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1106 Educators providing Nature courses

Nature
Tax Efficient Review

tax efficient review

London

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Smr Training

smr training

Wales

SMR International specializes in the management of knowledge services and the relationship of knowledge services to knowledge strategy development. The company is known for excellence in delivering consulting, publishing, and strategic learning services to its clients, and the company’s reputation in its field is unsurpassed, thanks to the expertise and commitment of the finest team of KM/knowledge services specialists working in the knowledge domain today. Guy St. Clair Guy St. Clair is President, Consulting Specialist for Knowledge Strategy, and Knowledge Services Evangelist for SMR International. In his professional work, Guy is recognized as an expert adviser in knowledge services and in building the organizational knowledge culture, with a special emphasis on knowledge strategy development. Guy is a prolific author and a frequent speaker on management and leadership issues relating to KM and knowledge services. In a filmed interview (available for view on Guy’s Profile on LinkedIn) with Knowledge Value Chain® expert Timothy W. Powell, Guy talks about knowledge services and knowledge strategy. In another filmed interview (also available for view on Guy’s Profile on LinkedIn), Tony Saadat of Soutron Global, SMT International’s long-time strategic affiliate, interviews Guy about his book — Knowledge Services: A Strategic Framework for the 21st Century Organization — published in 2016 by De Gruyter. Guy’s other books are listed in his Wikipedia site and on his Amazon Author Page. In June, 2017 Guy’s article “Knowledge Services: Your Foundation for Building the Twentieth-First Century Knowledge Organization” was published in Issue 85 of Leader to Leader, the award-winning journal of the Frances Hesselbein Leadership Institute (formerly the Peter F. Drucker Foundation). In the article, Guy provides direction for senior executives and organizational leaders seeking to initiate and implement knowledge services in the workplace. Many of Guy’s presentations, articles, special reports, briefings for clients and colleagues, white papers, and other professional writings can be accessed through SMRShare. Additionally, SMR International blog posts can be accessed by subject using the search engine for the site (to the right) or accessed by date (see chronological listing, also to the right). With Dale Stanley, Deb Hunt, and other members of the SMR International team, the company provides consulting services and strategic learning activities for a wide range of companies and organizations, including non-profit and not-for-profit organizations. In addition to his work with SMR International, Guy teaches at Columbia University in the City of New York. In 2010 Guy came to Columbia to work with the university’s School of Professional Studies in developing the M.S. in Information and Knowledge Strategy program, and he was for four years a Lecturer and Subject Matter Expert for Knowledge Services in that program. Guy currently serves as Lecturer in Knowledge Services for the school’s Postbaccalaureate Studies Program, teaching Managing Information and Knowledge: Applied Knowledge Services. Guy is also the Series Editor for Knowledge Services, the new series from Verlag Walter de Gruyter GmbH, Berlin, the scholarly publishing house specializing in academic literature. Guy and Barrie Levy, his Associate Lecturer at Columbia University, are the authors of the first title in the series, The Knowledge Services Handbook: A Guide for the Knowledge Strategist, published by De Gruyter in 2019. Two other titles in the series were published in 2020: Powell, Timothy W.: The Value of Knowledge: The Economics of Enterprise Knowledge and Intelligence. Garfield, Stan. Handbook of Community Management: A Guide to Leading Communities of Practice. Two new titles are currently scheduled for publication and will be announced when available for purchase: Stepanek, Marcia: Knowledge Services and Knowledge Strategy: Closing the New Digital Divide (2021). Edler, Beatrice: Knowledge Services and Privacy-by-Design: The Nature of Doing Business in Modern Innovation (2022) The new series presents and discusses new and innovative approaches to knowledge sharing used in all fields of work, with authors chosen to provide critical analysis of issues and present solutions to selected knowledge leadership challenges. Since knowledge services is industry and workplace agnostic, the series strives to present practical solutions that can be applied in all institutions worldwide. It thereby contributes significantly to improvements in knowledge management, knowledge services, knowledge strategy development, and knowledge sharing within the organization.

