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291 Educators providing Education courses in Bedworth

Chrysalis Craft Coventry

chrysalis craft coventry

Coventry

Chrysalis Craft Coventry CIC was founded in March 2020 in response to the urgent unmet needs of BAME and migrant communities who were disproportionately affected by the COVID-19 pandemic. The lockdown has challenged the mental health and wellbeing of everyone, more so for asylum seekers, refugees and migrants in our communities. Many have experienced unimaginable trauma and have seen major disruptions in their life already. The pandemic has amplified further the existing mental health problems. Often left in limbo, not able to take on higher education studies and not allowed to work (with many refugees under or unemployed) and likely to face loneliness or worse, direct discrimination, within their new communities. Chrysalis Craft Coventry CIC run sessions and activities to help with healing, using art and different artistic methods for wellbeing. The aim is to build self-esteem and friendship through artistic techniques, using art to work against loneliness as a result of language, cultural and ability barriers. The social enterprise supports people from a variety of different backgrounds, focussing on disadvantaged adult women immigrants, refugees and asylum seekers. Focusing on women who came to Coventry and the surrounding area recently, and those who have been here for a long time, but who have experienced barriers to integration. Local authority, NHS and charities working with migrants’ commission and refer people onto in-person and online workshops. Grant funding supports materials and content development. Over the short period of the start-up, Chrysalis Craft Coventry CIC supported thousands of individuals suffering from loneliness, domestic abuse, stress, anxiety, depression, homesickness and Post-Traumatic Stress Disorder because of life experiences with positive results. During the pandemic the workshops have proven invaluable, acting as a safe environment and an information and signposting service. Directing people to urgently needed services they could not reach due to language barrier or stigma caused by misinformation.

IOA Central Branch

ioa central branch

Coventry

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

Nouveau Theatre School

nouveau theatre school

Atherstone

We have an exceptional teaching programme that has been carefully developed from the countless years of professional practice and teaching experience teachers attribute to the school. Our students don't just focus on technique and practical training, we know the fundamental importance of theoretical and subject knowledge. An in depth understanding of a subject and it's industry will have a positive benefit to a students learning and future achievements. Core subjects taught at Nouveau follow the IDTA teaching syllabus and will require students to take graded examinations two or three times a year. We maintain a 100% pass rate across all examined subjects. Every child should have the opportunity to dance and perform. Serious or hobby our school welcomes all, regardless of ability and circumstance. Recreational lessons offer fun, healthy early learning, introducing students to an exciting interest and great opportunities. Experience and opportunity play a key role in the preparation of a child pursuing any kind of career. A student looking at progressing to higher education, focused on the performing arts will find learning with Nouveau a valuable, memorable experience. Recreational and intensive learning will actively provide a student with performance experience as well as a healthy and engaging educational activity. Rec students can take part in shows and other exciting school activities without the pressure of exams. For the more committed student taking IDTA graded classes offers fantastic experiences and opportunities invaluable to a young creatives development. Graded students have the chance to be a part of dance festivals, compete internationally with our world champion comp team, take part in industry workshops, auditions and public performances plus much more. Being a part of our school is more than just learning and practice. A child's time at Nouveau will be a happy and nurturing part of their growing. Making new friends and learning new skills, reaching new heights and building a firm industry foundation are just a few of the wonderful things that can be found at Nouveau Theatre School.

