme curricula comply with national standards and that graduates of P&O schools are recognised as health care professionals who can be integrated in national health systems. Places at our first, internationally-acclaimed school in Cambodia (established in 1994) are offered to students from other lower and middle income countries and this school will offer a course at ISPO Category 1 level from 2021. DEVELOPING CLINICAL SERVICES Courses at each P&O school focus on theory and practice, with a strong emphasis on practical training in teaching clinics which emphasise the importance of establishing and delivering care to national and international standards. Exceed P&O centres provide high quality, free or very low cost physical rehabilitation services for people with disabilities. ADVOCACY We work at grass roots level with teachers, community leaders and families to encourage understanding of the needs and abilities of children and adults with disabilities and promote their inclusion in local communities and society in general. We also collaborate with national and international resource holders and policy makers, including national governments, ISPO and WHO, to ensure that equal rights and the inclusion of persons with disability is high on the agenda. COMMISSIONING ACTION-BASED RESEARCH Lack of hard data and high quality research on the impact of disability, the needs of people with disabilities and the design, development and assessment of support services is a critical issue. To address this well-documented research and data deficit, Exceed has founded and co-ordinates the Exceed Research Network (ERN), an international research consortium involving universities, NGOs, P&O businesses and eminent social, P&O and engineering researchers and practitioners from these sectors. ERN is a young organisation, but Network partners are already carrying out applied research to address a range of P&O and disability issues. OFFERING COMMUNITY-BASED REHABILITATION Exceed Community-Based Rehabilitation (CBR) activities reflect ISPO and WHO guidelines. Our community teams focus on the identification of people with disabilities who need support, referral for treatment at Exceed centres and follow-up support. This support enables children, young people and adults with disability to access education and training, gain employment or start small businesses. We also work with community projects that directly address poverty and the exclusion of people with disabilities from mainstream development assistance. DEVELOPING NEW APPROACHES TO SERVICE PROVISION 80% of those who need P&O services do not have access to them. Resources are scarce and Exceed believes that the future provision and expansion of P&O services to an adequate level will depend on creative co-operation between governments, the private sector, NGOs and donors to develop new service models. Exceed believes that social enterprise (a business that uses its profits for social impact) will play an important role in this mix and has launched Exceed Social Enterprises as a vehicle to access private wealth to support charitable services.

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centred excellence

Stirling

Welcome to the About Us section of the website. Here you can learn how VCU-ACE works to improve services to those with ASD through discovery and implementation of evidence-based practices. Student working with her teacher Vision VCU-ACE is a state and national leader in developing, cultivating, and disseminating knowledge to increase implementation of research-based practice needed to effectively support individuals with autism spectrum disorder to lead quality lives in their home, school, community and work. Mission VCU-ACE improves services and supports for individuals with autism spectrum disorder (ASD) by promoting the implementation of research-based practices in schools and the community through training, technical assistance, research, and collaboration. Training includes providing professional development to expand the expectations, knowledge, and skills of those who live with, educate, and support individuals with ASD. It supports the sustainable implementation of research-based practices by providing Instructional activities and resources to anyone who wants to learn more about ASD and to leaders who guide professional development initiatives in home, school, community and work. Technical assistance includes facilitating, implementing, and evaluating systems-change initiatives customized to the unique needs of stakeholders in educational and community environments, regions, and the Commonwealth. It supports the sustainable implementation of research-based practices by providing team facilitation, coaching, strategic planning, and project management in agencies, school divisions and direct services settings to build the capacity and confidence of those who support individuals with ASD. Research includes asking questions, seeking answers, and disseminating findings on important socially significant issues impacting individuals with ASD across the lifespan to improve quality of life. Research is conducted in real-world settings using sound research methodologies. Collaboration includes maintaining a spirit of cooperation in our interactions with colleagues and developing and sustaining partnerships with individuals with ASD and their families as well as local, commonwealth, and national entities to enrich, develop, disseminate, and deliver training, technical assistance, and research activities. Core Values We believe all individuals with ASD have the right to: Access high quality supports and services across the lifespan that will enable them to lead lives of their choosing Be treated with dignity and respect in all aspects of their life, especially when receiving supports and services Exercise choice and control in their lives to the greatest extent possible Lead self-determined lives Communicate with a system that supports full participation across environments and people Choose meaningful relationships Receive an education that prepares them for life beyond high school including postsecondary education, employment, and engaged community citizenship Be contributing members of their communities and be valued friends, co-workers, and family members We know that: Research-based instruction and supports to individuals with ASD in home, school, community, and work settings results in those individuals leading quality lives. All Virginia Public Schools can educate all of Virginia's students to become active and productive members of their communities. High expectations, knowledge, and skills improve the lives of all individuals, especially those with ASD. The education, inclusion, and support of individuals with ASD are a shared responsibility by all community members. Collaboration and cooperation among individuals with ASD, families, educators, and community partners ensures diverse and comprehensive innovations across the lifespan. We are committed to: Expanding our own and others' knowledge Enhancing the implementation of research based practices needed to effectively support individuals with ASD across the lifespan to lead quality lives in their home, school, community and work Discovering real world solutions to real world problems through research in home, school, community, and work settings Utilizing research-based evidence to guide the implementation of foundational practices and supports that result in meaningful outcomes for individuals with ASD Ensuring kind, compassionate, person-centered services Promoting strong inclusive communities that embrace all individuals, including those with ASD, for the gifts they offer

