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Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. Using the PATH or MAP processes of group facilitation and the creating of a large wall sized graphic we will provide a School Improvement Plan to be proud of!  Course Category Visioning and Problem Solving Person Centred Planning Strategic Work Team Building and Leadership Description There is an old Japanese proverb, “Vision without action is a daydream. Action without vision is a nightmare” “There is no power for change greater than a community discovering what it cares about” MARGARET WHEATLEY – ‘TURNING TO ONE ANOTHER’ (2002) Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of ‘the future we want to create together’, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think ’vision’ is the top leader’s job. In schools, the ‘vision task’ usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable. Drawing on the planning tools MAPS and PATH (Pearpoint, Forest and O’Brien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid. ??Let us join you to explore your vision and the ‘roadblocks’ to your vision. Testimonials “Thank you so much for the work you did with us yesterday – I have since been in 2 schools today and have spoken to an number of other colleagues who were present – all were totally overwhelmed by the session – they loved it.” “I was totally blown away, so nice to reflect and realise what a long way we have come” “That was so powerful and motivational” “Our Primary is now an OFSTED rated ‘Outstanding School’ – we were in Special Measures – the Visioning and Planning using the PATH process for 3 years has seriously contributed to this”. Learning Objectives To create a far reaching and shared vision of the future for the school team/group you are working with and ensure that each person present contributes to this To create a visual representation (a graphic) of the vision and use this to plan future actions and to inform school improvement and development plans To facilitate the group in thinking through what some of the barriers to achieving their vision are and to begin work on how these can be removed To build a sense of commitment, common purpose and trust within the team/group Who Is It For ? Headteachers School managers EIP Managers Whole staff – including everyone Course Content The facilitation of a shared vision can be delivered as a full or a half day but, unlike our other training days this day depends on your and your team’s needs and the time you have available The course will cover: Creating the vision The Story So Far Headline Themes Naming the Nightmare A Year from Now Naming Roadblocks and Barriers Building strength Who will we need to take with us on the journey towards the vision Who are we? – Gifts, Strengths and Talents Charting Specific Actions

Need a PATH? A person-centred plan?  This is a planning process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group, team, family, staff or organisation.  This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision.  Is your team or family stuck? Want to move on, but haunted by the past and cannot get any useful dialogue started about the future? Facing a challenging transition into a new school or setting? Leaving school? Bored with annual reviews, transition plans and review meetings? Want to find a way of making meetings and planning feel more real and engaging? Need an approach, which engages a young person respectfully together with his or her family and friends? Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LA Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of the future we want to create together, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think vision is the top leader’s job. In schools, the vision task usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable.  Using the planning tool PATH (Pearpoint, Forest and OBrien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid.  Outcomes  To create a shared vision To name shared goals To enrol others To strengthen the group To explore connections and needs To specify an Action Plan To create a visual graphic record of the whole event Process Content  PATH is a creative planning tool that utilises graphic facilitation to collect information and develop positive future plans.  PATH goes directly to the future and implements backwards planning to create a step by step path to a desirable future. (Inclusion Press, 2000). These tools were developed by Jack Pearpoint, Marsha Forest and John O’Brien to help marginalised people be included in society and to enable people to develop a shared vision for the future.  PATH can be used with individuals and their circle of support, families teams and organisations.  Both MAP and PATH are facilitated by two trained facilitators – one process facilitator who guides people through the stages and ensures that the person is at the centre and one graphic facilitator who develops a graphic record of the conversations taking place in the room.  Follow the link below to read a detailed thesis by Dr Margo Bristow on the use of PATH by educational Psychologists in the UK.  AN EXPLORATION OF THE USE OF PATH (A PERSON-CENTRED PLANNING TOOL) BY EDUCATIONAL PSYCHOLOGISTS WITH VULNERABLE AND CHALLENGING PUPILS  The findings indicate that PATH impacted positively and pupils attributed increased confidence and motivation to achieve their goals to their PATH. Parents and young people felt they had contributed to the process as equal partners, feeling their voices were heard. Improved pupil- parent relationships and parent-school relationships were reported and the importance of having skilled facilitators was highlighted. Although participants were generally positive about the process, many felt daunted beforehand, possibly due to a lack of preparation. Pre-PATHplanning and post-PATH review were highlighted as areas requiring further consideration by PATH organisers. Recommendations to shape and improve the delivery of PATH are outlined together with future research directions.

Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. Online Course now available via Teachable Platform – Creating Circles ofFriends Learn at your own pace… lots of text and video support Course Category Inclusion Peer Support Behaviour and Relationships Autism and Communication Description Circle of Friends is an approach to enhancing the inclusion, in a mainstream setting, of any child or young person who is experiencing difficulties in school because of disability, personal crisis or because of their challenging behaviour towards others. The ‘circle of friends’ approach works by mobilising the young person’s peers to provide support and engage in problem solving with the person in difficulty. ‘Circle of friends’ is not the same as ‘circle time’ but many of the skills and techniques used by teachers in ‘circle time’ can be used to support the ‘circle of friends’ process. Over the past 12 years Colin Newton and Derek Wilson have been encouraging the use of ‘circle of friends’ in a wide variety of primary and secondary schools, often with very successful outcomes. Some of these are described in their books ‘Circles of Friends’, (Folens, 1999) and ‘Creating Circles of Friends’ (Inclusive Solutions, 2005). This is an excellent opportunity to learn from Colin Newton and Derek Wilson the educational psychologists who brought this Department of Education endorsed approach to the UK. Learn how to build teams around challenging pupils by drawing on a resource which is always there…. other children. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Circles of support are for us all, for life…. and they work! Testimonials ‘Absolutely fantastic session – so thought provoking and positive.’ ‘Well presented excellent course’ ‘Wonderful, mind blowing day. Lots of children and young people there we need to really see – not treat’ ‘Excellent presentation, lively, modern, current – definitely got the attention. Course gave great food for thought and I feel confident that this way of working will have a place in the future of our school. Learning Objectives To be able to understand the values and wider context of inclusion To be able to set up and run a ‘circle of friends’ to reduce likelihood of a pupil being excluded or segregated To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour Who Is It For ? Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover: The importance of Welcome Inclusion values underpinning this work The Intentional Building of Relationships – ‘Circle of Friends’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up of circles of friends Lessons learned Stories of circles in primary and secondary mainstream schools ^ Circles of Friends Training in Kiev, Ukraine

1:1 wellbeing programmes for parents and carergivers in neurodiverse families to help you feel less overwhelmed, more energised, and present. Are you exhausted from the constant demands of neurodivergent parenting? Do you find yourself caught in an endless cycle of stress, worrying about what tomorrow might bring? You deserve to prioritise yourself without feeling guilty. After all, taking care of yourself benefits your whole family. And what's even better is that you don't need to sacrifice your time or energy to do so! Who are these programmes for? This programme is designed especially for parents and caregivers, in neurodiverse families, who: Want to feel calmer in daily life Are ready to start prioritising their mental and emotional wellbeing with 1-to-1 support Desire a deeper connection with themselves and want to rediscover their sense of identify outside of their caring responsibilities. Because you deserve to be someone outside a parent/carer. By the end of the programme you'll: Feel less stressed Have new healthy habits that nurture your wellbeing Have more energy, because running on empty isn't good for anyone Feel grounded and present, even during challenging times Notice a calmer mind and feel more intentional with your time and energy. How it Works A mindful approach to escape the cycle of burnout. Based on my Burnout Prevention Method and 4-step ARIA Framework: Awareness Reflection Insight Action A 12-week journey to reset your energy and stop burnout before it happens Tailored guidance, support, and encouragement via voice notes & messaging x2 days a week (Tuesdays and Wednesdays) Monthly reflection to acknowledge your journey and celebrate yourself A personalised self-care plan, so you can continue taking care of yourself beyond our time working together. Plus you'll get… Lifetime access to: Online course ‘The Mindful Reconnect’ (worth £399), so you can continue your mindfulness journey and be supported beyond the programme. Self Care Bundle People pay £77 for this, but you get it for free! Have more tools to support you on your wellbeing journey. Next Steps Imagine the calm and joy you can create with ongoing support and encouragement. It's a investment in you and your family’s wellbeing. Due to the personalised support offered, spaces are very limited. Don’t let another day slip by feeling overwhelmed and exhausted. Please note: The booking will ask you to select a date after the payment page. Please select the date as the day you are booking. Take the first step today

