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1317 Educators providing Courses

International Academy Of Chinese Culinary Arts

international academy of chinese culinary arts

London

Founded in 2019, The International Academy of Chinese Culinary Arts provides expertise and insight on good practice, education, and development issues within the Chinese food related industry in the UK. Its International Chefs Academy offers International Programmes, Professional Programmes, and Continuing Professional Development Programmes aiming to nurture intellectual and professional competencies of our learners to meet the industry's demand for a new generation of chefs with multi-culinary and management skills, as well as professional mindset and work attitude. IACCA also provides bespoke professional consultancy services to businesses and educational resources to training providers, who are wishing to deliver professional chefs’ or hospitality management programmes within Chinese Culinary Arts IACCA CULTURE Vision: To be the Global Leader of Chinese Culinary Arts education and development. Mission: We set and maintain professional standards for Chinese culinary practitioners and driving positive change in Chinese food related industry Core Values Creating experiences driven by quality and authenticity is at the centre of all we do Committed to our people by developing their competences and capacity We grow our business sustainably and profitably We continue to improve through innovation and technology We contribute back to our communities IACCA TIMELINE 2016 A group of 5 experienced practitioners in the UK’s vocational related education sector founded PAM Education Consultancy Services Ltd. As an independent education solution provider with the main objective of bridging the gap between vocational education and industry development and employability skills. Pam Education ensures that learners are not only vocationally competent but employment ready. PAM Education officially established its strategic partnership with Tianjin Economics and Trade School (then the Tianjin No. 2 School of Commerce & Tianjin School of Cuisine) to bring authentic Chinese culinary arts training and education onto the global stage. 2017 The partnership has successfully obtained funding from Tianjin Municipal Education Commission under the Lu Ban Workshop Project to establish education and training centre in the UK for Chinese Culinary Arts, to develop fully regulated qualifications and the associated learning resources in English. In May, the first Lu Ban Workshop in Europe was opened at Chichester College (CC). Officials from the Tianjin Education Commission, Senior management from PAM, TES, and CC were participated in the opening ceremony. 2018 In April, the first and only UK fully regulated Level 3 Diploma in Chinese Culinary was approved by PAM Education’s awarding Body - Qualifi and appeared on the Regulated Qualification Framework. In October, PAM Education offered 10 scholarships to prototype the L3 Diploma course with Chichester College Group. Most learners reported to have benefited from the course professionally. 2019 In Early January, PAM-TES collaboration continued to flourish. Witnessed by the senior management team of the Tianjin Food Group, PAM Education and TES signed a MoU to develop a restaurant and international training centre at the iconic building of Cains Brewery in the heart of Liverpool’s vibrant Baltic Triangle. On 31st January, PAM sponsored Chinese Culinary Arts students were given the opportunity of a lifetime when they cooked for Number 10 Downing Street and the Rt Hon Theresa May at the 2019 Chinese New Year Reception. With 150 people attending the event, the students excelled in cooking a variety of canapés alongside four prestigious Chinese master chefs, flown in to help prepare for the event. In February, built on the success, PAM created IACCA, aspired to be the global leader of high quality and authentic Chinese Culinary Arts education and development. In July, the Level 2 Certificate in Chinese Culinary Art was approved In October, the Level 4 Diploma in Chinese Culinary Management was approved In November, Lu Ban Restaurant and Training Centre Liverpool was launched, which have not only brought premium Chinese cuisine and dining experience to Liverpool but also provide the state of art learning venue and work placement opportunities to Chinese culinary lovers. BBC North West and the BBC the One Show have reported on the ground-breaking Chinese cuisine experience that the Lu Ban academy and the IACCA training centre offers. 2020 In January, IACCA was named finalists in the Education Link Awards at the Department for International Trade, North West England Greater China Awards Ceremony. In July, IACCA initiated the Master Chef Programme together with TES. In August, IACCA launched its first two programmes of study to the International market.

