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Schools
Code Red The Empowerment Project

code red the empowerment project

London

The founder, Calvin E J Wilson LLM (LSE), is a Barrister who has a longstanding interest in educating students, young adults, and their parents on the workings of the criminal justice system. The Empowerment Project Qualifications and Studies Barrister at Law, Inns of Court, School of Law, United Kingdom Attorney at Law Supreme Court of Trinidad and Tobago Senior Crown Prosecutor, Crown Prosecution Service, United Kingdom Banker, Bank of Commerce, Trinidad and Tobago Master of Laws (Commercial) London School of Economics Bachelor of Laws University of London The Empowerment Project Experience Post graduate education and training in the law, with valuable experience on the frontline of the Criminal Justice System including almost eight years prosecution experience at the Crown Prosecution Service and the Criminal Courts, and operational experience with advising Teams at New Scotland Yard. Devised and successfully delivered this series of workshops and has conducted mentoring, motivational speaking and awareness raising sessions at Youth Clubs and Community Centres around London. Direct contacts with officers of the Met Police at ranks of Constable, Sergeant, and Inspector. Guidance and mentoring experience with black young adults. The Empowerment Project Skills Strong professional, administrative, managerial, and creative skills. Resolute adherence to good governance, accounting and auditing best practices. Devising and implementing new and improved working arrangements and innovative projects. Unique skill set that is critical to the effective leadership and delivery of the objectives of Code Red Empowerment. Established Consulting firm Calvin Wilson and Associates, which offers strategic and public affairs advice to governments and the private sector globally, on anti-money laundering and combatting the financing of terrorism issues, and on preventing trans-national criminal gangs from preying on young people. Founded The Empowerment Project The Empowerment Project Books Author of the book “Voices from Violence. A Woman’s Journey to Self-Healing” which is presented to audiences in the Readers Theatre format by CODE RED Ensemble, as an advocacy vehicle to empower young girls and women and to sensitise boys and men in order to reduce or eliminate the level of violence globally. Desilu Banton desilu banton I was born in Dulwich Hospital, East Dulwich Grove,SE22 3PT, on 11th December 1961. I began my life in a house at 102 Railton Road, Herne Hill,SE24 OET, on the ‘Front Line’ of ‘Brixton’, London. What I remember most of my childhood is drawing, drawing all the time, every opportunity. My father loved music and loved to dance. We would dance together. My mother designed clothes and was a dressmaker and cake baker. My parents had arrived in England in 1954 from Jamaica and lived in the Brixton area. They lived on Concannon Road from around 1955 and moved to Railton Road in 1959 after they had wed at the church at Santley Street, around the corner of Concannon Road. Today I live by my painting and continue in my mothers’ and fathers’ legacy as a creator. I am open to producing works of art by commission. painting Painting is expression, a way of me talking with everybody else about how I feel, like a bluesman would play his blues. The whole thing is about feeling. Painting is blues. I paint those feelings that are from inside my head, from inside my soul. The spiritual part of all this is the heritage, the thing that comes from my ancestors, the ingredients that everybody talks about when they talk about the past, where we all come from, which is DNA, the genes. What I am doing is recording the memory that comes to me from nature, along with the music that came from West Africa and the Atlantic experience, all of it, and what I do then is give it form, give it some skin, textures and colours, the whole thing is like an umbilical cord that has not lost its life force, it is the whole nine yards. Jackie Burton Jackie Burton Born and raised in West Yorkshire, I took a trip to London in 1983 and have remained here since then. I am a black woman, a Christian and a mother. A retired Social Worker, I have a passion for children, young people and their families. Over the last 40 years I have had roles in church including youth leader and Pathfinder club leader as well as teaching in children’s Sabbath school & children’s church. It was my joy, to find the most creative and interesting ways to engage children and young people with so many varied learning styles. Over the last 12 years of my career I was a Team Leader for a local authority Fostering Service; having responsibility for facilitating training, assessing foster carers and placing children from diverse and challenging backgrounds with those carers. Life-long learning is part of who I am and I started becoming more interested in paper crafts when my now, 