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Horizons (London) Education Trust

horizons (london) education trust

Cambridgeshire

This begins with the success of the amazing team at Spring Common Academy and encouragement from others within our community to increase our system leadership role and spread the reach of high quality special education provision and training. In 2014 Spring Common School developed as a Teaching School status with a National Leader in Education and in 2015 designated a national support school status. In January 2016 Spring Common School became Spring Common Academy and successfully became a Multi Academy Trust called Spring Common Academy Trust with intent to grow as a successful organisation. In June 2016 Spring Common Academy trust was selected from a national field to develop the special school project at the new Community in Cambridgeshire at Alconbury Weald. This project called Alconbury Weald education campus moved to milestone 3 which is detailed design in partnership with Cambridgeshire Local Authority, Atkins global and Morgan Sindall Construction in April 2021. It is the intention of our trustees that this new special school be named as Prestley Wood Academy. This new special school will be mixed age 3 to 19 for 150 pupils. In November 2018 Spring Common Academy was judged outstanding overall Ofsted report date 18 December 2018, building on the hard work of the staff team and trustees. During 2020 – 2021 a significant Capital build project was undertaken to improve hygiene and disability access to the building in partnership with Cambridgeshire Local Authority, Oxbury chartered surveyors and Jeakins Weir. Following a period of transition from September 2020 in January 2021 Dr Kim Taylor OBE became the full time Executive Head/ CEO for the development of the Trust and Julia McIntosh appointed as Head of School at Spring Common Academy by trustees. In April 2021 the members and trustees agree to change the name of the Trust to Horizons Education Trust with the prospect of more special schools joining the trust. In May 2021 the former TBAP Unity Academy transferred into the trust as Riverside Meadows Academy with two sites at St Neots and Wisbech as an SEMH special school. This school was judged good and report date was 3 July 2019. Between May to June 2021 emergency works identified prior to academy transfer completed on the Algores Way site at Wisbech to support the safety of staff and pupils. Significant ICT infrastructure installed on both sites to enable staff and pupils to access wireless using Eastnet supported by ICT Services with new email domains. In May 2021 The Fenland Education Campus which includes a new SEMH special school for Wisbech moved to Milestone 3 of detailed design with Cambridgeshire Local Authority Atkins Global and Kier. The site identified in Wisbech will be for 60 placement SEMH special school.

Team Ews

team ews

Kenley

Your school might have a history of low attendance, or you may want to ensure that you are doing all you can to make sure that your attendance levels are maintained. Either way, Team EWS is here to make sure that your school is equipped with the experience and plans in place to deal with the barriers to learning that are keeping your pupils from attending school on a regular basis. We offer tailor-made packages to help your pupils get the most out of their education. We have significantly reduced high-levels of persistent absences in schools across the South-East and the UK. testimonial-1 testimonial-2 testimonial-10 testimonial-6 testimonial-3 testimonial-5 testimonial-7 testimonial-8 testimonial-11 testimonial-9 testimonial-4 Our Strength is Our Team Our strengths lie in the experiences of our team, and you need someone who is caring and professional to establish relationships with even the most vulnerable and troubled families in your school. We perform our work both onsite and remote, so you’ll always have that support you need. We have team members from several different backgrounds, including the Police Force, Social Services, and Education. You’ll benefit from a range of different experiences that have been carefully vetted to give your school the most valuable resource on the market. Association of Education Welfare Management We are members of the Association of Education Welfare Management and have an active team that frequently update their own skills and knowledge through CPD. This allows us to: • Promote and safeguard the rights of children, fostering co-operation between organisations in the interest of children. • Advance our own professional interests to give you and your school the expertise you need. • Actively promote and improve social inclusion within your school community. • Develop the skills and training of your staff. • To maintain and update our current practices in line with legislative frameworks and regulatory bodies. Ofsted Reports and Support We assist your school in Action Planning for Ofsted inspections. This is because Ofsted focuses on your school’s attendance and punctuality levels. Your school must do everything it can to remove barriers to education. Our team are on hand to provide you with the necessary support to showcase all of the hard work that’s gone into raising your school’s attendance. ✓ Our service is 100% bespoke, tailored precisely to your school’s needs. ✓ Our EWOs are based in your school and become a crucial part of your school community. ✓ You are assigned the same EWO for the duration of the contract where possible. Giving you consistent service and our staff develop a detailed knowledge of your school and pupils. ✓ We have sophisticated IT systems which means that your sensitive client records are 100% safe and secure. ✓ Our service is the most cost-effective in the market.

