17621 Educators providing Courses delivered Online

durham trinity school & sports college

Durham

WELCOME TO DURHAM TRINITY SCHOOL AND SPORTS COLLEGE Welcome to Durham Trinity School and Sports College. We are a generic special school educating pupils 2-19 years of age, with autism or profound, moderate, severe or complex learning difficulties. Some pupils also have additional medical, physical, sensory, linguistic or behavioural difficulties. All pupils at Durham Trinity School and Sports College have an Education Health Care Plan (EHCP). Durham Trinity is a relatively new purpose-built school, situated on the outskirts of Durham City Centre. The pupils have access to specialist rooms and facilities such as ICT suite, sensory room, hydrotherapy pool, and a design Technology room. We are developing Outdoor Play and Learning (OPAL) areas; to allow them to access the curriculum and thrive in their interests and strengths. From September 2019, the school have introduced a 3-curriculum pathway to ensure the needs of the diverse school population are met academically, emotionally and physically; whilst providing challenge and support to ensure they are prepared for the next stage in their development, towards adulthood. We are a Sports College, providing an excellent provision that develops pupils’ physical skills and mental wellbeing, educating them about leading a healthy lifestyle, whilst having fun! Pupils have opportunities to access non-competitive and competitive sporting activities throughout the school year. We provide a Further Education Unit (FEU- Post 16) on site where the excellent provision continues until they are 19 years of age. Our greatest resource is the staff. They are supportive and highly skilled in SEND, supporting pupils throughout the school day to ensure they achieve their goals and become as independent as possible. Together with pupils, families and other agencies, we work together for the best outcomes for our pupils. For parents/carers considering our school as a future option for their child you are encouraged to contact school and make arrangements to visit us. We would be delighted to meet you and answer any queries you may have. For existing parents/carers, we hope the website gives you additional information about what your child accesses. If you require a paper copy of any of the policies or documents that are on our website, please contact the school office.

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quirkshops

0.0(4)

Newark-on-Trent

I deliver quirky, unusual art and craft workshops in a number of local crafting venues across Nottinghamshire, Lincolnshire and Leicestershire. I can also bring Quirkshops to any suitable venue and tailor the workshop to the specific needs of a client. The workshops typically last between 2 – 6 hours, occasionally more in-depth workshops may be held over a number of weeks. My background. I have always been creative but from an early age I had to choose between a scientific and artistic career. Having spent most of my childhood holidays in Devon with my head dangling over a pontoon staring into the green-blue depths and the curious creatures within, it seemed natural for me to study marine biology (you get the octopus logo now!). A convoluted route led me through a PhD studying marine neurotoxins to a career in Public Health for 18 years. But I always wanted to create. I took a year out and started to volunteer at a local community farm, FarmEco, a magical place with the most amazing people. That is where things fell together: connecting with nature, creativity and my desire to help people to improve their wellbeing. I can often be found at the farm, hands covered in charcoal or paint and looking windswept and with a smile on my face. Nature and wellbeing. I am passionate about the benefits to our wellbeing that creativity can bring and to combine this with immersing yourself in nature can be a powerful tonic. Many of my workshops take place entirely outdoors, spending time not just creating in but connecting with nature through simple practices which awaken the senses. By connecting with nature we develop a desire to care for nature and that is something we desperately need in this time of climate crisis. Workshops. The focus of the workshops is to nurture creative talent in everyone through a wide range of art and craft skills. The experiences are shared in a group but will be unique and personal (people won’t all produce the same thing at the end) and the process is every bit as important as the things that people produce.