25 year old son was around 3 years old. We started to make cards for every occasion and stopped buying them from the shops. Paper crafts opened the door to so many other crafting pursuits and my love for crafting has only grown since then, from wedding decoration, decoupage & canvas art to knitting & simple sewing, I have done many and various and still do. Nothing pleases me more than sharing my love for something with others, and creative crafts is certainly one of those very many things. I have done this via children’s craft workshops; transforming spaces for Vacation Bible School (VBS); school holiday clubs; card making workshops for children and adults. If it includes crafting, I will consider it. Currently I am involved in a weekly Craft Café project where we are using hobby crafts to support people in our community who may be lonely, socially isolated or feeling low. Sr Josephine Udie MP, MSc, GC HDip, NP Reverend Sister, Steer Right Project Coordinator, Power Coach Expert, Health Care Professional Reverend Sister, Steer Right Project Coordinator, Power Coach Expert, Health Care Professional Sister Josephine is passionate about the dignity of the human person. As a trained Power Coach and Health Care professional, Sister enjoys using her skills to coach, support and empower children and families to become who they are meant to be. Steer Right is a charity for which Sister Josephine is Project Coordinator, uses the strap line Little help Big Difference to highlight the effectiveness of what a small amount of intervention can do. Amari Smith-Foster Amari Smith-Foster I am a mental health advocate and a student counsellor. I am extremely passionate about mental health and well-being. After battling with my own mental health, being sectioned at just 13 and becoming part of the system, I am using those same life experiences to help others overcome. My story, my pain and this rollercoaster of a journey has given me great insight to help others and make a change. Me speaking up and using my voice, allows so many others, old, young, male, and female to feel heard, to feel seen. Now I am in a position, I have promised myself , it is pivotal that I make a change for the mental health system. My social profiles: Instagram: https://www.instagram.com/accounts/onetap/?next=%2F LinkedIn: https://www.linkedin.com/in/amari-smith-foster-26a68417b/ Youtube: https://www.youtube.com/channel/UCPMHXb5U40E0Zw1B3h4vcJg Please feel free to contact me should there be any issues. Norman Mine Norman Mine Norman Mine is an Italian-born London based multidisciplinary artist whose practice encompasses visual art, acting and social work. Using autobiographical scenarios as a starting point, Mine's practice expands into fantasy and delusion and in his alter-ego, Dino Desica, an aspiring Italian actor who exists only through a video format, as "performance to camera", becoming an ephemeral simulation of the self. Mine's practice explores the infinite possibilities of the self, the authenticity and the structures of inclusion and exclusion in which it is constructed. For the past three years Mine has run creative workshops co-working with people of different generations, backgrounds, and abilities; developing a specific approach that unsettles the scenario in which participants perform to stimulate creativity and imagination as an opportunity to navigate within. Mine has obtained a Masters Degree in Fine Art at Goldsmith College in 2018. His work has been shown at Performance Istanbul (2021), disORDER Live Collective (2020), Deptford X (2019), The Koppel Project (2019), Platform1 Gallery (2018), Art Night London (2017). He was a recipient of the DYCP grant, Art Council England (2021). In 2022 Mine has founded Norwood JunkAction, an eco-community art project based in Croydon, London. Diana Wilson Diana Wilson Diana Wilson is an Executive and Life Coach professional as well as a Psychodynamic Counsellor, who in parallel, has enjoyed a substantial career in Education and Training and Development across Schools and local Government. Diana is fluidly proficient in a myriad of modalities with a keen focus on Cognitive Behavioural Coaching. She offers leading-edge, inspirational coaching that stimulates thinking, accelerates transformation, and empowers clients to accomplish their aspirational goals. My social handles: Website: www.dwcoach.co.uk LinkedIn: linkedin.com/in/diana-wilson-564a6941 Richmond Trew Richmond Trew A Professional Trainer/Workshop Facilitator with 25 years’ experience of working in communities and custodial settings nationally and internationally. He is also a recording & performing artist fronting the collective Abstract Word and currently has Publishing & Production contracts with (Peer Music LTD-MAP Music). Richmond also leads a group of free-lance Arts Practioners under the name of Journeyman Arts (Using the Arts to share & pass on Knowledge). He also Runs 492 Korna Klub next generation Ltd that runs live improvised drama weekly on Galaxy Radio.

