841 Educators providing Courses

cathy chiplen compassionate therapies

I have been building my Complementary Therapy practice since 2005. Initially offering Reflexology and Reiki, and more recently I have added Sound Healing to my portfolio. I am also a qualified Soul Midwife, which is a holistic and spiritual companion to the dying, assisting people to make a gentle transition at the end of their life. Following some deeply profound personal experiences with death over the last 20 years I trained in 2017 with Felicity Warner, founder of the Soul Midwives School, Dorset. I am deeply honoured to be a mentor for newly qualified Soul Midwives in the Somerset & Bath And North East Somerset areas. Please see my Soul Midwifery Page for more information on this amazing work. I am passionate about empowering people to achieve a real sense of health, harmony and wellbeing. I can help you to rest, relax and really give yourself the time and space you need to just BE. I heard a saying recently along the lines of ‘we are human beings, not human doings’ and that really resonates with me ….. so often we are so caught up in the minutiae of everyday life, it’s hard to stand back, take stock and just breathe. That’s where I can help you to reconnect to yourself and to assist you to get your mind, body, emotions and spirit back into balance. Our bodies are always striving for homeostasis, which is perfect balance, and through our work together I can support you in this. I always say, it’s not me doing the work, it’s you who do it, I am just guiding the way. With a gentle loving touch, the right amount of empathy and shed loads of empowerment I can support and guide you into a greater sense of health and wellbeing. I support clients with a wide range of varying lifestyles, conditions and needs. I treat you holistically, which means I see you as a whole person rather than a collection of symptoms. I am a fully qualified Reflexologist, Sound Healer and a Reiki Master/Teacher in the Usui tradition and lineage. I hold full membership of the Association of Reflexologists and I co-lead one of the Associations Area Groups for Reflexologists. I treat my therapy clients in a relaxed home environment and always give them quality time and focused attention. I treat as I find and am governed by my clients needs rather than the clock. My aim is to give each client the space to totally relax and unwind, allowing the body to heal itself. One of my absolute passions is supporting women along their fertility, conception and birth journey. Through my own struggles with fertility I have a deep understanding of the urgent yearning for a child and the frustrations and self-recrimination this can bring, not to mention the strain on your relationship. I offer a non-judgemental empathetic listening ear, I have tissues for when you feel low and I will cheer you on when you share your good news with me. I am a strong advocate for natural pregnancy, childbirth and parenting but I would never push my own views on anyone, I support women in all their various choices. I am a qualified Breastfeeding Peer Supporter and am always happy to assist with any questions regarding any aspect of pregnancy, birthing, breastfeeding and so on. I had all three of my children at home in our own little birthing pool using homeopathy and Hypnobirthing to support me. I am very pro women’s choice for all aspects – Your body, your baby, your choices! See my Helpful Links Page for signposting to other professionals and further resources such as classes and groups supporting new parents. When I’m not working I enjoy spending quality time with my husband and our three lovely children, one of our favourite activities is walking our dog, Saffy, at Hestercombe Gardens, or on the surrounding hills. I also enjoy a Kundalini Yoga class each week with Shivdev Kaur and a Kayaking, Canoeing or Stand-Up Paddleboarding session with TASCC (Taunton Adventurous Sport Canoe Club) so I have time as just ‘Cathy’ rather than ‘Mum’ or ‘Therapist’!

