Name: Autumn Series 2024 - Organisation & Relationship Systems Coaching Training
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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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brighter futures @ safer places

Essex

Safer Places (formerly known as Harlow Women’s Aid) has over 40 years’ experience in delivering holistic support services to adult and child survivors of Domestic Abuse across Essex and Hertfordshire. Over the years we have grown and adapted our services to meet the needs of the communities we serve. Domestic abuse has both a devastating and radiating impact and affects the survivor and their families, friends, colleagues and communities. Our team take a non-judgemental and respectful approach to their work and we will do all that we can to ensure that everyone who needs our services can use them, how they want to, when they want to, and where they want to. Domestic abuse does not discriminate and happens in every community. We are proud to work inclusively with anyone who has experienced abuse and our services are designed to reach everyone impacted by abuse. To do this we offer a range of services and work collaboratively with our partners in a range of venues. The support that we offer is holistic, trauma informed and individually tailored to each survivor as we know that although there are common behavioural patterns, not one experience is the same as any other and there is no ‘one size fits all’ solution. We know that survivor’s needs are better met when they are involved in creating solutions as equals so our support is co-produced alongside survivors. Our highly qualified staffs are there to empower survivors, giving them the knowledge and confidence to choose the steps on their journey to recovery. Many go on to achieve things they once thought of as impossible. The foundations of our organisation were built by survivors – as were the foundations of one of our refuges. A former project saw a number of survivors qualify as carpenters, bricklayers, painters, plasterers and amenity horticulturalists. The refuge now accommodates 10 families in separate self-contained flats built solely by survivors, for survivors. We recognise that if we are to see our vision materialise and help to create a world where everyone lives a life free from fear and abuse, we need to respond to abuse together, as one. Our training helps professionals and members of the community to recognise the signs of domestic abuse, understand the issues and respond quickly and effectively when a survivor chooses to access support. From short awareness sessions to full IDVA and ISAC qualifications we are committed to sharing our experience and what works to make more families safer. Safer Places vision is a society where everyone lives a life free from fear and abuse Mission Safer Places exist to drive down the incidence and impact of domestic and sexual abuse and to support those who use our services in their journey to recovery, resilience and independence. Values These are the values we promise to uphold so we never loose sight of our mission: Client Led – We empower our clients to exercise choice and control of their support. We ensure client’s voices are heard and that they impact our decision making and shape our services Accessible – We work inclusively with our clients, partners and communities. Anyone who is at risk of experiencing abuse can access our services when, how and where they need them. Respectful – We adopt a trauma informed, holistic approach to support. We listen and believe, are non-judgemental and open and honest about what we can and cannot do. Effective – We deliver high quality services that work for our clients. Our practice is informed by our clients, research, evidence and learning from experts by experience.