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Act Fast Nl

act fast nl

Scunthorpe

Act Fast is a well-established Independent School near Scunthorpe in North Lincolnshire. Act Fast has grown organically as the need for a high standard of provision has emerged and developed. The premise of Act Fast’s provision is that we are promoting the value of education to previously disaffected young people. what we do We operate a bespoke curriculum at Act Fast, which is both written and delivered by in house staff and is in line with the DfE Independent Schools Standards. We overtly deliver lessons in the following subject areas: Maths up to Functional Skills level 2 standard English up to Functional Skills level 2 standard Motor Vehicle Technology with the Institute of the Motor Industry up to level 2 standard PSHE (Including RSE) against a verified and recognised scheme Motocross, delivered by qualified and experienced staff Physical Education through a range of on-site and off-site activities. Art/Crafts Music Further to this, lessons in the following subject areas are delivered as embedded features of the timetabled lessons. Human and Social Understanding Aesthetic and Creative Scientific Technological British Values Our learners know if they work hard, they are awarded by riding the motorcycles here at Act Fast. This has proven to be successful, helping young adults to achieve their qualifications and have a positive attitude towards learning. Curriculum Act Fast has made a commitment to give every young person who is capable of the opportunity to reintegrate and to take a range of exams. For those subjects that Act Fast does not currently deliver, as we develop learners opportunities will increase. We are an accredited exam centre through OCR, NCFE, ABC, D of E, and when required will extend this to meet the needs of our learners. Our curriculum also enables and encourages learners to develop their interests and talents. We have a number of students here who have found their passion for music, learning how to play the guitar, as well as a large number of young, talented motorbike riders who love learning about riding, fixing and maintaining the bikes. It’s important to us to support our learners in keeping them physically and mentally healthy. We have access to: Mental Health Champions, outreach support and therapeutic counselling services, available to all our learners. We have regular sports activities within our timetable to encourage physical exercise, as well as access to local gyms and leisure centres. These activities help to prepare young people to access their community in adulthood. Hidden Curriculum Act Fast’s curriculum, throughout the range of its delivery, is heavily invested in the “Hidden Curriculum”. The Hidden Curriculum argument is that the most valuable lessons our young people receive here are to arrive on time, respect authority, follow instructions, keep regard for safety, take responsibility for their actions, behave in an acceptable standard, liaise with other people respectfully, and respect other people’s personal choices, encouraging equality and diversity. Other ways in which we promote equality and diversity include: Challenging negative attitudes amongst students. Setting clear rules regarding how people treat each other. Treating all students and staff equally and fairly. Using resources that have multicultural themes. Creating lessons that reflect and promote diversity in the classroom. Making sure that all students have equal access to participation and opportunities. Ensuring that all procedures and policies are non-discriminatory. Making sure that classroom materials never discriminate against anyone. Safeguarding protected characteristics throughout our culture and ethos. All of these things, to a greater extent than formalised subject lessons, will make them responsible, independent, resilient and above all else employable young people once they finish their school career. Act Fast has trained and qualified staff to recognise some of the barriers to learning that students face. These barriers might be due to Adverse Childhood Experiences and with knowledge and understanding of such issues Act Fast staff can help students overcome them to maximise their potentials. Referral, Application and Introduction After a referral is made to Act Fast, we invite a representative from the referring body (usually the Inclusion Officer), the learner and the learner’s parents into Act Fast for a familiarisation visit. During that visit the learner is given a tour of the facility, is introduced to key staff members and receives an explanation of the culture of Act Fast. Learners are given the opportunity to voice any concerns and any questions they have are answered. We set a high expectation on behaviour here, and partly because expectations are high, but also because more established learners mentor new arrivals, new learners very soon fall into compliance with our way of doing things. Act Fast works because our learners buy into the culture. This is the first opportunity that a young person has to involve themselves in how we operate here. Application forms must be completed prior to a young person starting at Act Fast. Once applications are complete, the referring body typically takes a few days (sometimes up to a week) to arrange their transport. Personal data will be stored and processed at this point, and details entered into our MIS system, Arbor. We insist on a Personal Learning Plan (PLP) meeting with stakeholders and the young person present within the first month. This allows any teething troubles to be voiced and solutions to be sought. Further PLP meetings are held regularly, no less frequently than once a term. At those meetings, Act Fast staff will deliver a report detailing the engagement of the young person, levels of educational attainment, attendance, general engagement, and commentary on the likelihood of a reintegration being successful. Reintegration planning must be tailored to suit the needs of the individual. Staff Investment Our staff all take part in quality training including regular CPD sessions and ongoing programmes of accreditation such as SSS online training (recently completed by all staff members). Training needs identified are acted on as soon as practical. The organisation believes and invests in the continuous professional development of its people. Our commitment to CPD is such that every member of staff has received CPD accredited training in the last 12 months. Our qualified teachers ensure pedagogical