early intervention aberdeen

Lara Goldie is a dedicated and passionate Speech and Language Therapist and mother to 4 young children. She has a BS in Audiology and Speech Language Pathology, and a Master's Degree in Communication Disorders and she is fully certified in the United Kingdom and the United States (CCC-SLP, MRCSLT, and HCPC-cert) and has 12 years of post graduate experience. Lara has worked in a variety of settings including Early Intervention, hospitals, Schools and voice clinics. She is skilled at treating a wide range of speech, language and voice disorders. Lara has worked extremely hard in her education and training in order to understand communication difficulties and to know the most efficient way to treat them. She is committed to providing current, research-based, and effective treatment and it brings great satisfaction for her to be a part of someone's journey to improve. linda Linda Lumsden is a local business woman and mother to 4 children, she became one of the United Kingdom’s youngest entrepreneurs, at the age of 18 with the assistance of the Princes Scottish youth business trust. She has owned and operated her businesses for over 21 years. In the late 1990s - early 2000s, She was one of three entrepreneurs involved in a Scottish government initiative “Think Business” which was part of the secondary education curriculum to inspire the next generation of Scottish entrepreneurs. Linda has a BA (Hons) degree in Law and Management and various SVQs and HND units in Business, Law and Childcare, She recently completed a Post Graduate certificate in Autism and Practice and is currently in her final year studying a Masters in Education at The University of Aberdeen. Her final research project is focussed on Pathalogical Demand Avoidance (PDA). Linda was deprived of schooling at the age of 14, when she was failed by the education system. She also has vast experience navigating the local authorities social care system following her brothers aquired brain damage. One of Lindas sons is twice exceptional and has an Autism Spectrum Condition diagnosis. His progress since working with Lara at the age of two has been phenomenal. The lack of funded support and services offered to improve the life chances of neurodivergent children, particulary those considered to be at the high functioning end of the spectrum, has given her the determination to help empower other families in similar circumstances. amanda Amanda Nicolson is a dedicated and passionate Social Care Professional with substantial experience at senior management level and comes with a proven track record managing large services and staff teams. Amanda started her career in care homes for the elderly as a Carer. She also has vast experience working with various vulnerable groups including children and adults with learning disabilities, the elderly and those with mental health challenges. Amanda is passionate about quality service provision, social justice and meaningful inclusion. Amanda met Linda while they were both studying at university. They both believe that everyone can flourish if they are given the support and resources to access the same opportunities that many of us can take for granted. Amanda has a BA (Hons) degree in Law and Management where she opted for modules that were relevant to her work experience including Child Care Law. She also has various SVQs and HND units in Business, Law, Health and Social Care. Amanda is currently studying several courses covering health and wellbeing topics at the Open University. Michelle Blake is a self-employed neurodivergent counsellor/coach with extensive experience working with neurodiversity. Michelle has lived experience of being both Autistic and ADHD as well as having children who are Autistic, ADHD, Dyslexic, and hearing impaired as well as a deep theoretical understanding of both ASD and ADHD. Michelle’s professional background includes working as a counsellor/coach primarily within educational settings specifically working with students who are neurodivergent. In 2013 she co-founded a Social Enterprise Company specialising in delivering Ecotherapy projects outdoors, supporting neurodivergent clients to access green space. The projects developed through Michelle’s love of research when she identified that ‘those who are more active in natural spaces have a greater sense of wellbeing and have lower rates of depression and anxiety (www.mind.org.uk/ecominds). All her work centres around her core passion for supporting and advocating on behalf of neurodivergent individuals and their right to be included. Michelle has an Honours Degree in Person-Centred Counselling as well as being a qualified Clinical Supervisor and is BACP registered. She has recently completed her PG Cert in Autism and Learning at the University of Aberdeen and is currently completing her PG Cert in ADHD and Neurodevelopmental Conditions. Once finished Michelle plans to complete her Master’s degree with a research project on Autism and ADHD

