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cuban salsa school

This website came about because we feel there is a lack of general info on Cuban Salsa in the World Wide Web written in English from a non-native dancer’s point of view. We are looking at it as an enthusiastic learner looking in from the outside. Hopefully this way we can inspire other non-native dancers to keep learning about the dance in particular and the culture in general. We love everything and anything about Cuban Salsa. If you run a school or events, do let us know so we can include them on our website for highly ranked Google exposure. Or if you have a topic related to Cuban Salsa that you are passionate about, why not become one of our GUEST WRITERS. We will look through them all and publish the ones that we believe adhere to our vision in general. We are looking for more of lighthearted info topics rather than the ones generating heated debates. In addition to all of that, we also offer prominent ADVERTISEMENT SPACE on our website. Contact us if you’re interested in any of these collaboration opportunities. W H O W E A R E Julia, coming from a non-dancing background, started dancing Cuban Salsa in 2009 and quickly became addicted and very much involved in the Edinburgh salsa scene. Soon she progressed from organising social salsa groups to co-teaching with some of the best local teachers and has continually improved her dancing skills by learning from the best of national and international teachers, at classes and conventions around Europe as well as in Cuba. While her dancing continues to improve, taking it to the stage and later on choreographing different dance groups, it is her strong business background and warm personality that brought success to Cuban Salsa School (went from zero to the biggest salsa school in town). During her time running the school, she built another passion on the back of it as a teacher. Continuously improving her teaching method, she then passed on her knowledge to her team of instructors (who now have gone and teach their own classes). Following her relocation, she is now managing Cuban Salsa School in the current format that allows her to continue working on it remotely. Col has also been dancing Cuban Salsa since 2009 and is known as one of the top Cuban style dancers in the Edinburgh scene. He then moved out of the country but still maintain his passion for Cuban Salsa wherever he goes even to this day. His experience includes: founding Salsa4Water Edinburgh, a group dedicated to raising money for Wateraid which soon became one of the most popular Cuban Salsa groups in the city; trained by the highly regarded Ballet Folklorico Cutumba and Raices Profunda, and also had private classes with former members of casino.com (Cuba’s most famous Rueda group) and profesoras de CFN (Conjucto Folklorico Nacional de Cuba) during his visits to Cuba; co-founded the successful Cuban Salsa School in Edinburgh; also at the moment Col belongs to Oye Timberos performance group in Warsaw, training and performing regularly. Col’s speciality is dancing with connection to the music and he draws on his extensive experience as a musician to help teach this to his students as well as developing the key techniques that allow someone from a non-dancing background to learn authentic Cuban body movement and style.

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sunshine sensory

Darlington

My name is Tracy and I am the founder of Sunshine Sensory. Sunshine Sensory was not something I ever envisioned in my life, but I feel so blessed to have been given the opportunity and want to share my journey with you. I began my work career working as a teaching assistant with mainstream and SEN children while studying part-time for my degree. This allowed me the opportunity to work in a wide range of settings and develop a greater understanding for what was available and the different types of support. After qualifying as a teacher, I spent over 10 years specialising in EYFS and the development of children from birth to five. I loved working as a teacher and being able to reach children through a wide range of resources and approaches. In 2001, at one year old, my daughter was diagnosed with severe learning difficulties suddenly teaching became a lot harder and my life begin to change beyond my imagination. I spent huge amounts of time researching special needs resources, training and activities, only to find that at the time it was very limited, that had to change. So, in 2019, after a lot of soul searching, I left teaching and set up Sunshine Sensory. My aim with Sunshine Sensory is to provide parents / carers / teachers and anyone else interested with the skills to support their child, mainstream or SEN, with the appropriate sensory experiences to allow them to reach their potential. Every child is unique and the classes I have created reflect that, there is a structure but if you child chooses to explore the resources in a way different than I had planned that is fine. We have to appreciate that each child will have different tolerances to sensory resources, some children might like the light touch of feathers, some may dislike it and that is also fine. Through the whole session I provide support, reassurance and model ways for you to interact with your child in a variety of ways. Ultimately having fun and creating that special bond with your child. Just as the classes were getting going, I was contacted by several adult centres (SEN and care homes) asking if the sessions would be appropriate to their residents. With some adaption over the use of the stories and music we use I was able to create sessions that supported the adults. Supported by the use of a wide range of sensory materials and songs that would be familiar to them and encourage active participation in the activity. Leaving teaching was one of the hardest decisions I ever had to make but as I see the children supported meeting their sensory needs and the adults developing more confidence and understanding about the area of development it is worth it. Parents, carers and key workers have gained confidence from attending session and seeing just what they can continue to use at home on in their setting to support their child/adult’s development. This mean that although I may no longer educate in a school, I am now able to educate a wider range of adults and children, continuing to positively impact on the lives of children/adult’s that need support. It is amazing and I feel so privileged to be part of all these people’s lives and I want to thank everyone that has supported me in this journey so far. I hope you come and join us on our journey and enjoy the magic that is looking at the world through a sensory perspective.