Institute Of School Business Leadership

institute of school business leadership

Manchester

The Institute can trace its origins to informal gatherings amongst the earlier pioneers of state school business leadership over 40 years ago. As our education system has evolved, the education workforce has had to adapt. As schools continue to be afforded more local autonomy, and with it more direct accountability, the need for well-trained, qualified and competent school business professionals (SBPs) has become increasingly important in all school leadership structures. Between 2001 and 2012, the National College led a government-sponsored programme to develop thousands of SBPs. The coalition government favoured a move towards a sector-led, self-improving system, which signalled the end of National College SBP sponsored programmes. To continue the important SBP workforce professionalisation work initiated by the National College, in 2017 ISBL became a nationally recognised professional body by being granted the prestigious status of institute. Our role in the education system ISBL’s principal function is to provide all education stakeholders with confidence in the capability of school business professionals. In order to adequately serve our education system, this workforce needs to consist of technically competent, highly skilled and experienced practitioners. Here at ISBL, we set the benchmark for effective practice through sector-endorsed professional standards and provide development opportunities for our professional community and their institutions through a portfolio of quality-assured qualifications, training, resources, research and events. Helping secure a brighter future for our children: A blueprint for school business leadership practice This is a statement of ISBL’s intent, with effective school resource management at its core. It sets out our vision and commitment to supporting the ongoing development of a critical, fit-for-purpose workforce, along with the necessary steps towards equipping a cadre of professionals ready and able to support other school and trust leaders in responding to the complex challenges of our evolving education system. Download a copy of the ISBL blueprint here. How we influence policy ISBL aims to remain politically neutral. Using a non-partisan approach, we provide the Government with feedback from our community and a technical steer in areas of policy relevant to our expertise. In essence, we act as the conduit between policy and practice. We support all school business professionals We recognise the professional diversity that exists within the SBP community. In a mixed-economy education system, it is inevitable that there will be a variety of operating models – some very large and some much smaller. The structures that support these organisations will differ, as will levels of responsibility, accountability and complexity. It is therefore unsurprising that there are many versions of the SBP role. As an institute, it is our aim to develop and support practitioners at every stage of their career journey, whether they are an aspiring SBP, a practitioner in a standalone setting or indeed operating at an executive level across a number of schools.

Ben England Music

ben england music

Bradley Stoke

Ben England BA (Hons), PGCE, BEM is a music graduate of Bristol University, where he specialised in musical analysis, composing and musical direction. He trained as a conductor with Dr Alan Rump and Dr Adrian Beaumont, before going on to study conducting with Denise Ham of the London Conducting Academy. After graduation, Ben sang with groups as diverse as the New English Orchestra, the Bristol Chamber Choir, Bristol Opera, the Exultate Singers and the Choir of Clifton Cathedral. A bass baritone, he has performed widely as an oratorio and operatic singer, including lead roles in The Cunning Little Vixen and Der Mond (for Bristol Opera), The Magic Flute and the Pirates of Penzance. Ben currently teaches singing to adults and young people across the Bristol area. Ben is a former Musical Director of Bristol Opera, where he led the company in successful performances of Handel’s Samson and Lakmé by Delibes and he has led numerous choirs in and around Bristol for the past 20 years, including the large Bristol Cabot Choir and the Bristol Gilbert and Sullivan Operatic Society and a number of smaller choirs. Having qualified as an Advanced Skills Teacher (AST) of Music through the DfE Fast-Track Teaching programme, Ben worked for South Gloucestershire as a Head of Music and county Music and Music Technology specialist for eight years. In 2011 Ben took up the role of Director of Music at Colston’s Girls’ School, where he ran music across five schools (including four primary schools) from 2011-2016. His work as an educator brought him to the national stage on numerous occasions, as he lectured on music and leadership at conferences for the DfES and the National Association of Head Teachers. Ben has worked extensively with professional composers to champion their music, often commissioning and performing new works. These composers include local musicians Richard Barnard and Eric Wetherell, as well as more recently the eminent John Rutter and conducting a premiere by the renowned composer Patrick Hawes. Since leaving teaching, Ben has worked on a freelance basis for Bristol Plays Music, the music education hub for the City of Bristol, based at the Bristol Beacon (formerly Colston Hall). In this role he has organised and coordinated major performances at the Colston Hall, Bristol Cathedral and further afield. He managed the Bristol Youth Choir from 2016-2017 and coordinated the live BBC Radio/TV music broadcast from Southmead Hospital on BBC Music Day 2017. He has written award-winning education materials and been nominated for three national Music Teacher awards for his work on projects such as the Bristol/Monteverdi 450 choral workshops and university seminar and the Bristol Minute of Listening. He is the author of the curriculum materials for the planned international 2021 Berlioz celebrations. During the Coronavirus outbreak of 2020, Ben established HOMECHOIR, a free YouTube channel on which he broadcasts a range of free musical and educational programmes including choir rehearsals, music theory teaching and a Sacred Sing on Sunday mornings. In October of 2020, Ben (as founder of homechoir) was awarded the British Empire Medal (BEM) by Her Majesty the Queen for services to the community during the COVID-19 outbreak. Following the success of the Quarantine Choir, Ben was appointed Musical Director of the Self-Isolation Choir (founded by inspirational business leader Mark Strachan) which in 2020 has grown to one of the largest choirs in the world. Their inaugural project Messiah at Home was produced with some of the world’s greatest musicians including Laurence Cummings, Carolyn Sampson and Jennifer Johnstone and gained international attention. Messiah at Home was featured on the national BBC Evening News, all the BBC radio stations, NHK (Japan) CBS (USA) and many more – and has become part of the official Wikipedia entry for Messiah. The choir has grown to 12,000 strong and has recorded such amazing works as Mendelssohn’s Elijah, Mahler’s 2nd Symphony, Mozart’s Requiem and Allegri’s Miserere – working with the world-famous choir Tenebrae and their conductor, Nigel Short. Ben conducted the Self-Isolation Choir in the World Premiere of Still, Still the Night by Patrick Hawes in December 2020, and their version of Hawes’ Quanta Qualia was played on Radio 4’s Desert Island Discs in March 2021. Ben is much in demand as a choral leader and has taken on the Musical Directorship of the UWE Singers, a large SATB choir based at the University of the West of England. Ben lives in the South-West of the UK with his wife Ana and their children Katie and Bobby.

