Name: Independent Schools Compliance & Inspection 101
Price: 62.5 GBP
Availability: InStock

pauline daley

We also offer a range of other courses not related to first aid, please look under the 'other courses' tab. We are an approved centre for both Qualsafe Awards and Pro--Trainings UK, Awarding organisations recognised by Ofqual to offer regulated qualifications. Group bookings of 12 people receive over 40% discount and we are able to price match to most companies upon sight of a written quotation and can come along to your premises to minimise disruption to your workforce. Emergency First Aid at Work - This is a one-day course, suited to the lower risk working environment and covers the following: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Asthma, Bleeding, Broken Bones, Burns, Choking, CPR, Diabetes, Eye Injury, First Aid Kits, Fractures, Heart Attack, Nosebleed, Poisoning, Primary Survey, Recovery Position, Resuscitation, Secondary Survey, Seizures, Shock, Spinal Injury, Stroke, Unconsciousness, and Record Keeping. First Aid at Work - A three-day course, suited to the higher risk working environment and covers the following: Aims of the First Aider, AED Training, Amputation, Anaphylaxis. Angina, Asthma, Bleeding, Burns, Chest Injury, Choking, CPR, Croup, Crush Injury, Diabetes, Drowning, Epilepsy, Eye Injury, Fainting, Febrile Convulsions, First Aid Kits, Fractures, Frostbite, Head Injuries, Heart Attack, Heat Exhaustion, Heat Stroke, Hyperventilation, Hypothermia, Internal Bleeding, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Spinal Injury, Sprains and Strains, Stroke, Unconsciousness and Record Keeping. Paediatric First Aid - A two day course, suitable for people working with children and babies, in any working environment including schools, nurseries, after school clubs, day care etc. The course covers the following: Allergic reaction, Amputation, Asthma, Bleeding, Broken Bones, Burns and Scolds, Choking, CPR, Croup, Diabetes, Drowning, Electric Shock, Epilepsy, Eye Injury, Febrile Convulsions, Head Injury, Heat Stroke, Hypothermia, Meningitis, Nosebleed, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Sickle Cell, Smoke Inhalation, Spinal Injury, Sprains, Strains, and Unconsciousness. Defibrillation (CPR and AED) - A half day course, many more public areas, supermarkets, clubs and businesses now have these devices. To attend this course delegates do not have to be first aid trained. The course covers: Abnormal Heart Rhythms, Angina, Chain of Survival, Children AED usage, Choking, CPR, CPR with an AED device, Heart Attack, Heart Rhythms, Hygiene during CPR, Post Traumatic Stress, Recovery Position, Resuscitation with an AED, Safety using an AED, Survival Rates, Unconsciousesness, Ventricular Fibrillation, Reporting AED Usage. Basic Life Support - This course is a half day course and suited to delegates who want basic knowledge of actions to take in any emergency and how to deal with major accidents and injuries. The course covers the following: Adult Child and Infant Resuscitation, Communication and Casualty Care, Looking after yourself and the Casualty, Treatment of Severe Bleeding and Chest Pain, Treatment of Choking in Adults, Children and Infants and Treatment of an Unconscious Casualty. Requalification - The course is a two day course and suited to those candidates who require to renew their nationally accredited award in First Aid at Work. Covering two units the course content covers: Bones Muscles and Joints, Suspected Head and Spinal Injuries, Suspected Chest Injuries, Burns and Scolds, Eye Injury, Sudden Poisoning, Anaphylaxis and Major illnesses (Heart Attack, Stroke, Epilepsy, Asthma and Diabetes). Automated External Defibrillator training now included on this course. Care Home First Aid - This is a one day course based on Emergency First Aid structured for use in a Care Home. Consisting of: Recovery Position, Bandaging, Assessing Dangerous situations, Heart Attacks, Diabetes, First Aid Kits, Unconsciousness, CPR, Choking, Falls and Fractures, How and When to Obtain Help, Epilepsy and Seizures, Fainting, Dementia, Shocks, Burns, Bleeding. Stroke and Poisoning. First Aid for Foster Carers – A one day course based on Emergency First Aid structured for use by foster carers, consisting of: First Aid Kits and other Responsibilities, Primary Survey and Recovery Position, CPR, Choking, Seizures, Asthma and Hyperventilation, Anaphylactic Shock, Shock, Bleeding, Bone, Joint and Muscle Injuries, Burns and Meningitis, Poisoning, Unresponsive Casualty, Assessing an incident and Dealing