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Manchester Montessori House

manchester montessori house

Manchester

Manchester Montessori House is the first bilingual English- French kindergarten in Manchester, in the United Kingdom for children ages 3 to 6. Initially it had started as a Montessori group for Home Educating families in Greater Manchester in 2008. There was, and still is, a big demand for alternative education and Montessori is one of these options. Montessori methodology, well known worldwide, does offer holistic approach and supports all areas of children’s development. It places the child in the centre, where he/she can develop his/her full potential through carefully and purposefully offered ‘hands on’ activities. The highly qualify staff ( with a lot of teaching experiences), implement valuable principals of Montessori philosophy while educating young children in their formative years of grow. The staff aims are to provide Prepared Environment that enables children to express their full potential over the most important and crucial first six years of life, but also later on. Teachers are ‘to offer the child an environment rich in motives for activity, in which he/she can choose what he/she will take and use. In this choice he/she is free from any teacher’s control, or indeed from adult control in general’ (Montessori, 2007, p. 186). Children who attend to our setting are carefully observed and ‘scaffold’ by the experienced practitioners on the way to ‘Normalisation’ as Dr Montessori called this process and cited it as “the most important single result of our whole work” (Montessori, The Absorbent Mind, 1949). Children natural phenomena, potential and internal energy horme, – ‘this universal force is not physical, but is the force of life itself in the process of evolution’ (Polk Lillard, 1972, p.42), are directed on the most natural way of holistic development. All the little learners are treated with the respect, are given attention they deserve, are being looked after as a unique individuals. Peers in our setting are given opportunity to grow in consistency and harmony which helps them to progress in all areas of grow ‘to follow the child, adapting himself to the child’s rhythm and the psychological needs of his growth’ (Polk Lillard, 1972, p.39). It is important for us that children grow in calm, safe and beautiful environment and are learning to be creators of the world around them. They acquire how to develop self-discipline, motivation and love of work as a natural response to their internal needs. Educational materials in our kindergarten are purchased from the licensed manufacturers of Montessori materials and are the same, which are taught in all over the world. The furniture are comfortable and accessible for children. All the apparatus are made of wood or natural resources and comply with high safety requirements. We focus on each child individually to help him/ her evolve the curiosity to the nature and to the surrounding world. We promote individuals who grow free, are independent, be self-motivated and confident. They are empathic and tolerant, can recognize their own feelings but also, which is very important, can respond to the needs of others. We give children the opportunity to develop according to their respective capabilities and to easily adapt themselves in multicultural societies. The Montessori system of education provides an environment rich in activities for every area of learning. Montessori called her schools “Casa dei Bambini” or “the children’s home”. In their home from home the children find room full of mysteries, challenges and discoveries. Our Montessori approach is holistic and aims to develop the whole child when they have the greatest capacity to learn. Follow by Montessori we aim to: help children become confident, compassionate, happy, calm, purposeful, free and independent, empower them and be creative. Awaken children’s interest in all subjects and to encourage in them a love of learning. Give children an understanding of the world and respect for all they find in it. The Montessori Method is a dynamic and complete approach to the enrichment of young children and as such represents the very best that a parent can give during these formative years. ‘The child is in a continual state of growth and metamorphosis, where as the adult has reached the norm of the species’ (E.M. Standing, 1984, p. 106).

