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26 Educators providing Purchasing courses in Ashtead

Gasworks

gasworks

London

Established in 1994, Gasworks is a non-profit contemporary visual art organisation working at the intersection between UK and international practices and debates. We provide studios for London-based artists; commission emerging UK-based and international artists to present their first major exhibitions in the UK; and develop a highly-respected international residencies programme, which offers rare opportunities for international artists to research and develop new work in London. All programmes are accompanied by events and participatory workshops that engage audiences directly with artists and their work. Process and development are fundamental to us. We establish long-term relationships with artists and work with them to test out new ideas and establish dialogue with peers and the public. This level of support allows artists to confidently make a significant new step in their professional career, whether the outcome is a work-in-progress, an event or an exhibition. Over the last two and a half decades Gasworks has worked with over 500 artists from 80 countries around the world. Many of our alumni have gone on to exhibit at major institutions and art events, and have received nominations for - or won - prestigious awards including the Turner Prize, Absolut Award and Pinchuk Art Prize. Alumni include Yinka Shonibare, Goshka Macuga, Marvin Gaye Chetwynd, The Otolith Group, Lynette Yiadom-Boakye, Tania Bruguera, Song Dong, Hassan Khan, Alexandre da Cunha, Renata Lucas, Cinthia Marcelle and many more. Gasworks has recently secured its future by purchasing and redeveloping its home. The £2.1million project has given the organisation unprecedented resilience and great confidence in continuing to support new generations of emerging UK and international artists. Gasworks is also the hub of the Triangle Network, an international network of over thirty arts organisations, mostly based in Africa, Asia and South America. Triangle Network regularly develops and facilitates artists’ residencies and workshops as well as peer-to-peer exchanges, both between the UK and the rest of the world or within a specific region. Triangle informs Gasworks’ programme, giving the organisation unparalleled opportunities to nurture and exhibit artists from across the world.

Hammersmith Academy

hammersmith academy

3.4(8)

London,

Since we opened in 2011 Hammersmith Academy has been striving to do something different. I founded HA because I wanted to create an inspiring school in the local community that had a clear vision, fostered self-confidence in its students and provided a Private School level of education for all. At HA we have adopted the Growth Mindset: excellence isn’t given at birth, but earned through hard work and determination. We focus on pushing our students to attain the highest qualifications they can, but they will only do that if they also develop a strong character. Qualifications open the door, but character gets you through it. Our longer lessons, peer to peer leadership, and mandatory ‘Session 3’ extra-curricular programme, ensure a richer, more in-depth delivery of the national curriculum, in which students take responsibility for each other and have ample opportunity to embrace subjects and skills they feel passionately about. We set high expectations and challenge our students to aspire to be outstanding in all areas of school life. From their uniform, to their attitude to learning, to their conduct in and outside of the classroom, we expect an exemplary approach at all times. Students and staff adopt a professionalism that would be standard in any job, to fully prepare our young people for the world of work. Our students and our staff work exceptionally hard, and you can see that in the sheer amount of quality work and experience that is achieved on a day to day basis. You can see evidence of this in any of our termly newsletters, or on our social media. In my experience of working in inner-city education, and my own time at school, I sometimes saw an attitude that assumed some people ‘can’t do’, and I knew this was wrong. I see that people, of any age, will respond to clear boundaries and clear vision. If you show your students you have belief in them and encourage them to have belief in themselves, their confidence grows and they surprise themselves with what they can achieve. Our students will leave school not only academically qualified, but confident, mature and ready to prove themselves.