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university of latvia

The University of Latvia has always been Latvia's national, leading and most influential university. According to the total number of students, the University of Latvia is also the country's largest university. It is the largest wide-profile university in Latvia, which has an important place not only in the development of the entire education system, but also in the growth of the overall national economy. LU is a modern center of academic and professional studies, which along with research in natural sciences, humanities, social, technical sciences and medicine, provides various types and levels of higher education opportunities for residents of Latvia and other countries. LU plays a crucial role in the development of society's academic traditions, economy, education, environment and health protection, Latvian language and culture. The opinion of the University of Latvia is essential for decision-making in the state administration. Scientific activity at the University of Latvia takes place not only in faculties, but also in scientific institutes. At the University of Latvia, research is conducted in more than 50 research areas. The scientists of the University of Latvia have developed important studies that have contributed to the competitiveness of the national economy and the improvement of the quality of life of society. LU is developing as a modern academic institution that provides an environment and infrastructure for excellent achievements in research, studies and creativity. LU is developing rapidly - in the next few years, one of the most modern student and research centers in Northern Europe - the Academic Center of the University of Latvia - will be established in Torniakaln. In 2015, the Nature House opened its doors, in 2019, the Science House was opened, where the laboratories located are unique not only in Latvia, but also in the Baltic countries. In the coming years, the territory of the Academic Center will be supplemented by the House of Writings, where the faculties of humanities and social sciences, institutes and the Library will be located, but even after that, it is planned to build a Technology Center, a service hotel, an academic square, as well as a modern sports infrastructure, car and bike parking spaces.

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bristol relationships : training courses

Bristol

Started in 2017, Bristol Relationships is a fresh, dynamic, experience-led training initiative created by Barbara Bloomfield, Dominique Sakoilsky, Rex Baird and Zoe Baird. Barbara, Dominique and Rex have over fifty years of experience, with tens of thousands of contact hours of working with couples and, more recently, families between them. They all worked extensively together at Bristol Relate and, from 2007, were a core part of the team that pioneered the Family Counselling service there. All continue to have busy private practices. Now they are looking to share, expand and develop this body of knowledge and experience by offering specialist training to those interested working directly with human relationships. Zoe has a strong background in administration and organisation and is responsible for all the non-teaching aspects of Bristol Relationships. Barbara Bloomfield, MA Barbara Bloomfield Barbara has been a Counsellor for 23 years and a Counselling Supervisor for 15 years. She trained with Relate in relationship counselling and has completed over 16,000 hours of counselling and supervision during her career. In 2007, after taking a Diploma in Systemic Family Counselling, she, along with Dominique and Rex, started the Family Counselling service at Relate Avon. Barbara was a member of the Relate Domestic Abuse Training Team and has been a national spokesperson for Relate for many years, often quoted on tv, radio and media. She has written five books about relationships, one of which won a Time Out award in 1986. Her most recent book, Couple Therapy: Dramas of Love and Sex, is the world's first graphic novel about relationship counselling and is published in 11 languages. This book led to her working at Warsaw University in Poland with postgraduates. In 2017-18, Barbara won a Winston Churchill Travelling Fellowship to study creative and innovative ways of working with relationships where neuro-diversity is an issue in Australia and North America. Barbara is a Director of Lapidus International, the expressive arts organisation that brings together creative writing and arts with better mental health. She has a master's degree in creative writing and taught undergraduates at Bath Spa University. Her life passion is to continue helping people to have better lives and connections through therapeutic creativity.

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bramfield education ltd.

Market Harborough

Bramfield House School was established in 1970 as a specialist provision for pupils with social, emotional, mental health, communication difficulties and associated challenging behaviours. It is an all boys establishment catering for an age range of 7-16 and is registered for 74 pupils. It is situated in rural Suffolk 10 minutes drive from the heritage coast. The residential accommodation consists of the main house sitting in 10 acres of gardens and 1 mile from the centre of the village of Bramfield. The classroom facilities are independently placed within the grounds and consist of purpose made specialist subject provisions. Alongside the school site we provide a separate residential accommodation called Ibstock House that caters for the further development of pupil’s independence skills. This house has its own designated classroom and gardens, approximately ¾ of an acre and can support up to 6 boarding pupils. Both can access the numerous on-site resources on offer, including an indoor heated swimming pool, gymnasium, multi-gym, pool tables and table tennis table, full size sports pitches and outdoor adventure trail, amongst a host of other in- house activities and interests. The ethos of the school is based on trust and mutual respect, providing the opportunity for every individual to maximise their own potential in a warm and caring environment. The pupils are supported in discovering their personal attributes, and to then themselves acknowledge these skills, building their confidence and self-esteem so that this can then be transferred and used to develop and enhance all areas of their social and educational development. The professional staff group engages with pupils to explore new and varied environments and interests, using these opportunities to build relationships and understanding, so that they may be better placed to provide individually tailored support to the pupil. The school is well aware of the difficulties that been previously encountered by the young people coming into our care and will start afresh, positively supporting the pupils individuality alongside promoting the value of appropriate social skills. We provide a clearly staged developmental pathway from nurturing to self-management and independence, with skilled staff and resources to assist in this journey.

