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861 Educators providing Model courses

Model
Armed Forces Networks: Sussex and Kent & Medway

armed forces networks: sussex and kent & medway

The Armed Forces Network (AFN) started in Sussex in 2011 and is a multi-organisational group which includes members from the NHS, MoD, Armed Forces Reservists, Mental and Physical Health Clinicians, the Royal British Legion, SSAFA and other interested charities and organisations from across Sussex (i.e. police and local authorities). In July 2016, this model was rolled out to Kent and Medway and is commissioned by the Integrated Care Boards (ICBs) across both Sussex and Kent & Medway. The members work together to improve the lives of the Armed Forces community (ex and serving personnel and their immediate families). The AFN also includes Service Champions from a wide range of the organisations across both counties who are advocates for the Armed Forces community and have the skills and knowledge to support through direct service provision, linking with other organisations or signposting to where additional support could be received. It is managed by the Armed Forces Director for both Sussex and Kent & Medway ICBs. Each Network aims to facilitate the ICBs and the local community in the delivery of the Armed Forces Covenant Commitment and the Armed Forces Act 2021. In November 2014, the AFN won a National Military and Civilian Health Partnership Award for its work on education, training and research with local military personnel. The AFN was commended for its work on developing a unique set of relationships to ensure organisations are identifying and meeting the specific needs of the Armed Forces community through local health and care services. The Support Team has continued to develop and deliver a range of resources, many of which are contained within this website. These included a wide range of CPD and other accredited courses, factsheets, flip tools of contacts, topic area specific pathways. This continued growth has been recognised in the national Soldiering On Awards where the Network was been a finalist for two years and a winner in 2020.

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Training For Success

training for success

Berkshire

TFS leads the way on customer satisfaction, reliability and creativity and has demonstrated a significant return on investment to our clients since incorporation in 1997. Supporting organisations to minimise corporate threats engages with three key aspects: Education, Legal certainty and added value. Education: TFS operates up to and including level 8, the highest level of the educational spectrum. The domestic regulated UK security sector, for example, is positioned at level 2. Legal certainty: TFS has its own dedicated team of LLB (Hons) practitioners and therefore provides complete peace of mind to customers. Not all providers can claim this guarantee. For example, The Corporate Manslaughter and Corporate Homicide Act 2007 provides the framework for legal compliance in terms of personal safety training. The findings in R v Cotswold Geotechnical Holdings (CGH). 2011 EWCA Crim 1337 amplify the requirement to integrate reliable industry practice. TFS exceeds these standards with the inclusion of the nonintrusive body mechanics approach. Other providers fall significantly short of this benchmark and can leave clients vulnerable to litigation. Equally Investigative procedures should be ethical, fair and reliable. TFS maintains the gold standard of The Home Office Police & Criminal Evidence Act 1984 (PACE) codes of practice and the TFS interview model has been adopted by Hertfordshire Constabulary. Not all providers can demonstrate this approach and compliance to domestic law. Added value: TFS provides training and consultancy to a broad range of corporate and governmental clients both within the UK and overseas. Examples of ROI’s have engaged with an 80% reduction in assaults on staff (leading UK supermarket) and interventions that have driven improvements in shrinkage figures that contributed to a year-on-year saving of £2M (FTSE 100 client). TFS continues to meet the rigorous RSQS accreditation: The RSQS accreditation mark is valued by some of the largest purchasers in retail industry and indicates that you have gone through the process and have demonstrated your commitment and credentials to the industry.

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Lingo Flamingo CIC

lingo flamingo cic

London

Our basic model works in two ways: Community classes for adults age 18 and up are run out of our Shawlands Language Nest, offered on a semester basis, in-person and online for a period of 10 weeks each time. These classes are bookable by individuals through our website here. The surplus revenue from these community classes cross-subsidise our work with older adults, including those living with dementia in care homes, community groups and day centres across Scotland. These care classes are only bookable in partnership with an organisation. If you are interested in this kind of class and are acting on behalf of your organisation, you can book a taster classes of this type here. The Language Nest A picture of students from our 2022 Summer Semester in the cosy Shawlands Language Nest! We run classes for adults of all ages in our very own Lingo Flamingo Language Nest, located in Shawlands, Glasgow, an area known for its vibrancy, diversity and strong sense of community. We still use the same sensory, stimulating techniques to make classes fun and accessible, but these classes are designed for those living without a dementia diagnosis from age 18 upwards. We also continue to emphasise the health benefits and show that language learning can be for everyone. All the money that is raised through the Language Nest gets put towards our work with older adults including those living with dementia. That’s to say, each and every penny of surplus revenue is used to cross-subsidise classes for older adults and those living with dementia across Scotland. As such, the Nest not only acts as a way to change perceptions of language learning, but as means to expand our social impact. It also means that any student joining our flock will not only gain from the benefits of language learning, but can feel good about having created a positive effect on society. Everyone’s a winner.

