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1176 Educators providing Courses

Concrete Rose Collective

concrete rose collective

Concrete Rose Collective is devoted to providing first-class support that responds to the needs of young people particular in the fields of accommodation and education. You can find out more about our vision and background below. Our vision Every young person living life to the full with the foundations and opportunities to flourish. Our mission To provide accommodation and support that enables young people to step into a better future. Current offer We provide supported lodgings for young people (including care leavers, those at risk of homelessness, unaccompanied asylum seekers and young parents). These are nurturing places, in host homes, that include exceptional levels of wrap-around support (for hosts and young people) and are founded on a therapeutic approach that is based in research and understands trauma. We do this generally, though not exclusively, through hosts from local churches. Our history The roots of Concrete Rose Collective CIC can be traced back long before its establishment as a Community Interest Company in 2020 and in particular to 20 years of support for marginalised young people by our founder Mike Farrington (see ‘Our People’ for more details). Increasingly evident over this time was the need to proactively respond to two priority areas essential in enabling young people to thrive: Accommodation: The need to provide safe, loving, and professionally supported accommodation options particularly in the area of semi-independent living enabling young people to successfully navigate the transition from home (or care) to adulthood. Education: The need for educational provision that focusses on character and emotional intelligence and where a range of talents and aspirations can be expressed and nurtured. The name comes from a poem and an audio extract from the hip-hop artist Tupac Shakur. Elements of both are written below and eloquently capture the tremendous resilience and tenacity that many young people have already shown in overcoming traumatic starts to life that may include abuse, childhood trauma and community dysfunction. It also echoes the notion that such trauma inevitably creates hurt, scars and the odd prickly spike but that, with some key ingredients, the outcome can be something of striking beauty that defies the past, points to the future, and beautifies the world. Did you hear about the rose that grew from a crack in the concrete Proving nature’s laws wrong It learned to walk without having feet Funny it seems but by keeping its dreams it learned to breathe fresh air Long live the rose that grew from concrete when no one else, even cared You try to plant somethin in the conrete, y’knowhatImean? If it grow, and the and the rose petal got all kind of Scratches and marks, you not gon’ say, “Damn, look at All the scratches and marks on the rose that grew from concrete” You gon’ be like, “Damn! A rose grew from the concrete?!” You see you wouldn’t ask why the rose that grew from the concrete had damaged petals. On the contrary, we would all celebrate its Tenacity. We would all love it’s will to reach the sun. Our ethos Concrete Rose has at its heart a Christian ethos. We do not impose these beliefs on others and we support, employ and work alongside those of all faiths and none. Our Christian ethos informs the ways in which we work and creates a culture which values the individual (and recognises their immeasurable worth and innate talents), empowers others and demonstrates a love and commitment that is long-term and resilient. We desire to see the young people we support live life to the full, realise their God-given potential and positively shape their future and the world around them. Make a difference Last year 121,000 young people (16-25) in the UK were homeless or at risk of homelessness. You could make a difference. Give young people the opportunity to build a firm foundation for the future by becoming an approved host through our supported lodgings scheme, ‘Room to spare’. We provide training, 24/7 support and start-up bursaries. Find out more by downloading our ‘Information for hosts’ brochure.