with minor Injuries. Equestrian - Basic One Day Equestrian First Aid - One day course: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Asthma, Bleeding, Broken Bones, Burns, Choking, CPR, Diabetes, Eye Injury, Electrocution, Fears of First Aid, First Aid Kits, Fractures, Heart Attack, Heat and Cold Emergencies, Horse Safety, Helmet removal, Nosebleed, Poisoning, Primary Survey, Recovery Position, Resuscitation, Secondary Survey, Seizures, Shock, Spinal Injury, Stroke, Unconsciousness and Record Keeping. Equestrian First Aid at Work - A three-day course: Aims of the First Aider, AED Training, Amputation, Anaphylaxis, Angina, Asthma, Bleeding, Burns, Chest Injury, Choking, CPR, Croup, Crush Injury, Diabetes, Drowning, Epilepsy, Eye Injury, Electrocution, Fainting, Fears of First Aid, Febrile Convulsions, First Aid at Work Rules and Regulations, First Aid Kits, Fractures, Frostbite, Head Injuries, Heart Attack, Heat Exhaustion, Heat Stroke, Hyperventilation, Hypothermia, Heat and Cold Emergencies, Horse Safety, Helmet removal, Internal Bleeding, Poisoning, Recovery Position, Resuscitation, Seizures, Shock, Spinal Injury, Sprains and Strains, Stroke, Types of Wounds, Unconsciousness and Record Keeping First aid courses. First Aid for Mental Health Course Level 1 - Awareness course: This ½-Day course is run in a fun and engaging way, and is aimed at providing learners with the knowledge to identify suspected mental health conditions and the skills to start a conversation and be able to signpost the person towards professional help. (4.5 hours) First Aid for Mental Health Course Level 2 - This 1-Day course covers the content of the Level 1 course aimed at providing learners with the knowledge to identify suspected mental health conditions and the skills to start a conversation and be able to signpost the person towards professional help) but also expands on the effects of drugs and alcohol, incorporates the First Aid for Mental Health Action Plan and covers ways in which a positive mental health culture can be supported within a workplace. (7 hours) First Aid for Mental Health Course Level 3 - A 2-Day course goes into detail on a wide range of mental health conditions and the support and help provided by healthcare professionals. It covers the content of both the Level 1 and Level 2 qualifications but is aimed at Trainer/Assessors and/or supervisor level within the workplace. (7 hours each day). Pet First Aid – A half day course : Aim of the course, The vet and your role in first aid, keeping your pet safe in an emergency, car accidents, pet proofing your home, communication and care of your pet, how pets show pain, checking your pet’s health, restraint of a pet in need and the use of a muzzle, breathing and respiratory problems including choking, dog CPR , drowning , shock , pet first aid kits, broken bones , spinal injury and moving an injured pet , controlling bleeding , dressings and bandages , paw problems , ears, eyes and mouth , Illnesses , poisoning , bite and stings , burns and temperature related problems , the older dog , cats , small dogs care , puppies and young animals , travelling with your dog abroad. Canine First Aid – A half day course : Aim of the course, The vet and your role in first aid, keeping your pet safe in an emergency, car accidents, dog proofing your home, communication and care of your pet, how pets show pain, checking your dogs health, restraint of a pet in need and the use of a muzzle, breathing and respiratory problems including choking, dog CPR , drowning , shock , pet first aid kits, broken bones , spinal injury and moving an injured pet , controlling bleeding , dressings and bandages , paw problems , ears, eyes and mouth , Illnesses , poisoning , bite and stings , burns and temperature related problems , the older dog , small dogs care , puppies and young animals , travelling with your dog abroad. Security Dog First Aid – Full day course. This course is approved by NASDU for the requirement of pet first aid in their standards. First aid is important to know for your security dog not only to comply with associations and local authorities but also for animal welfare and to help a dog in need. The nature of working with dogs will pose a risk that they may be harmed in the course of their work or transport. The course has been designed to meet the NASDU learning outcomes and added a few extra modules to ensure full understanding. The courses will give a 3 year nationally recognised certificate, CPD time credit conformation, weekly video refreshers, evidence-based training certificate.