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John Academy

john academy

4.3(43)

London

John Academy is a leading eLearning provider based in the UK, committed to empowering individuals through high-quality online education. With a diverse range of courses spanning various disciplines, we offer flexible and accessible learning opportunities to learners worldwide.  Our expertly designed courses are delivered by industry professionals, ensuring practical relevance and skill enhancement. Whether you’re looking to advance your career, explore new interests, or develop personal growth, John Academy provides an immersive and engaging learning experience. Discover your potential with our user-friendly platform and unlock a world of knowledge at your fingertips.  Visit our website at johnacademy.co.uk [http://johnacademy.co.uk/] and embark on a transformative learning journey today.

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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

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The Flowhesion Foundation Research Centre for BAMER Research

the flowhesion foundation research centre for bamer research

Bolton

Imam Abdul Hafeez Siddique is the Founder and CEO of The Flowhesion Foundation. He is an experienced, qualified Muslim Chaplain who studied at a traditional Islamic seminary in Bolton. Abdul graduated from the seminary at the age of 17 making him, at the point of qualification, one of the youngest Imam’s in Britain. Post qualification, he serves as a Muslim Chaplain at HMP Wymott where he works as part of a multi-disciplinary, multi-faith team. Abdul has a strong academic background in community cohesion and social capital research. After completing his undergraduate degree in this field, he was awarded a postgraduate scholarship by the Mariott Trust. Subsequently this led him to become the first person in the Northwest to look in to how members of the South-Asian Muslim community in Bolton interpreted the terminology and lexicology surrounding community cohesion. He asked these difficult questions to marginalised members of the bamer community. The research allowed Abdul to undertake an in-depth theoretical study of the evolution of the concept: community cohesion and his in-depth qualitative interviews formed the basis of his study that was supervised by Professor Carole Truman and Dr Margaret Boneham at the University of Bolton. This seminal study came to fruition in the form of a thesis submitted for the degree of Master of Philosophy (M.Phil) titled ‘A critical analysis of Cantle’s (2001) community cohesion model and its applicability to marginalised elements of Bolton’s south-asian Muslim Community’ that was awarded to him in 2011. In addition, Abdul has over 10 years experience working with socially excluded immigrant BAME communities and their representatives in Bolton to promote community cohesion and build social capital.

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Apprenticeships And Training Services Consortium Ltd

apprenticeships and training services consortium ltd

London

About us Apprenticeships and Training Services Consortium Ltd (ATSCL) is a private limited company set up in December 2010 by two existing quality driven independent training providers North London Garages GTA Ltd (NLGGTA) and Tempdent Dental Agency Ltd. ATSCL was awarded a Skills Funding Agency contract in August 2011, with the aim of delivering highly successful apprenticeships and traineeships; developing provision within the flexibilities of the single adult budget in Motor Vehicle Maintenance and Repair, Dental Nursing, English, math, ICT, Customer Service, Business Administration, Team Leading and Management. ATSCL comprises of two company directors and increased their ESFA contract value significantly in the last four years whilst maintaining achievement rates 22.9% above the national average. ATSCL received an OFSTED inspection in February 2018 achieving Grade 2 overall, with Grade 1 for Effectiveness of Leadership and Management. ATSCL Achievement Rates ATSCL 2014/15 – 79.9% - National Average 68.9% ATSCL 2015/16 – 88.4% - National Average 67% ATSCL 2016/17 – 90.9% - National Average 68% Why Employers Choose ATSCL ATSCL have knowledge and understanding of the business sector, we meet employers to discuss their business model, challenges, strategy and the day-to-day reality in which they operate. We customise core elements of the apprentices training programme to meet the requirements of their employers business and enhance the learner journey with weekly off the job theory and practical training. We visit the apprentices in the workplace to ensure the knowledge gained in the classroom is used effectively in the workplace and we don’t just measure progress over time, we understand true value isn’t in how great the training is, it’s in how great the results are.