content methods are in place to deliver high standards of teaching for our young learners. We engage with our staff continuously here and know of the main pressures on them, including managing workload. We aim to support every staff member to help guide them throughout their career at Act Fast. Educational Framework It is our aim to provide an educational framework which is heavily invested in the hidden curriculum. By that, we mean that as well as lessons formalised in Maths and English for example, our young people develop an understanding of: working to a process arriving on time respecting authority abiding by the rules accepting that their first choice may not always be the right choice following instructions not expecting to leave early attending every day These are the skills whereby a young person will be employable post 16. Without these key skills, a young person is unlikely to be able to function in the workplace. We develop the hidden curriculum, embedded in everything we do, in order that our learners gain an understanding of their expectations being matched by the expectations of attendance, compliance and engagement We have a tracking system in place for our core subjects. We also use a “readiness to learn” scale, whereby a learners attitude, engagement, and involvement in their own work is measured. Bespoken When evolving Act Fast into an independent school I was very mindful that Mainstream school had not been a successful outcome for the majority if not all of our learners. It was imperative that we were bespoke and able to meet the needs of all our learners and not just the few. For this reason we created our own curriculum that is more sympathetic to our learners’ needs. Our teachers create an environment that allows our young people to focus on learning. 1:1 support as well as small group teaching (where appropriate) is in place to make teaching more effective, allowing tutors to concentrate on each individual learner’s needs. We believe in student voice here at Act Fast. Our EHCP’s (Educational Health Care plans) allow us to capture our learners’ views. It’s not only in our annual reviews that we give learner’s opportunity to be heard. For example, one young adult suggested we invested in a bigger bike here, so we put arrangements in place and made this happen. We encourage our learners to make their voices heard. Below are some examples of student voice council meetings held at Act Fast and how they shape decisions made at the school. Student Voice Meeting 040322 We have effective arrangements to identify learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. We strongly promote our policies and legislation such as safeguarding, diversity and equality of our staff and learners at Act Fast. Ofsted Report 2022 Best Bits: “Act Fast school is a place where the proprietor and staff go the extra mile to support the pupils who attend. It has a unique vision of how to ‘hook’ pupils back into education, and it is successful in doing so. Act Fast has started to re-engage pupils who have experienced difficulties in their education”. “Parents believe that, finally, a school ‘gets’ their child. The wider curriculum, built around motor-cross, is a distinctive feature of the school. It motivates pupils to attend and to behave well. For those pupils who do not wish to ride the bikes, staff work with them to find alternatives. The proprietor and staff have limitless ambition for what pupils can achieve in their personal development. At the heart of this is a patient, careful building of relationships, and, in many cases, a re-building of trust between the pupil and their experience of education.” “The special educational needs coordinator (SENCo) has a strong understanding of the requirements of pupils with special educational needs and/or disabilities (SEND). Recently, the SENCo has started to work with a senior leader to more effectively incorporate pupils’ SEND targets from their education, health and care (EHC) plans into teachers’ planning.” “Leaders have also recently taken action to improve the school’s support for pupils’ reading. For instance, a primary specialist has been appointed with experience of teaching phonics to the weakest readers. The English lead is in the process of building a programme to encourage pupils to read widely and for enjoyment. Leaders’ wider curriculum for pupils’ personal development is, to very large extent, a strength of the school.” “The proprietor’s vision for getting young people who have had difficult experiences of school back into education is impressive. It is backed up by an innovative personal development curriculum, built on a range of activities that take place in the afternoons. These include a variety of motor vehicle-related opportunities, as well as visits out of school to a range of venues. Recently, for instance, pupils have started to be taken to a local engineering firm to participate in a scheme to broaden their career aspirations. Pupils know that there is a plan in place for them to make a suitable next step into further education or training at the end of Year 11.” Improvements: “Leaders’ PSHE curriculum includes reference to the protected characteristics and the school is a respectful community: however, coverage of the protected characteristics in the curriculum strategy is not as detailed as it could be, so pupils’ understanding is not as developed as it could be. Leaders should revisit their curriculum thinking for PSHE so that teaching of the protected characteristics is made more overt.” “The current curriculum is based on a limited set of qualifications in two subjects. For a registered special school, this lacks ambition. As a result, pupils experience a narrow curriculum, including a limited suite of qualifications. Leaders should take action to broaden and deepen their curriculum so that pupils have opportunities to study a wider range of subject content, organised coherently and cumulatively over the entire secondary and post-16 phases; and, for those who are capable, to a higher level of accreditation.” “Leaders have not taken the required action with regard to the statutory guidance for the teaching of RSHE. Consequently, parents have not been made aware of the school’s policy and their parental rights within the policy. Also, the teaching of Inspection report: Act Fast NL Ltd. RSHE is not clearly planned in the school’s curriculum. Leaders should take action to be compliant with the statutory guidance and to ensure that curriculum thinking incorporates structured RSHE teaching.”