raise digital

Understanding what it takes to overcome fear and self-doubt has been at the root of Paul ‘Stalkie’ Stalker’s personal transformation from school flunk, wayward youth, failed businessman and dying man, to healthy, wealthy entrepreneur, motivational speaker, business coach to FTSE 100 companies and personal mentor to corporate leaders, high performance sportspeople, disengaged children and life-serving prisoners. Dubbed ‘The Happiness Engineer’ by a Channel 4 documentary, the many thousands who have witnessed Stalkie in action, virtually or in the flesh, are unlikely to forget the high energy, no-nonsense, humorous manner in which he shares his RAISE mindset, health and wellbeing principles to transform fear into power, barriers into benefits, and adversity into triumph. His RAISE principles and methodology have been distilled through studying and working alongside an array of the world’s pre-eminent business leaders, executive educators, performance coaches, positive psychologists and critical thinkers for the last 30 years. The methodology is delivered across all platforms by Stalkie, his super-experienced RAISE transformation team and network of associate experts. With individual clients, Stalkie’s aim is to untap, nurture and focus their passion and potential on becoming the best versions of themselves in all aspects of their lives, whatever their starting point. With organisations, Stalkie’s goal is to build blossoming cultures that pursue ‘good profits’ based on trust, core values, world class employee engagement, customer loyalty and sustainable growth, from turnarounds to start-ups and scale-ups. Dawn Stalker – ‘The Boss’ Dawn Stalker The Boss As MD (and Stalkie’s better half), Dawn is the organisational and strategic heartbeat of the RAISE extended family. She is also a key interface with our clients. With a 20-year, C-suite pedigree in magazine publishing, marketing and media (and Stalkie management), Dawn provides coaching, guidance and leadership to senior managers in start-up, scale-up and stable organisations across multi-industries including retail and technology, professional and financial services, marcom and creative, marine and public sector. Dawn has a specialisation in talent management, job analysis and workforce planning, recruiting, performance management, employee development and engagement and internal projects regarding quality, marketing, and process improvement. Chris Humphreys – ‘The Chief Pragmatist’ Chris Hmphreys The Chief Pragmatist Having spent 20 years as a sales director/publisher and 18 years earning his coaching stripes, Chris is a renowned personal and business communications coach. He is co-originator of the RAISE approach to personal and business growth, development and practical positive psychology, as well as the ‘Going the Extra Mile’ operating model for engaging workforces to grow sustainable profit. In partnership with Stalkie, he has authored three books in these fields, devising and writing all RAISE coaching programmes. His main coaching specialisms are engagement, culture and cultural turnaround, people development, 1-to-1 coaching, internal and external communication and customer relations. An engaging facilitator and mediator across all environments, Chris is also a qualified counsellor and Cognitive Behavioural Therapist for private clients. Outside work, he relishes running one of the largest community choirs in the country, hosting regular choral fundraising concerts and events. Our RAISE Associates Dr Rosy Daniel BSc MBBCh – Health Creation Consultant Dr Rosy Daniel BSc MBBCh Health Creation Consultant Dr Rosy Daniel is one of Britain’s leading Lifestyle Medicine Consultants. Initially specialising in the holistic support of those with cancer, she now offers proactive healthcare to all to support the primary and secondary prevention of illness and the regeneration of positive health and happiness. She has pioneered holistic health and wellbeing coaching and consultancy in the UK with a unique approach known as ‘Life Energy Management’, working with clients to change lifestyles, workstyle and health behaviours which are harming their health and well-being. She has worked with over 5000 individuals and 50 organisations including businesses, schools and hospitals to help achieve the health goals that benefit them personally and professionally. Dr Rosy has a private Integrative Medicine practice in Bath. She formerly practised at the Harley Street Oncology Centre, London. She has authored seven books on cancer and its prevention, lecturing and broadcasting nationally and internationally.