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swamp creative media centre

Established in 1996, SWAMP is a forward-thinking Community Development Trust and registered charity, using accredited training, outreach, film, music, digital technologies, gardening and the creative arts to enable and empower social change. SWAMP enhances cultural awareness, promotes social inclusion and builds community spirit within the locality, and has been successfully sustaining this for over two decades. During this time we have taken a dilapidated building within our community and redeveloped it, and are now planning another move to new premises. We strongly believe in the model of inclusion through creation, and work collaboratively with children, young people, older people and communities to achieve our aims; predominantly, but not exclusively, with vulnerable groups. We consider the arts, community involvement and accrediting training to be positive tools for change, helping people to: Build confidence and attain new skills Get back into work or education Source work in the creative arts Enjoy better health or simply improve quality of life SWAMP was one of the first organisations in Glasgow to use creative media, digital arts and new technologies as tools for community engagement, cross-referencing them to skills and learning, and later adopting the Curriculum for Excellence approach into our programmes. Through our accredited training programmes we provide young people with the skills and attributes they need to successfully make the life transition from school to employment or further education, supporting them to better understand their local environment, and encouraging them to engage in the process of lifelong learning and active citizenship. Our bespoke programmes and projects are designed and planned with the learner very much at the heart of the process and our objectives continue to focus on developing the skills of young people to become successful learners in life and work. SWAMP places innovation, enterprise and creativity alongside outstanding delivery, sound management and a strong ethos of partnership to tackle society’s big issues. Our mission and values fit well with the strategic objectives of the Scottish Government and local government priorities, and have developed strong working relationships with key partners operating within the area of youth employment, education and development.

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outcomes advocacy and mediation

London

About Outcomes Advocacy At Outcomes Advocacy we are passionate about ensuring children and young people with special educational needs are provided with the provision they need to reach their potential. We have embraced the focus the Children and Families Act 2014 places on children and young people with SEN reaching their best possible outcomes. We recognise that parents and carers need different levels of support at various points. At times parents may need skilled specialist advocates to support and represent them in a non-neutral capacity. Our mission is to make that high quality, personalised service accessible and affordable. Being partners with you is important. At all stages we explain each process and your options, and while we equip you with the knowledge you need to make decisions we respect your choices about your child’s education. Outcomes Advocacy was founded in 2016 by Steve Devlin Outcomes Advocacy is the culmination of many years of experience of working with families of children with SEN and disabilities. Steve has managed one of the busiest SEND IASS (formerly known as Parent Partnership) services in the country for a London Local Authority. In this time Steve has undertaken significant training and continual professional development accredited by the Solicitor’s Regulation Authority. Steve has provided a service to over 1000 parents and has delivered over 100 workshops on specific areas of SEN. In addition to his wealth of knowledge on SEN legal frameworks Steve has an in-depth knowledge of how Local Authorities function, including their decision making processes. Steve has held key strategic positions on the SEN reforms management board for Local Authorities, helping to design the new polices, procedures and key documents for the revised statutory assessments and Education Health and Care Plans. Steve has worked professionally in the field of special educational needs and disability since 2002. Starting out as youth worker with a specialism in working with disabled children, he went on to manage local and national projects. Steve continues to run an award-winning youth club for disabled children on weekends and has over 1800 hours of face to face di

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employability solutions

Huddersfield

Employability Solutions is a registered Independent School offering an alternative secondary education for young people who thrive in a smaller, more nurturing setting than mainstream schools. At ES we believe one size does not fit all. Our curriculum is underpinned by a desire to enable all students to develop their personal, social, academic and employability skills to a level which enables them to lead meaningful, independent and happy lives. All our education programmes are flexible, individually tailored and give young people the opportunity to explore a range of vocational pathways which sets them up for their future. We want to inspire a generation of happy, healthy, employable young people with equal access to opportunities in education as well as at home, work, in their community and in life. What we do We transform young lives and build resilient communities through unique education and employability programmes that are individually developed to meet the needs of each and every student we care for. We do this by offering accredited training, personal guidance, support and access to a wider curriculum of enrichment activities as well as robust safeguarding measures to ensure we have a generation of happy, healthy, resilient young people. In the last few years, and in partnership with other local entrepreneurs we have successfully launched vibrant, sustainable enterprise hubs managed by our students for the benefit of our community. See ‘Projects’ for more information. Why we do it We are fiercely passionate about what we do and committed to creating safer, vibrant communities and pathways out of poverty. We love and care for the young people of our community, and feel it’s our duty to nurture and support them when they face significant barriers to learning and work. Many of our students have gone on to apprenticeships, employment and even university after accessing an education that was the right ‘fit’ for them. Giving back… Every penny of our profits is reinvested in the interest of improving our student’s health and wellbeing. We provide our students with healthy nutritious meals, travel costs, enrichment activities and PHSE support. Throughout it all we strive to enrich our community with the services and skills our students learn along the way. We generate local jobs for local people.