Csct

csct

West Mids

CSCT – the UK’s Premier Supplier of Counselling Training Materials CSCT has been dedicated to the provision of the highest quality training for counsellors and those wishing to develop their people skills for over 40 years. A Unique Provider Counselling training is one of the fastest growing areas of vocational and part-time study in the UK. Our courses attract not just those interested in becoming a counsellor. Individuals from many other walks of life study with us for their own personal reasons. Many simply have a strong personal interest in acquiring some counselling skills; others undertake our courses to enhance their inter-personal skills and their general potential at work. CSCT provides a range of courses specifically to cover every level of interest. Full details of all the courses are contained in the ‘Courses’ section. CSCT courses are available throughout the UK via a comprehensive network of FE Colleges and private providers. Why CSCT? CSCT has a proven track record of creating, administering and supporting counselling training courses. Our highly experienced team of academic experts produce fully comprehensive tutor and trainee materials written to a given awarding body’s specifications. We are committed to providing high quality training programmes that reflect current thinking and research in the field and meet the changing needs of the counselling profession. Our materials give tutors and trainees the confidence and peace of mind that awarding body requirements can be fulfilled through timed sessions, individual and group exercises, topics for further discussion, points for reflection and discussion, and tutor evaluation questions. We also have available a range of non-RQF CSCT courses (including CSCT Introduction to Counselling) that are available with a CSCT certification. Funding for non-RQF courses is at the discretion of local Learning and Skills Councils. Please contact, info@counsellingtraining.com for further details. With more than two decades working with the Further Education sector and small/medium enterprises in the UK, Eire, the Netherlands and Gibraltar – and having trained over 50,000 students in that time – we understand fully the demands and needs of counselling training.

Refuge In Literacy Uk

refuge in literacy uk

London

Refuge In Literacy UK began when children’s author Anne Stairmand donated signed copies of her books to a local domestic violence refuge at Christmas 2020. The response was so positive she wondered if this would be the case throughout the UK, and so she spent the following January and February speaking to over 300 refuges in the UK asking whether authors donating signed copies of their books to their local refuges would make an impact. From the joy of receiving a personal gift, to the simple joy of reading, to the educational, emotional and self-improvement opportunities books can present – which in turn can create empowerment and self-esteem – it was clear these books would have an impact. Children will have a sense of value, worth, self-esteem … They will harness a willingness to read, to learn, to savour the process of reading, escapism and transformative powers of a book. — Thurrock Changing Pathways Essex, 2021 Refuge In Literacy UK is also aiming to address a lack of consistency in literacy resources and training by supporting refuges with reading strategy prompts which feed into the National Curriculum. Our pilot refuges, currently nine across the UK, will help trial these, and evaluations will help us refine and improve. The wider benefits of a signed personal copy of a book cannot be underestimated, encouraging children and parents to become literacy confident in reading, writing and comprehension. — Glasgow Women’s Aid, 2021 We are a board of six directors and have seven board advisors with expertise in many different areas who attend meetings to support and advise throughout the year. The personal benefits of having a newly, personally signed book, creates a sense of empowerment. However, the benefits transcend far beyond the token of a personal gift. — Liverpool Women’s Refuge, 2021 As we are a non-profit organisation, the board are committed to helping those in domestic violence refuges to improve literacy life chances in for those in education and in the wider world.