Ermysted's Grammar School

ermysted's grammar school

Skipton

Ermysted’s is an ancient grammar school, founded over 500 years ago. It was long believed to be William Ermysted who founded the school some time before his death in 1558 but research in 1948 revealed an earlier history, dating back to at least 1492 and possibly earlier to 1468. So William Ermysted was in fact the school’s second benefactor, the original founder being Peter Toller. Peter Toller Some time before his death in 1492, Peter Toller, who was then rector of Linton-in-Craven and Dean of Craven, founded in Skipton Parish Church the Chantry of Saint Nicholas, to which he attached a Free Grammar School to educate the children of the town. In 1492 according to his will, the Chantry School received all his lands and tenements in Skipton, Addingham, Eastby, Draughton and Hellifield, together with a sum of money to pay for ornaments and repairs. When Henry VIII initiated his reformation of the church, the Chantry of Saint Nicholas was dissolved and its lands appropriated by the Crown, although the revenues of the school were continued. William Ermysted William Ermysted had been a prominent figure in Henry VIII’s London, as Canon of St Paul’s, “clerk of the King’s Chancery” and Master of the Temple. On the 1st of September 1548 William Ermysted’s re-foundation deeds for the Chantry School were executed and on 12th December 1551 the deeds were enrolled on the Close Rolls. Essentially these documents recorded the lands which he wished to present to the School in order that it be supported in the future and also advised a system of management, with a teaching regime according to the majority of classically based grammar schools of the time. William also endowed the school with the Chapel of St. James, late of the Knights Hospitaler of St. John, purchased from Henry, Earl of Cumberland in which to house it. The building survives to this day at the bottom of Shortbank Road and current houses an electricity substation. William and Sylvester Petyt Between their respective births in 1637 and 1640, and their deaths in 1707 and 1719 William and Sylvester Petyt both played important roles in the development of the school. On his death in 1707 William Petyt bequeathed a sum of £200 towards the maintenance of Scholars of Christ’s College, Cambridge for those students who had previously been Scholars of the Free Grammar School of Skipton-in-Craven. In addition he gave £50 to the School, which was subsequently used to purchase books for poor scholars. When William’s brother Sylvester, also a former Scholar of Ermysted’s, died in 1719 he left to the School the huge sum of £30,000 to form the Petyt Trust. This still provides for various educational functions, including some Speech Day prizes, although the bulk of the capital was used in the nineteenth century to endow Skipton Girls’ High School. Sylvester also delivered to Skipton the Petyt Library comprising of books from his own collection as well as from those of his brother and friends. Edward Hartley The legacy of the School’s founding fathers and benefactors survives in the three School Houses of Toller, Ermysted and Petyt but the fourth House, Hartley, takes its name from the School’s Headmaster during the period 1876 to 1907. Under Edward Thomson Hartley, Ermysted’s moved from the Chapel bequeathed to it by Ermysted to its present Gargrave Road site. Originally thirteen boys made the move in 1877, but under Hartley’s dynamic leadership the School flourished and added to the original School House the Gym and Pool, the Science Department, Staff Study, and the Craft Workshops. Ermysted’s in the 20th Century In 1913 £1,000 was given by friends of the School to improve the Playing Field, and in 1920 the School Library was built, funded by Old Boys, as a memorial to those Scholars who fell during the Great War. In 1946 an appeal was made to provide a worthy memorial to the Old Boys of Ermysted’s who lost their lives in the Second World War. Numerous Old Boys, Governors, pupils, parents, members of the Staff and other valued friends of the School generously contributed upwards of £17,000 towards the cost of the Memorial Hall, the Organ and the alterations to Big School, the Coulthurst Trust paying for the Organ outright when the Hall was opened in 1959. Throughout its history it has been an all boys’ school and only relatively recently, in 1989, was the boarding house closed. Quincentenary Celebrations In 1992 Ermysted’s celebrated 500 years of excellence, in commemoration of the Quincentenary of the death of the Chantry School’ founder, Peter Toller. The year’s celebrations were marked by a visit from the Princess Royal on the 1 June. To commemorate the Quincentenary a Sports Hall was erected between the School and cricket pitch, opened on Speech Day 1994 by Sir Peter Yarranton, Chairman of the Sports Council. £350,000 was raised toward the cost of this venture through the generosity of pupils, teachers, parents, Old Boys, Governors and friends of the School, with the balance met from Foundation Funds. Founders’ Day is held annually in the Autumn Term with a service held in Holy Trinity Church in Skipton commemorating the foundation of the School over five hundred years ago. Building Developments In 2001, the School was successful in a bid to the DfE to provide new CDT facilities and additional classrooms (designated for the English Department). Aided by additional finance available to Voluntary Aided schools, together with a generous donation from the Wolfson Foundation, the former CDT facilities were turned into two additional science laboratories. At the same time, four of the present six science laboratories underwent considerable refurbishment.