code red the empowerment project

London

The founder, Calvin E J Wilson LLM (LSE), is a Barrister who has a longstanding interest in educating students, young adults, and their parents on the workings of the criminal justice system. The Empowerment Project Qualifications and Studies Barrister at Law, Inns of Court, School of Law, United Kingdom Attorney at Law Supreme Court of Trinidad and Tobago Senior Crown Prosecutor, Crown Prosecution Service, United Kingdom Banker, Bank of Commerce, Trinidad and Tobago Master of Laws (Commercial) London School of Economics Bachelor of Laws University of London The Empowerment Project Experience Post graduate education and training in the law, with valuable experience on the frontline of the Criminal Justice System including almost eight years prosecution experience at the Crown Prosecution Service and the Criminal Courts, and operational experience with advising Teams at New Scotland Yard. Devised and successfully delivered this series of workshops and has conducted mentoring, motivational speaking and awareness raising sessions at Youth Clubs and Community Centres around London. Direct contacts with officers of the Met Police at ranks of Constable, Sergeant, and Inspector. Guidance and mentoring experience with black young adults. The Empowerment Project Skills Strong professional, administrative, managerial, and creative skills. Resolute adherence to good governance, accounting and auditing best practices. Devising and implementing new and improved working arrangements and innovative projects. Unique skill set that is critical to the effective leadership and delivery of the objectives of Code Red Empowerment. Established Consulting firm Calvin Wilson and Associates, which offers strategic and public affairs advice to governments and the private sector globally, on anti-money laundering and combatting the financing of terrorism issues, and on preventing trans-national criminal gangs from preying on young people. Founded The Empowerment Project The Empowerment Project Books Author of the book “Voices from Violence. A Woman’s Journey to Self-Healing” which is presented to audiences in the Readers Theatre format by CODE RED Ensemble, as an advocacy vehicle to empower young girls and women and to sensitise boys and men in order to reduce or eliminate the level of violence globally. Desilu Banton desilu banton I was born in Dulwich Hospital, East Dulwich Grove,SE22 3PT, on 11th December 1961. I began my life in a house at 102 Railton Road, Herne Hill,SE24 OET, on the ‘Front Line’ of ‘Brixton’, London. What I remember most of my childhood is drawing, drawing all the time, every opportunity. My father loved music and loved to dance. We would dance together. My mother designed clothes and was a dressmaker and cake baker. My parents had arrived in England in 1954 from Jamaica and lived in the Brixton area. They lived on Concannon Road from around 1955 and moved to Railton Road in 1959 after they had wed at the church at Santley Street, around the corner of Concannon Road. Today I live by my painting and continue in my mothers’ and fathers’ legacy as a creator. I am open to producing works of art by commission. painting Painting is expression, a way of me talking with everybody else about how I feel, like a bluesman would play his blues. The whole thing is about feeling. Painting is blues. I paint those feelings that are from inside my head, from inside my soul. The spiritual part of all this is the heritage, the thing that comes from my ancestors, the ingredients that everybody talks about when they talk about the past, where we all come from, which is DNA, the genes. What I am doing is recording the memory that comes to me from nature, along with the music that came from West Africa and the Atlantic experience, all of it, and what I do then is give it form, give it some skin, textures and colours, the whole thing is like an umbilical cord that has not lost its life force, it is the whole nine yards. Jackie Burton Jackie Burton Born and raised in West Yorkshire, I took a trip to London in 1983 and have remained here since then. I am a black woman, a Christian and a mother. A retired Social Worker, I have a passion for children, young people and their families. Over the last 40 years I have had roles in church including youth leader and Pathfinder club leader as well as teaching in children’s Sabbath school & children’s church. It was my joy, to find the most creative and interesting ways to engage children and young people with so many varied learning styles. Over the last 12 years of my career I was a Team Leader for a local authority Fostering Service; having responsibility for facilitating training, assessing foster carers and placing children from diverse and challenging backgrounds with those carers. Life-long learning is part of who I am and I started becoming more interested in paper crafts when my now, 25 year old son was around 3 years old. We started to make cards for every