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cabe

Northampton

The role of CABE’s Presidential Team and Board is to set out the strategic objectives and aims of the Association and to ensure their delivery. All representatives on the board are members of CABE are nominated to the position by Chartered Members. They represent a mixture of views from different specialities and areas across the industry making sure there is a variety of perspectives to help shape CABE’s unifying voice. CABE Patron Lord John Lytton BSc FCABE (Hon) IRRV FRICS In his role as patron of CABE, Lord Lytton acts as an influential figurehead, creating valuable partnerships with organisations across the globe through his extensive network of industry and Governmental contacts and assisting the Association in raising its profile and influence within the building and construction industry. Lord Lytton is a leading chartered surveyor and an active contributor to the House of Lords. He is chairman of the boundaries and party walls professional panel of the Royal Institution of Chartered Surveyors and a Vice Chairman of the All Party Parliamentary Group for Excellence in the Built Environment as well as being newly appointed to the House of Lords Information Committee. He has been an Honorary Fellow of ABE since 1997, and CABE since its formation in 2014. Presidential Team Joseph Birt PCABE FCABE – President Joseph Birt worked for 22 years within Local Authority Building Control in various posts; the latter 12 years as Specialist Support Officer for a Cluster of Councils, which included responsibility for advising on fire safety aspects of the Building Regulations. He was, for ten years, a Director of the William Keown Charitable Trust, which champions equality in the built environment and celebrates the achievements of people with disabilities. He has been elected twice as Chairman of the Northern Ireland Fire Safety Panel. By Ministerial Appointment he served two terms on the Northern Ireland’s Building Regulations Advisory Committee (BRAC) where he contributed to the development of the current Northern Ireland Building Regulations. He has also served two terms on the Department of Communities, Historic Buildings Council. Joseph is a Chartered Building Engineer, who continues to be active within his local CABE Region; currently Treasurer and past Chairman of the CABE Northern Ireland Region’. He is now the Technical Director of FRSNI Ltd. Richard Smith VPCABE FCABE – Vice-President Richard Smith commenced his employment as a YTS Trainee in Building Control back in 1989 and has progressed his career to become the Head of Standards and Innovation and Research at NHBC where he oversees the delivery and implementation of NHBC's Technical Standards, Technical policy, Acceptance of innovative and non-traditional construction methods and leads the NHBC Foundation. Richard is also a member of The Building Regulations Advisory Committee and support a number of Sub Committees including new building broadband connectivity, Part M Working Group and Building Act 1984 working group. Richard Flynn CEng CEnv CWEM VPCABE FCABE – Vice-President Richard is an independent private practitioner trading as Flynn & Shaw, Chartered Building Engineers. As well as being a Chartered Building Engineer, he is a Chartered Engineer, Chartered Environmentalist, Chartered Water and Environment Manager, Registered Building Surveyor and Certified Site Assessor. Richard is a recognised expert in the area of onsite wastewater treatment and provides a complete site suitability assessment, treatment system design, and certification of installation for onsite wastewater treatment systems throughout Ireland. Richard has been Chair of the CABE Membership and Professional Standards Committee (MPSC) since its inception in 2019 as well as member of the Southern Ireland Region committee of CABE. Stewart C McArthur BSc (Hons) PPCABE FCABE RICS Dip BC – Past President Stewart has 30 years’ experience in the house building industry. He has a degree in Fire Risk Engineering from Glasgow Caledonian University. During his studies he also attended seminars at Maryland University and had the privilege of being tutored by some of the most widely respected experts in the fire engineering sector. Stewart began his career in building standards before moving into the warranty sector. He also has recent experience as a site manager. This broad experience has given him a greater understanding of the house building industry from all perspectives. He has been a member of CABE since 2001 and has played an active part in the regional committee for the past ten years. CABE Board Daniel Fordham FCABERussell Urwin FCABETony Harvey-Soanes FCABEPaul Grinyer FCABEDavid Courtney CEnv FCABE Lindsay Richards BSc MBA MCABE Chartered Building EngineerZoe Cox FCABEMishka Scott MCABE Chartered Building EngineerDavid Kitcatt FCABEIsacc Sunder Packianathan FCABE Executive Team Dr Gavin Dunn BSc (Hons) MSc PhD FCABE – Chief Executive Originally trained as an architect, Gavin initially practised in North America with a large construction engineering firm before returning to the UK to specialise in the energy and environmental performance of buildings in 1998. Gavin advanced this specialism through positions at the Welsh School of Architecture, and Elmhurst Energy, where he helped develop some of Europe’s leading building energy certification and labelling systems. In 2013 Gavin was appointed Director of Building Performance at the Building Research Establishment (BRE) where he was responsible for a portfolio of BRE's globally leading services including BREEAM and CEEQUAL the world’s foremost environmental assessment methods for the built environment. In 2018, Gavin was appointed as Chief Executive of CABE where he works to help enable a more professional construction sector that works to create better, safer and more sustainable buildings that enhance people’s lives. Gavin was a member of the Building Regulations Advisory Committee (BRAC) of the UK Government from 2015 to 2022 where he served as Chairman of the Future Homes Standard Working Group. Jackie Macaulay – Chief Operating Officer Jackie is responsible for all aspects of the organisations operations and internal processing. Her remit includes compliance, legal services, HR, OD & change management, IT, facilities, PR & communications, membership processing and deputising for the CEO in his absence. Her experience spans a range of manufacturing, construction and not-for-profit organisations with her first Director position as HR Director for Electrolux in 2004. Jackie has worked across the UK, Ireland and internationally across Europe and Asia managing diverse and multi-disciplined teams. She brings to CABE the senior expertise that will develop the organisation as it moves forward with its modernisation and development strategy. Richard Harral BA BArch FCABE RIBA – Technical Director Richard Harral is the Technical Director for CABE. He has previously worked as an architect in both public and private sector practice, and as a policy official in the Building Regulations Division of MHCLG between 2007 and 2014 where he oversaw introduction of policies on accessible housing, security standards, broadband and the national space standard for new homes. He was subsequently Head of Technical Policy in the period 2014-2017. He currently sits on the CIC Competence Steering Group, and chairs a number of competence working groups including on Designer and Architect Competence. He was Technical author for Flex 8670, the recently published British Standard on Competence for building safety in Built environment industries. Alison Duckles CBE – Professional Development Director Alison has worked in the Construction sector for over 24 years, predominantly with Laing O’Rourke. She previously held roles with the Chartered Institution of Waste Management and Eastern Group plc in the power sector. Predominantly focused on learning and development while driving competence, professional standards, and futures skills requirement; Alison worked extensively on the creation of new construction apprenticeships, engaging employers, providers, sector bodies and Government. In her role with CABE Alison is responsible for continuing to strengthen partnerships with academic institutions, provide members with quality training and CPD opportunities and Support the Association’s ambition to drive competency and professional responsibility in the construction sector. CABE Staff Membership Services Team – membership@cbuilde.com Our friendly, experienced membership team is always on hand to offer the best possible advice on becoming a member of CABE, advising you on the best route to membership and helping you to progress through our grades as your career develops. Amy Chatfield – Membership Services Manager Amy leads the Membership Team, which is responsible for all membership processing, professional interviews for CABE Chartered Membership and registrations for both the Engineering Council and Society for the Environment. With a strong background in customer service, Amy joined CABE in 2015. She has held a variety of positions, including roles in the Publications Team – working on the building engineer journal – and the Events & Marketing Team. After building extensive knowledge of the membership journey, she moved into the Membership Team in 2018; since then, she has worked continuously to improve processes, ensuring that the Association provides excellent customer service to all new and existing members. Alongside her role as Membership Services Manager, Amy is a trained Mental Health First Aider (MHFA), providing wellbeing support for her colleagues. Sabrina Miah Professional Review Co-ordinator Tara Talley Membership Services Co-ordinatorJoshua Law Membership Services Administrator Communications Team – info@cbuilde.com The Communications team deliver vital resources, news, and information to our membership, keeping them up-to-date with industry changes, standards, and opinions. This is done through direct contact with our membership, delivering our monthly journal, BuildingEngineer . Laura Richardson - Head of Communications Laura has been with CABE since 2018 when she joined as PR and Communication manager. She is responsible for implementing the communications strategy across the Association’s communication streams including PR, Marketing, and Digital Infrastructure functions. She joined CABE from Booker, where she gained experience in website marketing and design. Along with her previous experience working in publications and marketing roles in the construction industry she brings a lot of skills and strengths to the team. Maya Bullock Communications & Digital Designer Abigail Crook Communications Administrator Professional Development Team – training@cbuilde.com CABE provides a range of services to our members and the wider industry to assist in the expansion of knowledge in respect of the built environment. Our Professional Development Team facilitate this by ensuring opportunities such as our suite of regional conferences, annual conference & exhibition, training courses, local/regional CPD and our 12 UK & ROI regions run smoothly and offer the highest possible quality in their delivery. Kirri Porter-White - Competency & Learning Lead Kirri has been with the association since 2015, working initially within the Regional Services and Events team to provide support for the regional committees over CABE’s 12 regions in the UK and Ireland, as well as our international Chapters. Kirri is responsible for the development and deployment of CABE’s training and learning infrastructure, focusing on both technical competency and wellbeing within the construction industry. Kirri’s team also work with the Professional Development Director on academic accreditation and relationships with universities. Rosemary Brewill Regional Services Co-ordinatorShaneka Foster Professional Development Administrator Operations Team – info@cbuilde.com The Operations Team are involved in the day-to-day activities of the Association, to ensure the smooth running of all CABE’s activities, including Finance, IT, Legal and Facilities. Carl Pearson - Head of Legal and Governance Services Carl has worked both private practice and in-house roles, within the sectors of welfare law, housing law, debt law, consumer law, compliance law, and commercial law. Joining CABE in 2018 from Dixons Carphone, Carl is responsible for providing the Association with internal legal advice on its business practices, activities and contractual relationships, development and review of various internal policies and procedures and day-to-day management of disciplinary and complaints investigations. Jacky Lonsdale - Head of Finance Jacky joined CABE in November 2021 and brings a wealth of experience having worked for a number of both large corporate companies and smaller businesses including JVC, Total Oil Marine, Bosch Security Systems and Vinci Construction. Before joining CABE she worked for the Auto-Cycle Union, a motorcycle membership organisation. As Head of Finance Jacky is responsible for the delivery of financial information to the management team. Finance encompasses all areas of accounting processes, monthly management accounts, forecasts, annual budgets and financial statements. It also covers all aspects of audit liaison and statutory return requirements. Jacky’s mission is to ensure financial reporting is accurate, concise and on time. Helena Wootton Reception and Office ManagerAlison Lodge Executive AssistantCharlotte Taylor Finance Assistant Hong Kong Office – info@cbuilde.com Vivian Sie BA (Hons) MA MSc - General Manager Vivian is the General Manager of CABE Hong Kong Chapter responsible for daily operation, enhancing communication with members and working partners, upholding the reputation of one of the international recognised associations in Hong Kong and beyond.Before joining CABE, Vivian had experience in the areas of corporate governance and public sector management where she was instrumental in providing efficient secretarial support to a local leading professional institute and a regulatory body. Her remit included membership processing and benefits, media relations, disciplinary proceedings, set-up of Biennale Foundation and Beijing Representative Office, key event planning and execution. After graduating with BA honours in translation, Vivian obtained a distinction in the Master of Arts in International Communication from the Macquarie University, Australia. She has a Master of Science in Public Sector Management. Mable Hung Administrator