West Coventry Academy

west coventry academy

Coventry

In practice, this means that we expect students, staff, parents and governors to model these core values. Student Expectations Respectful Students show respect for themselves, their peers, staff and the community. Communicate with others in a calm and respectful manner Listen and respect other people’s views Have respect for the school site and learning environment Have a healthy, active and proactive lifestyle, with self-respect and self-discipline Recognition that respect for effort brings reward Responsible Students are responsible for their own behaviour and their consequences. Students are responsible for their own learning Students are responsible for wearing the correct uniform, bringing the correct books and equipment to school. Students are responsible to complete their work (including homework) Students are responsible to attend/complete any sanctions issued due to inappropriate behaviour or missed work. Students are responsible to report any inappropriate behaviour to an appropriate adult Resilient Students become more resilient when they realise that it is important to make mistakes and learn from them When finding work difficult, students should not just give up Re-read the work, look at previous work, have another go! Only ask for help when the above has been done Have high expectations of yourself Learn from experiences, in order to become stronger and better at tackling the next challenge Ready to Learn Students attend school in correct uniform, on time and with the correct equipment books Be punctual for all lessons, enter rooms calmly, take out equipment and start the Do Now in silence Make sure all home and prior learning tasks have been completed Have the right attitude to learn and actively engage in lessons Staff Expectations Respectful Staff model respectful behaviour to promote a culture of mutual respect Communicate with others in a calm and respectful manner Feedback on work respectfully, showing students that their work and effort has been valued. Show respect through being fair and consistent when dealing with students Promote that respect for effort brings reward Responsible Staff are responsible for creating a positive and calm learning environment Teachers are responsible for delivering well planned and meaningful learning experiences Teachers understand the responsibility of their role as a tutor Staff understand the responsibility of working in a school Staff are responsible for modelling expectations Staff are responsible for challenging poor behaviour and uphold school policies consistently. Resilient Support the whole school community to build resilience Identify vulnerable students that may have barriers to learning, support them in reducing barriers and equip them with the skills to build their resilience Praise student’s efforts Teach students that we learn from make mistakes Be open and flexible to new initiatives Develop a Growth Mindset Ready to Learn Ensure lessons are well planned and have impact for all students Ensure you are punctual to lessons and greet the students in a positive way Ensure school rules are applied consistently and fairly Listen to student concerns and help students overcome barriers to learning Empower students to become independent learners Parent Expectations Respectful Promote respectful behaviour within their families Communicate with the school in a calm and respectful manner Respect that all school decisions they are made with best interests of the students Respect the school rules and explain to their child the importance of them Respect the importance of education and teach their child the value of it Promote that respect for effort brings reward Responsible Parents are responsible for their child’s attendance and behaviour Parents are responsible to ensure their child is kept safe and well. Parents are responsible to ensure their child has the correct uniform and equipment. Parents are responsible for communicating with the school to flag any issues that may affect their child’s learning. Parents are responsible challenge poor behaviour and celebrate success Resilient Build up their child’s resilience through supporting them emotionally and helping them to show determination in the face of adversity Promote the importance of “Learning from mistakes” Demonstrate a positive attitude about education and their child Praise their child’s efforts and not just their academic achievements Ready to Learn Ensure their child attends school on time, in the correct uniform and with the right books/equipment Support their child with their learning Develop a partnership with the school Keep track of their child’s homework and behaviour by accessing classcharts regularly Encourage their child to read and to become an independent learner

Gill Arnold Dressmaking Training

gill arnold dressmaking training

West Midlands

I live and work in Solihull and am married with two boys. I have an obsessive love of sewing, which has driven my career through a wide range of sewing related experiences. I came from a family of sewers and from a very early age was encouraged to be creative. My love of embroidery and needlework led me to pursue a career in teaching. I attended a specialist needlework and home economics teacher training College in Liverpool. I always enjoyed "hands on work" and gained experience working with an expert team of fitting and alteration seamstresses at an exclusive dress shop the summer I finished at Liverpool. I wanted a creative career, so I applied for the position of wardrobe assistant at the Birmingham Repertory Theatre. This was a wonderful work experience, sewing fabulous fabrics and making a diverse range of costumes. The theatre wardrobe mistress encouraged me to continue studying and I enrolled for a City and Guilds course. Although theatre working hours were long, they were flexible and I could study and work full time. I achieved merit for City and Guilds Creative Studies; two years later I received a distinction in Fashion and Design and won the year prize. My qualifications and experience opened another career opportunity in the fashion industry. I wanted to work fewer hours and the job I was offered provided training in production planning and buying. Working regular hours I decided to think again about the teaching career I had abandoned. I was employed by Birmingham Adult Education Department to work in evenings teaching Embroidery and Needlework. I thoroughly enjoyed teaching, so when I married and the family arrived I gave up full time work in industry. I returned to college, updated my teaching qualifications and became a part time teacher In the early 90's I wrote the Tailoring Programme for the West Midlands Access Foundation, later used by Open College Network. By 1996 I was determined to offer my own courses, now known as Gill Arnold Dressmaking Training. In 1997 I became Sewing World magazine's pattern specialist. Over 20 years teaching has given me a wealth of experience and knowledge to produce articles on patterns and fitting. I have also written for Sew Today and American publications. With the support of the sewing industry I enjoy being a regular exhibitor at shows all over the country including the National Exhibition Centre, Birmingham. My yearly programme provides a full range of sewing events, exhibitions, seminars, cloth sales, trips and courses.