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Courses matching "Schools"

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Mental Health in Education Update

By Brightcore Consultancy

During this live-online masterclass we will focus on understanding recent developments in the mental health and wellbeing of children in the UK, including looking at the impact of cultural and technological changes over recent years and the impact this is having in schools.

Mental Health in Education Update
Delivered Online + more
£80

Shamanic 1-1: healing/ikigai/divination/mentoring/meditation

4.9(30)

By School of Shamanism

Sessions can happen ONLINE or IN PERSON. Please read below to choose the session that is more appropriate for you (you'll be asked to select one in the booking process) If you have questions please drop me an email info@schoolofshamanism.co.uk Don't worry if you do not know what to select, just come and I'll be happy to help you:-) Shamanism is probably the oldest way to see through our hearts and not our eyes to connect with the nature of our creation. It allows us to go behind and beyond the surface of things, to understand why and how certain situations occur in our lives. Shamanism is a spiritual practice that goes beyond every beliefs and culture and is about trying to reach our full potential as we walk on planet earth, so connecting ourselves to the whole. Shamans were described as the first physicians, magicians, artists, storytellers, spiritual beings. But shamans are healers that make changes in invisible realms to help healing in the ordinary reality of the community. Shamans see in the darkness (which is the meaning of the Siberian word “Shaman”) while connecting with the divine outside the time in an altered state of consciousness. We can work together using different methods: A) Shamanic healing We can work together to solve one of these imbalances in your life, where you feel: lost and without life purpose, unhappy and unsatisfied, anxious and worried, overwhelmed and stressed, without energy and hope, uncertain about your future, stuck in repetitive dynamics, unable to manifest abundance, incapable of making decisions,not aligned with your heart, disconnected from the universe,impatient and impulsive, not focused and balanced, with low esteem and more? B) Ikigai coaching to find your soul mission through shamanic work Ikigai is the manifestation, the realization of who you are. It has always been with you, it is your reason for being. Some people are lucky to find a job that corresponds to their true passion. They earn a living doing what they love. But there are a lot of people that do not have such a privilege or can’t find the courage for such a big change.The Japanese people from the island of Okinawa have a word for you: Ikigai. It’s your “reason for being”, where you combine what you love with what you are good. Ikigai is 'what makes you happy to get out of bed in the morning' and is formed by the union of two words: iki which means 'life' and gai that is 'what is worthwhile' which the ancients called “happiness”, your soul mission. Our session together will be a deep inner journey, suitable for those who already know their life mission and those who have no clue at all about it or just are not aware how to combine their gifts and skills. You will reconnect with your inner voice and true skills to realize your true life mission. C) Shamanic divination is a powerful practice rooted in the traditions of indigenous cultures worldwide. It involves using sacred tools like bones, stones, eggs, sticks, shells, beads and more to access wisdom from the past and present. These tools reveal patterns, offering guidance on life’s journey. Whether you seek clarity or understanding, the practice connects you with the cosmic web of life. Explore this ancient path to deeper insights with us. There are several options in which I can offer you a reading: Eggs:Egg ‘Limpia’: A Shamanic cleansing ritual and a tool for DivinationThe egg is a powerful tool in shamanic healing, used for ‘Limpia’ (meaning 'cleansing') to remove misplaced energy. As the egg sweeps over the aura and body, it absorbs negative energy, leaving you feeling lighter and rejuvenated.After the cleanse, we interpret the egg in water to gain insights into your emotional, physical, and spiritual state. This sacred ritual, passed down from indigenous healers, helps restore balance and harmony Stones you will need to bring(have with you) 3 medium/big stones with some marks on them and we will then choose 1 and I will guide you through the full process to find the answer to a burning question. My personal reading tools (shells and pebbles) Together in the session we can also find your 9 Power Animals. Everyone has nine power or totem animals that emulate each person’s abilities, talents and challenges. For example if a person is connected to Wolf as a power animal, that person is a born teacher, pathfinder, innovator. This does not mean that the person has acknowledged the gifts. The 9 animals are one for each of