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ioa central branch

Coventry

The Institute of Acoustics is the UK's professional body for those working in acoustics, noise and vibration. It was formed in 1974 from the amalgamation of the Acoustics Group of the Institute of Physics and the British Acoustical Society (a daughter society of the Institution of Mechanical Engineers). The Institute of Acoustics is a nominated body of the Engineering Council, offering registration at Chartered and Incorporated Engineer levels. The Institute has some 3000 members from a rich diversity of backgrounds, with engineers, scientists, educators, lawyers, occupational hygienists, architects and environmental health officers among their number. This multidisciplinary culture provides a productive environment for cross-fertilisation of ideas and initiatives. The range of interests of members within the world of acoustics is equally wide, embracing such aspects as aerodynamics, architectural acoustics, building acoustics, electroacoustics, engineering dynamics, noise and vibration, hearing, speech, underwater acoustics, together with a variety of environmental aspects. The lively nature of the Institute is demonstrated by the breadth of its learned society programmes. There are three corporate grades of membership, namely Honorary Fellow, Fellow, and Member, and four non-corporate grades of Associate Member, Technician Member, Affiliate, and Student. The Institute is well supported by organisations which have become Sponsor Members and by its Key Sponsors. A recent employment survey shows that of our 3000 members, some 900 are employed in industry, commerce and consultancies, 400 in education and research, and nearly 500 in public authorities. Among the more specialist areas in which acousticians are employed are the audio and hi-fi industry, auditorium and concert hall design, broadcasting, telecommunications, quiet vehicle and product design, sonar system design, human-computer interaction, environmental noise control and health and safety management. The Institute works closely with other professional bodies in related fields, including CIEH, REHIS and IOSH and the Association of Noise Consultants. As one of the smaller professional institutions, the Institute of Acoustics has particular strengths in its learned society programmes and its cohesive role for the subject. There is a club atmosphere in its activities and it is possible for members to maintain personal contacts with colleagues engaged in other related areas of acoustics. There is a high participation rate by members in the conference, subject specialist meetings and regional branch activities of the Institute. The Institute offers members a Continuous Professional Development support scheme, a feature which is becoming increasingly recognised as an essential element in ensuring that professionals can keep up-to-date with rapidly changing technological and regulatory issues. Specialist interests are catered for through specialist groups, and regional activities are promoted by a number of regional branches. The work of the Institute relies heavily, of course, on the voluntary efforts of many members of Council, of its Standing Committees and of the Group and Branch Committees. The Institute publishes a bi-monthly Acoustics Bulletin, containing articles of professional, academic and technical interest and the Institute's Proceedings record the two hundred or more papers presented at our formal meetings each year. An education programme, comprising a Diploma in Acoustics and Noise Control and several Certificate of Competence courses is offered at a number of Centres throughout the UK. The Diploma is also available by tutored distance learning. Through specialist Institute of Acoustics working groups, support is given to the development of legislation in these areas, and there is considerable activity by Institute members in UK, European and International Standards development. The Institute is a founding member of the European Acoustics Association (EAA), a member society of the International Institute of Noise Control Engineering (I-INCE) and a member of the International Commission for Acoustics (ICA)