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dr cathy mcquaid

With over 25 years’ experience as a therapist and 35 working within the helping professions, I know counselling and psychotherapy works. During this time I have offered counselling and psychotherapy for individuals and couples, using a combination of the person-centred approach with Transactional Analysis and psychodynamic theoretical models. I believe the client themselves holds the answers to their questions. What I provided was warmth, compassion, respect and a safe space in which they can tell their story: a willingness to share the therapeutic journey and to help them to reach the goals they set. The approaches I used can help the client understand the history of their difficulties, and offer a way forward in terms of restructuring or realigning their perceptions of life, helping them rediscover their drive towards wholeness and health. Although I no longer offer counselling or psychotherapy to clients I bring all my knowledge, skills and experience into my work as a workshop presenter, supervisor and trainer. My focus now is on offering online supervision, undertaking research, continuing to write on topics and run workshops on topics that interest me. I offer training to trainers, both face to face and online. As a supervisor I offer supervision to qualified counsellors and psychotherapists, something I have done since 2002. Supervision can be undertaken individually or in small groups. In addition I am endorsed to teach and supervise Transactional Analysis by the European Association for Transactional Analysis, this means I can teach and supervise supervisors and trainers. As a supervisor of trainers I come with experience of setting up and running a training and therapy centre, of gaining MSc recogition for my courses and running a low cost therapy centre. I know how challenging it can be to meet the many and varied national and international requirements; maintaining personal idiosyncratic preferences; whilst adhering to academic norms; set core competencies; and external organisational requirements that, at times, appear to conflict with one another. As a researcher my most recent project concerned the impact of the death of a child, of any age, on parents and siblings. This has resulted in May 2021 to my second book Understanding Bereaved Parents and Siblings: A Handbook for Professionals, Family and Friends. I run workshops for professionals who want a greater understanding of how they can work with bereaved mothers, fathers, brothers and sisters. Workshops are planned for bereaved parents and siblings later in 2022. In addition I have a specific interest in training courses and training standards. Having completed my DPsych in 2010 and written my first book What You Really Need to Know About Counselling and Psychotherapy Training: An Essential Guide published by Routledge in 2014, I have gone on to continue my research into counselling and psychotherapy training from both the trainees and trainers perspectives. I am passionate about training and training standards and want to work with others who wish to work to the best of their ability with integrity, passion and trustworthiness. If you have any questions, or would like to make an appointment, please email me via this link or call me on 07428 551163 between 10am and 5pm. I do not interrupt sessions to answer the phone, but there is a confidential answering machine; please leave your name, number and any message, and I will call you back.

