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443 Educators providing Intervention courses

Intervention
Justmaths

justmaths

Redditch

We’ve been around now since 2012. Thanks to all of you that have used and recommended our resources – we really appreciate it! JustMaths was born from the passion and spirit of three full-time teachers who have a genuine belief in the power of collaboration and sharing ideas and best practice. We originally wanted to create a set of resources based around key topics – the main thing we have learnt over the years is that students need a highly focused, carefully targeted support package, giving them 200 video clips just doesn’t work! JustMaths Online was originally based around “The Top 40”, but it exploded (to support the 9-1 GCSE) into “The Big Fat 50”, and then “The Super 60”. In the 12 months leading to the first few sittings of the 9-1 GCSE, being so unsure of the tier of entry for our 3/4/5 students, (we still are now for some students!) we focused on the ‘Crossover’ topics from the DFE programme of study and the exam boards material. Covering the key topics that overlap the foundation and higher tiers is what really helped us deliver a stunning set of GCSE results in 2017, 2018 and 2019. The JustMaths Crossover package is almost expanding on a daily basis, with Seager’s voice and Mel’s resources becoming central to supporting fellow maths teachers across the country. Maths, intervention, just maths, justmaths, mathematics, video tutorials, gcse, exams, a levels, alevel, revision, help, homework, curriculum, OCR, edexcel, resit,gcse, fractions, maths gcse, gcse maths, maths a level, as level maths, a level maths, edexcel gcse, algebra, gcse past papers, edexcel maths, a level revision, maths revision, a level math, online maths

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The Eden Trust

the eden trust

Wanstead

Eden’s Trust (registered charity No. 1136092) was set up by Elli Galvani after her daughter, Eden Galvani-Skeete, was tragically killed at a five star resort in Turkey in 2006 when an entertainment stunt went wrong. As the evening got underway, a wall of fire was lit but when a waiter tried to light a second line of fire, the bottle of flammable liquid he was holding caught alight and exploded, sending fireballs into the audience. Eden took the brunt of the explosion and was on fire from head to toe, suffering 70% burns. Two days later on 31 July 2006, after suffering two heart attacks and kidney failure, Eden died. She was just six years old. As Elli tried to come to terms with Eden’s death, she became painfully aware of a gap in specialised counselling so decided to set up support/survival groups and workshops especially for people who have lost a child. The groups, launched in May 2013, are FREE to attend thanks to special funding sourced by Elli. More information can be found on our Support Groups page. We also support bereaved children in a school setting and offer  training courses to school staff on bereavement counselling and benefits of early intervention.'

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On Our Mind

on our mind

Wilmslow

We are Barnardo’s Healthy Minds Wiltshire, run by Barnardo’s and funded by Wiltshire Council. Barnardo’s believes in early intervention, providing support for children and young people before they face more serious mental health issues. With the right support, young people can transform their lives . Growing up is a challenge for everyone, but for some it’s more difficult than others. We offer practical and emotional support so that young people can enter adulthood with the confidence they need to achieve their full potential. We run many services across the UK, supporting young people’s emotional health and wellbeing, from one-to-one counselling to group work and schools-based programmes. This website has lots of information, practical tips and advice about supporting children and young people’s emotional wellbeing. We are here to help young people aged 5-18 registered with a GP in Wiltshire who are experiencing a range of early mental health difficulties through group work, activities in the community and counselling sessions for those young people who need more intensive support. We are also an all year round service and so our support does not stop in school holidays. We welcome referrals from young people, parents, carers and professionals. If you want to contact the service about support options in Wiltshire please complete our contact form here or email info.wiltsemh@barnardos.org.uk or call 07849 306876. Are you worried about? Panic, stress, worry and mild anxiety Low mood and mild depression Anger difficulties Sexual identity and/or gender Mild self harm Low self-esteem Problems sleeping Problems with friendship groups (including bullying) Relationship problems Relationship difficulties with family Bereavement, grief or loss Difficulties regulating emotions and behaviour Early concerns about disordered eating Body image

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The Social Development Agency

the social development agency

London

Social development processes aim to bring about economic and social improvement in the lives of people through capacity building. Often this involves institution-building and social change. The International Consortium for Social Development (ICSD) is an organization of practitioners, scholars and students in the human services. It was started in the 1970’s by a group of social work educators to respond to pressing human concerns from an international, interdisciplinary perspective. The organization seeks to develop conceptual frameworks and effective intervention strategies geared to influencing local, national and international systems. It is committed to creating peaceful solutions to the problems of survival at the local, national and global levels. ICSD members use a social development approach to: Develop capacity of individuals and communities Promote world peace and social justice Improve access to adequate health care and education Overcome discrimination against women and minorities Create sustainable income and economic structures ICSD serves as a clearinghouse for information on international social development. The Consortium fosters collaboration among personnel of organizations such as the United Nations, World Bank, UNESCO, and UNICEF as well as among professional associations in the human services and institutions of higher learning. ICSD is a well-established and widely recognized international catalyst for sharing ideas among many nations and across many cultures. The ICSD Technical Assistance Roster links members’ special expertise in international social development to agencies, governments and organizations upon request. Areas of expertise include: Community and economic development Organization and program building Education and training in problem-solving processes Monitoring of social development projects ICSD provides mutual consultation and cooperative action on social development. Typical areas include: Curriculum development Faculty recruitment and training International liaison among colleagues with similar research or practice interests Conferences for educators, practitioners, officials, and others Research and demonstration projects Increasing decision making capacity of local residents including women

