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the west bridgford school

Nottingham

I feel very privileged to be the Headteacher for the West T PeacockBridgford School. It is a school with an excellent academic reputation; we have consistently been the highest performing school in the county for many years in a range of important measures and one of the best schools in the country. Safeguarding is at the heart of our work in school; we recognise that students who do not feel safe and secure are not able to thrive and achieve. Our students feel safe in school, we are a very caring school and pride ourselves on having a strong and highly competent pastoral team. Each year group is led by a teacher in the post of Year Director, supported by a non-teaching Pastoral Assistant who are always on hand to support the students in our care. As a school we do not shy away from difficult conversations with our students and have a lot of experience in doing this. Our consistent academic success owes a great deal to the dedication and hard work of our staff and students over a number of years. We are fortunate to have teachers who are all graduates in the subjects they teach, and students who value education. The vast majority of our student are keen to achieve, resulting in a positive learning environment where success is celebrated. I do not think I can over-emphasise the positive contribution our student body makes to this school, and I consider us fortunate to have a student population that can only be described as delightful. Whilst we are an academically successful and oversubscribed school, our primary purpose is to serve all of the young people in our care. Our aim is to ensure that every child in our charge fulfils and exceeds their potential, and we endeavour to do this irrespective of their ability or needs. The evidence suggests that we are very successful in this aim. We do place great emphasis on our standards agenda; we have high expectations of our students in terms of their approach to learning, their conduct and behaviour, their uniform and their involvement in the everyday life of the school. We expect our students to conduct themselves at all times in a manner that benefits this school and its heritage, and we are justifiably proud of the many achievements of our students, be they on the sports field or in charity fundraising activities.

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schema therapy institute

1. You can place an Adobe Schema eBook order DIRECTLY from this page -- just click on the Add to Cart button below the product you want to purchase below. 2. All of our products have the identical Schema Inventories and forms included, and are valid for one year from the date of purchase (but can be renewed). All Schema eBooks are available in English only. The Schema eBook is 52 pages long. Click here to see the complete contents of our Schema eBook. 3. If you plan to install the schema inventories in an institutional setting -- with its own internet connection, firewall security, and/or restricted servers -- we strongly encourage you to purchase the new Standard PDF Version of the inventories to avoid any compatibility problems. See Option 5 below. 4. If you are a past customer and your license is expiring, please contact us for renewal discounts on most Adobe products: support@schematherapy.com 5. Click here for help installing Adobe Schema eBooks on an iPad or Android tablet. We do not offer technical support for tablets, but provide extensive self-help instructions. 6. If you would like to be certain that your computer, printer, and network are compatible with the Adobe software and eBook, you can learn more about eBook compatibility and order the Adobe Compatibility Test eBook by clicking here. 7. A few customers each year request a refund on the basis that they cannot install the Schema eBook because it is too difficult for them, or because the process is too time-consuming -- but they are not willing to go through the troubleshooting process. We will not issue full refunds for these reasons unless we are unable to correct the problem. As stated in our licensing agreement, intermediate-level computer experience (or higher) is required to install Adobe eBook products. 8. We strongly recommend that you use a high-quality laser printer with at least 600dpi resolution, so that the schema inventories will print clearly and legibly. You can find information about resolution in the User Guide for your printer. 9. You can only print pages from the Schema eBook to a physical printer. You cannot print all or part of the eBook to a digital file such as a PDF, to a virtual printer, or in any other form.