Spirit of the Inca

spirit of the inca

Radstock

Lying flat on my back for 16 days back in 1980 something, I was in so much physical pain that I could not move. It was then that I began to realise that I needed to change my life! I had been literally 'floored'! Stopped in my tracks. I had nowhere to run, or hide. "It wasn't by chance that during that time I came across a reflexologist who helped me to see that this was a turning point in my life. As a result of that meeting, and the healing that followed, I trained to become a reflexologist. My healers journey had begun and everything changed. "Over the course of the next few years, I noticed that some clients healed and others did not. My curiosity and desire to be of service led me to explore all kinds of therapeutic processes... counselling, gestalt, person centred therapy, psychosythesis. It was a great help in understanding how the mind affected the body. And I noticed that now I was able to help more people to heal.. and yet I noticed that still some clients did not. "My wondering about this led me fully into the healing arts and I began to understand that we each have a soul's journey. I had to ask myself: 'Why am I here?' 'What am I meant to be doing with my life?' "At the level of the soul I needed to know that my life has meaning and purpose beyond the everyday, and I learned that creative expression is vital to my wellbeing, as is finding a meaning and purpose that fits who I am. During this time I had many teachers. I trained to be a yoga teacher, I discovered 5 Rythms dance, and explored ways to use my voice... each time reaching out beyond my comfort zone, beyond who I thought I was.. to discover aspects of me that had been hidden or surpressed in the simple act of living this everyday reality. "My wondering led me to run a women's group for ten years. I wanted to explore what it means to be a woman in today's world. Together, we explored the sacred feminine, the goddess, the myths that we live by, we explored sacred landscapes, ceremony and ritual and found ways to connect with Mother Earth, a connection lost in working world today. During those years I took groups on Outward Bound courses in the landscape of Dartmoor. It was as much my journey as it was for those who shared it with me. We all learned a lot about ourselves, about what we were truly capable of. Incredible transformations took place in us all. Above all I learned the resilience of the human spirit, how stepping beyond fear creates inner trust and confidence... and that when we truly face our fears and embrace them we liberate ourselves then our presence liberates others. "Finally my journey led me to Shamanic Training. I have worked with a number of shaman in my life, and now, Incorporating the processes and techniques that I have learned both from the Inca tradition and many other great teachers along the way, I have developed a training which is powerful, beautiful and for me is the final piece in the puzzle. "Working at the level of energy affects all of the bodies: the soul's journey, the mental body, the emotional body and the physical body. I have also learned on this journey that it is a sacred journey, a journey towards wholeness... and the more I heal of myself, the more I affect those around me in a positive, life enriching way. "This is the work that I do in the world, it's the gift that I bring. "My medicine stones form a powerful healing tool called a Mesa. "My Mesa contains the wisdom that comes from my personal healing, the transformation of old worn-out stories of powerlessness, turned into power; of pain and suffering turned into compassion; and ancient wisdom handed down through the ages, through a lineage of medicine men and women whose grace, dignity and childlike innocence reminds me of what we have lost in the Western world. "And now I teach others how to build theirs."

Plymouth Dance

plymouth dance

London

Plymouth Dance connects, creates and celebrates dance in the city. Our mission is to engage people and communities within Plymouth with the transformational power of dance and to connect, create and celebrate dance in Plymouth by delivering citywide partnership projects that use dance as a vehicle for individual, cultural, organisational and social change. Why the community needs us We create and deliver the most exciting, innovative and accessible dance offer for our community. So many people don't have access to the transformational benefits of dance as part of their everyday life: such as the freedom to create; the opportunity to improve mental, physical and emotional health and well-being, whilst decreasing social isolation and exclusion. We know that it's vital that more people and communities have opportunities to watch, be part of and perform dance. Our impact on the community A total of 23,445 people have participated in Plymouth Dance workshops and events since 2009. 109 young people have volunteered for Plymouth Dance since the volunteering scheme began in 2014, logging 2,207 volunteering hours in total. Tea Dances with a Twist! is an intergenerational and inclusive social dance event that has attracted people aged 3.5 weeks to 104 years old. A total of 7,815 people have participated in our TDT events and TDT branch projects since 2016. Plymouth Dance has engaged 1,438 local, national and international artists and practitioners since 2009. Audiences for Plymouth Dance projects have ranged from 300 to 55,000. Over 13 years, Plymouth Dance has invested in excess of £1.27m into the city; 26% through trusts and charities, 50% through Arts Council England and 24% through earned income and commissions. Plymouth Dance is a member of the Plymouth Social Enterprise Network.

Canbury School Limited

canbury school limited

Canbury is a happy, purposeful place of personal discovery for students aged 11 to 18. The ethos of the School is that great minds do not all think alike and we have established a reputation for delivering a first class, personalised education to students of all academic abilities. Excellent progress is made here because every young person is treated as an individual. Our recently opened Sixth Form provides the opportunity for students to continue to benefit from Canbury support in preparation for adult life and we are delighted to see them go on to university or college. However, the journey is just as important as the destination and so, from the outset, we focus on the whole child with emphasis placed on emotional and social development as well as academic achievement. We are committed to ensuring that our students are prepared for the future – able to step forward to take their place in the world. In our last inspection, it was noted that, “Pupils throughout the School persevere to solve problems supported by teachers and learning support assistants who establish high expectations and promote a ‘can do’ attitude”. As a relatively new school, founded in 1982, Canbury is able to adopt a progressive approach to teaching and learning, taking our cue from best practice and research. This ‘clean slate’ means that we are not hidebound by tradition; rather, we are able to create the most meaningful opportunities for our students, led by their strengths, needs and skills. We are proud of our broad curriculum, the wide range of qualifications we offer and the support we are able to provide through small group teaching and, where appropriate, specialist therapists or learning support assistants. All of this is delivered by dedicated and expert staff, underpinned by an exceptionally strong pastoral approach that places the young person’s wellbeing front and centre.