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copleston high school

Ipswich

It is my pleasure as the Principal of Copleston High School School to welcome you to our website. I hope that you find all the information you are looking for. We are a dynamic and successful 11-18 school serving the Ipswich community. We have students of all abilities and from a wide variety of backgrounds, all of whom contribute to the richness and diversity of our school population. Copleston High School is an exceptional learning environment with a real community spirit. We provide students with a high degree of challenge combined with excellent support and as a result the outcomes that students achieve are very strong. Our staff share a commitment to delivering interesting and engaging lessons and to raising attainment. Relationships between staff and students are excellent and discipline is very good. We treat one another with respect and understanding. We have a genuinely comprehensive intake and we work hard to meet the needs of all our students, from those who come to us with exceptional talents and abilities to those who require additional support to succeed. Our expectations of students at Copleston and our ethos remain consistent. We strive for excellence in all that we do. Our strap line “Achieving Success Together” guides us all- students and staff. Over the past few years we have developed a series of clear and consistent practices about how we teach and the qualities that we wish to develop in our learners; the Copleston DNA. They are at the heart of our success. We are well resourced in our staffing and we have a modern, well-equipped estate which supports learning. The Copleston site is impressive with a brand new multi-million pound purpose-built school that has recently been completed. The school also has an excellent sports centre that hosts national basketball fixtures on a frequent and we are have a brand new 3G “All-Weather” sports pitch. We believe strongly that all resources should be maintained and equipped to the highest standards to meet the expectations and demands of today's students, their parents, and the wide-ranging timetable we offer. We also cater for the needs of the community where the school is used every evening for various activities and at the weekends it is the home of the Coplestonians Football Club which has a long and proud association with the school. We offer a wide range of leadership and extra-curricular opportunities to our students at Copleston. My staff team and I are committed to ensuring our young people progress to college, university and working life, fulfilling their aspirations. We provide a first-rate education at Copleston because we equip our students with the skills, knowledge and attitude required to be good citizens and to succeed in the 21st century. At Copleston we have very high expectations of everyone who is involved with the school - from students and staff to parents and governors. Our goal is to see all students become highly-skilled learners, achieving excellent standards and leading fulfilling and exciting lives. Students and teachers alike enjoy lessons, which make for a positive and purposeful atmosphere throughout the school. Our commitment to equal opportunities is reflected in all aspects of school life and we welcome young people from all cultures, backgrounds and beliefs. We aim for our students to leave Copleston as well-educated, knowledgeable, confident and well-rounded individuals.

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the fox studios

I set up The Fox Studios so that I had a bricks and mortar place in Warrington, where I could teach my passion, Jewellery. I had been planning this for some time (around 3 years), before I went ahead and took the plunge. I chose Warrington for a few reasons, it's my home town, it's quite central (directly between Liverpool and Manchester) and because, well, where else would I set up Jewellery Classes? I have been creative for as long as I can remember. When I left school I couldn't decide whether I wanted to do Fashion or Fine Art. I chose Fashion. I'm not quite sure why. It was an experience, and I enjoyed the journey, but I'm not sure I'm very fashionable. I have continued to sketch and paint, and have done so for many years. Due to a big life change in 2000, I started an evening class in Jewellery and Silversmithing and I can quite safely say I was hooked. I eventually went back to University as a mature student and finished my degree in 2008. A few short months later I was back teaching on the evening class where I'd first picked up the bug and it turned out I loved teaching. I've been a jeweller for around 20 years now. I never expected to become a teacher, but it's something I really enjoy it (and I hope it's something I'm good at, students do keep returning). I try to tailor the learning experience to the individual student, so that you can get the most out of the course. The Fox Studios is a friendly workshop where you can come and spend a couple of hours and make something beautiful, no matter what skill level you are. You will find it a lovely relaxing environment where you're supported and encouraged to make your ideas a reality, or if you're not sure what they are, I can help you make a sparkly thing or two to get you started. You will learn at your own pace, no pressure. The workshop is fully equipped for a range of different jewellery techniques, from simple ring making, stone setting, to enamelling and even colouring your own anodised aluminium. What I'm trying to say is that I have a variety of skills and a whole load of interesting equipment which you can use to make pieces of jewellery that are unique to you. I have a range of different Jewellery Classes, from taster sessions, one day classes and term time sessions as well as one to one sessions. They are all for a range of abilities, from beginners, intermediate and some more advance techniques. I am based in The Old School in Warrington, which is full of amazing creative people, as well as a quirky cafe that sells fabulous food. In the workshop you'll always find refreshments are on tap, tea, coffee (both normal and decaf), and if I'm organised, biscuits as well, but there is always Mini Rolls. I had grand plans of having beautiful cakes, but I've realised I'm just not that organised (and haven't baked in years). I hope I've covered everything, but if you do have any questions please get in touch and I'll get back to you as soon as I can! Heather x

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kathmandu university-school of arts