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premium driving school

London

When new drivers are improperly instructed on the fundamentals of driving, and the “rules of the road” it negatively affects everyone’s safety on Missouri roadways. Unfortunately, schools have been eliminating driver education from their curriculum nationwide; including schools in Springfield. In September, 2019, Mercy Hospital phased out their driving education program costing Southwest Missourian’s their most trusted driver training program. A lack of community resources means parents are forced to shoulder the responsibility of driver training. Parents understand introducing their teenager to driving can be a unique challenge. Scheduling time for Parent/Teen driving instruction is difficult and lessons often create stress, conflict and tensions in the family unit. We’re convinced there is a better way to develop better drivers. In September, 2019, Todd Vermillion, a retired Sergeant and Dan Bracker, a retired Lieutenant both from the Missouri State Highway Patrol, Partnered and opened Premier Driving Academy. With over 50 years of combined law enforcement experience, they recognize the inherent risks involved in operating motor vehicles, particularly for young, inexperienced drivers. They collaborated with industry leaders and administrators and developed a proven curriculum that makes their student drivers the perfect candidates for success. Premier’s teen driving program includes six, one hour, in-car driving lessons. Every lesson is tailored to the strengths and weaknesses of each individual student driver. The curriculum is based on a four step lesson plan; instructor explains, as student performs the task, instructor checks for understanding, student explains, then evaluated. The student will succeed in driving with repetition and practice. The goal at Premier is to develop skilled drivers for a lifetime. Dan Bracker, Lieutenant, retired from the Missouri State Highway Patrol in 2018, with more than 26 years of service. During his 10 year tenure as Public Information Officer, Dan presented driver education classes at numerous southwest Missouri high schools. He has presented highway safety and personal safety education programs to many civic, and private industry groups. Most importantly, he passionately instructed both daughters to drive. Todd Vermillion, Sergeant, retired from the Missouri State Highway Patrol in 2021, with more than 25 years of service. Todd was a Missouri Peace Officer Standards and Training (P.O.S.T.) specialist instructor in the Emergency Vehicle Operations Course (E.V.O.C.) for over 11 years; training law enforcement officers in the safe operation of police vehicles during high stress, high speed maneuvers while providing in-car instruction. He also taught his three children to drive safely for life.

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sahan society centre

London

Sahan Society Centre, based in Hayes town within the London Borough of Hillingdon, was incepted in 2006 at the back drop of the closure of the Hillingdon Race Equality Council (HREC), a centre in the Hayes locality and run by the local authority to advise, support and assist service users on equality and race-related issues. The centre had come to a close following a decision made by the local authority to transfer its services to the local authority’s civic centre during the early part of 2006. Prior to its closure, the HREC had carried out a local research on the usefulness of the services offered to its members and service users. It had transpired that the majority of those seeking the centre’s assistance (78%) were of Somali heritage based in the Hayes area amongst other BME communities. This reflected the growing Somali population in the area and the need for targeted assistance and support to be offered to the growing community. The local community, particularly young women and mothers, were unable to understand and utilize the services offered to assist them with their health and child care amongst other needs and found it difficult to communicate these needs due to language barriers and issues of trust. Upon the HREC’s closure, and following on from the research that was carried out in the local community, a discussion was held by the members of the community to create and support the establishment of a local centre aimed at assisting the needs of the local Somali community which had led to the inception of the Sahan Society Centre. Sahan Society Centre continues to support and assist a total of 300 members of the local community. The number of members actively using the centre’s services has grown year on year, starting from 50 in 2006 through to 256 in 2012. The centre is also having an increased number of memberships and participation from older and younger men in the community. Our Ethos as a charity serving the needs of the vulnerable members of our local community are: To promote the participation, integration and cohesion of our members in their communities. To enhance the health and well being of Somali and other BME vulnerable mothers and children through education and leisure. To bridge the gap between Somali and other BME mothers and service providers, assist them with their needs and voice their concerns appropriately on their behalf.

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lingerie master classes

Love luxury Lingerie ? Why not join one of our masterclasses and learn from the experts , how to design & make your own beautiful Lingerie . We are the first and only London based Lingerie Master Classes, that are focusing on luxury finishing techniques and running now more then 10 years : Whether you like to learn for yourself or your business - We will offer you professional sewing advice and an insight into the world of intimate apparel. Here at LMC we do specialize in Lingerie Sewing Workshops / Design Workshops / Pattern Grading + Pattern Construction Workshops/ Patterns / Luxury Lingerie Sewing Kits and Supplies with a focus on high end sewing and high quality notions. All our classes are deliberately small, so that we can focus on individual projects and needs. Join us in person in the London studio OR join us now WORLDWIDE to design and sew your own stunning luxury lingerie, including: PANTIES/ BRIEFS / THONGS / FRENCH KNICKERS / SOFT BRAS / ACTIVE WEAR / STRUCTURED BRAS / SUSPENDER BELTS / BRALETTES / SUSPENDER BELTS / CAMISOLES / BODICES / CORSETS / SWIMWEAR / VINTAGE LINGERIE & much more.... With each Online Masterclass you can choose to supply your own materials or receive a high quality sewing kit send to your home that will include all those difficult to find lingerie supplies that you will need during the workshop. Easy to follow sewing instructions are also included and you can join us online for your interactive/ live sewing/design/pattern cutting advice during each workshop. You can choose from a wide selection of Beginners to Advanced Sewing courses to suit your sewing level & create beautiful lingerie and swimwear in a small group of like minded sewing enthusiasts. We also offer 1to1 ONLINE & in person sessions worldwide now. Please get in touch if you are interested to join and we can arrange a suitable time within your time zone and subject of your choice. There is no easier way to get expert advice how to sew your own luxury lingerie to fit your size or learn how to start your own lingerie brand with our business consultation service and pro pattern cutting/grading service. Can't find a date that suits your travel plans? If you are travelling from abroad , we can always add extra dates for you - if you let us know in advance