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Path Of Yoga School

path of yoga school

Welcome to the Path of Yoga family! Path of Yoga teacher training school was founded in 2017 by James French and Rory Trollen – experienced yogis, teacher-trainers and good friends. Between them they have taught dozens of trainings all over the world. Since then, Path of Yoga has evolved to become one of the best yoga teacher training schools in the world, helping to educate and nurture a huge number of YTT students. Our teacher training graduates have gone on to teach in their own communities, start businesses, and run retreats. Although we have grown to offer several yoga teacher trainings each year, we have never lost our small family vibe which is at the heart and centre of everything we do. As we are always striving for the highest quality, all of our 200 hour and 300 hour YTT courses are Yoga Alliance certified. This means you will be eligible to become a Yoga Alliance certified teacher, enabling you to teach world-wide. Live Yoga Teacher Training Programs Whilst our roots started in the UK, we now offer yoga teacher trainings in Thailand, India, and Peru. This gives you the opportunity to fully immerse yourself in a month of yoga, experience a different culture, and be grounded by a supportive group of teachers and peers on the same path. Upon successful completion of our yoga teacher training program, you will gain your well earned 200 hour or 300 hour RYT certification. During the course, you will stay in bespoke accommodation with modern comforts and have three delicious vegan meals each day. Our venues are always beautiful retreat centres, nestled in nature, carefully selected to provide a comfortable and safe space for you to develop your practice. Online Yoga Teacher Training Even through challenging times we have found ways to adapt and grow, whilst staying true to our values and authentic in our teaching. One of the most exciting developments has been the birth of our 200 hour Online YTT in 2021. This has meant that the Path of Yoga teacher training program has been able to reach a wider community, and given more people the opportunity to learn and practice with us and our incredible teachers. This flexible model allows you to become a 200 hour Yoga Alliance certified teacher, whilst working around your own personal schedule and commitments. Our teachers… …are world class experienced yogis, from a variety of backgrounds, yogic styles and lineages. We are honoured to have this amazing teaching team come together, to create exceptional online and in-person Level 1 200 hour and Level 2 300 hour courses. Our style… …is a blend of traditional hatha and dynamic vinyasa. We have created our own unique and authentic union of the two, resulting in a strong yet nourishing practice. The essence and heart of our YTT courses is the philosophy and sacred traditions of the East, combined with a science based, modern approach from the West. Our Yoga Alliance certified trainings will immerse you in hatha, vinyasa, breathwork, meditation, self-development, self-healing, conscious communication and conscious living. This is combined with workshops on anatomy, asana and adjustments, giving you all the skills necessary to become a successful yoga teacher. Become a RYA certified yoga instructor today! Join us on a transformational YTT. We will live and breathe yoga together, develop ourselves physically and mentally, and learn how to teach these transformative techniques to others. At the end of the month you will be able to become a certified Yoga Alliance 200 hour teacher. More importantly though, you will have the confidence, knowledge, and skills to evolve into a world class yoga teacher. A Yoga Teacher Training is the beginning of a new chapter in your life. It is not the final objective or goal, but a beautiful step on the Path of Yoga. Practice with James and get a feel for our courses, with this free 75 minute Chakra Flow. We’re always happy to help with any questions you may have, so please feel free to contact us, or book a call with one of our teachers. We look forward to practicing with you and welcoming you to the Path of Yoga family!