Tracey Duncan Taking Care of Training

tracey duncan taking care of training

Developing a blended approach to training As a child I dreamed of having a relationship as you saw in the films, galloping along a beach, tackless, with the wind in my hair in complete harmony with my horse. As I grew up I followed many horsemen/whisperers and played with the riding school horses in my own way. I fell in love with a new arrival that was on trial; he was proving way too much for riding school customers and was going to be sent back. I pleaded with the owner of the school and she said "I’ll give you a chance to turn him around". He was about 6 years old and I was about 13 years old at the time, and he’s only just retired from the riding school at the grand old age of 30. He was one of her best ponies. From this I went on to riding the neighbour’s horses, and this is where I caught the eventing bug. I went to an Agricultural College and gained a First Diploma, National Diploma, Higher National Diploma and BSC in Equine Sports Performance, as well as gaining my BHS Stage 3 and PTT. Alongside my degree I was working for top international Eventer Francis Whittington. I have always been interested in good horsemanship, but my current horse, Woo, is the reason that I now believe in it being the most effective way of communicating with horses. Woo was bought from a dealer’s yard – chosen in part for her undeniable jumping talent, but also because I couldn’t bear to see how unhappy she was on that yard. She had a look in her eye that said “Don't leave me here”. The nerves of the dealer’s groom when asked to show her and her skittish manner should have been the warning signs that this was not an 'easy' horse, not to mention that the dealer had said I would be her 5th home this month! After I got Woo home, it was very apparent as to why the groom had dreaded riding her so much. Not only was she 'crazy' to ride, she was just as dangerous on the ground, both when led and in her stable. All of my trainers at the time advised me to have her put down or to sell her (if I could!) because she was so dangerous, but something inside me knew that she was misunderstood. I could sense that she didn't want to react in the way she did all the time. I found a form of horsemanship that helped micro manage her, but I wanted more. After attending a Horsemanship event in 2009, I haven't looked back. It gave me the direction and tools to build a meaningful relationship with Woo. She is now the best partner I could have ever dreamed of. She has gone from a horse that I was advised to put to sleep due to her being so dangerous, to my best friend and soulmate; she has toured the UK with me demonstrating our partnership. She's gone from physically shaking in a show jumping arena and stopping at fences to loving show jumping and being a great team member for the local riding club, and is successful at British Eventing. For me good horsemanship has become more than something to turn to in order to resolve problem. I have found it a more effective foundation for any horse’s training. I believe good horsemanship is the best way to start and to develop any horse's training. It can help whether you want to learn how to understand your horse better, enjoy your horse more (and that could mean having a horse that loads easily), stands still to mount, jump whatever you ask, being calmer at shows, or if you want to ride bareback and bridleless. I am passionate about good horsemanship and competition and enjoy the two becoming one. I have spent the best part of a year over in the USA, learning and developing myself as a horseman and teacher. I continue to strive to be better each day as a horseman and instructor My approach starts with listening and reading your horse, identifying what are they trying to tell you, and what do they need from us for the partnership to grow. How can we adapt the way we are with them so they are happy and you can have a harmonious relationship.