Kathmandu University (KU) is an autonomous, not-for-profit, self-funding public institution established by an Act of Parliament in December 1991. It is an institution of higher learning dedicated to maintaining the standard of academic excellence in various classical and professional disciplines. The mission statement of the University is “to provide quality education for leadership”. The vision is “to become a world-class university devoted to bringing knowledge and technology to the service of mankind”. The University aspires to serve the nation by fulfilling the needs of the society through the motto of taking knowledge and skills “from the campus to the community.” The University’s broadly perceived signature features include autonomous administration, financial self-sustenance, regular maintenance of the academic calendar, sustained trust of the international academic community, optimum contact between faculties and students and student-friendly environment, among others. Similarly, the University’s graduates are widely known for attributes such as substantive exposure to the industry and the community, research competence, technological literacy, moderate to high-level communicative competence, teamwork and leadership spirit and global compatibility. The Senate is the apex body of the University. It comprises University authorities, dignified educationists, government secretaries, donors, mayors of local municipalities, teacher representatives, student representative, and representatives from affiliated institutions and industries. The Prime Minister, who is the Chancellor of the University, chairs the Senate. The Minister of Education is the Pro-Chancellor. The Executive Council and Academic Council develop internal policies and programs to run the University. The University’s Board of Trustees, which comprises renowned personalities including the founding fathers, is entrusted with the responsibilities of advising long-term plans and generating and managing of resources. The University operates through seven Schools: (i) School of Arts, (ii) School of Education, (iii) School of Engineering, (iv) School of Law, (v) School of Management, (vi) School of Medical Sciences and (vii) School of Science. At present, the University offers more than 200 long-term and short-term academic programs and courses from intermediate to Ph.D. levels. As of June 2022, the University has produced 38,339 graduates. Student fees cover 60% in KU’s financial management. The same percentage of student fees goes into salary and allowances. Other sources cover 40%, whereas the government support is 10%. A total of about 10% of the students studying in the University at various levels receive scholarships apart from educational loan facilities and other sponsoring schemes from different organizations. KU runs academic programs most of which are credited for being introduced for the first time in the country. Business Administration, Pharmacy, Environmental Science, Biotechnology, Human Biology, Mechanical Engineering, Computer Engineering, Electrical and Electronics Engineering, Geomatics Engineering, Development Studies, Social Work, Technical Education, Media Studies, Civil Engineering with Specialization in Hydropower, Landscape Management and Heritage studies, Doctor of Medicine (DM) in Gastroenterology, DM in Neurology and MS by Research in Glaciology count among the pioneering programs in Nepal. The University marked the year 2016 as its Silver Jubilee Year. On the occasion of the Silver Jubilee celebrations, Prof. Dr. Ram Kantha Makaju Shrestha, the then Vice-Chancellor, brought forward a vision document, Silver Jubilee Initiatives – Vision 2030, which pledges thrust for quality, innovation, equity, identity, impact and global engagement. These initiatives, founded on the University’s key achievements for 25 years in quality education, will remain instrumental towards achieving the status of a world-class university.

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cognivity

London

Welcome to Cognivity Coaching CIC, I hope you find all the information you require in the following pages, Please contact me directly for an informal chat or for any additional information, thank you, Eileen. Cognition offers us the ability to think, learn, respond and recall. A healthy cognition enables us to efficiently receive, understand, store, retrieve and use information, ensuring a more fulfilled, productive and independent life. Creativity is the use of ones imagination to create something new, original, different from before. Creativity is within all of us, so too is Cognition which can be trained to function effectively at any stage of a persons life. It is never too late to start over, look at things differently, achieve the goals set. Cognivity was formed in 2009 as a practice facilitating self development for individuals and groups. Creative thinking and implementation has always been a catalyst for change and Cognivity continues to use creative applications as a means of supporting people to develop skills which positively impact health, business and education. In March 2015 Cognivity became a Community Interest Company and is now a slightly bigger organisation welcoming a range of people who assist in delivering workshops, teaching, creating and coaching, all of whom share in the values of promoting Creativity and Wellness. Facilitating and coaching creatively is at the heart of what Cognivity does: facilitating business success and coaching individuals to embrace their strengths and the challenges ahead of them* With 23 years of technical, managerial and teaching experience gained whilst in industry, manufacturing, business, educational and training establishments; Cognivity has successfully: • Enabled individuals and groups to achieve specific, measurable goals • Delivered training and teaching programs in industry and education • Supported teams in their development including conflict resolution • Developed and implemented improved cost effective systems • Increased productivity • Reduced return rates and claim costs • Improved quality on a wide range of merchandise world wide • Defined and made transparent departmental roles • Improved manufacturing methods • Implemented cost effective quality systems • Reduced transport costs and identified problematic infrastructures • Addressed and acted upon environmental issues improving sustainability So, whether you are A student or potential student wishing to improve, prioritise or focus with one to one coaching or mentoring Someone who is presently lacking direction and would like some time to consider ways forward In a place or position at work that you wish to move on from and would like help clarifying a direct route Have an important challenge to face and would like support A team or organisation that is stuck and or wants to inject new creative ideas for growth Read through the sections on Coaching, Mentoring and Training or give me a call on 07742312828 and I will be pleased to chat about options. As a qualified business coach, mentor and teacher my experience combines industrial, managerial and educational expertise to deliver a range of coaching and training programs, workshops and courses. I use Action Learning and Occupational Psychometric Testing amongst other learning, business and development tools to help clients achieve their aims. “As Quality Control manager for a large buying office in Hong Kong / China Eileen strived hard demonstrating resilience and tenacity in her pursuit to create transparency not only within the quality department, but even more so with the hundreds of suppliers. The end result was much better relationships with those suppliers and a substantially higher level of satisfaction with customers” Koert Tulleners Chief Executive officer Freemans & Grattan Formerly, Managing Director Otto International Asia