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puppy school south west london

4.3(4)

Norwich

Puppy School tutors come from a wide variety of backgrounds. Many have thriving careers in rescue shelters and some work as veterinary nurses, dog walkers, dog groomers, dog training professionals or behaviourists. Others work as accountants or teachers during the day but have many dog-related hobbies and interests in their free time. Some have left full-time work with dogs to raise a family. What they all have in common is a passion for training puppies and a keen interest in animal welfare and behaviour. Wag Bone Show 2005All our Puppy School tutors have been carefully selected for their experience and practical skills with dogs. Our tutors are also chosen to have empathy, respect and concern for people since it is essential that the same reward-based training techniques be extended to the owners of the puppies in the classes as well as the puppies themselves. Many of our tutors are full members of the Association of Pet Behaviour Councillors (APBC) Puppy School is proud to be a Practitioner Organisation of the Animal Behaviour Training Council (ABTC) and to uphold its values. The ABTC is the regulatory body that represents animal trainers and animal behaviour therapists to both the public and to legislative bodies. It is the only animal welfare charity that is primarily concerned with protecting the psychological welfare of animals undergoing training and behaviour activities. Many of our tutors and associate tutors are recognised as Animal Training Instructors with the ABTC and others are working towards the qualification. Some of our tutors are also registered as Clinical Animal Behaviourists and Accredited Behaviourists with the ABTC. Many of our tutors are registered with the Association of Pet Dog Trainers (APDT), a benchmark of excellence in positive, reward-based dog training. Some of our tutors are registered with the Pet Professional Guild of Force Free Trainers (PPG), some are also members of the Institute of Modern Dog Trainers (IMDT), and others are Kennel Club Accredited Instructors (KCAI). Our Puppy School tutors and associate tutors must undergo extensive training before teaching Puppy School classes. This includes an application and interview process, six days of comprehensive theory covering a range of topics from animal learning to lesson plans (taught by founder and director, Gwen Bailey and Puppy School tutor of 15 years, Catherine Tomlinson, both of whom are APBC registered and registered with ABTC as clinical animal behaviourists), 3 days of supervised practical work and a comprehensive correspondence course. We monitor our Puppy School classes regularly to ensure the highest standards are consistently being maintained. Tutors are carefully overseen by Regional Managers to make sure they are using all the skills necessary to become excellent, positive, reward-based puppy trainers. Our tutors must uphold our Code of Conduct at all times and must complete a sufficient amount of Continued Professional Development each year. You will find many of our tutors at events such as the APBC Annual Conference, Woof Conference and at many other seminars, workshops and lectures across the country that provide insight into the science behind modern training techniques. Many of our tutors have studied to degree level or higher and have a BSc or MSc in Animal Behaviour and Psychology or Zoology. All our Puppy School tutors and associate tutors strive to uphold standards and keep up to date with the latest behavioural science. Founder and Director Gwen Bailey gwen bailey"I've lived and worked with dogs all my life, starting with the family's assortment of cross-breeds and a weekend/holiday job at the local kennel which taught me so much and gave me lots of practical handling experience. Later, with a BSc degree in Zoology, I wanted to do something to help dogs have a better life so I became Information Officer and later Animal Behaviourist for one of the UK's largest animal welfare charities. After working with rescue dogs as Head of Animal Behaviour for the charity for 12 years, I realised that there would always be more dogs needing new homes than there would be homes for them to go to. In addition, many of these dogs had behaviour problems which made it more difficult to rehome them. The task seemed never ending. It became clear that the way forward lay in education of new owners, particularly during the early stages of puppy-hood when owners are keen to learn and puppies are very impressionable. So in 2002, after writing the successful Perfect Puppy book, I set up Puppy School, which has grown into a fantastic UK network of well-trained professional trainers who helps new owners give their puppies the best possible start in life. Well-trained, well-behaved dogs is the goal so that owners want to keep them all of their lives and even if the dog is unlucky enough to find itself in rescue one day, it will be easier to rehome. Thousands of puppies have now passed through Puppy Schools across the country and we hope that all of them have had better lives as a result". Gwen has written 13 books on animal behaviour and lectures in the UK and internationally. For further information, please visit my Dog Problems Solved website. Please click to see a copy of Puppy School’s Terms and Conditions : and (Code of Conduct)