Direction (4 plus above, below, within) and two animals that walk aside you each time and that maybe have come to you in dreams for years or that you are simply drawn to. Through the use of cards, while connecting to my Spirit Allies, I will find out which animals are your main guides into your life. D) Spiritual Mentoring I am happy to help you with any questions you have about spirituality, about your personal journey, about any doubts you may have about the next steps to take in life. you will also receive your full essence and symbol from me though "soul remembrance : I will undertake a shamanic journey for you to retrieve the essence of your gifts and talents and a symbol to be blown into your solar plexus. E) Meditation Struggling with your practice or even to sit down quietly for more than 10 minutes? Meditation is simply the creation of a nice space, it’s not achieving exctasy, it’s slowing down and doing something with mindfulness.  It is familiarizing with knowledge and bring it to practice. Meditation on a concept is not reflecting on something, it’s to feel it deeply- First you learn how to meditate, then you use it as one of the most precious tools of change. So 1) we learn 2) we understand 3) we familiarize…...and we change! These sessions are designed for your bespoke challenges and needings, for those that feel the urge to quiet the mind and find focus and concentration in their daily life. There is no labelling about the style of these classes, no schools imprinting. My approach is creative and flows according to what my intuition suggests the student would benefit for. We will discuss your available dates if you feel starting a journey and we can work out a suitable package that follows your requirements. Beginners and experienced welcome. GIADA'S JOURNEY Creative and Spiritual Explorer of the human well-being running events for 20 years worldwide Shamanic Teacher *Toltec tradition: three years formal training with Two Birds at Anam Cara, Scotland *Japanese Yamabushi tradition with Selene Calloni Williams Shamanic and Integral Yoga Teacher Ikigai Coach and Forest Therapy Guide qualified with Selene Calloni Williams at the Imaginal Academy Professional Esoteric Numerologist graduated at The Connaissance School of Numerology, England Cacao Alchemist Practitioner obtained with Firetree Alchemy, Scotland Corporate Mental Health Coach achieved with WeFocus, Denmark and twenty years working in corporate Practitioner of Buddhist teachings, meditation and the Five Tibetan Rites Yoga Founder of Drink In Art exhibitions of local artists in private flats Founder of School of Shamanism (formerly Invisible Caims) workshops, classes, therapies, retreats Founder of Art and Spirituality centre for creativity and well-being Co-author of a non-profit book with 33 Italian women about our stories in different countries By attending to our classes, workshops, 1to 1 sessions and retreats you agree to our TERMS AND CONDITIONS Payment  Bookings are non-refundable.  Disclaimer  By booking any event or 1-1 session -online or any other venues – with us, you release Giada Gaslini, Invisible Caims/School of Shamanism, Art and Spirituality and any business partners working with for the event from any liability arising out of any personal injuries, emotional or physical release, death, expectations of results, theft in the venue or damages that may happen to people and objects while attending. We recommend that you consult your GP regarding the suitability of undertaking an exercise programme, if the class you are booking includes it like with yoga or similar, and following all the safety instructions required before beginning to exercise. When participating in an exercise, there is the possibility of sustaining a physical injury. If you engage in this exercise programme, you agree that you do so at your own risk, are voluntarily participating in these activities and assume all risk of injury to yourself. You acknowledge that coaching, shamanic healing and counselling are not to be used as a substitute for psychotherapy, psychoanalysis, mental health care, or other professional advice by legal, medical or other professionals. Our sessions are aimed at inner research, problem solving and personal growth, they do not replace the work of doctors and psychotherapists because they do not consider, treat or aim to solve pathologies and symptoms that are strictly medical. All contracts subject to and governed by the law according to my current insurance.   Added element of the disclaimer If the class happens in any venue and you are causing any damage to the property, you are taking responsibility of your actions. It is down to the individual to take personal responsibility when participating in physical activity and when entering a space that is used and shared by other parties. Giada Gaslini and Art and Spirituality do not take any responsibility about possible risks that may arise but can only advise and enforce guidelines and legal requirements as defined by the Scottish Government and local authorities.   