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reach cambridge

Cambridge

Since 2005, Reach Cambridge has given thousands of young people from all over the world the opportunity to prepare for the future in a university environment. Based in the historic city of Cambridge, our exciting and varied program comprises academic subject courses, group activities, lectures and excursions. Our team is dedicated to offering our students the international experience of a lifetime within a safe, positive and inspiring community. ‘Every year, we receive wonderful testimonials and feedback from students, parents and teachers about how reliable, enthusiastic, motivated and friendly our staff are. Our team is 100% dedicated to helping young people find their place in the modern world and, in the words of our Latin motto: Sic Itur Ad Astra – “Reach for the stars.”’ Jon McGoh, Founder and Jenny Evans, Managing Director APPLY BEFORE 15TH JANUARY AND SAVE £200 The Reach Team Our experienced and dedicated year round staff team meticulously plans and prepares for our programs throughout the year. Meanwhile our program teams ensure the safe and efficient running of the programs. As well as ensuring the organisation runs smoothly, several members of the year-round team also travel across the globe to visit schools and talk to students and their families about our programs face-to-face. Let us know if you’d like to receive a visit! Program Team Senior Staff Our experienced senior staff work together with our supervisors and teachers to ensure that our students have the opportunity to grow in confidence and enjoy their independence in a safe and supervised environment. They are onsite and on-call to oversee all aspects of the programme; their primary duty is to look after the health and safety of everyone involved, as well as to ensure every student feels welcome, and every program is enriching, inspiring and unforgettable. Academic Staff Our inspiring team of teachers works closely with our Director of Curriculum to provide the highest quality subject courses. Many of our teachers are working or studying at high-level academic institutions such as Cambridge, Oxford or London universities. They usually are Fellows, Professors, researchers or postgraduates and specialists in their field. Here at Reach, our teachers have significant autonomy in creating their courses so that they can utilise their expertise fully. Supervisory Staff Reach Cambridge supervisors live on-site alongside the students and are available 24 hours a day. Many of our supervisors are current undergraduates and are the students’ first point of contact to attend to their questions or concerns. Supervisors run an amazing schedule of daily activities and take part in weekend excursions with the whole community of students. They also look after a dedicated small group of students who live in the accommodation with them. A look inside – Our Academic Courses Accreditation Reach Cambridge is proudly accredited by the British Accreditation Council (BAC) for Independent Further and Higher Education as a Short Course Provider. This is an extract from our most recent interim report – “The senior leadership team is cohesive, collaborative and responsive. Teaching and learning are of a high quality, using highly qualified, experienced and engaging teachers. Programmes are well-designed to offer participants a well-rounded mix of academic and personal development opportunities. Programmes are designed to enable participants to benefit from the wider learning and development that arises from mixing with participants across a wide range of ages and cultures.” Education experts from the BAC inspectorate assessed the institution against our standards during a formal inspection visit. The Inspection team wrote a report for the independent Accreditation Committee who subsequently awarded accreditation, which is valid for four years. The inspection report is available in the Directory and Inspection Reports section on the BAC website, where you can read more about the BAC. Cambridge Cambridge is a prestigious centre of academia and a beautiful place to live and study. The world-famous University of Cambridge is over 800 years old, and has been home to some of the most respected authors, scientists, thinkers, and even royalty. The city boasts some of the country’s finest architecture, art galleries and museums, as well as a vibrant theatre scene. Running through it is the River Cam: colleges glimpsed from the banks of the Backs, students punting along the water, and rowers practicing at high speed, are all part of the Cambridge experience. A Brief History of Cambridge Before the University The Romans were first to build a town in Cambridge, although archaeologists have found evidence of habitation as far back as 1500BC. It was a convenient crossing point for the River Granta now known as the River Cam. Throughout Anglo-Saxon and Norman times, settlements tended to centre on what is now known as Castle Hill‚ for its fortification potential. William the Conqueror was the first to build a castle on the hill and his son, Henry 1st, gave the town its first charter. The oldest structure in Cambridge, St Bene’t’s Church, dates from the 11th Century. The University It was in 1209 that scholars, taking refuge from hostile townsmen in Oxford, settled in Cambridge. Students soon flocked to Cambridge, although in its early years, these were largely clerks or clergymen in holy orders of some sort. It was not until 1284 that the first Cambridge College (of which there are now 31), Peterhouse, was founded. Colleges sprang up in the centuries to follow‚ the result of benefactions from donors including King Henry VIII. The most famous structure in Cambridge – King’s College Chapel – was built by a succession of Kings, starting with Henry VI in 1446 and finishing with Henry VIII in 1515. Cambridge is the top-ranked University in the UK and has produced 118 Nobel laureates and 15 British Prime Ministers. Famous Scholars In 1627, a clergyman by the name of John Harvard entered Cambridge, before emigrating to America in 1638 and founding Harvard University. Numerous other influential scholars have passed through Cambridge: Sir Isaac Newton, Charles Darwin, William Wordsworth, Samuel Taylor Coleridge, Lord Byron and Lord Tennyson, several signatories of the American Declaration of Independence, Bertrand Russell, Ludwig Wittgenstein, F.R. Leavis, John Maynard Keynes, Crick & Watson, Sylvia Plath, Frederick Sanger, Ted Hughes and Stephen Hawking to name but a few! All Reach Cambridge students have the opportunity to live and study in this inspiring environment, walking in the footsteps of great scholars who have changed the way we see the world. Cambridge Gallery APPLY BEFORE 15TH JANUARY AND SAVE £200 Register Your Interest First Name* Surname* Email* Country* Select Country Phone/WhatsappPlease include a country dialling code Which best describes you* Select Inquiry Please sign me up to your online mailer for the latest news and updates Yes CAPTCHA Reach Cambridge Resources Find out more Why Reach? Useful Info FAQs Our Staff Blog Contact Us Apply Today Tasters Download Brochure Login Jobs Scholarship Sitemap © Copyright Reach Cambridge Ltd. All rights reserved. Reach Cambridge is not affiliated to the University of Cambridge or its constituent colleges. Privacy Policy - Terms & Conditions - Legal Disclaimers

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learning improvement service