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ian hart consultancy

Nottingham

In the highly stressful position of school leadership, it is often difficult to get a truly dispassionate view about how well you are doing or what other schools are doing to address particular challenges. Too often, external evaluation is very clear on identifying strengths and weaknesses but offers little in the way of advising on what can be done to address issues arising. With our experience of working with more than two hundred senior leadership teams across England, extensive knowledge of data management and analysis and up to date knowledge of inspection procedures; we can help you gain an objective, accurate understanding of the effectiveness of key areas of your school and will write this up in a way that directly contributes to your school self-evaluation, thus saving you time to spend where it really impacts; with your children and teachers. My Background After a successful 15 year career teaching in a range of different primary schools in different authorities, culminating in Headship, I joined a major public services company in 2008 advising on data analysis and management and school improvement through accurate self-evaluation. As part of this remit, I provided CPD and advice to primary schools across the country. In 2010, I undertook inspection training and became a fully qualified additional Ofsted Inspector. I successfully retained my badge in the reduction of inspectors in 2016 and continued inspecting until 2018, when one-day inspections significantly reduced the need for additional inspectors. During my time on inspection, I worked on behalf of SERCO and then Ofsted directly from 2016. In May 2011, I became a fully independent schools advisor and since then, as well as inspection work, I have worked with over 250 schools Nationwide. The location of these schools has included Sunderland and Teesside in the North East, Manchester and Thameside in the North West, various parts of London and Wiltshire in the South East and West, as well as many points in between! In these schools, I have worked in partnership with them on SEF writing, school advisory work, self-evaluation and school performance information analysis as well as providing both on-site and course training regarding data analysis and curriculum development. As I am not employed by Ofsted and have no ties to local authorities, then you can be sure that the view point I give is objective and based entirely around the evidence available. I work as an advisor to both maintained LA primary schools and Multi-Academy Trust groups.

start oxford education services

London

Start Oxford team has over 10 years of experience in working with families from all over the world to help them access the best educational opportunities for children and young adults. Coming to study in Oxford is a life-changing opportunity, but it might be difficult to decide on the right course or school and organise your time here to reach the most of your potential. With our knowledge of the city and its schools and universities, we will help our clients reach their goals. World-class teaching Oxford has around 50 independent schools and two Universities. The University of Oxford is one of the oldest, most beautiful and most acclaimed universities in the world. Oxford Brookes is a leading modern university that has nearly 3,000 international students from more than 140 different countries. Together they create a culture of learning and attract world-class academic staff into the city. Whether our students enrol on a short intensive course or in an independent boarding school for an academic year, they will be surrounded by highly intelligent and motivated people from all over the world, and can make connections and friendships which will stay with them for life. Experience the city At 150,000 inhabitants, Oxford is big enough to be a bustling hub with a social life, but equally small enough to be compact, calm, and safe place. It is very well connected to London – with one-hour train ride and coaches leaving for central London every 20 mins - meaning that the capital is never too far from reach. Above all, Oxford is a historic and architectural gem, with a gorgeous town centre filled with Gothic spires, Baroque porticoes, and Georgian courtyards. The city sits on the banks of the River Thames and boasts a variety of world-famous museums, galleries and libraries. Living and studying in this city is a truly unique experience. Gain a peace of mind At Start Oxford, we focus on bespoke, individual approach to every client. We take time to understand their needs and aspirations, and we make sure families gain peace of mind by having a trustworthy and approachable partner. We personally visit schools and talk to teachers, vet accommodation options and arrange for any extra-curricular and social activities for our clients. Our relationship does not end when a student arrives in Oxford – we will be on hand to support our clients during their studies and stay in touch with their families.