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Guidepost Montessori

guidepost montessori

Development takes the form of a drive toward an ever-greater independence. It is like an arrow released from the bow, which flies straight, swift and sure. The child’s conquest of independence begins with his first introduction to life. While he is developing, he perfects himself and overcomes every obstacle that he finds in his path.” MARIA MONTESSORI Founder of the Montessori Method of education The Montessori approach Montessori helps your child develop a fundamental, enduring love of learning and the deeply ingrained social, emotional, and academic skills they need to succeed as an adult. Montessori combines highly intentional learning materials, rich social development, and a joyous approach to practiced independence. Our mission Our singular mission at Guidepost is to guide and empower each child as she grows in her independence. In every child lives limitless human potential. For the child to realize that potential is to confidently grow and to joyously learn. It is to create and to love herself while gaining the knowledge to form a unique vision of her singular life. It is the security to live that vision, to dare greatly, to love others. The Montessori approach to human development is based on the belief in the potential of the child, and on the belief that it is only the child herself who can realize this potential. To grow up well is to grow up to be increasingly independent — to be increasingly capable, increasingly confident, increasingly secure, increasingly able to meet one’s own needs, forming one’s own values, and authoring one’s own life. Our job as caretakers is to understand and to love this process as it unfolds for children in our care, and to support the child in blazing her trail. The circumstances of children are as varied as children themselves. The specific needs, the precise resources available, the particular constraints faced by each child and each family are different. As times change, there is a need to keep step and to ensure that the application is timely. But the fundamental need is timeless: to help the child achieve her own development. So, too, is the fundamental method: to provide the child with material, environment, and guidance that is lovingly optimized to support her in that work. The support a child’s caretakers can provide for her burgeoning independence is multifaceted: We can provide materials and inspiration for her to do the work of growing and learning. Every child learns to walk, but not every child learns to walk in a way that feels like an exciting challenge, that redounds upon her confidence. So it is with all of human development and knowledge. The child achieves her own development by engagement and by practice. From grasping an object for the first time, to eating independently, to toileting, to putting her world to words—to the whole world of knowledge, of nature and quantity and life and culture—the effort that children put in can be magnified by thoughtful learning materials and guidance. We can carefully support a child’s environment, creating a wonderful world for her in which to grow up. Children are constantly interacting with and absorbing experiences from their environment. One of the best things we can do for a child is to set up a space where she can be maximally independent and efficacious, a space that is to her comprehensible and enticing, a space that is aesthetically and pedagogically rich. Whether it’s at school or at home, the principles are the same: a world that is accessible, orderly, and enticing is a world that is supportive of a child’s growth. We can prepare ourselves as caretakers of the child. Raising children is as demanding as it is rewarding. It requires that we spend ourselves in understanding and love, that we thoughtfully navigate the stages of a unique child’s development, and that have the self-awareness to manage our own lives, motivation, and energy as we do so. It is tremendously beneficial to both the child and her caretakers to elevate a teaching and parenting philosophy to consciousness, to take an integrated approach to the infinite texture of a child’s growth toward independence. Finally, we can connect with others, other parents, other teachers, other developmentalists and pedagogues, each of whom adds their own experience and wisdom to our accumulated knowledge about child development. Montessori is not just a philosophy of human development. It is also an applied pedagogy, one with over a century of validation, refinement, and grassroots international growth. Guidepost, and each member of our community, benefits tremendously by participating in that movement and history.

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Hayley Heals

hayley heals

Hi, I'm Hayley and I'm a healer and teacher. I'm trained as a Moon Mother (giving female energy healings and blessings), a shamanic healer and a crystal healer. I combine these with over twenty years experience working with witchcraft, the moon and nature to bring you healing, empowerment and knowledge. So you too can work with natural forces to bring positive change to your life. About Being a Moon Mother I began my journey as a Moon Mother in 2016. I had been taking part in something called 'The Worldwide Womb Blessing' for a year- which happens five times a year where thousands of women connect through a meditation to help them feel more empowered as women. You can read more about this on https://www.wombblessing.com After a year of taking part in this event that is run by a woman called Miranda Gray, I came across something on the Womb Blessing website about 'Moon Mothers'. Something in the name itself rang a bell in me so I continued reading. I learnt that a Moon Mother is a woman trained to do personalised womb healings and womb blessings. My heart sang in a way it never had before, and I knew this was a path I wanted to follow. I found out that Miranda Gray (she was the only teacher at the time- there are now trained teachers in addition) was doing a Level 1 Moon Mother training in London that year. I was living in Essex at the time and London is not to far, so it was ideal! Not only that but as it turns out Miranda Gray hadn't been in the UK for a few years, as she teaches all over the world, so it also felt like an unique opportunity. So I went to the Level 1 training and I fell in love with it, learning how to womb healing and blessing, everything about it felt right. I definitely wanted to continue this journey, this first one literally changed my life as I learnt how to live to my cycle and this shifted everything- even leading me to let go of taking the contraceptive pill after so many years. Two years later, there was a Level 2 training, this time in Glastonbury. It had always been my dream to go to Glastonbury but I had never been. I really wanted to go but didn't know how I would get there, or be able to afford the training, plus accommodation etc. I decided to make a gofundme page asking for donations, and I was asking for this instead of birthday presents as the training also fell on my birthday weekend. I was able partly because of the GoFundMe and partly through my own determined saving to have all the money I needed, I had a friend offer to drive and let me down, but somehow I still could afford the travel so I made it! If the first training had changed me, this weekend in Glastonbury deeply impacted me, as I did the training, but also felt much deep awakening from being in the Spiritual home of Glastonbury. I made close friends with other Moon Mothers this time. I learnt how to do the Female Soul Healing (a deeper version of the womb healing) and how to do The Gift for Men (a feminine blessing for men). The following year, a level 3 training was announced, this time in Ireland and would be held just before an annual 'Moon Mother Gathering' an event where lots of Moon Mothers come together from all over the world. On this occasion the gathering would be taking the Moon Mothers to the different sacred sites in Ireland. Of course I wanted to go! I was in the same position financially and there was even more to think about- flights etc. But I was determined to do it and so yet again by my own determination and grit, I found myself there. It was a beautiful experience shared with my new found friends from the previous years. My spirituality journey was profoundly touched by the whole experience- the training, Ireland and the sacred sites we visited. I could now offer another six versions of the womb blessing! - Opening to Sacredness, Opening to Peace and the four archetype blessings of Maiden, Mother, Enchantress and Crone. Becoming a Moon Mother and sharing this work with others has been transformative, changing my life in many ways. Out of all the work I do, this is where I feel I shine the most!