Bromley Common

Who and what is the Learning Improvement Service? The Learning Improvement Service was set up by Phil Hatton (read about Phil here), an ex-Ofsted HMI and National Adviser. Through his extensive experience in leading inspections, surveys, good practice, advisory work and improvement consultancy, Phil has a unique and wide understanding of best practice in the Further Education sector, particularly in colleges and in work-based learning. He is utilising his knowledge to help colleges and other providers of training improve the learning experience they give to their learners. The LIS only wants to work with those who have a real will to improve their provision, by establishing where you are now and where you would like to be in the future. We do not intend to just help to ‘patch you up’ to get you through an inspection, but to help you make sustainable improvements. We use only the best people, who know what they are doing, because they have done it themselves. Below is a brief summary of the main ways that we can support you (however, please contact us if you require something else not listed below): Consultancy support to improve key aspects of your provision - consultancy support to cover key aspects of quality improvement systems such as self-assessment reporting, position statements, improvement planning, observation of teaching, learning and assessment, sharing of good practice, course reviews and evaluation, the user voice and being prepared for short or full Ofsted Inspections. Phil can also help you to improve English and maths and ensure that your safeguarding is exemplary. Providing a ‘critical friend’ service to check and validate self-assessment, observations of teaching and other key quality processes such as course reviews – confirmation that you are moving in the right direction – we’ll work with you to confirm you are doing the right things in the right way, responding specifically to your needs, keeping you on target to improve your provision. This is one of the key areas of our work particularly from September through to February. Phil will also provide you with support by email or phone if needed prior to and during inspections. Safeguarding, Prevent and British Values Reviews – Phil has developed real expertise in what the best practice of the sector is and can work with you over two days to check out every aspect and leave you with a position statement of where you are and what you can do to be outstanding. Phil can also provide bespoke training and materials to raise awareness of staff, governors and learners Apprenticeships and subcontracting – Phil knows all there is to know about these two areas and has helped transform some of the biggest college and worst performing providers in terms of their success rates. The ideal scenario is a five day visit to check and sample how you do things, suggest improvements and provide you with the resources needed, finishing with a half-day staff development that is bespoke to your improvement needs. Please contact Phil as long in advance as possible to get time allocated for this Internal inspection or review of areas requiring improvement - a tried and tested way to improve an area is to first gain an informed view of exactly where that area is in terms of strengths and weaknesses, using an expert with extensive inspection experience. Unlike an Ofsted inspection, all feedback to staff and managers observed in an area is given constructively to help improve practice for the benefit of learners (while also giving you robust evidence for your OTLA system, SAR and QIP). An internal review could be for an area of learning or for a cross-college aspect such as safeguarding, equality and diversity, or course reviews. All consultants undertaking this work are personally known to Phil Hatton as to their ability to do so. The LIS will only conduct such work when they have the right person to do it (often Phil himself). You will receive a report that focusses on ways of improving the area reviewed, based on the best practice of the sector that is proven to work (not just telling you what has been seen, which is the usual practice of most consultancy companies). Helping individual institutions in the sector achieve good or outstanding teaching, learning and assessment through establishing robust observation of teaching, learning and assessment (OTLA) systems – depending on where your system is we can its validate current robustness by conducting observations (joint ones are best value as they train your staff) and scrutinising the gradings and paperwork historically awarded. If more work is required, we’ll equip you with the tools (training, paperwork and systems) to establish an OTLA system that delivers accurate and well recorded findings by your observers. Your observation system will help keep a focus on promoting improvement, identifying and promoting the sharing and adaptation of good practice by teachers (a reoccurring weakness in Ofsted inspections in the past year). We will provide you with the training, paperwork and systems to move your staff forward, encouraging their collaboration in the development and sharing of resources, so your staff will deliver learning in true teams. We will support you with either graded or ungraded systems. An approach of conducting joint ‘learning walkthroughs’ of 20 to 25 minutes duration is providing many institutions with an overview of their provision and enables the judgements of college observers to be tested out for their accuracy and breadth. Sharing exemplary practice and systems in self-assessment with you, leading to quality improvement planning that moves you forward – we’ll support you in developing your capacity to self-assess all of your work honestly and robustly so that your staff ‘own’ the resultant self-assessment reports and improvement plans, understanding their part in moving you forward. Few are really good at self-assessment, we can make sure that you are and that self-assessment moves you forward. Several colleges and providers have received very positive feedback about their SARs in 2016 following support and the use of LIS templates, particularly the use of a two page Executive Summary SAR that helps focus improvement actions. If you have a 50 page SAR it will not be an effective improvement tool. Helping you to produce position statements – if you think you are likely to be inspected it is important to be able to say where you are ‘now’ as self-assessment looks back on the past year - we’ll support you in writing effective position statements for key areas that tell you and others exactly where you are for that area. They are a great way to demonstrate to inspectors that you know your provision and have helped a number of LIS clients move from a grade 4 inadequate to a grade 2 good. Phil has also helped a number of colleges achieve grade 1s for their leadership and management. An exemplar position statement can be seen here but is not as good as what you will finish up with (samples can be shared)!! Conducting a confidential ‘health check’ of your organisation by one or more of the top and most experienced recent HMIs (and previously lead inspectors with the FEFC, TSC and ALI) – if it is sometime since your last inspection or there have been significant changes in management or what you offer, a ‘health check’ could be invaluable. We’ll examine your leadership, management, performance and quality improvement against and beyond the requirements of the September 2015 Common Inspection Framework in a way that can only be achieved by being carried out by the right people. Depending on institutional size and complexity, this totally confidential and focused ‘health check’ will ensure you know your provision inside out and have no surprises should you be inspected. It will help you to decide and prioritise how to move your provision on.