Oxford High School

oxford high school

Oxford

elcome to our website and our history. Oxford High School (OHS) to its devotees is a place of scholarship and learning tempered by spirit, fun and community. Justifiably proud of its extraordinary academic outcomes, OHS is a place where young women are prepared for a world where they give back to others who have not had the same opportunities. A place where young women are prepared for the demands of the future, led by committed and dedicated staff absolutely devoted to their students’ wellbeing and achievement. The women who find their way here are curious, sparky and delight in challenge of any kind, whether it is joining the water polo club, singing opera for the first time or managing our very own hives of bees. Leadership opportunities abound and we are so proud that our students lead the school, put on world rivalling conferences, write to world leaders and enable opportunities for all those around us. We are also lucky enough to be in the heart of a city which thrives on curiosity and learning. That is reflected at OHS, where Academics come into school to demonstrate the accessibility of an academic career as well as share the excitement of challenging world constraints, whether forging ahead with a new vaccine (Dr Sarah Gilbert), working to ensure that everyone belongs in a diverse world (Aduke Onafowokan) or even managing a country in the middle of a pandemic (Jacinda Ardern). These are not leaders who speak to the school as requested by staff, but rather our students who are given the confidence and aspiration to put their dreams into action. Don’t make the mistake, however, of believing that OHS is purely academic; we, and the Girls’ Day School Trust, understand how high achieving women learn, thrive and flourish. The Trust enables our young people to access a network of over 25 other schools, conferences run by women for women across the country, and an astonishing alumnae network of over 70,000 former pupils who are extending a hand to help your daughter find her own place in the outside world. Our pastoral care nurtures our young women to ensure that they succeed at their pace. Despite being a bigger school, our staff are absolutely dedicated to the young women in their care, get to know them and their ways of learning and do all they can to support them. That does not mean we lower our expectations but rather extend the safety net to ensure they are lifted towards their dreams. Any website can only give you a flavour of what happens beyond the doors but I urge you to come in, meet me and our dedicated staff whether virtually or in ‘real life’, and, above all, enjoy the sparky, original, curious, lively young women who flourish and thrive here. I look forward to sharing with you the magic of opportunity, fun and spirit that pervades our school.