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DISCGB

discgb

Welcome to DISCGB, your trusted partner for transformative learning experiences. As an authorized partner with Wiley, we bring you cutting-edge solutions through Everything DiSC and Five Behaviors programs, designed to elevate your team dynamics and organizational performance. Our Services: 1. Everything DiSC [https://www.discgb.co.uk/everything-disc-products]:Unlock the power of individual and team communication with Everything DiSC assessments. Our customized DiSC solutions help you understand behavioral styles, fostering effective collaboration, improving communication, and enhancing overall workplace relationships. Whether you're aiming for leadership development, team building, or conflict resolution, Everything DiSC provides valuable insights to drive success. 2. Five Behaviors [https://www.discgb.co.uk/five-behaviours]:Elevate team performance with the Five Behaviors model, based on Patrick Lencioni's proven framework. We offer tailored programs that focus on building trust, fostering healthy conflict, encouraging commitment, promoting accountability, and achieving collective results. Our Five Behaviors solutions empower teams to reach their full potential by addressing key dynamics that impact collaboration and success. Why Choose DISCGB for Everything DiSC and Five Behaviours: * Wiley Authorized Partner: As an authorized partner with Wiley, DISCGB ensures the highest quality and authenticity of Everything DiSC and Five Behaviors solutions, backed by Wiley's renowned expertise in workplace learning and development. * Customized Solutions: We understand that every organization is unique. Our expert facilitators work closely with you to tailor Everything DiSC and Five Behaviors programs to address your specific goals and challenges. * Proven Impact: Our programs go beyond theory, providing practical tools and insights that create lasting behavioral change. Experience measurable improvements in communication, collaboration, and team dynamics. * Comprehensive Support: From initial assessment to post-program support, GB Training is committed to your success. Our team is dedicated to ensuring a seamless and impactful learning journey for your organization. Transform your workplace dynamics and achieve unparalleled success with DISCGB's Everything DiSC and Five Behaviors solutions. Partner with us to harness the full potential of your team and drive organizational excellence.

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Shantiniketan Public School (CBSE)

shantiniketan public school (cbse)

/ The Shantiniketan Public School (SPS), has changed the concept of schooling by introducing a learning system truly designed for nurturing young minds of the 21st century through digital and activity based learning method. The school unique curriculum is designed by academic experts by studying today’s schooling, community requirements and diversity in education. SPS always keep student centric view and work together with parents. Our teaching learning model is based on activity learning and self learning method. We educate our students to be enthusiastic, curious learners who know and understand themselves as individuals and productive community members. They are resilient, numerate users of multiple literacy’s and socially competent. A Shantiniketan Public School is your child’s first experience away from you. To ensure, that this transition from home to school is a smooth process, we have trained staff members, your child's Fun Partner at Shantiniketan Public School. As your little bundle of joy takes the first step into a new world, he or she is not alone. Teacher is always there to help your child get comfortable in the nurturing environment of our School. This makes Teacher your child’s best friend at Shantiniketan Public School. Our Philosophy Shantiniketan Public School has been conceived with the sole purpose of providing effective solutions to your child’s school related issues, and with a conviction of making well-accomplished, responsible and all-rounded personalities of the future. Our “Child First’’ philosophy emphasises that your child Plays, Learns and Grows to imbibe essential life skills through exploration and discovery. Integrated use of scientifically designed games, toys and technology in our School curriculum makes learning fun and engaging for children. Learning is a life skill that goes beyond reading and writing. Through constant innovation & years of experience in the child care education, we ensure the right balance of stimulation and age appropriate learning in every child. At Shantiniketan Public School, academics is neatly integrated with other developmental activities – workshops, performing arts, sports to name just a few general ones. Each student is allowed to explore areas of interest and exploit talents to the maximum potential

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Alp Learning Solutions

alp learning solutions

London

Advance Learning Partnership is a not-for-profit Multi Academy Trust consisting of a mix of primary and secondary academies.Welcome from the CEO The Advance Learning Partnership shares a common objective across all its schools and staff: ‘Excellent Education through Collaboration’ Across ALP we have an unrelenting drive to achieve the highest possible standards for each one of our children. All staff share best practice, seek opportunities to learn from others and understand that their professional development is fundamental to a child’s success. The ALP family of schools recognise each school as unique. The schools and their leaders share a Trust wide set of educational principles and then contextualise the principles into a working model to meet the needs of their children. The fundamental challenge established for the school leaders is that the educational offer they provide must be of a standard that they would desire for your own child: ‘Your Child is Our Child’ The Trust has established structures that ensure leaders are developed. The highest performing staff work across the Trust Schools, evaluating schools to ensure that they are achieving the highest of educational standards. Collaborative networks across all subjects, themes and personal development areas are embedded. ALP practice is steeped in evidence-based research and extensively links to and works with local, regional, and national educational bodies. The Trust has established a centralised structure, consisting of a school improvement team and a core school support team. The central support team ensure that the leaders’ focus within the schools is on the children and their education, whilst the school improvement team evaluate, develop and support the schools’ educational provision. Over the coming years the Trust must be able to create stability whilst being flexible enough to innovate in our practices. This will ensure the children within our care are successful and safe regardless of the challenges that they will face in education and society. We have a proven record of accomplishment in delivering academic improvement. We are enormously proud of our academies, leaders, governors, teachers, and support staff who serve the children so well. This strategic plan will confirm the direction, aims and ambitions of our Central Support Team.

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