Shamanic 1-1: healing/ikigai/divination/mentoring/meditation
Delivered Online & In-Person in Edinburgh + more
£55 to £350

Paediatric First Aid

5.0(3)

By Fenland First Aid Services Ltd

Paediatric First Aid (12 Hour) Description: This two-day paediatric first aid course focuses on emergency scenarios that face those looking after young children and infants, including day nurseries, private nursery schools, pre-schools, before and after school clubs for children in the early years age group, childminders, parents and carers of children at home. Designed around the needs of all child carers, our paediatric first aid courses place emphasis on dealing with sick or injured children and babies. Our 12 hour course syllabus exceeds the Ofsted Early Years and Childcare Register requirements. Our professional trainers utilise both practical and theory sessions. Learners receive a Paediatric First Aid guide book, a training dressing and a CPR barrier protection device.Cardio Pulmonary Resuscitation and care of the unconscious requires physical effort. Learners should be capable of working with casualties at floor level. Learners are assessed continually by the trainer. The HSE strongly recommend that all First Aiders undertake annual refresher training of at least 3 hours per year. Syllabus Planning for and dealing with emergencies Resuscitation (CPR) Care of the unconscious casualty Choking Bleeding and shock Fractures Head, Neck and Spine injuries Minor injuries Epilepsy and Febrile Convulsions Asthma Poisons Diabetes Foreign objects in the eyes, ears & nose Sickle cell Meningitis Electric Shock Burns and Scalds Anaphylaxis Bites and stings Reporting of accidents & recording information First Aid Kits Cost: £131.00 + VAT

Paediatric First Aid
Delivered In-Person in Peterborough + more
£131

Understanding Autistic Spectrum Disorder (ASD)

5.0(50)

By Pochat Training

CPD Accredited, Interactive Short Course 2 or 3.5 hour hr sessions What are the autistic spectrum disorder, autism and asperger's syndrome? How can you best understand, and thus help, those affected? Course Contents of the shorter course: What is ASD Autism and Asperger's Syndrome Understanding those on the Spectrum How to approach and help those on the Autistic Spectrum Great for teachers and TAs in schools, and for those working in care with older people with ASD Benefits of this Short Course: About 1% of the population is thought to be on the Autistic Spectrum That is several children per nursery and primary school and a significant amount of young people in secondary schools Many with Asperger's Syndrome will also go to university The way they experience the world is very different to 'neuro-typical' people Understanding their condition helps to support them and give them the best chance

Understanding Autistic Spectrum Disorder (ASD)
Delivered in Chesterfield or Online + more
£25

Designated Senior Mental Health Lead Course (Three full days plus 1-2-1 session)

By Brightcore Consultancy

Brightcore Consultancy delivers Senior Mental Health Lead training in schools and colleges which meets the Department for Education’s quality criteria, and our course is in fact the highest rated of all the nationally DfE approved Senior Mental Health Lead training courses, scoring a perfect 5/5 in each of the 9 DfE quality assurance standards during the quality assurance process.