Seah Wraye

seah wraye

Seah is a Diviner, Shamanic Healing Practitioner, Coach and Mentor. She has been referred to as a "Choreographer of Energies" Since childhood she has known herself to walk between "the worlds" so Seah considers herself a "straddler of realms". She's down-to-earth, free-spirited, soul-directed, warm, welcoming, assertive and direct. Seah creates and holds powerful sacred healing spaces in which each can not only feel but also know, that they're safe to drop deeply into themselves because they're being securely and lovingly held. Seah access sacred energies by connecting with the divine creative, natural and universal forces, ascended ancestors and the compassionate spiritual allies who have chosen and who continue to choose to work with and through her. As a channel for divination and soul healing, Seah is governed by her ancestral allies whose embodied tutelage requires her to ceaselessly attend experientially to her personal healing; through which she's able to assist and support you with healing yourself. "We are born with the capacity to heal ourselves therefore I am not the healer. You are." As a Practitioner I divine and facilitate healing and support in various forms for individuals who arrive seeking help with personal issues/challenges/maladies regarding their physical, emotional, relationship, home and environmental health. I also support the dying - those about to transition - and those who have transitioned from the physical yet require healing and support in order to move on from our Earthly realms. The true healing journey is an individual one which requires strong desire, commitment and personal responsibility for one's life and choices. No one can do this for you. However, we can support you while you heal. I"m down to earth, compassionate, warm, open, direct, expressive and welcoming by nature and this is also how I am with clients.

West Specialist Inclusive Learning Centre

west specialist inclusive learning centre

Yorkshire

It is a huge pleasure and privilege to welcome you to West Specialist Inclusive Learning Centre (SILC). We are a community special school, under the organisation of Leeds City Council. We have 242 learners on roll. The SILC welcomes learners who are aged between 2-19 years with an EHCP which is generic in classification. I am extremely proud to lead a school that caters for a wide range of Special Educational Needs in a truly bespoke and individual manner. Our pupils have varying needs such as CMLN (Complex and Multiple Learning Needs), moderate or severe learning difficulties, social, emotional mental health needs (SEMH) or autism. Everything we do at West SILC is based around the individual and their needs, offering them specific environments at one of our 5 sites is key to being inclusive and individual. Our pupils grow in all aspects of their lives through their time spent with us and leave us as more confident, independent and happy young people ready to access the next stage of their lives. The relationships our staff have with our pupils and their families is at the core of all the work we do, we recognise that the work we do is not solely based in the classroom or at school and it is a lifelong learning journey we are support our young people on. The school has a governing body which supports and challenges the Principal to guide the future direction of the school. West SILC is a regional centre of excellence for the MOVE programme, which supports our learners with physical disabilities to develop functional skills for everyday life – sitting, standing and for some, even walking. We provide outreach to other schools to develop these programmes.

The Hall School

the hall school

8PQ,

Our Pre-School was opened in September 2013 and extended in 2017 to accommodate 30 hours funding. The building was purpose built and designed to ensure that we provide a happy and nurturing environment where children can learn through play whilst having lots of fun. We treat each child as an individual who has needs that should be met in an atmosphere that celebrates diversity. We will nurture your child’s social and emotional needs. We want children, parents and staff to learn together and for all to develop to their maximum potential. Our aim is to provide the first steps of learning for our youngest children. We want to work in partnership with families to provide high quality education which is fun, creative and motivating. Our website is designed to share as much as we can with you. If you wish to have a look round or require any further information please don’t hesitate to contact us via The Hall School Office. We receive Nursery Education Funding (FEEE) for 3 and 4 year olds. This means that the term after a child is 3 he/she will be entitled to between 15-30 hours free sessions per week for 38 weeks per year. The Pre-School is closed during the school holidays. Our Pre-School is registered and inspected by Ofsted. We are registered to take 60 children at each session and we offer lunch time cover too. We are more than happy to discuss eligibility. Please contact The Hall School office for further information. Applications are accepted from April for the next academic year and are available on our website and via the school office. Our Policies and Procedures help us to make sure the service we provide is a high quality one. Our aim is to make the experience for each child and their family enjoyable and beneficial.