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mtm educational consultancy

London

For more than 35 years, MTM Consulting has supported schools (state and independent), universities and other education providers to remain in business and to develop and thrive, whatever the economic climate. We are all about providing solid data, insightful analysis and clear recommendations to enable organisations to plan for future stability and success and to uphold their responsibilities to parents who entrust them with their children’s education. In fact, we’ve worked with more than 500 schools and researched more than 250,000 parents. Our feasibility studies, supply and demand analyses and stakeholder research projects are all designed to help school business leaders to understand the potential of their organisation’s market, where they stand against their competitors, what the market wants and what it does not want. MTM equips education decision-makers with the information and insight they need to make the right choices for the future of their organisations. Education business expertise MTM’s team are all education business specialists with many years of experience. We understand the challenges and opportunities of the education sector and we want to use our expertise to help schools and other education providers to find the right course and achieve success. We are friendly and approachable We want to help We enjoy designing bespoke market research, marketing and business strategies to meet individual clients’ specific needs We encourage questions We communicate throughout We present or report on our findings and recommendations in a way that best suits each client We love to provide all the detail our clients need We follow up to see if we can help further We keep in touch Meet MTM’s expert team… Evidence-based decision-making MTM Consulting’s support of its education clients is based on facts, expertise and experience. Our market research projects focus on providing the data and information required to make crucial decisions on resourcing and activities to: improve recruitment and increase the school roll minimise student attrition and improve retention and raise the organisation’s profile in its target market and the education sector in order to attract families, teaching and non-teaching staff, leaders and governors who will bring their skills and work as a team to ensure the organisation’s future success MTM uses UK-wide demographic information and a combination of qualitative and quantitative research methods to acquire exactly the data required to inform clients of the realities of their organisation’s situation. Of course, we don’t expect our education clients to be experts in market research themselves – through a series of friendly, collaborative discussions our team members are able to work with clients to ascertain the information that would be of greatest benefit to them in their decision-making. We ensure that the pricing of our products is transparent, and realistic in relation to education organisations’ budgets. In fact, we have recently revisited our offer in order to break down projects into distinct elements to improve affordability, particularly with smaller organisations in mind. We also offer subscription packages and the opportunity to spread payments over time. MTM’s suite of market research projects is infinitely customisable to suit the needs of individual clients and can be combined to create a totally bespoke market research project designed to meet clients’ needs exactly. Real-world insight, analysis and recommendations for success MTM is a long-established education market research company, which has a true understanding – built over three decades – of education, coupled with unparalleled skills and experience to support education business leaders to make the decisions that will lead their organisations to be steadfast and successful in the long-term, for the benefit of their stakeholders, staff and students. Our researchers have at their fingertips many years’ worth of sector- and country-wide data and are adept at using this to benchmark our clients’ performance. This helps business leaders to develop a real understanding of their organisation’s position and to see ‘the bigger picture’ and the potential in their market. Sometimes it is not just about what the data shows, but what it doesn’t show – our experts are able to draw attention to the gaps in an education organisation’s performance that can be crucial when making decisions on areas of future development. MTM works with a team of business professionals, all with proven track records in their fields, who work with our clients to maximise the opportunities revealed by market research and analysis. Business, marketing and international expertise is on offer to ensure that the client is able to develop a practical action plan – and a set of key performance indicators that will allow it to be assessed and scrutinised – as the organisation heads towards achieving its objectives. Our business professionals are collaborative team-workers, but they also have the strength and experience to draw our clients’ attention to areas of weakness and aims that are unachievable. We know that facing up to realities makes for a healthier business in the long term and ensures that funds and resources are focused on attainable goals. Supporting education It is our great pleasure to see our education clients succeed. There can be no better business to be in than education, and MTM is a staunch supporter of parents’ right to choose the environment in which their children are taught – state or independent, small or large… We work with education providers of all kinds and we are firm believers in the importance of a breadth of offering to suit all families. Early Years: MTM’s Feasibility Studies provide vital market information to schools and groups considering opening a new nursery or re-shaping their existing provision. Independent schools: MTM’s market research, business and marketing strategy projects are designed to help schools to be successful and sustainable in the long-term so that they are able to offer their pupils the education they deserve for the duration of their school careers State schools: MTM offers great insights into pupil and parent satisfaction and staff wellbeing to help schools to engage with the school community and ensure that educational resources are being maximised. School groups: MTM is able to advise groups (independent and state academies) on the potential success of new acquisitions and to help streamline the business of education for efficiency and to ensure maximum resources are available for education. Higher education: universities and higher education providers turn to MTM to help them to understand the opinions of their students on the quality of education they are receiving and the potential effect on their next steps in education and employment. Long-standing relationships with education clients We maintain very strong relationships with our clients, many of whom we have worked with on a regular basis for decades. To see real examples of MTM projects, please read a selection of our case studies. Over the past three decades, MTM has worked with big and small names in independent and state education, early years providers, higher education providers and education suppliers and investors. Rather than engaging MTM as a supplier, we like to think we are part of the team, offering information, skills and experience to support education organisations to maximise their business potential and provide a secure learning experience for their students well into the future. Communication with our clients is on-going and we constantly ask which aspects of our service they have most appreciated, and which could be developed. We act on our clients’ feedback and hone our products and services to make sure that they offer our clients exactly what they need.

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patchway dragon tang soo do

Bournemouth

Dragon Tang Soo Do is an Association of friendly family martial arts clubs based predominantly in the South West of England. Tang Soo Do is a traditional Korean martial art which teaches self-defence, fighting skills and weapons, in addition, its many benefits also act as a guide to allow people to live a healthy and harmonious life. Incorporated within the Association is a Japanese based style of martial arts called Wado Ryu. These clubs which are based in Bournemouth joined the Association in 2004 and share our ethos, values and aims. Together we are a strong, united and friendly group of like minded martial artists keen to improve our knowledge and pass on our skills and experience to others. Our clubs cater for people with a wide range of abilities and ages (5 years and above), so whether you want to train to improve your fitness and health, or are keen to learn how to defend yourself, or simply want to find a hobby to relieve stress and make new friends, then we maybe for you! We live in challenging times and nowadays, increasing numbers of people are learning to protect themselves and their families, our martial arts are a very effective tried and tested method of self-defence. However there are many other reasons why men, women and children train with us, our martial art also provides skills such as self-confidence, self-discipline, physical fitness, flexibility, co-ordination and respect, skills that help us all to cope better with the pressures of everyday life. The real benefits of Dragon Tang Soo Do are not the coloured belts you earn, but the positive changes that you will experience, the enhancement of your mind, body and spirit as well as the development of individual character and respect for others. The true goal of Dragon Tang Soo Do is to use the lessons you learn in class to enrich every part of your life. Our Vision The vision of Dragon Tang Soo Do is one where people can practice the Martial Arts in a safe and controlled environment. Dragon Tang Soo Do will strive to retain the important traditional aspects of our style, whilst being adaptable and open to new techniques and ideas. Our Instructors and senior grades will endeavour to provide instruction and guidance in a way that does not prejudice any student and will enhance the development of all, both in and out of the Dojang and Dojo (Training Halls). It is important that people enjoy the learning experience provided by Dragon Tang Soo Do. Goals To develop an individual’s mental and physical health. To build confidence in all who train with us. To have a reputation as an organisation of quality martial artists. To provide scheduled events to support the development of all. To set and maintain high standards. To build healthy relationships with other martial art organisations, in the interest of sharing best practices and continually developing the level of knowledge of the instructors and senior members. To maintain a balance between organisational cost effectiveness and the cost to the practitioner. To provide a challenging, fun environment that keeps the safety of all in mind. Diversity Every single person counts and everyone has a justifiable expectation to be treated with dignity and respect. That’s why through our ‘vision and goals’ the Directors, Masters and Instructors of Dragon Tang Soo Do are committed to ensuring that our Association respects and celebrates diversity and that all members are helped and encouraged to reach their full potential. Central to this we accept that we are all different and believe that everyone should be treated in an honest, fair and transparent manner in which their individuality should be celebrated and not used as a possible means of discrimination or barrier to achievement. If you feel there is anything more we can do to improve the way we treat our students then please speak to an Instructor, Master, Director or Master Thomas our Diversity Lead. History of Tang Soo Do The very first evidence of this ancient form of Korean martial arts appeared during the Three Kingdom era (57 BC-935 AD) as Hwa Rang Do. Since then, 2,000 years have passed. The indigenous martial arts quietly developed through generations of the Korean people. During some eras it flourished and other times it diminished, according to the political, economic or cultural environment. The art was known by various names throughout the eras, such as Hwa-Rang Do, Kyuck Too Ki, Moo Sul, Soo Bahk Ki, Soo Byuck Ki, and others. Following 1945 Korean independence, the Korean martial arts were again merged and flourished throughout the entire Korean Peninsula. Many organisations were founded with various names such as Soo Bahk Do, Tang Soo Do, Tae Soo Do, etc… At the beginning of the modern era of the Korean martial arts, Tang Soo Do was the most popular term for these arts. However, at that time, the Korean political leader was concerned about establishing Korean value based on Korean nationalism. The political leaders recognized the popularity of Korean martial arts around the world, but were opposed to the use of the name Tang Soo Do for the art, as it sounded like a Chinese martial art, because the first word “Tang” could be interpreted as representing the Chinese Tang Dynasty (617-907 AD). In 1964, a government sponsored small group created a new name for the Korean martial arts: Tae Kwon Do. We still respect the original term, Tang Soo Do, and intend to preserve its heritage and value as a traditional way or path. Unfortunately, many Tae Kwon Do instructors did not maintain the traditional values of the true martial arts. Instead, they converted to a sport as they have progressed to the internationally recognized sports arenas such as the Olympic games. This was considered to be a great political achievement, to bring strength and prominence to the Korean government in International politics. True Martial Arts lovers had no place within these Tae Kwon Do dojangs (Training Halls) to continue to pursue traditional martial arts because they abandoned many valuable aspects of true Martial Arts to become a simple competitive sport. We, as Tang Soo Do practitioners are striving to maintain traditional values of respect, dicipline, self control, self improvement, etiquette and ultimately live a healthy and harmonious life, physically and mentally. History of Wado Ryu It would be very difficult to trace the original roots of karate back to their inception, however it is believed that the Okinawan Islands off the Japanese coast were the birth place of the art practiced across the world today. Despite the strong links to Japan, the original name was “Chinese hand" or "Tang hand" which during the early part of the 1900s, the Japanese changed to Kara-te “open” or “empty hand” Wado Ryu is one of the four most popular karate styles practiced today, in comparison with others, it is relatively modern with the founder Hironori Ohtsuka, who had studied other forms of martial arts previously, introducing Wado Ryu in Tokyo around the mid 1930s. It wasn’t until 1965 that it was introduced to the United Kingdom by Tatsuo Suzuki. Our Clubs in Bournemouth have been operating since 1992 and we work hard to maintain the traditions and techniques as outlined by the Founder.