The Muddy Puddle Teacher

the muddy puddle teacher

London

What is different about our outdoor learning training from others is that it has been created by teachers specifically for schools and nurseries. Plus, we have developed a specific approach to help make the teaching of outdoor learning easy for the practitioner but also to help with the quality of our sessions and to ensure we are out there for a reason. The Muddy Puddle Teacher Approach is a much-loved teaching method created by teachers to better support vulnerable learners. Including those children who struggle to meet average age expectations, neurodivergent children and those with varying learner types who typically do not flourish from an indoor environment and indoor methods. The approach is worksheet-free, book free and uses active, playful methods to engage children in academic areas of learning. The resources and training provide lessons for all curriculum areas, including maths and English and support the EYFS, NC, Curriculum for Excellence and Welsch Curriculum. See Plan & Prices Ask us a Question The method involves teaching the curriculum using the outside to allow space, freedom for movement, collaboration, rich speech and language opportunities, and time for play. This is alongside only using natural materials to teach with. This creates an environment of learning that has enhanced creativity, cross-curricula links, and sensory experiences and is entirely sustainable and caring to the outside space. Children who this approach can have profound benefits from: Neurodivergent children, including autism, ADHD, Dyslexia and Aspergers. Children of varying learner types who do not stereotypically learn from an inside environment and indoor methods. Including those will slow processing speeds. Lower ability or working towards children who thrive in active, collaborative and practical teaching methods. Obese or children with poor fine and gross motor skills. Children with SEMH – the outdoors has been proven to positively impact both the child and educators’ mental and physical well-being. Children with speech and language difficulties – our approach provides an open, non-judgmental space for children to express themselves and have more peer conversations. EAL – for children with additional languages, the outdoors can provide like-for-like opportunities so children can experiment with and use their own and new languages. See Plan & Prices Ask us a Question What ages is this for? Typically from babies to age 11 years. However, we have Special needs schools up to secondary, inclusion units and secondary schools supporting those still at the primary level using our approach. Who can do the training? We have different pathways. One route for those in formal settings such as schools and nurseries such as early years educators, LSA’s and teachers. Another is for home settings such as childminders and home educators. There are different pathways for the different age ranges. If you educate all ages, then go down them all! FAQS: Are you like Forest Schools? We are NOT Forest School. We often get confused with Forest School, but we are entirely different. Many of our schools have Forest Schools and Muddy Teachers trained and use both approaches effectively. Forest School is holistic and encourages high risks to promote social and emotional well-being, such as tools and fire and typically is in a woodland area with prolonged amounts of time outside, such as a full day or entire afternoon. The Muddy Puddle Teacher is an Outdoor Learning Approach, essentially an extension of inside teaching and taking lessons outside. We typically use our school grounds and there are no set periods to stay there. It can be anything from 10 minutes to full days in the summer. What is involved in The Muddy Puddle Teacher Training? Individuals & International Schools Individuals and schools abroad typically take the online route and complete the training using an easy-to-use online format. It is very interactive with audiobooks and demonstration videos. It has four stages and each stage takes around 2 hours. There is no written work, just a questionnaire to ensure you get the most from us. You send that once complete and we send back a certificate and a unique MPT Code; a crest can also be requested. Whole Schools or Nurseries We offer 1-year mentorships to schools and nurseries. We have a 100% success rate with this method. 1 x Initial Meeting – Create a bespoke plan with us, just for you and your school. Initial talks will create aims and action plans with your allocated teacher-consultant. 1 INSET Day or 2 Twilight Training Sessions on the Muddy Puddle Teacher Approach 1 Year Subscription to all of our Resources and Additional Courses 4 x Additional Zoom Training Sessions per season to cover Q&A and offer additional support

Peebles High School

peebles high school

Peebles High aims to do everything we can to ensure a positive experience and outcome for our young people while they are here with us. To do this we published a very ambitious document in 2106 entitled “ Vision 2020”. This captures the how and why we hope to do this for every member of our school. Please download this pdf or continue down this page to read more fully about our ambition and commitment. phs_about01 phs_about02 phs_about03 phs_about04 phs_about05 phs_about06 phs_about07 phs_about08 phs_about09 phs_about10 phs_about11 phs_about12 phs_about13 Our Values Our values are taken from the mace of the Scottish Parliament: Justice, Wisdom, Compassion and Integrity. We aim to exemplify these values in our actions and encourage each other to live by these values. Our decision making and strategic planning are founded on these values. Mente et Manu. Compassion We care about each other, the wider school community, and the whole of society. We see ourselves as global citizens with a responsibility to help those less fortunate than ourselves. We try our hardest to understand those who hold different values and beliefs and celebrate our differences. Integrity We promote and practise our values in our actions and reflect these values in our policies. We aim to face our challenges, identify areas for improvement and focus on meeting learners’ needs by applying these values with honesty and transparency. Justice We treat everyone fairly and always strive to provide equal opportunities. The safety and happiness of our school community members will be prioritised as we aim to deliver the very best opportunities for all to achieve and surpass their ambitions. We believe in, and are committed to, being an inclusive school. Wisdom When making decisions we will apply our knowledge, experiences, understanding, common sense and insight. We understand that at times the rights of our community members may be conflicting and we will always consider our values to help us arrive at the right decisions. We are all committed to learning every day. Our Key Aims To improve the lives and the life chances of all of our students. To promote respect and positive behaviour in all of our relationships. To ensure every student is included, participative and takes advantage of the wide range of activities on offer. To deliver the highest levels of attainment and achievement possible for every individual. To deliver positive and aspirational destinations for all of our students as they leave school. Self-evaluation for self-improvement Evaluating the quality of learning and teaching to ensure it is of the highest standard is given priority in our school. We ensure everyone involved in school life understands their responsibility to evaluate their performance and all stakeholders take an active role in identifying what the school needs to do to improve outcomes for learners. Using a variety of strategies, we involve different groups of parents, pupils and staff to lead, plan, implement, monitor and evaluate our improvements while avoiding overly bureaucratic approaches. We are committed to our School Improvement Partnerships with other schools, looking for and learning from best practice within Scotland and further afield. We listen carefully to advice from SBC, Scottish government and international sources, while also considering the best available research, to reflect on our practices and when planning new initiatives. Gathering and analysing data, information and views underpins our approach to identifying what we need to do to improve and we are always mindful of the impact of our approaches on workload for young people and staff. Learning, Teaching and the Curriculum 7 Principles At every stage of learning all of our students will benefit from their entitlement to a curriculum that is… challenging and enjoyable, broad in scope, progressive, deep, personalised by genuine choice, coherent and relevant Dialogic Teaching We harness the power of talk to stimulate and extend students’ thinking and advance their learning and understanding. Staff are skilled at using dialogic teaching to diagnose students’ learning needs, frame their learning tasks and assess progress. This empowers students for lifelong learning and active citizenship. Active Learning Providing active learning experiences is a priority for all of our staff. Our students are eager and active participants in all lessons. We engage all of our students in collaborative learning activities, outdoor learning, and provide learning experiences that are meaningful to a digital generation. Assessment for Learning We are committed to using assessment to aid the learning process. We believe that making and learning from mistakes is a vital aspect of learning and formative feedback, peer assessment and AifL strategies are at the heart of our approach to Learning and Teaching. 3-18 Experience We are committed to partnership working across Tweeddale to ensure that all of our students benefit from a coherent experience that builds on learning at every transition point. Across Tweeddale there is a consistent approach to pedagogy, a commitment to cross sector working/CLPL and a commitment to prioritise Literacy, Numeracy, Health and Wellbeing and Skills for Learning, Life and Work.