Af Academy

af academy

Tamworth

Private support of the Air Force Academy provides so much more than a margin of excellence, a higher education phrase used to describe the role of private philanthropy. Your impact is, in fact, immeasurable. Our focus on “More than a Margin” is a celebration of the generous individuals who make our mission possible. It more adequately describes the true impact of private support. We believe strongly, as many do, that our Academy is a vital national resource — one that is deserving of our emotional and financial support. The Academy's mission is simply too important to leave to the vagaries of federal funding alone. As a result, the Air Force Academy Foundation (formerly the USAFA Endowment) will work actively to identify and to cultivate key relationships with current and potential Academy donors to support the superintendent's strategic priorities. We also believe that a foundation, singularly charged with the abiding stewardship of donated funds and constituted in such a way as to ensure the permanency and efficacy of the gift, is the most effective structure for providing this support to the Academy. As a result, the founders of the Air Force Academy Foundation chose to establish a new type of foundation and to memorialize a number of unique Founding Principles into the organizational bylaws. Founding Principles Our board of directors is stable and independent. The structure of the Air Force Academy Foundation is such that donors can have confidence that their gifts will be stewarded carefully and consistently over time by other donors. We are committed to a positive and supportive approach. The singular role of the Air Force Academy Foundation is to provide financial support for vital Academy programs. We will not make any public pronouncements on the policy decisions of the Academy or the Air Force. We are fully transparent. Our operations have complete audit and donor visibility annually. Annual reports are provided to each donor — both for the Air Force Academy Foundation as a whole, and for each donor's individual gift. Our Commitment to Donors We hold donor service first and foremost. We commit to integrity and transparency in all our dealings. We will recognize our donors' contributions while respecting donor-requested privacy. We seek perfection in every written communication and report we produce. We under-promise, over-prepare, and over-deliver. We get the job done regardless of who gets the credit. We welcome constructive criticism. We seek continuous improvement in every aspect of our operation. Cooperation and respect characterize our interactions with each other and the outside world. Quality preempts quantity. Execution supersedes intention.

The Old School Day Nursery & Pre-school

the old school day nursery & pre-school

Coventry

The Old School Day Nursery in Nuneaton is part of the award-winning Tommies Childcare group. Enquire now for more information and availability.We stand with parents in raising well-balanced, happy and self-assured young people by investing time, care and resources in their well-being and development. 2. NURTURE A CREATIVE ENVIRONMENT We allow young minds the freedom to explore and discover in a safe, stable and nurturing environment, creating resourceful adults able to reason, respond to and influence their world. Recognise and celebrate individuality, where each child is valued for their uniqueness and distinctive strengths and taught to value and respect differences and diversity in others. 3. SUPPORT YOUR CHILD’S INDIVIDUALITY AND CONFIDENCE Foster a sense of self-worth from an early age, developing confidence and resilience in children that will enable them to withstand and overcome challenges as they grow. Encourage positive interaction and communication, building children’s’ understanding of friendship, co-operation and respect for others in wider society and promoting a sense of belonging. Boost independence, giving children the tools to become self-sufficient citizens in their community. 4. GUARANTEE OUR EMPLOYEES ARE THE BEST OF THE BEST We offer peace of mind that your child is in the best hands, providing the personal attention and nurturing environment of home underpinned by professional expertise and a genuine passion for inspiring children. We provide the best mentors and guides for your children, investing in staff who understand this is more than a job and are excited to help shape our next generation. OUR STORY… In 1998, Tommies owner/CEO, Caroline, had twin daughters who were attending a local pre-school. It was struggling financially and due to close as a result, but she was on the parents’ forum and became aware of the situation. Not wanting to see the pre-school that her family attended and loved, fail, she made an offer to buy the business. Caroline was able to save it and make it sustainable again. Since then Tommies has grown and developed considerably. We currently have eight day nurseries located across the West Midlands, Warwickshire, and Derby. At Tommies, our ethos has moved towards having a strong focus on the wellbeing of our staff as well as the children in our care. We’re extremely proud that Tommies has its own personality and its own way of doing things. It makes us unique, trusted, and the #1 choice for so many families. AWARD-WINNING PROVISION For three consecutive years, Tommies Childcare has received an award for being a Top 20 Most Recommended Mid-Size Nursery Provider in the UK, as reviewed by parents on daynurseries.co.uk. “Tommies Childcare has shown that it delivers excellent early education throughout its nurseries and we’d like to congratulate them on being a top nursery group, as rated by parents. We feel it is a real achievement to be recognised for being in the Top 20 nursery groups by the families and carers of the children.” Davina Ludlow, Director of daynurseries.co.uk In 2019, Tommies Childcare has received the 3 Star Best Companies Accreditation and was listed in the Best Companies to Work For lists. Tommies have also successfully maintained their 3 Star Best Companies Accreditation and place in the lists every year since 2019. “I would like to congratulate Tommies Childcare on your achievement. Best Companies have been producing the accreditation standard since 2006 to acknowledge excellence in the workplace. Organisations like Tommies Childcare have continued to focus on their employees and have been rewarded with an engaged workforce who tell us that this is a best company to work for.” Jonathan Austin, CEO & Founder of Best Companies