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nuroo

London

Nuroo was founded initially in July 2013 out of the desire to recognise the harsh challenges faced by nurses in their daily practice, but also to horn the joys of this rewarding career. It was changed from a community group to a business entity in September 2020 thanks to the hard work of some very talented individuals and the support of its members at the time. Our name comes from the compound word “Nurses’ Room” which is often used interchangeably with Nurses’ Station to describe an area of a healthcare facility where nurses and other healthcare workers perform their administrative duties when they are not in direct patient contact. We’re as unique as our name and the organisations we actively seek to support. This is because, steeped in experience gathered across the varied worlds of academia, business turnarounds, healthcare and strategy, Nuroo Leaders bring more than fifty years of combined effort, as well as social care delivery and compliance brain power to the table. We have assembled a number of clinical documentations from admission to discharge to help you prepare for and improve your CQC inspection rating. The initiative is designed to promote high-quality documentation that not only support the capture of the patient’s disease burden accurately in all healthcare settings, but also the appropriateness of nursing interventions and quality of care provided to the patient by ensuring all the information within the health record is of high quality and supports informed decision-making. We’ve also partnered with other well-recognised companies and talented care professionals that work tirelessly to give our valued clients the very best service available in the social care sector. So, whether you’re looking for staff training or/and preparing for your CQC inspection, it is important that you are able to demonstrate compliance with the regulators by making sure that you can evidence this with appropriate documentation, including clinical records and relevant up-to-date policies. The good news is that’s where Nuroo comes in! Nuroo is that little extra oomph when you need it, helping you to reset your inspection goals, put the one-speed gearbox of your documentation into drive, and gently press on the accelerator so that your inspection engine is back into motion towards the right direction of demonstrable care quality What’s more, Nuroo’s Clinical Documentation is created by nurses and for nurses, not just to prevent valuable time and effort being wasted on unnecessary paperwork, but also to ensure that interventions and actions implemented contribute to desired results. High-quality clinical documentation across the continuum of healthcare can be recognized in the analogy of a cruise. Just as patients rely on numerous providers and healthcare professionals to maintain a good state of health, passengers on a cruise ship rely on numerous crew members to ensure they have smooth sailing and stay on course. The anchor on a cruise ship can hold the ship in a certain location or be raised when the ship is sailing. Sometimes patients will be at one location for their care and the documentation is the anchor that provides the information needed for the healthcare teams to stay on course. When patients are discharged or complete a provider visit, they may see another provider in a separate location and setting. The new provider will rely on the documentation from the previous encounter to guide their medical decision-making. Each episode of care should therefore include documentation that clearly supports each new episode of care. Because like the anchor, the documentation supports a comprehensive view of the care provided for any single encounter, it may stop when the patient’s encounter or admission is over, but it is a clear record of each encounter. We are Nuroo, a membership organisation born out of the desire to recognise the harsh challenges faced by nurses in their daily practice, but also to horn the joys of this rewarding career. We represent the professional interests of our members and offer free, confidential advice and support on various matters including unpaid wages, work suspensions; NMC allegations; whistleblowing; discrimination, bullying, and harassment at work; career development; and much more. Our name comes from the compound word “Nurses’ Room” which is often used interchangeably with Nurses’ Station to refer to an area of a healthcare facility where nurses and other healthcare workers perform their administrative duties when they are not in direct contact with patients. We are as unique as our name and the people we actively seek to support. This is because nuroo refers to nurses’ ability to find balance within two opposing forces. Indeed, the daily routines of nurses are rarely the same as they are always on the front line interacting with people who are in stressful situations while having to react appropriately to emergencies and unexpected events. Not surprisingly, throughout history nurses have been a glowing light in some very dark days and despite entering the coronavirus pandemic understaffed, undervalued and underpaid, the skills, knowledge, and resilience of nurses across all disciplines and settings have been showcased beyond words as they work tirelessly in the most testing, bizarre and unusual circumstances. While it’s almost impossible to portray a typical day for a nurse, given how different healthcare workplaces can be, and how work can vary from shift to shift depending on which patient a nurse needs to see, there’s a constant expectation for nurses to step up to more – whatever this may be and regardless of their own personal challenges. The good news is that’s where Nuroo comes in! Nuroo is that little extra oomph when you need it, helping you put the one-speed gearbox into drive and pressing the accelerator so that you can set your career engine back into motion towards the right direction. It provides a safe place where nurses can step aside, offload, take a deep breath, recharge, learn from each other, advance and go beyond the call of duty. It is created by nurses and for nurses to help each other stay up to date with new research findings so that they can re-evaluate whether or not their current knowledge has relevance to their work, and avoid the risk of practicing in a way that’s either ineffective or even deleterious to patient care. Certainly, no one wants to waste valuable time and effort performing tasks that don’t contribute to desired outcomes. But to turn the tide so that we nurses can better appreciate and utilize information from research, there needs to be a completely different approach to networking – one that truly allows for both group and one-to-one input. Nuroo is determined to deliver on this agenda so that you feel impacted as a member. WHY WE ARE DIFFERENT. Our services are not for everybody! They’re for achievers: people who are resilient, bold, want to excel in their career, be of service, and make a real difference. If this sounds like you, then sit tight coz we’ve got you covered! With the assortment of care settings, it would be detrimental to the patient if a provider only considered the care that was provided in one setting to guide their medical decision-making. By using Nuroo’s Clinical Documents, you are taking a positive step towards effective record keeping which can turn the tide in CQC inspection drastically, especially in some key areas like respecting service users, seeking consent, ensuring care and welfare, safeguarding, and assessing and monitoring the quality of the service provision – all viewed by CQC inspectors as particularly important.