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athena studies

London

Our tutors are ambitious, social and enthusiastic top tier students who excel in their field of study and have an affinity with teaching. This is what we seek in a tutor in order to provide the best lessons for the student. Only with an 8 or higher and a genuine interest in the relevant subject will such a top tier student be selected. After an initial interview, it is up to the selected candidate to show us how he or she teaches. If that is sufficient, the teacher who has been hired will enter the training process, consisting of one or more trial lessons in which an actual lesson is simulated. During the entire period up to the first lesson and after that, the (prospective) teacher is extensively supervised by a quality manager who has several years of teaching experience and has shown superior results. Only tutors who are evaluated by students with an 8.0 average or higher for multiple actual lessons are given a permanent place in our team of tutors. All permanent lecturers take part in an advanced training programme, which focuses on improving teaching fundamentals, such as didactics, pedagogy, interpersonal communication and presentation skills. View our tutor vacancy if you want to be a part of this. Our method At the heart of every course, active learning is the basis. Students are often tempted to (only) make summaries and re-read or highlight textbooks, with the misleading idea that this improves their study results. Based on the available evidence, these study techniques are rated as being low utility learning (Dulonsky et al. 2013). At AthenaStudies, we are constantly analysing the most recent studies and assess student needs in order to find the most effective study methods to ensure the highest grades. It is proven that the most effective study method is retrieving the information out of the brain, instead of putting information into the brain. Spitzer et al. (1939) found that students who did one extra practice test scored about 10-15% better on their exam that students who did not. A more recent study from Butler et al. (2010) suggest an even bigger difference, with an estimated 30%. Hence, practice is key. Karpicke & Blunt (2011) takes this idea one step further and found that a group of students who read a topic four times scored less than students who practiced with the topic only once. Our tech team has created an ideal online environment where our teaching methods can flourish. Every course given by AthenaStudies is interactive and includes a lot of exam level practice material. It gives the students the opportunity to practice during the course and think for themselves. With every course, a summary of the full exam curriculum is provided and sent to the home address of the students. References: Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. Spitzer, H. F. (1939). Studies in retention. Journal of Educational Psychology, 30(9), 641.

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women's life coach, julie phillips