HOPE Bereavement Support Group CIC

hope bereavement support group cic

HOPE Bereavement Support began in 2013 when the visionary and founder, Ansa, realised that there needed to be a place of safety and inclusion for all mothers who had sadly lost a baby to miscarriage, stillbirth or at any other stage of their child’s life. What was sorely needed was an accessible place where everyone would be able to find comfort and support for their loss; not feel alone or ostracised. She had a vision where everybody – regardless of age, sex, religion, ethnicity or any other difference – had the ability to access mental health and emotional support for their loss. Ansa’s ambition came from a painful journey; she is the proud mother of 9 rainbow children. Her determination to succeed grew after she struggled to find a suitable support group after her losses. During her healing process she became more empowered and went back to study, changing her career path to become a qualified and registered counsellor and Training Consultant. There was at that time very limited multi-lingual counselling services available, and furthermore, it was very expensive and the clinical models applied did not feel culturally diverse or sensitive to BME therapeutic needs. HOPE Bereavement Support initially started with three trustees (the founder, a secretary and a treasurer) as a small constituted community group in Leeds, setting up bereavement support groups run by befrienders and volunteers for women and families to meet after suffering the loss of a child. Over 7 years on, the organisation is now running support services in Leeds, Bradford and London and specialises in all types of bereavement. We have a team of over 30 people consisting of qualified counsellors, coaches, an occupational therapist, clinical supervisors and many befrienders and volunteers. All staff members are based nationally in different parts of the UK working together remotely. Our services: Counselling Coaching Bereavement support groups Mental health and emotional wellbeing resilience workshops Educational and awareness building workshops Training and consultancy Research Media We also have service delivery partnership projects with Touchstone Staff Counselling and Touchstone ‘Blossom’ (Female Genital Mutilation) counselling: https://touchstonesupport.org.uk/ Our CEO Ansa E Ahmed has been nominated for the Positive Role Model (Race, Faith and Religion) Award at the National Diversity Awards 2021 “I was overwhelmed by receiving this nomination for the award, however, I feel and I believe that my HOPE team and organisation are well-deserved of this nomination and that this will be the first of many to come because we are a blackled organisation aiming to fulfil the short-comings in our national services in providing better health outcomes for our black communities nationwide. As the founder and CEO of HOPE services I feel very proud and overwhelmed with how much support, passion and dedication I have found in the people who have joined my organisation. When speaking and networking with other third sector and national organisations and their leaders, I was gratefully humbled for the respect given to our organisation in terms of what HOPE has to offer in fulfilling the need of our BAME communities access to mental health services in their own languages, and with our culturally inclusive person-centred approach towards each individual who accesses our services. Furthermore, I do not believe there is any other organisation that has achieved what we have in a short time as a Community Interest Company (CIC). This again is a testimony to the great BAME leaders from my board of directors, managers, supervisors and clinical practitioners that for me as a black leader I am proud to have alongside me as a driving force for HOPE. It feels like a lifetime ago when my career changed from the corporate field of working in the banking industry for 15 years of my life, I was able with my initiative and work ethic dedication to move up the management ladder to a customer service focused area manager role. So, therefore leading, motivating, coaching others from a leadership role comes very natural to me in my skill set as a CEO, but what really drives me is the passion and belief in compassion for all of humanity and this makes my job as CEO of HOPE very rewarding. From a personal development aspect I feel a winner as I am not only helping and giving back to my communities in the services that we provide in HOPE but also that I am helping my fellow BAME professionals nationwide who choose to join HOPE in their journey and development in furthering their career as BAME leaders within their respective fields of works. It has always been my mission statement as an individual and now as the head of the HOPE organisation that where possible I want to fight against stigma, shame, prejudice and racism in all its forms always with a heart full of compassion, love for humanity and kindness for all. I believe that true leadership is leading by example but also alongside helping your aspiring leaders. Your vote for me and HOPE would mean so much to us all, thank you 🙂 ”