Designated Senior Mental Health Lead Course (Three full days plus 1-2-1 session)
Delivered Online + more
£520

Annual Online Safety Update for DSLs, including emerging risks and trends

By Brightcore Consultancy

In this masterclass we'll unravel the complexities of the online world, shedding light on the most pressing current and emerging risks and opportunities faced by children and young people, from the perspective of the DSL, as Online Safety Lead.

Annual Online Safety Update for DSLs, including emerging risks and trends
Delivered Online + more
£80

Coping With ADHD

5.0(50)

By Pochat Training

CPD Accredited, Interactive Short Course 2 - 3.5 hr sessions What is Attention Deficit Disorder? How can you best understand, and thus cope and help those affected? Course Contents: What is ADHD ADHD as part of the Autistic Spectrum How to help you cope if you have ADHD How to cope with children who have ADHD Great for teachers and TAs in schools, others who work with people who have ADHD, and of course, those with ADHD themselves Benefits of this Short Course: Boys are around 4 x as likely to have ADHD Worldwide, 5% of people have it - that is 1 out of every 20! The figure for this is estimated to be higher in the UK This means that every single classroom in the UK will have at least one child or young people with Attention Deficit Hyperactive Disorder Learn more about the condition and how you can help them cope and take part in 'normal' life.

Coping With ADHD
Delivered Online + more
£25

Youth Mental Health Champion

By Brightcore Consultancy

The One Day - MHFA Champion Course teaches you how to identify when a person might be experiencing a mental health issue and how to guide them to get the help they need.

Youth Mental Health Champion
Delivered Online + more
£100

Independent Schools Compliance & Inspection 101

By Marell Consulting Limited

An overview of Ofsted inspections and compliance matters in independent schools.

Independent Schools Compliance & Inspection 101
Delivered OnlineFlexible Dates
£62.50

MENTAL HEALTH – MEETING EMOTIONAL NEEDS IN SCHOOLS

By Inclusive Solutions

This training gives an opportunity to focus on how to embed effective approaches to meeting emotional needs in schools. We explore a range of ways into meeting emotional needs of pupils across a school. We focus on including pupils with extreme emotional needs. Course Category Meeting emotional needs Description This training gives an opportunity to focus on how to embed relevant ideas and materials in schools. We explore how to make these materials really come to life as we explore a range of ways into meeting emotional needs of pupils across a school. We focus on including pupils with extreme emotional needs. There are lots of opportunities for personal and professional reflection on engagement with challenging pupils as we provide processes to support reflection, visioning and problem solving. Testimonials ‘Thank you so much for the work you did with us yesterday – I have since been in 2 schools today and have spoken to an number of other colleagues who were present – all were totally overwhelmed by the session – they loved it.”NOTTINGHAM SEAL COORDINATOR “I was totally blown away, when I realised how passionate people were about SEAL” “So nice to reflect and realise what a long way we have come” “That was so powerful and motivational”.’ Learning Objectives Shared vision of a school that is truly meeting all social and emotional needs Access to a wider range of practical strategies to impact on meeting emotional and behaviour problems Deeper understanding of how to embed positive Mental Health approaches in a school Opportunity to reflect on professional attitudes and behaviour towards children with emotional challenge Who Is It For? All practitioners who are leading on Mental Health work in schools or on behalf of a Local Authority Full range of agencies committed to meeting social and emotional needs in schools Course Content The training explores the questions: What would a school look like when Mental Health was truly part of everything that was happening, a shared vision? How can we truly embed Mental Health approaches and materials in our school? What can we do to meet complex and challenging emotional needs in schools? Can we learn a process to understand at a deeper level highly complex social and emotional needs? This training will cover: Bringing positive Mental Health approaches to life in schools: creating a shared vision and a set of grounded goals together Circle of Adults process for self-reflection and understanding emotional needs of high profile pupils. We will model and teach how this process links in and strengthens PSHE work in schools. If you liked this try: FRESH APPROACHES TO BEHAVIOUR AND RELATIONSHIPS or: RESTORATIVE INTERVENTIONS

MENTAL HEALTH – MEETING EMOTIONAL NEEDS IN SCHOOLS
Delivered in UK Wide Travel Costs or OnlineFlexible Dates
£1,800 to £2,500
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