British Hang Gliding and Paragliding Association

british hang gliding and paragliding association

Meridian Business Park

Welcome to the British Hang Gliding & Paragliding Association (BHPA) website. From its head office in Leicester the BHPA supports a country-wide network of recreational clubs and registered schools, and provides the infrastructure within which hang gliding and paragliding in the United Kingdom (UK) thrive. Hang Glider (Courtesy Mike Scholes) The BHPA oversees pilot and instructor training standards, and provides technical support such as airworthiness standards, and coaching courses for qualified hang gliding and paragliding pilots. Initial hang gliding or paragliding training must be undertaken at a BHPA registered school. Most schools offer training in a wide range of flying disciplines, so it's important to understand the differences between the disciplines before choosing a school. The Learn to Fly section of this web site explains the relative merits of each discipline, the types of flying involved, and provides an insight into the training methods used. As you near the end of your initial training with one of our registered schools, it's important to start looking for suitable recreational club to join. Obtaining your Club Pilot rating marks the end of your formal instruction and qualifies you to leave the school and fly within a BHPA recreational club. The BHPA supports a network of UK hang gliding and paragliding recreational clubs who are able to offer the supportive flying and social environment vital to the safe development of your flying skills, as you join other recreational flyers on the hill, and continue your progression through the BHPA Pilot Rating Scheme (PRS). As your accumulated airtime increases and your flying skills improve, you will probably start to think about your long term goals and aspirations, and working towards your Pilot Rating, the next rung on the PRS ladder. Club coaches can offer advice and support with the flying tasks that need to be completed, and the theory exam you will need to sit. An online BHPA Mock Pilot Rating Exam is also available. This will allow you to test your current knowledge and help you to understand the subject areas you will need to revise before sitting the real exam. When you first leave your school and join a club, you may choose to spend your first few hours' flying with no specific aim other than to safely accumulate airtime. However, it is well known that pilots make safer more efficient progress when they are given particular tasks to undertake. With that in mind, a panel of experienced BHPA coaches have devised a new pathway to learning, the BHPA Pilot Development Structure. This offers an alternative to the more formal Pilot Rating System, and for newly qualified pilots aims to: encourage interaction between new pilots, their club and its coaches provide a structured way to progress, acquire knowledge and build skills through attainable goals reduce flying related incidents and promote safe flying Paraglider (Courtesy Derek Frith) The BHPA also has a disability initiative called Flyability. This reports directly to the BHPA's Executive Council on disability related matters within the sport. Flyability doesn't simply take people with disabilities flying, it strives to motivate people with disabilities to become involved in the sport of hang gliding and paragliding and to train as pilots. Much of Flyability's work in the sport, focuses around changing peoples perception of disability and their attitudes toward people with disabilities. Disability awareness, education and advice play key roles in Flyability's aims and objectives, as does the development of specialist equipment, training and flying techniques. The BHPA also publishes Skywings, the only magazine dedicated to free flying in the United Kingdom. This glossy full colour magazine is distributed by mail to around 6,500 BHPA members each month as part of their membership package. Powered hang glider (Courtesy Ian Ferguson) Skywings magazine is also read by countless more hang gliding and paragliding pilots and organisations around the world who have purchased an International Skywings magazine subscription from our on-line shop. Freely available electronic copies of Skywings magazine are also published each month on our Skywings page. These can be viewed online as a flipbook magazine, or downloaded as a pdf document. When viewing the magazine online on a device with a small screen, we recommend that you select the single page option in the menu at the top of each issue.