1stClass Carpet Cleaners

1stclass carpet cleaners

The best & highest rated professional carpet & upholstery cleaners in Leicester and Leicestershire on google plus we are google guaranteed!!. History in the making google 5 stars 1stClass Carpet Cleaners Leicester trustpilot 1stClass Carpet Cleaners Leicester What sets us apart? What sets us apart from the other cleaning cleaning companies in Leicester is the fact you not only get one professional carpet cleaner to service your property you are getting two!!!. We are Brett Coburn and Andrew shelton two very highly trained professionals in all aspects of carpet, upholstery, hard floors like tile & grout cleaning. We are also trained in carpet repair & fitting so if you have a burn in your carpet from fags, iron burns, coal burns, hair straighteners burns in your carpet in Leicester or leicestershire we can help save you hundreds by simply repairing the damage in the carpet burn area!. As if this wasn’t enough we are also textile insect pest control licence carriers so if your have had a pet with fleas or had a carpet moth infestation in Leicester give us a call. We are specialist in deep cleans in leicester so if you need a deep steam clean for your carpets, rugs or upholstery in leicestershire for your home or business/commercial property we are the rite professional company for you especially with our 7 stage proven secret method,take notice of our google reviews especially customers reviews say it all. We have both been best friends since we was 12 and both started off with carpet cleaning in Leicester & leicestershire covering other areas including derby, Nottingham, Peterborough and Northampton with our own separate carper and upholstery cleaning businesses, we done this for a few years and then had a brain wave!! we could join forces and start a new carpet cleaning company in Leicestershire that way we have our combined loyal customers and make the jobs more efficient for our self’s and our customers! As the saying goes 2 pairs of hands are better then one!. Why choose us? The Questions you should ask your self before inviting someone to come and clean your important and expensive furnishing i.e. your carpet and upholster is can i trust them? are they qualified? are they insured?. We can safely say yes to all of the above and have the prof of this unlike many other carpet & upholstery cleaners in Leicester & leicestershire you will come across over social media. We use the highest quality equipment that is top of the line costing us thousands of pounds and the best and highest quality proven, tested and safe solutions on all fabric types including wool safe solutions to ensure we protect our self’s and our customers plus your carpets and sofas including leather. carpet and upholstery cleaning can go very wrong indeed if someone is using the wrong solutions for your carpets/upholstery or your hard floors as chemistry is a big factor for a verity of reasons with things like PH levels for different fibers and solutions so we can tell upon inspection what the fiber is and what solution to use to ensure no damage is done to any of your loved carpets & sofas so please before you try cleaning them your self with cheap carpet washing machines and the wrong solutions get in touch with us even if its for advise we are more then happy to help as we pride our self’s and our company, workmanship and especial on our customer service. As we are now a google trusted partner (the 1st carpet and upholstery cleaning company in the UK) we had to jump through hoops to gain that green google guarantee tick at the side of our company name proving our workmanship with reviews and our insurances and can say we are proud of that fact!. the same if you look up carpet cleaner in checkatrade you will see us on their, we have gone above and beyond for our company and customers and will always do so to prove we are the best and most trusted professional local carpet & upholstery business in the whole of Leicester, leicestershire and the east midlands. NEWSFLASH!!!!!!! Once again 1stclasscarpetcleaners are in the limelight!!. We are very proud to announce we have not only been nominated by our customers for an award we have actually won the award!!! watch this space photos will be uploaded as soon as we get our photo taken with the prestigious award at the awards event in Birmingham. We beat 4 other local professionals in Leicester that got nominated yet again proving our worth and showing we are the best professional carpet & upholstery cleaning service in the whole of Leicester and Leicestershire. If you would like to contact us feel free to call us on 0116 214 7534 or click on he link https://1stclasscarpetcleaners.co.uk/contact-us/ and you can send us a message and get a quick response off one of our members of staff within the hour.