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Iva Troj

iva troj

London

A Balkan mountain child and a young arts protege who grew up to become a world renown contemporary artist with a PhD in art history. Iva Troj grew up in the outskirts of Bulgaria’s Romani slums in the last decade of communism – a world full of sexual predators, communist propaganda, censorship and no path to artistic livelihood other than what she could imagine in her wildest dreams. Today, she is a Gerety Award winner and 3 times Cannes Lions nominee for her Halo Masterpiece [biggest ever launch in the Halo franchise’s history, with more than 20M players, 520M reach], Towry Best of England Award winner, and 2 times Contemporary Art Excellence Artist of the Year award winner. She has exhibited both nationally and internationally and her work is in collections in the UK, France, Ireland, Sweden, Norway, Germany, China, United States and Japan. In 2021, her epic painting Halo Infinite Masterpiece was exhibited at Saatchi Gallery and The Louvre. In 2020, her paintings were included in a number of permanent museum exhibitions in South Asia, among them Haegeumgang Museum 해금강테마박물관 in South Korea. And in Sept 2022, she was invited to exhibit a body of work at The Louvre in Paris. Troj obtained her first fine arts degree when she was just 17 years old. After completing two BA degrees and a master’s degree from the United States and Sweden, she was awarded an art history PhD title. She is widely known for her fine art pieces which seamlessly merge Renaissance aesthetics and techniques with postmodern praxis. Her intensely detailed oil paintings achieve astonishing tricks of light and shade, as practiced by the great masters. Exhausted by a society in which women often feel vulnerable, threatened, or powerless, Troj recasts the fairer sex as powerful creatures, freed from the oppressive male gaze and placed within Edenic settings where they can revel in their own beauty and potential. Blending abstraction with figuration, the natural world with the urban landscape, dream with reality, Troj’s breathtakingly beautiful artworks achieve something truly unique, both in terms of aesthetics and concept.” 22Blocks Agency Artist Statement As a child, I was taught to question one-dimensional narratives, which grew from a survival technique to a development technology of the artistic self. The foe I so often portray almost always represents the normalisation of one or more dysfunctional discourses. Like many artists, I discuss personal experiences. At the same time, I strive to escape the self, an urge that partially stems from crossing borders in the last years of the Cold War. Living through cultural starvation in my childhood’s Eastern Europe has made me restless and hungry for honest creativity. In that sense, nothing I discuss is strictly personal. Sexual abuse, violence, trauma… I may present an unusual perspective on these topics stemming from the self, but only as an outset. The work needs to keep changing, relive itself, challenge its own conformity. There is a point in every artist’s career when one is tempted to choose a tested and proven path. I’m constantly trying to resist this temptation by containing the “paths” in series where I can explore a motif or a theme without succumbing to the comforts of one visual style. The artists that I look up to for inspiration have one thing in common – constant renewal. Traditional elements are very central to my body of work. It’s not so much a need to keep it” traditional”, but rather the way I speak. I grew up in a communist country. We sang songs about machines being superior to man and praised modernity while destroying nature and killing creativity and the human spirit with it. At the same time, my summers were spent in the mountains with my grandmother who had hanging gardens, thousand stories and no TV. These two realities are inseparable in my mind. My style and inspiration come from the techniques of The Old Masters, not just Western but also Eastern European, Russian in particular. As a child I would often look at art books from the Renaissance, Baroque, Rococo and even Modernism and wonder why the women in them were so powerless and passive, always laying there nude like they lost the will to live, combing their hair and undressing, etc. I grew up wishing to become good at painting so I could change the stories in classical motifs. My technique resembles the Flemish method of layering thin veneers of paint between layers of varnish. Beautiful imperfection and constant renewal are themes that flow throughout my paintings. Awards: 3 x nominee for Cannes Lions Award for Halo Infinite Masterpiece 2022 Art Excellence Award 2020 해금강테마박물관] Haegeumgang Museum South Korea. CAF Artist Of The Year 2019 (2d) Contemporary Art Excellence Artist of The Year 2016 2016 Palm Award Winner 2013 Towry Best of England Award Winner