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framework dowsing

I was first introduced to dowsing while completing my Mechanical Engineering Apprenticeship at GEC Machines in Rugby, Warwickshire. One of the placements was within the Electrical Maintenance Department where my supervisor was kind enough to spend some time showing me how to rod dowse. He gave me a set he had made himself. Very soon after this my sister taught me how to dowse with a pendulum and work with food supplements and the Schuessler Tissue Salts. She also helped me to improve my diet and cookery skills. We both used cheerful glass beads and brightly colored yarn for our pendulums. Soon after my first child was born I realized that he was following a similar pattern of health to me and within a few months I was given the contact telephone number for Mrs H. Lucie Bidie by a good friend David Kerruish who still has a Wholefood Shop in Rugby. Lucie Bidie put me in touch with one of her students from her who treated our little family. I was quickly asking for more information and wanted to extend my dowsing skills beyond working with the vitamin and mineral supplements. I began training with Lucie Bidie in 1987 and continued to work with her until shortly before her death in 2002. Lucie and her husband Stewart were both instrumental in the founding of the Radionic Association, both financially and on committee. They were trained by the De La Warrs and had Radionic analysis and treatment instruments made by the De La Warr Laboratories. Lucie taught students via the School of Radionics but as her findings and techniques changed from the school's protocols this became more and more tricky. Around 2000 I was blessed with meeting 2 people who stretched my concepts of the analysis and treatment of clients. I realized I had become quite rigid in my thinking. They were Barbara Garratt and Chris Bacon. Conversations are divergent and energizing. I have been distance healing for over 25 years which is very rewarding. I also get so much satisfaction from guiding people to be dowsing at their highest level, while achieving confidence in their accuracy and results.

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oscott academy

Sutton Coldfield

Oscott Academy is a registered independent school that supports the learning of students in Key Stage 4 (Year 10 and 11). Oscott Academy prides itself on its pastoral approach, fostering an environment where students can develop and be part of the Oscott Academy family. We support students with diagnoses of ASD, ADHD, ADD and anxiety, in addition to those who display symptoms of SEMH. We also support vulnerable students who have struggled to learn in a mainstream setting. The school has a high level of student support with a ration of 5:1 (student to staff ratio). Oscott Academy was opened in 2014 by Stewart Dance, an experienced practitioner with over a decades experience in educational settings. Ethos Statement The ethos of Oscott Academy is that of inclusion, respect and creating a family environment where students can be part of the Oscott Academy family. We are committed to providing a service to our students who are recognised as the most important group within the school community. Staff demonstrate due consideration and respect for their students. Students' rights to voice opinions is recognised and staff will work with students to deal with their concerns. The efforts which members of staff make to improve the learning process and promote partnership will be recognised by students adopting an active role in their own learning. When dealing with difficult situations we will seek to resolve problems by mediation, respecting the feelings of all involved. Oscott Academy's approach to creating a safe, family environment has enabled students at the academy to achieve positive outcomes Post 16. All of our students move onto positive post-16. They all have impartial careers advice and support in their college/post 16 applications. Our 2020/21 students moved onto: Local colleges to study: Animal Care Health & Social Care Baking Hair and Beauty Construction Skills Music Production Music Performance Mechanics Art and Design Bricklaying Carpentry and Joinery Vehicle Maintenance Two students also began apprenticeships, one in bricklaying and one is childcare. Congratulations to Megan Flores (student of 2016) who went onto the University of Derby in September 2021 to study: BSC Engineering Pupil Premium Statement 2020-2021 (click me) Oscott Academy has been graded as a Good school in every area. Ofsted 2016/2017

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