Sheffield University Management School

sheffield university management school

Sheffield

Sheffield University Management School is a leading business school with Triple Crown accreditation and a world-class reputation for high quality teaching, ground-breaking research and cutting-edge thinking. Management School - Students in the reception area Through the distinctiveness of our graduates, excellence of our staff, intellectually rigorous research and network of international partners, we seek to inform the practice of management and to make a difference to our community – locally and internationally. Our mission and vision are a focus for continuous improvement and development. Our mission Our mission is to have a positive impact on working lives, organisations and societies worldwide, fostering socially responsible management practices through world-class, innovative research and transformative education. Our vision Our vision as an internationally leading management school is to deliver excellence in research and education that promotes positive societal transformation for a fairer, sustainable future. Our commitment to students Our programmes provide: The theoretical and practical skills needed for challenging real-world situations The latest in business and management thinking A good understanding of the field of study, including wider social issues, corporate social responsibility and ethical decision making Academic stimulation and challenge Skills for both the workplace and further academic study A large number of our esteemed academic staff are leading international experts. They are research-active and their knowledge informs the course content to make sure students have a high quality learning experience, informed by the latest developments in the subject and drawing on the best original research from the leaders in the field. This means that our programmes are at the cutting edge of thinking and practice. We work with our students to develop your skills and learning. The learning environment will be stimulating and intellectually challenging; in return, we want our students to engage with the academic content, be conscientious and take an independent approach to study. Helping you to succeed, personal development and career development We’ll provide you with the academic framework and personal support to fulfil your potential and pursue a successful career. You’ll be assigned a personal tutor on arrival who will support you throughout your course. Their role is to give you academic advice as well as pastoral support if needed. We are committed to providing whatever support you may need – academic, pastoral or career – so that you can both enjoy and benefit from studying with us. The Futures First Employability Hub, based in the Management School, acts as a key interface between students and employers supporting access to student projects, internships, postgraduate international summer schools, professional bodies and jobs. A range of opportunities are available to help you enhance your personal and professional portfolio: You’ll benefit from access to an extensive network of organisations Enhance your employability skills by spending a period of time on an industrial placement Voluntary work. You can join our active Enactus group, and participate in entrepreneurial activities while making a contribution to the community Selected programmes enable you to study at a partner institution in Europe, the USA, Canada, Australia or China and develop your international outlook, knowledge and cultural understanding. Our BA International Business Management includes a year of study abroad. Careers Students at Sheffield University Management School benefit from our dedicated Futures First careers support and acquire a set of strong skills to help secure future employment. The research and transferable skills acquired on your course are highly valued by employers. Many graduates go on to employment in high profile organisations, such as Procter & Gamble and Unilever, in fields such as accountancy, finance, human resource management, marketing and public relations. Others have joined graduate schemes with companies such as Rolls-Royce or have moved on to further study at Masters or PhD level. BA Accounting and Financial Management graduates can receive exemptions from the foundation examinations of the leading professional accounting bodies, provided they pass the required combination of options. Our BA Business Management is a flexible programme that allows you to specialise in a particular area of business through your module choice and you will be encouraged to start thinking about employability at an early stage. At undergraduate level, you can graduate with a ‘degree with employment experience’ by taking a year in industry. The External Relations team at Sheffield University Management School will support you in securing a placement that is right for you. Our community Our multidisciplinary teaching and research environment is lively and varied – students are made to feel welcome and become part of the school’s culture. Academic staff offer a schedule of times when they are available for consultation – or you can contact them directly to arrange an appointment. Management School staff are accessible and friendly, taking pride in the quality of support they provide to facilitate student learning. Sheffield University Management School is one of the largest departments in the University of Sheffield, where you will meet students from all over the world. During induction week, you can attend a series of introductory meetings and social events. You’ll meet staff and other students, find out about university procedures and facilities and societies that you may wish to join - the Management Society (ManSoc) and Investment Society are very popular with students at the school.