london love school

LONDON

Now in my early forties, I have dedicated the past two decades of my life to helping people create rewarding, fulfilling and loving relationships which will enable them to fully reach their potential. I genuinely believe that we are all trying to create the best possible lives for ourselves — but often we face emotional blocks, arising from difficult past experiences, which prevent us from moving forward. Self-doubt, fear and judgment play their parts, and we feel forever condemned to repeating the same mistakes. By working through challenging issues, and uncovering our true selves, we are able to begin again, and take strides forward in our lives. The Tree of Life, 1905 Gustav Klimt Museum of Applied Arts, Vienna Our emotional responses, our thoughts and behaviours, are all self-taught, and can certainly be unlearned, or adjusted and improved. Everyone possesses the ability to replace old habits and create new ones. No matter who you are and whatever your experience, good or bad, there is always the potential for personal development, and to grow into a happier new you. As a mentor I will guide on a journey of your own making, to a place of authentic, soulful growth and personal development. Approach I try to ensure that my time with those seeking my help is a fun, enjoyable experience which brings out the best in those to whom I gladly offer my assistance. I find an interactive and participatory style helps those in my charge to embed their new knowledge more quickly and efficiently. I use techniques from Solution-Focused and Cognitive Behavioural Therapies, as well as elements of Life Coaching, to create engaging and practical instruction. We set and review goals on a weekly basis, and with every session we develop new skills that can be immediately implemented into daily life. Having worked with many people over the years, I am very well aware of the need for immediate change and development. The techniques I use create a series of small changes which build confidence in the process and so enable participants to consider the possibility of more challenging development — changes that before, felt impossible, now feel within reach. Motivation I am grateful I have been given the opportunity and skills to turn my passion into my profession and help people grow. and I am committed to developing human potential wherever I am able. Helping people work through issues in their lives and seeing how this change manifests itself, brings meaning to my life and work. As a mentor, I work with clients on every step of their journey and appreciate the privileged position this allows me.

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weatherfield academy

Dunstable

Coombeshead Academy is a thriving 11-18 school with students joining us from a range of partner primary schools across Newton Abbot and the surrounding area. We also welcome students from other secondary schools into Year 12 where they can study A Levels and vocational Level 3 courses in our successful Sixth Form collaboration with Teign School and South Devon UTC. Our school forms part of Education South West (ESW) where we work in partnership and collaboration with other schools to build success for young people across South Devon. Our school vision is based on: Inspiring Excellence We believe that every young person should have the opportunity to learn in a stimulating and inspirational environment where they can be challenged at the highest levels, as well supported and nurtured, to achieve their very best. Our core values of Positive Attitude, Endeavour, Achievement, Community and Enrichment underpin all our decisions and interactions with students and families. We offer a broad and balanced academic curriculum. We focus relentlessly on the experiences and outcomes our students receive during their time with us so that they are fully equipped with the qualifications and life experiences needed to be successful adults. ‘Growing you whole self’ by accessing the wider curriculum offer that is available at school is a central element of our school. The whole self is about being a leader, taking part and generally exploiting every opportunity that is offered by the school. These core values are encapsulated in our motto of the Coombeshead Way Turn up and be ready: We want every student here at school every day. We know that good attendance guarantees good outcomes and therefore better life chances to get the jobs they want in the future. By being ready to learn with the right attitude and the right equipment no learning time is wasted and the progress our young people make every lesson can be maximised. Work hard: By putting in 100% effort every lesson, every day and never giving up even when facing challenges with new learning and with more difficult concepts. Be nice: We want all our young people to focus on treating each other with respect and tolerance as well as allowing everyone to learn and excel in every lesson We have a caring, disciplined, family atmosphere. All our students are known and treated as individuals. We have high standards, and we place particular emphasis on school uniform 11-16, exemplary behaviour, attendance and punctuality. We value all our staff, and we ensure their skills and knowledge are second to none through a comprehensive professional learning programme.

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