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coxlease school - hampshire

7DE,

A network of high-quality education and care services across the UK Proven experience in delivering first-class residential care A broad, individualised and engaging curriculum, including vocational routes into sustainable employment Nationally-recognised qualifications and accreditations Onward pathways into further education or supported living, if required Some of the UK’s leading experts in working with young people with autism and other special educational needs Modern and well-equipped facilities, designed to meet holistic needs A proven track record of supporting the best outcomes for young people Supporting each child to achieve their unique potential We believe that every young person deserves the care, support and education that equips them for a brighter future, and we support each child to achieve their unique potential. Aspris Education provides a network of specialist schools and colleges, with an unwavering focus on achieving the best outcomes. With our educational expertise and first-class environments, children and young people grow, develop and progress. They achieve academically while building the social, emotional and independence skills they can draw on for life. Our Aspris Care children’s homes provide warm, welcoming and nurturing environments for vulnerable young people. They offer stability and care, empowering each child to overcome their barriers and succeed. Our homes support young people to engage with their education and lay the foundations for successful transitions to the next stage of their life. Rated as ‘Outstanding’ by Ofsted, Aspris Fostering Services supports a growing network of dedicated foster carers, ensuring that the children in our care grow up in safe, supportive and loving families. Our fostering agency helps young people to unlock their potential and face their adult lives with confidence and a sense of self-worth. Care and support tailored to each individual Every child is unique, so we carefully tailor our care and support to their specific needs, interests, skillsets and aspirations. We see the potential in each young person that we support and we place their needs at the core of every decision we take. We know the journey to success is often not a straight line. Wherever a child’s abilities lie, we dedicate ourselves to helping them enhance their future prospects. We are patient, committed and work in partnership with each young person that we support. Our specialisms We have extensive experience of working with children and young people with a range of needs, including autism, social, emotional and mental health (SEMH) needs and learning difficulties. We have an in-depth understanding of these challenges and the ways in which they can affect a young person, both academically and socially. This awareness shapes everything that we do, from the subjects offered in our schools and colleges, to the design and layout of our buildings. Welcoming international students Young people from across the world are welcomed into our specialist schools and colleges every year. These settings provide the safe and nurturing environments that children need to settle in and quickly feel at home. Located in some of the most beautiful areas in the UK, our education services offer a first-class British education, supporting young people to achieve a range of UK qualifications and accreditations. A commitment to safety and quality At Aspris Children’s Services, we are committed to providing high quality services through a robust governance framework. We nurture a culture of continuous quality improvement that moves beyond compliance, focusing on delivering excellent care and support to the young people we are responsible for. Our absolute priority is to make sure we operate safe and effective services 24/7. Employing a rigorous safeguarding culture means that the safety and welfare of the children we support is at the forefront of everything that we do.

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action for community development

Action for Community Development (AfCD) is a community-based organisation assisting socially excluded members of the community such as ethnic minorities, refugees and asylum seekers and unemployed people in general. We give impartial, reliable and professional training, information, career advice and guidance. Our Background: AfCD was established to respond to reports that Refugees and people from the Black, Asian and Minority Ethnic (BAME) communities feel alienated from sources of advice, advocacy, training and statutory agencies provisions. There remain challenges to improve engagement and increased social inclusion. National statistics suggest that issues of inequality persist between different communities in British society and in many societies. AfCD was set out to reduce these barriers, bringing about socio-economic justice and promote equal opportunities for the benefit of the wider community. We manage a resource centre in South London which offers comprehensive services to our beneficiaries. These are in the form of advice, information, casework, advocacy, counselling and training. Our team of dedicated staff and volunteers reaches out to our beneficiaries who recently migrated to the United Kingdom and those already settled in the UK on a low income, disadvantaged or deprived. We support the transition from dependency to sustainable living. Our team consists of people with vast experience who have passion and enthusiasm for their work. We also work with partners organisations and agencies to pool together expertise, maximise available resources to support our beneficiaries towards their goal of resettlement, skills acquisition, education and gainful employment. Objectives: To provide training, information, career advice and guidance to Refugees, migrants and other disadvantaged members of the society. To promote empowerment, self-advocacy and build the capacity of Black, Asian and Ethnic Minorities (BAME) and other disadvantage members of the society to the benefit of the wider community. To provide a forum for the exchange of ideas, resource assistance and coordination with other community-based organisations. To carry out research and publications on issues of socio-economic development and human rights. To set up projects as well as collaborate with existing indigenous Non-Governmental Organisations (NGOs) in the developing world whose works are geared toward the development of civil society and the reduction of poverty. Mission: AfCD was founded with the mission to promote community building and social transformation in diverse and under-resourced communities. We do this through specific and measurable approaches designed to enhance the capacity of individuals. We support disadvantaged members of the community by helping them define their own path to bring about social change. Social transformation and community development can only occur in a society free from all form of prejudices, deprivation and is culturally dynamic. We work with our networking partners in providing information, advice and guidance to individuals to meet their needs. We also provide training, resources and community engagement in our effort to develop responsible and active citizens.

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online courses learning

Expert career advice on CVs, cover letters, interviews and more. Find out how reed.co.uk can assist you in securing and keeping the job you want.

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