Golden Circle Tuition

golden circle tuition

London

The Golden Circle is a community of exceptional educators. We understand how important education is in a child’s development and that the right teacher can make all the difference. That’s why we work closely with families to fully understand the needs of each child and tailor our process precisely to reflect individual requirements. We personally match our students with inspiring, qualified teachers who accelerate learning in a supportive one-to-one environment. Since founding The Golden Circle in 2017, it has been a privilege to play a role in the educational journey of so many students. Our students perform excellently in exams, and enjoy more success at leading universities, but it is their personal growth which makes The Golden Circle such a rewarding place to teach. As mentors, as well as educators, we help our students to develop the key qualities of Courage, Critical Thinking, Compassion, Growth Mindset and Self-Reflection. We are inspired by tradition, but not constrained by it. Our co-curricular lessons enable students to discover entrepreneurship, mindfulness, and global citizenship. The Golden Circle’s modern approach to tutoring and home schooling takes a traditional UK education into the 21st century. If this strikes a chord with you, then we are the right team for you. I welcome you to join us and unlock your child’s academic potential. Hannah Titley BA (Hons), MA, MA (Oxon), PGCE COURAGE Courage is having the strength to tackle challenges – in academia and in life. It’s having the confidence to face a subject that feels daunting and ask questions when you don’t understand. Academic courage empowers students to choose difficult problems and risk making mistakes. We work with students on their Maths courage, their Science courage, their Shakespeare courage, their public speaking courage. By cultivating courage in a supportive learning environment, our students feel safe to ask questions and rise to academic challenges. CRITICAL THINKING Critical thinking is a way to analyse complex issues and articulate ideas. It is a lens through which to understand the world, by appreciating different perspectives and value frameworks. Through discussion and debate, we teach students to think critically and confidently articulate their ideas. Our teaching approach seeks to liberate students from unthinking conformity. COMPASSION Compassion is feeling empathy for others and responding with kindness. Too often moral development is valued as ‘lesser’ than academic success. However, the two come hand in hand. Treating yourself with compassion builds self-esteem, motivation, and confidence. Showing empathy towards others is an important communication skill. We welcome students and teachers from diverse backgrounds. In lessons, we model compassion and use positive affirmations to nurture our students’ self-belief. GROWTH MINDSET Growth mindset is the conviction that intelligence is learned. It enables students to reshape the narrative by which to excel in exams and in life. A growth mindset leads to a desire to learn, to embrace challenges, persist in the face of setbacks, and see effort as the path to mastery. Cultivating a growth mindset is at the heart of what we do. SELF-REFLECTION Self-reflection is taking the time to explore your own thoughts, behaviours and emotions. Without it, we miss learning opportunities. In an academic context, it enables students to identify strengths and weaknesses and evaluate their progress towards goals. Teaching the art of self-reflection is integral to our lessons. We provide detailed feedback on assignments and facilitate self-reflection discussions. Our weekly progress reports guide students to where they should devote their attention. Together, self-reflection and teacher feedback, leads to deeper learning. OUR COMMUNITY Our unique community is made up of dedicated parents, students, and over 300 qualified teachers. Our teachers have strong academic backgrounds, UK teaching qualifications, and a minimum of two years of experience teaching in the classroom. Many are also GCSE and A Level examiners. FOUNDER & MANAGING DIRECTOR HANNAH TITLEY Hannah founded The Golden Circle in 2017 after qualifying as a teacher through the Teach First programme. Teaching in the classroom showed that school doesn’t work for everyone. For children who are talented in sports, art, or music, or who require extra academic support or challenge, school doesn’t bring out their best. Born in Manchester, Hannah was educated at Altrincham Grammar School for Girls before reading Biological Sciences at New College, Oxford University. She holds a first class Master’s degree from King’s College London and PGCE teaching qualification which is rated ‘Outstanding’. In addition to teaching, Hannah has worked as a Researcher for Oxford University and Reform think tank. She is Director of the Home Schooling Association and continues to teach Science at Key Stage 4 and 5. She speaks regularly at education events and provides written commentary for national media including the BBC, The Times, Telegraph and The Guardian. HEAD OF OPERATIONS LYDIA TITLEY Lydia is originally from Manchester and completed her secondary education at Altrincham Grammar School for Girls. Following this, her interest in French language and culture led her to the University of Bath, where she completed a BSc in International Business Management and French. Lydia took the opportunity to spend a year in Paris where she attended the prestigious business school of ESCP Paris, studying a bilingual Master’s in Management, and worked as a European Account Manager at an international Marketing and Publishing firm. Lydia joined The Golden Circle team in 2018, where she holds the role of Head of Operations. In her spare time, Lydia enjoys yoga and is currently completing a Mindfulness Teacher Training course. She has a keen interest in the arts, theatre and travel. FOUNDER’S PUBLICATIONS POLICY REPORTS How To Run A Country: Working Age Welfare (June 2015) Employment and Support Allowance: The Case For Change (December 2015) Working Welfare: A Radically New Approach to Sickness and Disability Benefits (February 2016)Stepping Up, Breaking Barriers. Transforming Employment Outcomes For Disabled People (July 2016) PODCASTS BBC Woman’s Hour, Electing To Home School (March 2021) The Study Buddy, At Home With Learning: A Look At Alternative Education Provision (April 2021) NEWSPAPER ARTICLES The Telegraph, Meet the families choosing elite home-schooling (September 2018) The Telegraph Luxury, How to raise an alpha kid: the parent’s guide to home schooling (May 2020) Tatler, The gold standard of home schooling (February 2021) OUR LOCATIONS