FAA Level 2 Award In First Aid For Mental Health (RQF) Classroom (1 day course) or Virtual (3 x 2½ hour sessions) Gives learners knowledge of Mental Health First Aid Gives learners the skills to help those with mental health problems and improve mental health in the workplace Course Contents: What is Mental Health? Why people develop mental health conditions What the role of a mental health first aider is Knowing how to provide advice and practical support Knowing how to recognise and manage stress Understand the impact of substance abuse on mental health Understand the first aid action plan for mental health and be able to put it in place Know how to implement a positive mental health culture in the workplace Recognising a range of mental health conditions: Depression Anxiety Psychosis Eating disorders Suicide Self-harm Benefits of this course: 37% of all work-related ill-health is due to mental health problems Problems with mental health cover 45% of all working days lost A whopping 12.8 million working days, or 49, 042 years, were lost due to mental health problems in 2018/19 602,000 workers suffered from work-related stress, depression or anxiety in 2018/19 One in four people will have a mental health problem at some point during their lives Whether work is causing or aggravating mental health problems, employers have a legal responsibility towards their employees Work-related mental health issues must to be assessed to measure the levels of risk to staff Where a risk is identified, steps must be taken to remove it or reduce it as far as reasonably practicable This full day Mental Health First Aid course gives a good grounding to help others in the workplace Accredited, Ofqual regulated qualification Our Mental Health First Aid Courses are nationally recognised, Ofqual regulated qualifications accredited by First Aid Awards Ltd in association with NUCO Training. This means that you can be rest assured that your Mental Health First Aid Certificates fulfill the upcoming legal requirements and are a very good way to make sure you and your employees have a supporting workplace to deal with staff's mental health conditions. The Ofqual Register number for this course is 603/3769/2

CPD Accredited, Interactive Short Course 1½ hr session Learn to deal with bleeding, from minor bleeds to catastrophic bleeds Become a life-saving hero if ever someone is seriously injured Course Contents: How to treat minor bleeding How to treat major bleeding Types of bleeding How to treat catastrophic bleeding Tourniquets Why to use a tourniquet How to use a tourniquet How to make an improvised tourniquet How to use a Tourni-Key Wound packing How to use Celox Z-Gauze How to improvise packing a wound How to treat gunshot wounds Practical elements: There is an option of learning how to deal with catastrophic bleeding in person, so you get to practice these skills (and play about with fake blood 😀). For that, see our Catastrophic Bleeding course module. Benefits of this Short Course: We all have regular injuries which cause us to bleed If not properly cared for, even a small cut can turn septic and kill or maim Serious car accidents, machinery accidents at work, weapon wounds, terrorist attacks and more can also lead to catastrophic bleeding Did you know that a person could bleed out in just five minutes..? You're got to act quick, decisive and correctly Please don't do what you see in the movies - you will kill the person even quicker...

Tackle Stress Before It Tackles You! Work-related stress affects 875,000 people every year, and its impacts go beyond the workplace—affecting your mind, body, and personal life. But it doesn’t have to be this way. Join our Stress Management Workshops to: ✔️ Understand the difference between stress and pressure ✔️ Learn the causes of stress in and out of the workplace ✔️ Discover practical coping strategies and build mental resilience These workshops are packed with insights, tools, and strategies to help you take control of your stress levels and improve your well-being—personally and professionally. There are two different ones to choose from - a 2 hour workshop and a 4 hour workshop! Course Contents of 2 hour course: What is Stress Stress versus Pressure Statistics Absenteeism, Presenteeism and Leaveism Workplace Causes of Stress Personal Causes of Stress Short-Term and Long-Term Effects of Stress Coping Strategies Mental Resilience Benefits of this Workshop: In 2022/23. 875,000 people suffered from work-related stress, depression or anxiety The affects of stress are far reaching, affecting one's mind, body, social and personal life Become more aware of what stresses you, what is does to you and find ways to reduce those stress levels