The Seeds Of Change Uk

the seeds of change uk

Buckinghamshire,

To put it simply, we do it because we know that our methods genuinely work and can change lives. Our coaches find nothing more fulfilling than helping a learner to trust, learn and grow. We make BOLD claims about the work that we do at The Seeds of Change We make BOLD claims about the way that horses can help all of us to overcome challenges in life which limit our ability or potential in some way. We can do this, because we have almost 15 years of experience working with thousands of people and have seen the results for ourselves. We set ourselves a simple target to enable people to make a change in their life for good. To meet that objective, we are flexible, agile, experienced and totally focused on every individual who works with us - constantly refining and adapting our sessions to meet the present needs as they arise, but always focused on a longer-term objective as defined at the start. We are continuously learning and developing our work, and never cease stretching the potential of what can be achieved, whether that be in the real or virtual world. Every day we witness new and amazing ways our horses and clients interact with each other and this inspires the way we work. After all, the most important therapeutic tool is the connection between client and horse – we are just the facilitators! We work with adults, families and children. We are commissioned by Local Authorities, schools, support agencies, and parents, both as funded and private referrals. We have worked with more than 5000 clients, many of whom are children who are highly vulnerable or are experiencing socially debilitating conditions and present a vast array of behaviours when they are referred to us. Some of the stories of what they have achieved are simply amazing. View our case studies and testimonials to discover more… We can deliver sessions in person and virtual courses - more details of these can be found here. If you are looking for a fresh, non-judgemental, confidential, and effective way to move forwards in life, then consider The Seeds of Change. We cannot think of a better place to start to make a change for life than outside in the fresh air with a horse. Please get in touch to find out more about our approach and the way our sessions work. We offer sessions on a 1-1 basis which aim to overcome specific challenges. We offer supportive group sessions which can aid social development, help to build relationships, and encourage confidence and positive interactions in the wider social environment. We offer a range of academic courses which support educational development and transition into the workplace, including City and Guilds qualifications. We adhere to strict Safeguarding and Compliance documents and procedures to meet all Educational Standards. And most excitingly we can also now offer our work virtually to enable clients from further away to access our work too.

Faith Brooke Academy

faith brooke academy

London

Founded in 2013, Grace Brook Academy is a Christian School, located in Syokimau. We enrich the lives of our pupils, their families and the community through dedication to the principles of academics, discipline and faith. Our diverse student body, comprised of children from different regions, benefits from a progressive, modern, and congenial school setting, designed to foster academic achievement. We provide a safe, positive, learning environment that encourages the scholastic achievement of our pupils, as well as the development of their spiritual and social lives. Our staff is committed to providing high quality relationships, including faith in God, and practical skills as part of our school and life preparation. MISSION STATEMENT The mission of Grace Brook Academy is to provide a Caring, Christ-centered education producing students who thrive in the word. This is derived from the acronym CARE – Christ-centered: GBA sees its primary purpose to be a welcoming school where students can be exposed to the rich life of God’s love by knowing Christ personally. It is our desire that every student comes to a point where Christ is the center of their life, influencing every thought that they have and action they make, and in so doing they can spread His Word even further. Accessibility/Affordability: Allowing Christ to influence every thought and action, we model our school after Jesus’ example of making Himself available to all that would come to Him. He did not set Himself aside for the most privileged or most affluent, but rather was welcoming to all that wanted to hear Him. Following His lead, our goal is to be accessible to the greatest number of students and families possible. Real-Relationships: Motivated by love, God sacrificed His own Son, so that we could have a real eternal relationship with Him (John 3:16). Likewise, the evidence that we have a vital relationship with Christ shows up in the way we love one another. Having a personal relationship with Christ is central to every other relationship we have and as we pursue this relationship with Him, He will increase our desire to serve one another. Educational Excellence: Finally, as a school, these values are expressed in an excellent Christian education. We don’t believe excellence is compromised with accessibility and therefore we dedicate ourselves in the pursuit of academic excellence unmatched by both public and other private schools. It is our desire that each student develop a lifelong love of learning and improving themselves for the future. Our Vision To be a leading Christian based institution for early childhood education and to become a center for academic excellence. Objectives and Goals Grace Brook Academy is committed to preparing all students to thrive in the 21st century by providing a solid foundation in Christ and an education that will allow them to excel in college and beyond. GBA strives to develop critical thinkers who can give well-reasoned answers to challenging questions.