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DLP India Edutech Private Limited

dlp india edutech private limited

It all started in January 2011 with the noble thought of making high-quality and world-class education accessible to students, regardless of their geographical location and background. We are here talking about DLP India- one of the leading and well-known educational service provider of the country. It attracts students in large numbers from all over the world- the ones who are interested in pursuing distance education courses or skill development courses. In order to give a meaning to his thoughts and turn his ideas into a reality, Perminder Singh Malik came up with a creative idea of launching DLP India. The idea was to offer a range of distance learning and skill development courses to students interested in pursuing online education by affiliating itself with highly reputed and well-known universities- both in India as well as abroad. DLP India offers a wide variety of courses, ranging from certificate courses to doctorate degrees, in distance learning mode via its 2 very famous portals- distancelearning.edu.in and rapidskillz.com. They offer courses in almost every field of education like Banking, Management, Human Resource, Finance, Design, Marketing, Media, Medical, Life Skills, Soft Skills, Writing, Project Management and a lot more. What has made the services offered by DLP India popular is their accessibility through distance mode. While its services are majorly focused on Information and Career Counseling, they help professionals acquire skills for growth and sustainace. The students can easily compare between various universities and courses options available on this platform and make a choice depending on their budget. Furthermore, there is a provision of after sales services as well to make it easier for students to study online and operate University LMS and Portal. Having revolutionized the concept of distance education and online learning in the education sector of India, DLP India has successfully got itself listed on innovationprofiles of National Skill Development Corporation (NSDC) due to its innovative profile in the field of education. Also, it has been a dynamic and active member of Confederation of Indian Industry (CII) since last 6 years. Experienced Educationist and Dynamic Entrepreneur Based out of Delhi, Perminder Singh Malik could give wings to his dreams, primarily, due to his strong understanding of consumer behavior in the digital space of education and skill development. His extraordinary vision, hard-working nature and commitment to work have made it possible for him to earn the reputation of both a successful entrepreneur as well as an educationist. With over 20 years of experience in the industry, he has been awarded several reputed industry certifications like iCEO certification and Green Belt Six Sigma Certification. He has also been shortlisted as one of the top 30 entrepreneurs (out of 500 entrepreneurs) for ‘Accelerating Entrepreneurs Program 2015’ hosted by Ernst & Young. “It has certainly not been an easy journey coming this far. To be able to offer top-notch services in the field of education requires a lot of hard work, commitment and dedication,” quotes Mr. Singh confidently. Ramneet Kaur, Co-Founder DLP India stated, “What helps us distinguish from others in the market is our collaboration with top-ranked universities in the world including Marconi International University, Amity University, UPES Dehradun, UNICAF University, ICFAI University and MIT School of Distance Education. We are unique because we are not a single university offering distance learning courses but a network of universities offering students abundant options to pursue the course of their own choice and that too, from the university they wish to.” DLP’s Expanding Footprints Besides offering various academic and non-academic learning courses, there is a lot more to the work of DLP India. Having marked a niche in the education industry of India, DLP India has further diversified itself into offering various other services complementing the education domain. These include the services for Digital Marketing, Content Writing, Lead Generation, E-learning, Language Translation, HRD/MEA Attestation, Accreditation services, PR and Media, Sales Strategy Consulting, Web, CRM Development and various other IT related Services. With unique and customized solutions that it offers to all its clients, DLP India is a name to be reckoned with success and growth in the sector of e-service providers. The company’s list of prestigious clients includes SOS Children’s Villages of India (Austrian NGO), Emagister (Spanish Company), CEARS (Greek Institute) and many more. It also supports various educational institutes to get accredited from respective councils in USA like ACICS, ACCSC, DEAC etc. A list of its prominent Indian affiliate partners includes shine.com, headhonchos.com, youth4work.com and more. International Business Operations DLP India is not a well-known name only in the domestic market but has also earned itself the reputation of a leader in the field of education in a global market by virtue of its international business operations. The company’s partners and clients are spread across the globe in different continents and regions. Finally, it requires an indomitable will-power and sheer determination to redefine the traditional educational market of the country and come this far. Perminder Singh and his team have indeed managed it amazingly well.