HOW DANCING CAN IMPROVE YOUR MENTAL AND PHYSICAL HEALTH Move your body to your favourite tunes – it’s the ultimate feel-good exercise and has some surprising effects on both the body and mind Music and dance have been fundamental parts of the human experience for thousands of years. No matter what your favourite tune may be, music can have a huge effect on your wellbeing – Charles Darwin even thought that our ability to make and understand rhythmic beats worked as an early form of communication. Whether or not we still share messages through music, we all know that it can change our mood and studies have shown that we share a natural sense of rhythm (no matter how much you might protest). Dance is therefore a natural outlet, and one which can do a lot to make us feel good. Club Azucar offers corporate dance packages for the workplace in order for your organisation (Companies, Institutions & Schools) not only function at its best, but to be happy and healthy in life. These are the expected benefits for the individual employee which have been also confirmed by the participants: Physical Health: Salsa/Zumba or any Latin Dance Classes improves mobility, coordination / motor skills and fitness level.while being a low-impact exercise which includes people of all ages, abilities and fitness levels Mental Health: Dancing requires full concentration so for one hour away from their desk ,participants will experience reduced stress levels, , feel refreshed and more alert and able to concentrate better following the lesson Music in combination with physical exercise has an uplifting effect through the release of endorphins and dopamine in the body & brain Learning a new skill is proven to train your brain, contribute to prevention of dementia and give the confidence to face new tasks and challenges in other areas of work and life The patience and encouragement of the teachers has furthered this new confidence and sense of achievement and contributed to participants’ belief in themselves and their ability to take themselves out of their “comfort zones” and take on new challenges Getting to know each other in a social rather than work context and learning a new skill together, dancing and laughing together, gives participants a sense of belonging and furthers team buildingDo you want more proof? Get involved and hire us!!! Booking Terms & Conditions 1. The above prices are only for Greater London  2. Fees are non refundable 3. Courses are subject to availability from both parties  4. Train, plane. petrol, or any sort of transport fares are to be refunded.  5. Cancellation must be before 24 hours every class

Mindfulness-Based Stress Reduction (MBSR) is an effective, scientifically researched method for reducing physical and psychological suffering while building resilience, balance, and peace of mind.

  ISO 14001 Lead Auditor training enables you to develop the necessary expertise to perform an Environmental Management System (EMS) audit by applying widely recognized audit principles, procedures and techniques. About This Course   During this training course, you will acquire the knowledge and skills to plan and carry out internal and external audits in compliance with ISO 19011 and ISO/IEC 17021-1 certification process. Based on practical exercises, you will be able to master audit techniques and become competent to manage an audit program, audit team, communication with customers, and conflict resolution. After acquiring the necessary expertise to perform this audit, you can sit for the exam and gain "Certified ISO 14001 Lead Auditor' Certificate. By holding this Certificate, you will demonstrate that you have the capabilities and competencies to audit organizations based on best practices.    Learning objectives   Understand the operations of an Environmental Management System (EMS) based on ISO 14001 Acknowledge the correlation between ISO 14001, ISO 14040 and other standards and regulatory frameworks Understand an auditor's role to: plan, lead and follow-up on a management system audit in accordance with ISO 19011 Learn how to lead an audit and audit team Learn how to interpret the requirements of ISO 14001 in the context of an EMS audit Acquire the competencies of an auditor to: plan an audit, lead an audit, draft reports, and follow-up on an audit in compliance with ISO 19011   Educational approach   This training is based on both theory and best practices used in EMS audits Lecture sessions are illustrated with examples based on case studies Practical exercises are based on a case study which includes role playing and discussions Practice tests are similar to the Certification Exam Prerequisites   A fundamental understanding of ISO 14001 and comprehensive knowledge of audit principles.  Who Should Attend?   Auditors seeking to perform and lead Environmental Management System (EMS) certification audits Managers or consultants seeking to master an Environmental Management System audit process Individuals responsible for maintaining conformance with EMS requirements Technical experts seeking to prepare for an Environmental Management System audit Expert advisors in Environmental Management What's Included?   Refreshments & Lunch (Classroom courses only) Course Slide Deck Official Study Guides CPD Certificate The Exam   Accreditation Assessment     Delegates sit a combined exam, consisting of in-course quizzes and exercises, as well as a final 12 question, essay type exam on Day 4 of the course. The overall passing score is 70%, to be achieved within the 150 minute time allowance. Exam results are provided within 24 hours, with both a Certificate and a digital badge provided as proof of success. Provided by   This course is Accredited by NACS and Administered by the IECB