110 Educators providing Rust courses in Bushey

nas academies trust

Liberty Academy Trust (formally NAS Academies Trust) was established in 2012 to enhance the educational experience of autistic pupils. We are currently a small Trust of three academies, but we have plans to grow so that our reach and impact can extend further. Our aim is to provide an educational offer that works for autistic children and young people, and we do this through our core values of courage, determination and teamwork.

the laurel trust

The Laurel Trust is a charity with a track record of supporting schools serving disadvantaged communities to make sustainable differences to children’s learning and life chances. We provide grant-funding and work together with schools and other agencies to put evidence informed research into practice. Our approach is characterised by ethical leadership, moral integrity and a commitment to raise hopes and horizons for vulnerable children and their families. In recent years we have supported imaginative and successful research projects nationwide in very diverse settings including areas of deprivation and disadvantage in cities, urban, rural and coastal areas. See Locations Map below.

kingsgate workshops trust

Kingsgate Workshops is a multi-use art space housed within a labyrinthine Victorian factory, providing affordable workspace for an exciting mix of artists, makers and designers. Kingsgate Workshops’ Public Programme encourages experimentation, production and critical discourse. We support a crossover between disciplines, an exchange of skills and the development of critical and timely conversations about process, image making and object making. Our Project Space aims to profile a diverse range of contemporary national and international artists with a focus on emerging talent.

the adab trust

The Adab Trust was set up in 2007 to facilitate improved employment outcomes for students from challenging backgrounds. Since inception, the Trust has worked with six universities and supported over 7,000 undergraduates and recent graduates. Our inaugural programme was the 'Leadership by Example Programme'. This involved high calibre graduates from ethnic minority backgrounds - particularly from modern universities – being put through a six stage employer-led training and selection programme. The selection programme was delivered by one of UK's leading executive search agencies - Odgers & Berndtson – alongside the market leader in psychometric testing - SHL group. Successful candidates were then marketed to employers and in our first year of operation, 45 candidates secured graduate level roles. From delivering our inaugural programme, we discovered that the principal barrier to most graduates being able to secure their desired jobs; was that they often lacked the soft skills employers sought. To address this, we developed our current programme - the very successful 'Employers in Higher Education (EHE) Programme'. The Employers in Higher Education (EHE) Programme: This programme aims to create a strong connection between education and employers. This is done by bringing employers onto campuses to deliver a range of creative and innovative training sessions to young people. There are five strands of the EHE programme: Masterclass Series Problem based Learning Guest Speaker Series Employability Workshops Mentoring Please see here for more information about the various strands. Also, please see here for more case studies highlighting feedback from beneficiaries of Adab's initiatives.

frontier learning trust

Please see below our current vacancies. Frontier Learning Trust is committed to safeguarding and the promotion of the welfare of children and young people. To promote safer recruitment, the College has adopted guidance as set out by the Department for Education: ‘Keeping children safe in education’ (September 2020). As well as the scrutiny of application forms, interview information and references, we undertake enhanced disclosure and barring service checks (DBS) for all new starters. Prohibition checks are included for teaching staff in case of any sanctions or restrictions; for the same purpose, overseas checks are also undertaken for teaching staff who have lived or worked outside the UK. These procedures reflect the College’s Safeguarding Policy. For more information regarding the Disclosure and Barring Service and safer recruitment, please visit the Home Office website (www.gov.uk/disclosure-barring-service-check).

pushkin house trust

The founder of Pushkin House Maria Kullmann was one of the few women of her generation to have a degree in theology. In her youth she became personally acquainted with the philosophers of the Russian Religious Renaissance who made the journey to the West in the legendary ‘Philosophers’ Ship’: Nikolai Berdyaev (1874 - 1948), Sergei Bulgakov (1871 - 1944) and Nikolai Lossky (1870 - 1965). Their writings, as well as those of Vladimir Solovyov were explored in depth in lectures and talks at Pushkin House. Nikolai Lossky frequently visited from Paris and also gave talks. Across the border in Soviet Russia, the works of Bulgakov, Berdyaev and Lossky were published in self-published ‘Samizdat’ form: the intelligentsia considered religious discourse as providing a theoretical platform that could inform resistance to the regime - alongside a discourse on human rights and continental philosophy. The charismatic head of the Russian Orthodox Church Diocese of Sourozh Metropolitan Anthony (Bloom) (1914 - 2003) regularly contributed to the programme at Pushkin House. He spoke on a wide variety of topics including Russian Christian thinkers and Nikolay Fedorov, the founder of Russian Cosmism. Among his lectures was one entitled ‘On Faith and Deed’ that was published as an essay and became an influential text within the Russian Orthodox Church community, as did ‘On Russian People’s Faith’, recordings of which from the Pushkin House archive can be listened to at this exhibition. In many ways Metropolitan Anthony defined his faith and beliefs through his lectures at Pushkin House, which were to have a great influence within the Russian Orthodox Church and beyond.

cathedral music trust

avanti schools trust

When the early concept of Avanti began in 2003, our intentions were focused to provide Hindu faith schools as an exciting option for a group in society who otherwise felt their needs weren’t catered for. The subsequent opening of Krishna Avanti Primary School Harrow in 2010 made history as the UK’s first state-funded Hindu school, a revelation for educators and examiners alike who saw the principles in practice, experienced a truly vibrant culture, and now felt impelled to share it in their own communities. SHARING OUR CULTURE AND PRINCIPLES FURTHER Following the success of the faith school offering, we realised that there was need for secular schools that share the same values, practices, and principles, which could benefit from the pillars of educational excellence, character formation and spiritual insight. This led to the evolution of the Avanti offerings to the broader community.

alfurqan education trust

catch22 multi academies trust

A social business Catch22 provides young people aged 4-18 with alternative and special education in order for them to progress and succeed in sustained education or employment. We do this through high quality teaching and learning based on effective relationships that enable the achievement of life skills and meaningful qualifications. Catch22 was approved as an Academy Sponsor by the Department for Education (DfE) in February 2014 and became the sponsor of our first Academy, The Ashwood Academy in Hampshire, in September 2014. The Catch22 Multi Academies Trust is the vehicle for our sponsorship of a number of academies focusing on learners who can benefit from small, supportive alternative and special education provision. Academy sponsorship is about using partnerships to provide specific expertise and skills to enhance standards. Catch22, with our existing wide experience of alternative and special education provision, brings a focus on academic and behavioural improvement leading to re-integration back to mainstream provision up to Key Stage 3, infrastructure support, improvement to pastoral provision and greater focus on preparing young people for the world of work. We look to increase access to one to one and mentoring opportunities through a mixture of off-site and extra curricular events in order to improve the self-esteem and self-confidence of