Bhanubhakta Memorial Higher Secondary School

bhanubhakta memorial higher secondary school

Bhanu Bhakta Memorial Higher Secondary School is a pioneer school in the Kathmandu Valley , located at Panipokhari, Kathmandu , opposite to the Japanese Embassy, Nepal,it was established in 1967 to the blessed memory of the pioneer poet late Bhanubhakta Acharya – a renowned figure of Nepali literature. In 2016, the school completed 50 years of its establishment, and has been conducting various programmes under GOLDEN JUBILEE CELEBRATION. Recently, on the occasion of 203rd Bhanu Jayanti, the school concluded the Golden Jubilee Year, thus, creating history and extending its legacy further. His Excellency the Ambassador of Japan to Nepal, Mr. Masashi Ogawa was the Chief Guest of the program. It is a co-educational and English medium school, catering for children with the age group of 3 (Nursery) to 18 (XII class), as well as college level students. The school follows modern methods of teaching having recently installed smart classes and CCTV cameras. Background In 1995, the school opened a higher secondary level. In 2009, it began a higher-education program leading to a Bachelor's degree . In 2013, a Masters level program was introduced in business studies and administration. The institution offers education from the primary level to the degree level. There are more than 2200 students enrolled, from all parts of the country, taught by almost 150 teachers. There is a hostel facility, separate for boys and girls. Bhanubhakta Memorial Higher Secondary School began in a rented building 39 years back and imparts education its students in the capital city of Nepal. Present day It has four modern buildings, and a building used as teacher's quarter cum hostel. The main building houses Secondary and Primary wings. The Gajurel Bhavan is used for pre-primary, the Lower Secondary for primary, and a building for college wings. The school has a boys’ hostel and a science laboratory for practical classes, and overall three computer labs. Judo Hall, multipurpose Astrid Hall, Music Hall, and Smart Class hall are other facilities in the school. The higher secondary wing is a five-storied building. With about 2200 students and nearly 150 teachers, Bhanubhakta Memorial Higher Secondary school is one of the biggest private schools of Nepal, providing both educational as well as physical facilities to day scholars, day boarders and boarders who come from every corner of the country. The school has two separate playgrounds with basketball, badminton and volleyball courts as well as five table tennis boards. There are separate cricket nets as well. The school is divided into Primary Wing (classes Nursery-IV), Middle Wing (class- V-VIII), Secondary Wing (classes IX & X) Higher Secondary Wing (classes XI&XII), and college. The instructional staff in the middle and secondary wings comprises five faculties, each under a Faculty Head. All these wings are supervised by their respective in-charges. The Higher secondary wing is looked after by a separate management under Nepal Education Foundation (NEF), whereas MBA and MBS is affiliated with Tribhuwan University .

Boa Training

boa training

Wickford

The first BOA Training and Education Strategy document was published in 2012. It set out an action centred approach to development work across four community domains and eleven projects. A year later we have taken the opportunity to refresh the strategy in the light of work completed, and some new initiatives reflecting the ever changing dynamic of surgical training and education. The BOA focuses its training and education resources on: Development of the T&O specialty training curriculum. Construction and delivery of an annual trainee instructional course, geared to a four year FRCS (Tr and Orth) cycle. Awards of fellowships and prizes. CESR courses for SAS surgeons aspiring to gain entry to the specialist register. Delivery of training the trainer and educational supervisor instructional courses. Delivery of MSK clinical assessment skills courses for those in Core Training. Revalidation of all T&O surgeons through our annual Congress with a series of clinical and other instructional content geared to a five year cycle. The development of our e-learning capability for both specialty training and broader revalidation purposes. The need for continuing pace The shape and diversity of the healthcare work force is evolving rapidly: all elements are doing more with less in order to contain NHS expenditure at a sustainable level. T&O in particular faces a unique set of challenges and the BOA has developed an action plan through which to address them: full details are contained in our Practice Strategy. Focused on high quality care for patients against the backdrop of a 15% and growing capacity gap in elective orthopaedics, the action plan highlights the need for better patient pathways, enhanced implant surveillance, strong partnerships between providers of acute care, multidisciplinary teams working seamlessly across the primary and secondary care divide, and clinical culture change within the T&O community. All this needs to be instilled in surgeons from the outset of their careers, and the challenge for the BOA as a Surgical Specialty Association is to identify, recruit, educate and nurture the best talent from medical schools and throughout their formative and specialty training in order to create sufficient: High quality T&O capacity with surgical capability in depth to meet future demand. Future clinical academic capacity to sustain the UK’s T&O research capability. The rationale for this is set out in the BOA Research Strategy In addition, we need to: Care better for our patients throughout their treatment pathways by engaging effectively and productively with General Practitioners, Nurses and Allied Health Professionals with an interest in orthopaedics. Accordingly we continue to broaden the scope of our training and education work. This will be essential if we are to encompass more fully the needs of the T&O community and the wider musculoskeletal multi-disciplinary team. Achieving this through an action centred, project based approach to Training and Education .