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Skill Up

skill up

4.8(9)

Skill Up presents a rigorous online education experience, helping you obtain industry-relevant skills certified by the world’s most reputable academic institutions. We bring you the best courses that boost your skills. We provide accredited courses that deliver eye-opening knowledge and insights into every vital aspect of the ever-evolving job market landscape. We are a pioneer in the online learning sphere. Save time and develop your Hidden Talent By Skill Up, you may learn whenever and wherever you want. We have learners from all over the world who are recognized as superior in flexible global learning. In addition, since we provide flexible scheduling, you may continue your education wherever you are if you often travel or need to move. RISE WITH SKILL UP!

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EduTech - Taylor Mason

edutech - taylor mason

High Wycombe

TAYLOR MASON  Taylor Mason Training delivers professional and accredited training & development solutions to a wide range of organisations across the spectrum, encompassing FTSE 100 companies [https://en.wikipedia.org/wiki/FTSE_100_Index], Public sector [https://www.britannica.com/topic/public-sector] through to SMEs [https://ec.europa.eu/growth/smes/business-friendly-environment/sme-definition_en] and private individuals. Our core strength is understanding our clients and their challenges/nuances in respect to the development of their teams and organisations.  Our approach to this is centred on researching and understanding individual business/team needs and creating a training intervention designed to meet these challenges through addressing either skills or knowledge or ability gaps. As well as Tailoring Courses [https://taylor-mason.co.uk/customised-training-programmes-ctp/] for clients to be delivered in-house, we also provide a wide range of Public courses [https://taylor-mason.co.uk/business-training-courses/] which are accessed by individuals that have taken the initiative to up skill and develop themselves.  To meet the needs of these individuals and often our clients too, we have 7 training centres [https://taylor-mason.co.uk/locations/] available across the UK. TAYLOR MASON – CUSTOMISED TRAINING PROGRAMMES (CTP) Sometimes the most effective way to meet your organisation’s learning [https://taylor-mason.co.uk/tips-for-measuring-the-impact-learning-has-on-a-business/] objectives is by getting experts to design a programme of training [https://taylor-mason.co.uk/public-training-courses.html] specifically for your needs. Bespoke learning [https://taylor-mason.co.uk/tips-for-measuring-the-impact-learning-has-on-a-business/] has the added advantage of incorporating a client’s cultural and corporate needs and requirements when they make a change to their equipment, processes, services or people. Through our CTP approach to delivery we are able to utilise a modular approach to learning plus blended learning solutions to really customise the learning experience for you and your teams. Whether you are trying improve performance or change behaviour in a department, process or your entire organisation, you can try to plot where your business is on our Capability Maturity Model, and also evaluate where you want to be and by when.

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Navigating Neurodiversity

navigating neurodiversity

London

The European Agency on the Development of Special Needs Education (EADSNE) (2006) highlighted individual differences as one of the largest challenges faced by teachers in mainstream schools not only in the UK but across Europe. Teacher training and preparation to support neurodiverse pupils within a mainstream setting has failed to keep up with the changes within the field of inclusion leaving teachers ill equipped to achieve true inclusivity within their classroom. The most recent study of mainstream teachers within the West Midlands highlighted that less than 29% of teachers felt confident to support the neurodiverse pupils within their class with 17% unsure of the meaning of Neurodiversity. Navigating Neurodiversity provides hands-on training and support for mainstream schools to improve teacher confidence when supporting the neurodiverse pupils within their classroom. To provide advice and guidance of ensuring barriers to learning within the classroom/school are permanently removed and providing ongoing intervention and support strategies, including de-escalation techniques to provide and happy, safe and inclusive environment which best supports learning for all pupils. We also work with leadership team, including SENCo, providing support, advice, planning and assessment documentation throughout the EHCP application process to ensure a successful outcome is achieved with maximum support gained for learners with SEN. Book Now What is Neurodiversity? Neurodiversity is the term to show the diverse way of the way the brain functions, specifically the range of ways in which we learn, think and relate to others (Honeybourne 2018). The neurodiversity paradigm argues that there is not one ‘normal’ way in which the brain functions. Originating within the study of autism to show that there was no ‘norm’ with regard to learning and social interaction and that autism was not a disorder, neurodiversity is now the term used to include all perceived neurological differences including dyscalculia, dyslexia, dyspraxia, ADHD and Tourette syndrome and supports the theory that no set way of neurocognitive functioning is more important/normal than the other and that differences in learning should be supported and embraced.