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Adderley Nursery School

adderley nursery school

1HN,

Adderley is a very child-centred nursery, which means that children spend much of their day engaged in self-directed learning. The majority of the day is free-flow, meaning children choose to engage in a range of different activities, indoors and outdoors. Children engage in activities independently and with their friends, as well as taking part in adult facilitated activities that are planned from children's interests and developmental needs. We believe that at this young age children learn best through a play-based curriculum, with support from our experienced staff team who engage with children in their play to support social interaction, language development and further learning opportunities. Some key attributes we seek to develop in children include self-confidence, problem solving and independence. 2-4s Unlike many other settings, at Adderley our two to four year olds are all part of the same unit. They share the same space and access the same activities. The Nursery is led by qualified early years' teachers and experienced qualified Nursery Practitioners. Key Person Each child & family has a named key practitioner. This offers the opportunity for a special relationship to develop. The key practitioner builds a close relationship by acting as a companion for the child & being mindful to the needs of the child during each day. The key practitioner acts as a champion for child & parent. Sharing information and creating opportunities to talk with parents builds trust & partnership. Settling-in is a crucial time. Transitions Each child and family is unique. Before starting Nursery, we offer all children and families a pre-entry induction meeting at Nursery and sometimes a home visit. We have new children starting every term. We have a range of base areas that offer a place of security for children to explore the Nursery. The Loft Room and Green Room provision support our youngest children to make smooth transitions from home to Nursery. There are seamless internal transitions to Studio 1 and Studio 2 for older children. Studio 1 and Studio 2 offer continuity and progression. We work together to support the settling process. When parents feel comfortable in the setting it helps their children to settle. During the Summer Term we work closely with neighbouring primary schools to offer smooth transitions to Reception. Children leave with excellent primary school readiness. Rhythm of the Day Adderley feels like home. We create Rhythm in the Nursery through our daily routine. Some children arrive early for breakfast and stay for tea. These are nurturing, social times. For most children in Nursery the day begins with meeting & greeting by the key person. A group time with the key person takes place on entry to meet & plan learning (breathing in) (15 minutes). This is followed by a period of child-initiated play indoors & outdoors (breathing out & exploring the world) (90 minutes). A group time at end of the session to share food, reflect, share stories and singing (breathing in) (15 minutes). About the Nursery Rhythm also comes through personal care routines. Nappy changing, changing clothes, washing, eating, quiet/resting/sleeping times are learning and development times for key person and child. Children experience the seasons and feel connected to nature and its lifecycle. There is a planned yearly timetable for looking after the garden and visits to parks. There are unplanned spontaneous experiences connected to weather. Children participate in real experiences like shopping, gardening, cooking and caring for living creatures and plants Food and Nutrition We are passionate about fresh, healthy food that tastes great. The right nutrients can affect everyone's mood, behaviour, health, growth and even their ability to concentrate. Encouraging a well-balanced diet establishes healthy eating now and for the future. We offer hot meals that are brought onto site by specialist caterers in education establishments. The children also have access to a morning snack of fruit with water available throughout the day. We offer breakfast and tea to children who are with us for longer days. The children grow some of our food in the garden. Governing Body The Governing body plays a key role in overseeing the practice and ethos of the school. They provide challenge and support to the Executive Head teacher and leadership team. If you would like to be involved please ask at Reception. Annual Data At Adderley we track children's learning and development termly, seeking to ensure that children make good or better progress and continue to be stimulated and challenged by their nursery experiences. This information is shared with families at termly reviews. We also use this data to identify curriculum development priorities. Working with Parents We value parental input very highly. We are always looking for parents to join our Governing Body which s a way to be involved in the direction that Adderley takes moving forwards. Each term parents meet with their child's Key person and contribute to identifying 'next steps' for their child's learning and development. We encourage families to share children's learning experiences from home through the Tapestry documentation tool.