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act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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as mentoring

Ealing Green,

Aeryn Priyanu , Employment Consultant Aeryn has always had an interest in language and communication. Starting her early career in teaching English as a foreign language, she went on to shadow a Speech and Language Therapist and this started her interest in working with people on the autism spectrum. She worked in primary schools as a Learning Support Assistant then moved on to work for the National Autistic Society in a day centre. Aeryn started off as a Support Worker, moving up to become Deputy Manager of the day service. She supported individuals in their daily life and helped them gain work experience and vocational skills. As well as working as a consultant with AS Mentoring, Aeryn works in a college for young people with autism, facilitating individuals with functional and social aspects of life, supporting students to meet their targets and maintain long life independent living skills. Photo of Alan Alan Castellaro, Employment Consultant Alan's interest in Autism began when he attended St Andrew's primary school in Chinnor, Oxfordshire, one of the first schools in the country to teach Autistic children one to one. In 2009 he volunteered on a project for Kith and Kids supporting a young man with Autism and they have remained in regular contact ever since. He then worked for 4 years with Dimensions as an Assistant Service Manager of a residential home for adults with severe physical disabilities and Autism. For the last 4 years he has worked for Ambitious About Autism starting off as a Learning Behaviour Specialist and moving up to become a Learning Support Co-ordinator, and was instrumental in helping set up Ambitious College, London's first College for young adults with Autism. He has a BA Hons in Writing and Publishing and has a rich and varied employment history to draw upon. Photo of Alice Alice Mitra-Hall, Employment Consultant Alice previously worked for The National Autistic Society where she ran a Day Centre and facilitated a weekly social group. During this time Alice supported adults on the spectrum to develop their independent living and social skills, as well as supporting service users to apply for and attend college and work schemes, CV writing and interview practice. Alice has a BA Hons degree in Psychology and has also worked in a number of schools supporting teenagers with autism and has provided specialist individualised support for a family for over 10 years. Photo of Amira Amira Hassan, Employment Consultant Amira has been a mentor at AS Mentoring for 4 years. Amira has a variety of clients for both workplace and job-seeking support. After completing her PhD in Neuroscience from Imperial College London, Amira decided to be involved with AS Mentoring full time and is currently managing the Workshops Programme, overseeing the development and online delivery of workshops and group events throughout the year. Amira is warm and friendly, providing individual, autism-specific support and advice. Photo of Anna Anna Roads, Employment Consultant Anna spent 24 years in the investment management sector, working in sales, marketing, product development and client relationships for a number of blue chip firms including Lazards, Fidelity and Goldman Sachs. She developed successful business relationships with large corporates, consultancies and public sector organisations. In her leadership roles, she also enjoyed coaching and developing careers for younger team members. These are skills and contacts she brings to ASM clients. Over the past 6 years she has developed a number of voluntary roles; relaunched the local NAS branch as Chair (2011-2015), served on a local parents special needs forum (2012-2014), been elected a parent governor at a special needs school and worked as a volunteer mentor on a Research Autism Project. Her focus has been on education and now employment, both as a parent of a young person with ASC and through the influence of autistic colleagues she has served with before. Before joining the City, she gained a law degree from Cambridge University, an MBA from Cranfield Business School and qualified as a solicitor. Photo of Charlotte Charlotte Leighton, Employment Consultant Charlotte specialises in providing workplace support for individuals as well as working with organisations to provide autism specific support and advice. This experience has been honed through her work at ASM and her previous role as an Employment Support worker and trainer at The National Autistic Society. Charlotte has subsequently worked for HAIL in Haringey for two years managing social enterprises staffed entirely of employees with autism and learning disabilities. She has also worked as an Appropriate Adult supporting vulnerable individuals whilst in police custody. For the past ten years Charlotte has confidently designed and delivered social skills groups and workshops for adults with autism. As well as working for ASM she is also employed part-time for Resources for Autism in Barnet managing their adult services. Charlotte is able to support individuals emotionally as well practically as she holds certificates in Person Centered counselling and a diploma in Cognitive Behavioural Therapy. David Perkins, Director David was Head of Services at Prospects, the National Autistic Society's specialist employment service, from 2007 – 2013; he left in June 2013 to set up AS Mentoring. He has extensive experience of supporting people with an ASC into employment across the UK and abroad, and of providing a wide range of training, assessment and consultancy services to employers and other organisations in the UK, Europe and the US. He has worked continuously with people with autism since the early 1980s. David has spent the bulk of his working life in the voluntary sector and prior to the NAS spent many years running a group of specialist adventure playgrounds in London for over 1200 disabled children, (some 30% of whom were autistic). He has a BSc (Hons) in Operational Research from Lancaster University. Photo of Emma Emma Hills, Employment Consultant Emma has been teaching psychology and health related subjects to adults since 2009 with the majority of her work focusing on providing social purpose education in the community to hard-to-reach groups, including those with disabilities. Much of her work focuses on supporting learners through transition and has led her to develop herself as a coach as well as an educator. More recently she has found herself key-working with learners with disabilities in a transition college as well as training and supervising the staff who support them. Emma mentors and tutors a diverse range of learners including learners on the autism spectrum in her continuing work in the community. Emma works part-time as an Employment Consultant with ASM and finds her knowledge and experience gained from facilitating community courses such as 'confidence building', 'communication skills' or 'interviewing skills' compliments the role well. She has a BSc Hons Psychology, PG-dip Social research, PGCE in post-compulsory education and is a registered health and social care trainer as well as a full member of the Association for Coaching. Emma is also currently studying for an MA in Education: Culture and Identity, at Goldsmith university. Photo of Eve Eve Riches, Employment Consultant Eve Riches is an employment consultant for AS Mentoring, where she provides one to one support and workshop creation and delivery. Eve has a background in teaching Psychology and has been involved in mentoring for her whole career. She has a lifetime of lived experience of neurodiversity. Outside of ASM, Eve works as a life coach and mentor. Photo of Gurleen Gené Wyrley-Birch, Employment Consultant Gené is committed to raising awareness and understanding of ASC to improve social inclusion, acceptance and understanding; to making a real difference