Rachel Lee Coaching

rachel lee coaching

Coaching for creators innovators change makers & rebels Find and follow your own path Are your emotional needs being met? Sign up to the newsletter and get your FREE workbook → Hello, I'm Rachel. I'm a qualified coach on a mission to help my clients live and work on their own terms. Everyone has their own unique version of success. I work with individuals, teams and organisations to get what they want, even when it means challenging the status quo. I can help you too. What is coaching? Coaching gives you time and space to explore what's going on for you and what you want to be different. It's a conversation to help you discover and deal with anything that stands in your way (including yourself). Coaching increases your self-awareness and resilience so you can use your unique, awesome strengths to get what you want. You bring the topic. I'll ask the questions you haven't thought of yet or challenge you with the ones you don't want to ask. Together, we'll get you where you want to go. Everyone can benefit from coaching. As long as you're open to it, coaching is for you. Working together I'm supportive and caring. I'm curious. I believe in your potential. I'm honest. I don't sidestep difficult topics. I don't judge you. I really listen. I get to the heart of what matters. I treat you as an equal. We work as a team. You're unique, and your coaching sessions will be too. I pull from a wide range of proven coaching models and techniques based in positive psychology, neurolinguistic programming, business innovation and more. I believe creative activities boost learning and development; doing something a bit different helps us think differently and see something we couldn't before. We'll work together to find the approach that helps you get the most out of your coaching sessions.

Nurturing Minds Mindfulness

nurturing minds mindfulness

London

About Annalise Jones, Founder of Nurturing Minds I created Nurturing Minds from a passionate belief that all children should be provided with the tools to look after their own Mental Health in a positive and healthy way from as young as possible. I believe that this is the key to preventing the World's Mental Health crisis from becoming anymore severe. The harsh reality of today's society shows that 1 in 6 children and young people aged between 5-16 have a diagnosable Mental Health problem, whilst 70% of these children and young people are not getting the appropriate interventions that they need at an early age (ONS, 2020). The truth is that there isn't enough services to teach our children what they need to know about their Minds and how to look after them. So I made it my mission to do just that! Nurturing Minds uses Creative Mindfulness techniques to teach children, and their parents, about their emotions, feelings and behaviours and how these all link together to form our mind. The aim of this is to create a toolbox of resources that children and parents can access at any time in their lives. These experiences of Mindfulness will help support healthy brain development and will give children and their parents a chance to actively support their emotional regulation, which will in turn, promote positive Mental Health and Well-being. Using my knowledge of child development from my degree in Early Childhood Studies, as well as my experience working with children and families of all ages, I have developed an inclusive and welcoming environment for people to learn about their minds and to help them feel the benefits of Mindfulness on their own lives, just like I have felt it on mine.

Yannick Jacob

yannick jacob

I help people think, learn & grow; I hold space to ponder, understand and make courageous choices; and I hope to inspire the world to embrace their life, work and "human condition" in all its beautiful and challenging facets. I especially enjoy working with leaders, coaches and people who consider themselves in a "position of great responsibility". I help them navigate the big and small questions of life and business. My work is evidence-based, informed by positive psychology and other branches of science and is grounded in the philosophical framework of existentialism. This unique combination will help you understand what drives your behaviour, manage & embrace life's many challenges, figure out what makes your life worth living and take action. People have much more in common than they have differences. That is why, existentially, we're all unique, yet very similar at a fundamental level. An understanding of human nature as well as individual cognitive and emotional processes in combination with psychological sciences, common sense and an upfront mode of practicing enable me to work with a broad range of clients. I have learned and experienced, that this knowledge is worth more than understanding specific environments, business sectors or technical processes. In my work I... - facilitate development 1on1 and in group sessions helping clients to reach goals, make difficult decisions, create meaning, overcome anxiety, get motivated and generally deal with life's adversities & challenges, - resolve conflicts between and within people, communities and organisations, - lead and develop personal & social education tutoring, workshops and training (leadership, assertiveness, confidence building, communication, strengths, relationships etc - over 200 topics), - work towards establishing personal development as a universal school subject, - promote integrative approaches to talking practice combining aspects of coaching, therapy, mentoring, consulting and mediation.