occasion and stopped buying them from the shops. Paper crafts opened the door to so many other crafting pursuits and my love for crafting has only grown since then, from wedding decoration, decoupage & canvas art to knitting & simple sewing, I have done many and various and still do. Nothing pleases me more than sharing my love for something with others, and creative crafts is certainly one of those very many things. I have done this via children’s craft workshops; transforming spaces for Vacation Bible School (VBS); school holiday clubs; card making workshops for children and adults. If it includes crafting, I will consider it. Currently I am involved in a weekly Craft Café project where we are using hobby crafts to support people in our community who may be lonely, socially isolated or feeling low. Sr Josephine Udie MP, MSc, GC HDip, NP Reverend Sister, Steer Right Project Coordinator, Power Coach Expert, Health Care Professional Reverend Sister, Steer Right Project Coordinator, Power Coach Expert, Health Care Professional Sister Josephine is passionate about the dignity of the human person. As a trained Power Coach and Health Care professional, Sister enjoys using her skills to coach, support and empower children and families to become who they are meant to be. Steer Right is a charity for which Sister Josephine is Project Coordinator, uses the strap line Little help Big Difference to highlight the effectiveness of what a small amount of intervention can do. Amari Smith-Foster Amari Smith-Foster I am a mental health advocate and a student counsellor. I am extremely passionate about mental health and well-being. After battling with my own mental health, being sectioned at just 13 and becoming part of the system, I am using those same life experiences to help others overcome. My story, my pain and this rollercoaster of a journey has given me great insight to help others and make a change. Me speaking up and using my voice, allows so many others, old, young, male, and female to feel heard, to feel seen. Now I am in a position, I have promised myself , it is pivotal that I make a change for the mental health system. My social profiles: Instagram: https://www.instagram.com/accounts/onetap/?next=%2F LinkedIn: https://www.linkedin.com/in/amari-smith-foster-26a68417b/ Youtube: https://www.youtube.com/channel/UCPMHXb5U40E0Zw1B3h4vcJg Please feel free to contact me should there be any issues. Norman Mine Norman Mine Norman Mine is an Italian-born London based multidisciplinary artist whose practice encompasses visual art, acting and social work. Using autobiographical scenarios as a starting point, Mine's practice expands into fantasy and delusion and in his alter-ego, Dino Desica, an aspiring Italian actor who exists only through a video format, as "performance to camera", becoming an ephemeral simulation of the self. Mine's practice explores the infinite possibilities of the self, the authenticity and the structures of inclusion and exclusion in which it is constructed. For the past three years Mine has run creative workshops co-working with people of different generations, backgrounds, and abilities; developing a specific approach that unsettles the scenario in which participants perform to stimulate creativity and imagination as an opportunity to navigate within. Mine has obtained a Masters Degree in Fine Art at Goldsmith College in 2018. His work has been shown at Performance Istanbul (2021), disORDER Live Collective (2020), Deptford X (2019), The Koppel Project (2019), Platform1 Gallery (2018), Art Night London (2017). He was a recipient of the DYCP grant, Art Council England (2021). In 2022 Mine has founded Norwood JunkAction, an eco-community art project based in Croydon, London. Diana Wilson Diana Wilson Diana Wilson is an Executive and Life Coach professional as well as a Psychodynamic Counsellor, who in parallel, has enjoyed a substantial career in Education and Training and Development across Schools and local Government. Diana is fluidly proficient in a myriad of modalities with a keen focus on Cognitive Behavioural Coaching. She offers leading-edge, inspirational coaching that stimulates thinking, accelerates transformation, and empowers clients to accomplish their aspirational goals. My social handles: Website: www.dwcoach.co.uk LinkedIn: linkedin.com/in/diana-wilson-564a6941 Richmond Trew Richmond Trew A Professional Trainer/Workshop Facilitator with 25 years’ experience of working in communities and custodial settings nationally and internationally. He is also a recording & performing artist fronting the collective Abstract Word and currently has Publishing & Production contracts with (Peer Music LTD-MAP Music). Richmond also leads a group of free-lance Arts Practioners under the name of Journeyman Arts (Using the Arts to share & pass on Knowledge). He also Runs 492 Korna Klub next generation Ltd that runs live improvised drama weekly on Galaxy Radio.

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”