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Azure Charitable Enterprises

azure charitable enterprises

Cramlington

In recent years, our ability to generate funds from our charitable businesses has become increasingly important to our clients as budgets for the provision of care services (for our clients) have been progressively reduced (since 2009/10). Years of significant under funding (of Local Authorities across the country), coupled with rising demand and costs for care and support, have combined to push adult social care services to breaking point. Since 2010, Local Authorities have had to bridge a £6 billion funding shortfall just to keep the adult social care system going. In addition the Local Government Association estimates that adult social care services face a £3.5 billion funding gap by 2025, just to maintain existing standards of care, while latest figures show that councils in England receive 1.8 million new requests for adult social care a year – the equivalent of nearly 5,000 a day. Decades of failures to find a sustainable solution to how to pay for adult social care for the long-term, and the Government’s recent decision to delay (again) publication of its long-awaited green paper on the issue is increasingly problematic as political leaders (national and local) remain reluctant to discuss and inevitably determine that increases to income tax (e.g. 1p on basic rate income tax), and/or national insurance premiums (e.g. 1p increase) and/or council tax (e.g. 3%) are unavoidable and entirely necessary. While Azure is a non-political organisation, we are naturally concerned by the failure of policy-makers to grip what is, after all, a fairly rudimentary exercise in basic arithmetic. Moreover, from a practitioner perspective, the fragility of the system is illustrated most starkly by the number of care providers that are reluctantly closing their operations or returning contracts to Local Authorities with the result that there is significantly less choice and a lack of capacity to support the rising number of people with care needs. The Centre for Economics and Business Research have recently reported (December 2018) that 59% of the providers they surveyed (nationally) have said that they have had to hand back contracts over the past year and 68% have said they will need to do so in the near future. Service closures are obviously the last resort for any provider; and it is at odds with the way Azure and the majority of our fellow providers usually operate, particularly when we have supported individuals for the majority of their adult lives. It is, however, the clearest indication yet that the under funding of social care is having a deeply negative impact on providers and their ability to deliver critical support to vulnerable adults. We are indeed fortunate (to an extent) that the charitable businesses we operate - and public support for them – helps to sustain our care services. We are however concerned (and for many of our fellow care providers) that there is now: an untenable, over-reliance on the goodwill of an already-overstretched charity sector (that is already subsidising the delivery of care services); an entirely ill-advised presumption that the funding gap can be met by armies of unpaid or under-paid carers; an assumption that the approach to the delivery of care can be re-designed to balance budgets and deliver economies without having an adverse impact on the nature and level of care clients need.

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