london elite sports & football academy

We are a youth and sports organisations who seek to improve the welfare and wellbeing of all children and young people through organised football/sport training and competitive games, education and social activities of all kinds.Clasford Stirling MBE was invited to establish a youth football team on the Broadwater Farm estate in Tottenham in 1979, which he duly did and called it Broadwater Farm United. Due to his personal commitment and consistency, two key ingredients for success, that first ‘team’ eventually turned into Broadwater Sports & Football Academy, which is still going but with a rebranding to it’s new name, London Elite Sports & Football Academy, which was founded and established by his son, Jude Stirling. As a youth and community advocacy organisation, it has been incredibly successful, supporting several generations of young people against all the odds, to reach their full potential. Clasfords example of care, discipline and clear mentorship as a strong role model, has attracted other skilled volunteer coaches and workers around him, who are also simply motivated to help young people and their parents to understand the transforming principles of great teamwork and cooperation. London Elite are now key providers within Haringey of youth provision projects that target those young people who are struggling against the adverse effects of poverty and low societal expectation, that can often lead young people into anti-social behaviours that are not good for either their own health and wellbeing, or those around them, especially parents who do not know how to overcome the powerful influences of peer pressure exerted upon their children. London Elite have established a model programme to address this vulnerability of young people, called ‘Off The Street, Less Heat’ aimed at providing a safe and secure ‘Drop-In’ place with a range of social and sport activities during late evening hours, in order to offer them alternative activities that are good for them and enhance their skills through training, education and mentoring. Equality has always been at the very heart of all that guides the way forward for Clasford and his team, with a vision of equal access to not only sport, but also education and all other facilities that are available to young people. London Elite, with the funding support of Nike, are now leaders in developing young women’s football, from the age of 10 and up, with our first team entry into a league, happening this season, which is very exciting for all concerned. London Elite exists and operates within a very diverse community and have the privilege of hosting and training children from many ethnic backgrounds, without discrimination, so all of their work is underpinned by the example and policies of the Football Association, especially in terms of promoting the anti-racist principles of their Respect agenda, which apply to not only the coaches, but to players, parents and spectators alike. London Elite’s vision for going forward, is to continue it’s good work and set a strong legacy plan for it’s continuation on into the future, laying the foundation of good strong ‘best practices’, so that anyone who joins the staff will know exactly what their role and aims are and how to achieve them in the best interests of the young people that they are supporting. There is also an idea to extend the vision to develop a one-stop shop for promoting job opportunities, interview training and entrepreneurial development. Partnerships are key to this future success and their collaborations with local schools, Nike, the London borough of Haringey, Spurs and many others, show just what can be achieved once the will and resources are put to good responsible use. London Elite is governed as a non-profit company limited by guarantee, meaning that there are no profits to be taken out of any funding or income that the management team receive, with any excess of income over costs, having to be ploughed straight back into the work of the team in helping young people. Continued long-term and stable funding is hard to come by now, especially with the financial hardships caused by the effects of the pandemic and so any help is much appreciated. London Elite are always seeking to put any funding opportunities to good use for our young people, so if you feel in alignment with our basic aims and objectives, please feel free to contact us at any time with ideas or concrete offers that you may be aware of. We look forward to hearing from you soon!

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.

forward pass football academy

Our Holiday Camps are a great opportunity for your child to recieve professional coaching from FA Qualified Coaches. Most notably, it's a fantastic chance to keep your child active, enjoying football and learning during the half term periods. We offer a 3 day courses with Outdoor and Indoor Facilities. The best thing is - it's ONLY £14 PER DAY! These will run from 9am-3pm. Payments will be accepted on the day(walk-ins) It is important for us to have bookings as early as possible so we can base our sessions/activites/games and days around it. What should you bring with you? Suitable clothing for football (including appropriate footwear) Warm and waterproof clothing in case of bad weather Football boots and shin pads Moulded football boots for hard ground Sun block and a sun hat Full packed lunch and lots to drink All coaches are CRB checked and hold FA coaching qualifications. Qualified first aiders will be present at all times throughout the course. Children will have regular breaks for water, snacks and lunch. The FPFA has full public liability insurance. Anti-Bullying Policy We are committed to providing a caring, friendly and safe environment for all of our members so they can participate in football in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at the FPFA. If bullying does occur, all FPFA members or parents should know that all incidents will be dealt with promptly and effectively.

broadwood primary school

Our curriculum is designed so that our children’s needs are at the heart of the curriculum. All children have access to a broad and structured curriculum in which they can learn relevant skills, knowledge and vocabulary, preparing them for the challenges they face in life and also for the next stage of their education.

singing lessons are fun!

above the water

social care training solutions

Scott Henery founded Social Care Training Solutions in 2015 with a belief that everybody has the power to redefine themselves. His mission is to teach Social Care Practitioners and Carers how to use Psycho-social interventions to holt the complex cycle of childhood trauma and substance misuse.We know that there is no “one size fits all” when it comes to training, so we build relationships with our clients over time to truly understand your needs. Your team will work regularly with the same trainer. They will offer the right ongoing curriculum for you and deliver bespoke multidimensional training sessions that respond to your changing needs. We specialise in “Blended Learning” and will be happy to discuss how our innovative model can benefit your workforce and stretch your training budget. Meet the team below to learn more about our background in Social Care and our experience of learning and development. We assure you that all of our trainers share our passion for affecting positive change for the service users in our community.

mental health safety uk

Having been involved in the therapeutic world for many years, I have a huge passion for helping others understand the reasons why they feel the way they feel and act the way they act! Working on the premise that education is power, I encourage my clients to understand the patterns and processes in which they are entangled, and in so doing, encourage them to grow towards their full potential. I realised that what I've achieved with individuals is also of great benefit in the workplace to larger groups. My aim is to educate people about achieving and maintaining better mental health because knowledge is power and you can't know what you don't know.