Sussex,

Choosing a coach is an important decision. You need someone that you trust and makes you feel safe. A person whose style serves and works for you. This is life changing, so it’s essential that you feel secure, understood supported and excited! If you are looking for a coach who is genuinely caring and kind but will also be brutally honest with you so that you can truly develop and achieve the life you desire, then read on…. I love what I do! Coaching is the most potent tool for positive personal change as I have experienced first hand. It ensures success and makes change stick in the long term. As a coach, I play the role of mentor, consultant and motivator, but I am not a therapist. The thing I enjoy most about coaching is that it is always positive and looking forward at the ‘how’: how you can move on from where you are and make a change? It is action orientated and concerned with the present and future, and less with the past. On a personal level, I have always been passionate about helping people live the life they envisage, both successful and happy. I believe the two are directly linked. My coaching style offers a balanced combination of challenge and support with the aim of raising a client’s self-awareness, including the impact they have on people around them. As a coach, I help individuals and teams gain clarity, feel empowered and achieve their greatest dreams by helping them unlock their best potential! Having gone through many life journeys of my own, and realising that it is only you that is in the driving seat. It has spurred me on to help other people with their own self-development and to truly live their best life. I work together to identify personal strengths, areas for development, and help to eliminate self-doubt and limiting beliefs. In addition to personal training, I specialise in working with senior management teams in family businesses, to maximise their strengths, help them meet their potential and reach both their professional and personal goals. Having previously worked as an MD, I bring this experience to my coaching practice, supporting clients to achieve positive changes in their productivity, leadership skills, time management, motivation, confidence, goal attainment and work/life balance. I understand the demands of a family business and the pressures faced by owners and their management teams. I am able to help leaders make the direct link between personal happiness and business success. Before setting up my coaching practice, I worked for the past 24 years within successful SME family businesses. I have been involved in significant turnaround situations; undergoing change management projects and building a business up from grassroots. I am experienced in personal development and understand the challenging pressures of being an entrepreneur. Drawing on my experience as a leader and a coach, I am able to help leaders and their teams find solutions for the challenges and opportunities in their working life. Family is core to me and being a single parent to three wonderful children, ranging from teenage to twenties am able to counsel on a variety of family issues. I enjoy tackling new challenges, the next being Base Camp Everest.

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thinking big community interest company

London

We are a group of individuals from different backgrounds and with a broad range of experiences. Collectively we have worked in and with statutory services, private business, charitable and voluntary organisations, and across many sectors including health and social care, education, heritage and industry. Each Director brings a rich array of knowledge and perspectives and we are bound by our common interest in building a fairer society. We like to be creative and to seek the involvement of others in generating new ideas, both to overcome existing challenges and in Thinking BIG about new ways to improve experiences and outcomes. After a number of years of talking about ideas, we decided it was time to take action. We looked at different models for forming a charitable, not-for-profit organisation, and took advice from some who had gone before us in this sector. As a result, we formed Thinking BIG as a Community Interest Company, dedicated to engaging in training, and projects with individuals, groups and organisations, in pursuit of the overarching aim - to promote social inclusion, opportunity and wellbeing, by making a positive difference to services and people's lives through meaningful training and community engagement. There are no share holders, no dividends and no spurious expenses. Any funds raised are put entirely into the running of projects for the benefit of the community. As for the name, we asked the people we work with what words they thought captured what we do. We want people to Think BIG when considering new projects and activities, not to be limited by what is already out there. A little imagination and passion goes a long way, and we're on an exciting journey. We have experience of achieving outstanding outcomes, both with organisations, and with individuals. Our training is designed, delivered, evaluated and quality assured, with organisations benefiting from improved employee ability, confidence, performance and wellbeing. Our community projects have made a positive difference to people's lives, and include collaborations with The National Lottery Community Fund, the Police and Crime Commissioners for West and South Yorkshire and their Violence Reduction Units, Menston Parish Council, Bradford Metropolitan District Council, Kirklees Council, Barnsley Metropolitan Borough Council, and Yorkshire Mentoring. Our Story Our aim is to promote social inclusion, opportunity and wellbeing by Thinking BIG. To achieve this, our vision is to facilitate positive experiences, progress and sustainable outcomes; empowering people through education, training, skills-building and having a collective voice in shaping future services and lives. Much of our work is with individuals and groups who face barriers to inclusion, opportunity and/or wellbeing, and others who can support these very people. Children and adults can be vulnerable or disadvantaged by many factors including disabilities, ill-health, poverty, abuse, isolation, marginalisation or being in care. They can also find it difficult to keep themselves and others healthy and safe, or to access opportunities, services or employment, as a result of missing out on appropriate education, training or support. We can help to achieve goals and aspirations which improve lives. Others who support vulnerable people include families, friends, carers, schools, and involved or potentially supportive professionals, volunteers and services. These people can also face challenges which need to be recognised and addressed and they can be empowered in their roles through dedicated support and training. By choosing to use our training services for their teams, organisations can benefit from outstanding workforce development whilst simultaneously supporting their communities, as money raised is invested back into meaningful activities and projects

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