to the lives of people on the autism spectrum and in broader society. Over the past 12 years, while caring for and advocating for her son, Gené has developed an in-depth knowledge and understanding of autism as well as related challenges including ADHD, PDA, Social Communication Disorder and Sensory Processing Disorder. She has a creative, positive and flexible approach and is determined to combined her personal and professional experiences to help clients into work and successfully retain their jobs. Throughout her previous roles in both Investment Banking at JP Morgan and UBS Warburg and Commercial Conferencing, Gené had an active role in recruiting, training and mentoring new team members. Gené has worked across many sectors, including Finance, Pharmaceuticals, Defence, Utilities, Aviation and Telecommunication. Gené Holds a BA degree in Industrial & Organisational Sociology and Industrial & Organisational Psychology from the University of Cape Town. Photo of Gurleen Georgia Thursting, Employment Consultant Georgia has worked with autistic adults and children in a variety of settings including education, play and social settings for the past year. As a support worker with Resources for Autism, she continues to support her clients in achieving their personal and work goals and loves to get creative with her approach. Georgia also works for Share Community in Battersea as a music tutor/ therapist, building the confidence of adults through music and artistic expression. She also enjoys planning and delivering online workshops for adults with Autism, focusing on well-being, physical health and emotional expression through music making. Outside of her work in Autism, is a trained musician, singer/ guitarist and enjoys performing at events across the UK. Photo of Gurleen Gurleen Manku, Regional Employment Consultant Gurleen has 18 years' experience of autism. She has a sibling on the spectrum, and has previously worked in primary education for children with Special Educational Needs (SEN), and has been a SEN Secondary School Govenor. In 2015 Gurleen volunteered at Autism West Midlands to support adults with autism to find employment. She then worked for Enable, Shropshire Council as a Job Coach in various workplaces supporting adults with autism and learning disabilities. Gurleen is highly experienced in delivering Pre-employment support, mentoring and Workplace support at AS Mentoring across the West Midlands since 2015. Gurleen holds a BSc in Business Psychology and is a member of the British Psychological Society, within the Division of Occupational Psychology. She has also completed her Masters in Occupational Psychology. Photo of Gurleen Mahlia Amatina, Employment Consultant Diagnosed with autism as an adult, Mahlia has first-hand experience of the challenges that can arise from a range of workplace settings, but more importantly; how to overcome these. Outside of AS Mentoring, Mahlia works as a visual artist, where she raises awareness and understanding of neurodiversity through different art forms. With a special interest in autism and work, Mahlia is keen to combine lived workplace experience with her mentoring skills as an employment consultant to support clients. Photo of Helen Mark Blake, Employment Consultant Mark has a broad range of experience across social care with several client groups and in varied settings. Following an arts degree he spent a couple of years on voluntary projects with disabled adults living independently, and with homeless men in an emergency night shelter in central London with subsequent paid roles including community support work with disabled adults moving back into the community following long periods in residential hospitals. Mark has also spent time as a residential care worker in adolescent residential units. The last 30 years has seen a focus on Adults and Children with Disabilities in a both a Day Service and Residential Home setting. As a Manager of services in these fields Mark has increasingly focused his support to children and adults on the autistic spectrum and has become keenly aware of the challenges faced by them and their families in achieving independence and realizing their potential. It is this interest that has led to an involvement in a mentoring role with AS mentoring and employment. Photo of Helen Mike Leat, Employment Consultant Mike comes from a background in advocacy, design and communication. Through his own business he previously ran an Easy Read design service which employed people with a learning disability and autism. In 2015 he co-produced a DVD on Autism and Mental Health for the Autism Partnership Board in Surrey. Mike previously worked for The National Autistic Society Assist service providing one to one support/mentoring sessions, and facilitating social and support groups for autistic adults. After completing an undergraduate module in autism with The Open University, Mike went on to complete a Postgraduate Certificate in Autism and Asperger syndrome. Mike also works with a project called ‘Autism by Experience’ which is a team of mostly autistic adults providing Understanding Autism training to staff in a variety of roles including health and social care. Photo of Laura Lauren Moore, Employment Consultant Lauren has a number of years experience of supporting people with autism as well as additional needs. Her main influence for working with people on the spectrum is her younger sibling who was diagnosed with autism at a young age. Over the past decade she has worked in a school specifically of young people with social, emotional and mental health difficulties, starting as a Teaching Assistant and then working as the Intervention Co-ordinator for the secondary department. Lauren also worked in a specialist autism college as a Learning and Behaviour Specialist, moving up to become a Learning Support Co-ordinator. She studied History at undergraduate level and has more recently graduated with a Masters in Intellectual and Developmental Disabilities in July 2018. Photo of Rachel Rachel Pearson, Senior Regional Employment Consultant Following a successful 13-year career in the City Rachel moved into HR and Business Consultancy specialising in organisation restructuring projects involving (often large scale) job review, recruitment and redundancy programmes. She has extensive experience of working with SME employers and large organisations in the public and private sectors around all aspects of the employment relationship. Rachel previously volunteered with the National Autistic Society's Prospects Team and she now works as an employment consultant specialising in supporting people with an ASC to find and retain work. She also works with the NAS's Employment Training and Adult Services Teams supporting students and employees, and providing advice and guidance to employers. With a close family member on the autistic spectrum, Rachel also volunteers with her local NAS branch in Surrey. She holds an MSc in Human Resource Management and is a Member of the Chartered Institute of Personnel & Development. Photo of Siobhan Siobhan Pauley, Employment Consultant Siobhan has first-hand experience of supporting someone with Asperger’s Syndrome and ADHD as her son has moved through various life transitions, experiencing the hurdles faced by people on the autistic spectrum. She spent 30 years working within Human Resources of a large financial institution attaining her MCIPD status, where she became the company’s Reasonable Adjustment Officer. It was her responsibility to ensure that employees with disabilities were able to receive the right workplace accommodations to enable them to access various roles in the company. This has given her considerable insight to enable her to support our clients. Following a career move, Siobhan is setting up AS Mentoring services in and around Poole, Dorset- as well as working part time to support an individual with profound learning difficulties within an independent living service.

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