Piano Lessons North London

piano lessons north london

My name is Pippa King and I have been teaching piano ever since I was 16 (I’m now the wrong side of 40). I studied piano to Associated Board of the Royal Schools of Music (ABRSM) Grade 8 standard and also have ABRSM Grade 7 Musicianship, the highest Musicianship Grade at the time I sat it. I also have Grade 7 Recorder, Grade 5 Oboe both ABRSM qualifications and A Level Music. I have recently made the move from sunny Hull in Yorkshire to North London. (I am now based in N6, in between Crouch End and Highgate Village, very different to Hull and very nice too). I left some great pupils behind but am very much looking forward to teaching in London and already have a timetable that is filling up with equally great students, some being adults but mostly school students – there is never a wrong age and always a right age to start playing the piano! My emphasis is absolutely that learning music and piano should be fun, enjoyable and rewarding. Students learn at their own speed and are able to explore areas of music that interest them as well as learning a sound grounding in past and modern popular piano music and good rudiments. I worked for Hull Music Service teaching piano and keyboard where I also supported Music GCSE students from 2002 to 2007, when I left to concentrate on my private teaching practice. I have a very high success rate with practical, theory and musicianship exams though sitting exams is not compulsory. See FAQs for more info. I am a registered teacher with the ABRSM, a member of the Musicians Union and have an Enhanced Certificate to work with children from the Disclosure and Barring Service (formerly known as CRB check, now a DBS check). I also played keyboard for Hessle Ceilidh Band for over 10 years who were based in East Yorkshire – moving to London makes this now just about impossible (!) – and I worked in a Hull high school from 2016-2018, teaching piano/keyboard to support the V-Cert course there. Previously I have directed a recorder group entering music festivals, I played oboe with the Sheffield Philharmonic Orchestra and I have accompanied instrumental exams and music festivals. I teach on Mondays to Fridays from 3.30pm until about 7pm and on a Saturday. I charge £15 for half and hour/£30 for an hour… See FAQS for more info. I can truly say I love passing on my passion for music. I want my pupils to be musically curious, inspired, interested and eager – to enjoy music, to be musicians and accomplished pianists. As with anything regular practice is essential but let’s make learning fun! Everyone learns at a different speed and in a different way, enjoying different aspects of music – this is what makes my job so very interesting.

The Brandon Centre

the brandon centre

London

Our VISION is to be Here For Young People. We believe that all young people should be able to access the highest quality mental health and wellbeing support in a safe and welcoming environment. Our MISSION is to maintain and develop accessible, flexible and specialist services. We aim to respond to the psychological and social needs and challenges of young people under 25 years old. Values Compassion: We provide a welcoming and non-judgemental environment for young people to access support that helps them live healthy and fulfilled lives. Inclusion: We strive to remove barriers to access, and to use our expertise to provide services that our young people can trust to be safe and to meet their individual needs. Respect: We serve our diverse community, and work with our partners, with a willingness to collaborate, adapt, and recognise the importance of choice. ——————————————————————— Based in the heart of our local community, Brandon Centre offers a comfortable, welcoming, and non-institutional setting for young people to access a range of mental health and wellbeing services. Our self-referral system means that all young people can access the confidential care and support provided by our friendly and highly skilled team. Our innovative approach applies psychotherapeutic principles to devise and implement mental health services, and we partner with schools, youth offending services and advice agencies to engage and reach out to high priority groups of young people. As well as individual therapeutic help for young people, we also offer effective intervention for families of young people in serious trouble with the law, and for parents struggling to bring up a teenager whose behaviour is out-of-control. Our approach combines leading-edge service delivery with audit, research, and the rigorous evaluation of outcomes. This has further enhanced our reputation as an accessible and collaborative provider of mental health and wellbeing support to young people under 25, helping them to overcome difficulties and become healthy and fulfilled young adults.