The Island Project

the island project

Meriden

The Island Project School was set up to provide a school for children and young people with autism. It was founded by parents whose children had previously been taught at home using Applied Behaviour Analysis ("ABA"). Without functional communication, adults with autism can be isolated from their family, community and even carers. Without clear and early intervention, children and young people may grow into adults with no communication or independence skills meaning that they become the most dependent, and sadly most vulnerable group whilst needing the largest amount of support. If, as a school, we can give young people a means of communication plus independence skills, we can give them a better quality of life, whilst reducing their long term dependence upon their community. Unfortunately, whilst Local Authorities have a legal obligation to provide appropriate education for all children, they do not have the space, funding, or expertise to provide appropriate education for all pupils, particularly those with complex communication needs and associated difficulties, or for those who have ABA on their EHC Plans In the West Midlands, there were no ABA schools when the Island Project was founded, and this remains largely the case. The School was founded using the principles of ABA, and the Pyramid Approach to Education which gives pupils an effective means of communication using the Picture Exchange System. The School recognises that having an effective means of communication, putting in place strategies around managing sensory difficulties, and the development of independence skills are key to enabling children and young people to successfully access education and a better quality of life in the future. In recognition of this, all pupils at the School have input from a Multi Disciplinary Team which includes Behaviour Analysts, Speech and Language Therapists and Occupational Therapists specialising in Sensory Integration. The School originated with three pupils in a small unit in Balsall Common. The Schoo was founded as a charity, and within a few years, had outgrown its original building and moved to new premises at Diddington Hall in Meriden.

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Evolve Enterprise

evolve enterprise

Liverpool

Welcome to Evolve Enterprise Established in 2016, Evolve Enterprise offer bespoke support for children from 7-11 who may be at risk of becoming disengaged in mainstream education due to their complex needs and vulnerabilities. We specialise in working with children who struggle to adapt to the demands and expectations of mainstream school and support them and their families through the pathways of assessment, planning and intervention. We offer a therapeutic based alternative provision from our center in Well Lane Primary School (Annex). We aim to to support schools, children and families and, if possible, help them to either re-integrate back to their mainstream school or enable transition into the provision that is most suitable to meet their educational needs at the earliest opportunity. Our therapeutic and nurturing environment is designed to support all our pupils to help them to progress and develop personally, socially and emotionally. We understand the importance to children and their development of being in a mainstream setting and spending time with peers and friends but, unfortunately this is not always possible. Our goal for all children who access the Evolve programme is to support them to integrate back into their chosen pathway while supporting schools, parents and other support services with a more strategic and seamless transition. At Evolve we have a strong sense of responsibility to our children and families and believe that by working in partnership we can help them to achieve so much more. Our vision is for Evolve to be a single point of contact for schools, helping manage the day to day support for each individual and, by promoting consistency and structure through our therapeutic learning, we aim to give them a sense of security and belonging. We believe that by offering this it will give a more complete support package and, by working with schools, help to maximise the best outcomes that help to guide some of the most complex and vulnerable children through key stage 2, and beyond, with purpose and guidance.

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The Bwrt Institute

the bwrt institute

The Institute is the Training Arm of the BWRT® methodology - If you're searching for therapy, please visit https://bwrt-professionals.com BWRT has already been the subject of a Ph.D. awarded from Lincoln University, UK, and a clinical trial is currently (at May 2022) in progress: https://pubmed.ncbi.nlm.nih.gov/34696777/ The trial is being funded and conducted by the University of Bergen, Norway, after professors there were impressed with its performance. The Terence Watts BWRT Institute was formerly known as The Institute of BrainWorking Recursive Therapy. It was renamed in October 2018 to better show the therapeutic origins of the process. BrainWorking Recursive Therapy® - BWRT® - was created in 2011 by Terence Watts, a therapist, author of many books and training courses and principal of the Essex Institute in Essex, UK. Like many great ideas it was born out of a moment of inspiration while reading about some experiments carried out in 1983 and later which appeared to show that we don't actually have free will in the way we usually think of it. More than that, it showed that decisions were made and acted upon by our mental processes before we become consciously aware of them. Who is Terence Watts? Click here to find out. It was immediately evident that this process accounted for a huge number of the psychological difficulties which so many people have to put up with, and obvious, too, that with some research it could provide the basis for a profound therapeutic intervention, something potentially more powerful and effective than anything that existed to date. Terence had for some time been working on an idea to work with several complicated issues: Why we sometimes can't stop ourselves doing things. Why we sometimes feel that we just cannot do something we would really like to. Why we so often limit ourselves from getting on with life. Why we sometimes give up on something without even trying properly to do it. Why we sometimes fear something when there's no real reason to do so. Why some situations 'trigger' uncomfortable feelings, even though we have no idea why. Why therapy doesn't always work as we want it to.

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