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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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Standout Programmes

standout programmes

London

Penny started her career as a corporate lawyer at City firm Freshfields. On a career break she became involved as a volunteer in her local prison which led her to train as a tutor with Prison Fellowship and lead the restorative justice based Sycamore Tree programme in HMP Wandsworth for 12 years. She was involved in rolling out Sycamore Tree in HMP Bronzefield and HMP Pentonville and also has experience of tutoring the course with people in prison long term. Penny was a Trustee of Prison Fellowship for several years and acted as Interim CEO in 2015. Penny has also volunteered with the Prison Reform Trust, supporting work around mental health and criminal justice issues. She has a Masters degree in Criminology and Criminal Justice from King’s College London and believes in second chances and releasing potential. Andy Bater, Head of Operations Andy joined the StandOut team in October 2022 from a community organisation based in Holborn. With a background in project and operations management working with various large corporate organisations, he brings his breadth of experience and knowledge to StandOut. Despite his career achievements, Andy would much rather talk about his time being a mature student in Canada, starting a wellbeing and employment social enterprise and especially about rugby, boxing and the Andrew Kaufman book 'All My Friends are Superheroes’. Rich McStraw, Fundraising Manager Rich joined us in April 2022 from Clinks, the infrastructure organisation for the voluntary sector working in criminal justice. He spent the last three years as Clinks’ Fundraising Officer, and prior to this worked as a freelance fundraiser and sales manager for renewable heating systems. He has previous experience of fundraising regulation and compliance, sales and marketing, and developing training programmes. Louise Harbert, Communications Officer Louise is passionate about supporting people with lived experience to share their stories. Before joining the StandOut team, she worked for a health charity to amplify the voices of volunteers and shine a light on health inequalities. A strong believer in social justice, Louise is determined to change the narrative around prison leavers, and is excited to contribute to StandOut’s development and growth as our first full-time comms officer. Alex Rose, Coaching Manager Alex joined the team in April 2018 from Prospects where he was a National Careers Service advisor. Previously he worked as a behaviour change manager and an achievement coach working on gang prevention and exit programmes. Alex is passionate about helping people who have been in prison back into work and recently completed his OCR Level 6 Diploma in Career Guidance & Development. Amrit Hunjan, Lead Coach HMP Wandsworth Amrit joined the StandOut team in September 2019 having previously worked as part of a council multi-disciplinary team working collectively to improve the well-being, participation and attainment of young people in mainstream education. Amrit connected with StandOut whilst volunteering with the youth mentoring service Trailblazers at HMP Wandsworth and she is passionate about using a relational approach to build confidence and unlock potential. Amy Young, StandOut Coach HMP Wandsworth Amy joined StandOut in November 2022 after completing an English Literature degree at KCL. During and following her degree she voluntarily set up Shakespeare and poetry workshops in HMP Brixton, believing in the power of arts in Criminal Justice. She found she facilitated enlightening and illuminating conversations, using literary themes to generate powerful reflections and increased emotional awareness. She looks forward to coaching at Wandsworth and supporting trainees with a holistic approach, offering guidance and practical help post-release. Hannah Jolley, Lead Coach HMP Pentonville Hannah joined StandOut in February 2022. Prior to this, she was Lead Coach on the Spear Programme, supporting young people who face barriers to employment and also coached corporate delegates on various topics. Hannah graduated from Durham University with BA Criminology, and spent time volunteering with vulnerable people in prison at HMP Durham. She is passionate about reducing reoffending rates, through showing that there is hope and are opportunities out there for those leaving prison. Erin Crombie, Lead StandOut Coach Erin discovered StandOut in 2018 whilst completing her Masters in Criminological Research at the University of Cambridge, when she carried out an evaluation of the charity for her dissertation. On graduating, Erin joined the education department in HMP Pentonville as a Student Support Worker, whilst maintaining contact with StandOut in a voluntary capacity. She joined StandOut at the beginning of 2020 and is now in a new role leading our expansion to a third prison. Erin’s favourite thing about working for StandOut is seeing the trainees’ confidence grow over the duration of the Phase 1 course and getting to celebrate their achievements. Louisa Laven, Lead Community Coach Louisa joined the StandOut team in November 2020. Prior to this she was on the Unlocked Graduates Programme, working as a frontline prison officer for two years while completing a Masters in MSc Leadership and Custodial Environments. Louisa loved the relational and support aspect of the officer role, but wanted to move into the charity sector and focus on the critical resettlement period after prison. She is enthusiastic about helping people leaving prison to get back on their feet and build towards a positive future. Iona Warren, Community Coach Iona joined the StandOut team in September 2022 after spending two years as a prison officer on the Unlocked Graduates programme. Whilst working in a women's prison, she completed a Masters in Applied Custodial Leadership, writing a dissertation on the women's experience of trauma informed practice in their establishment. She loved building relationships with the women on her landing, and relished the opportunity to support them whilst in custody. She is particularly excited to now be working with those transitioning into the community, and is passionate and motivated to see them thrive. StandOut Trustees Joe Froud, Chair Joe is the co-founder of Paloma Capital LLP, a London based real estate private equity business that was established in 2015. Paloma raises equity from foundations and endowments, pensions funds and family offices and invests in UK commercial real estate projects. Prior to this he was the founder and Managing Partner of Columbus Capital Management LLP, a real estate private equity joint venture that he established with Schroders plc in 2008. Joe is married with four children and lives in West London. Liz Delacave, Trustee Liz Delacave is a leadership consultant, experienced in training leaders, developing teams and coaching individuals to excel. She studied Engineering Science at the University of Oxford, worked in Citibank’s global commercial and investment banks, becoming chief of staff for Citibank’s European Private Bank. While Divisional Finance Director of a multinational engineering company, she was responsible for managing a global change programme. As a Non-Executive Director, she has helped turn around an underperforming NHS Foundation Trust hospital in East Anglia. Liz has advised a number of charities, including the International Federation of the Red Cross in Geneva and Prison Fellowship. Marion Peters, Trustee Marion Peters studied English Literature at Reading University before joining the Post Office fast track graduate management scheme. After 4 years in marketing and development roles Marion entered the charitable sector, working for international and small local charities in a generalist capacity. Marion has led client service teams, HR departments and spearheaded major fundraising projects and most recently worked as CEO of a heritage almshouse. Since stepping down from this role, Marion has continued to offer her operational and organisational skills to not for profit organisations on a voluntary basis. Passionately committed to the Justice System, Marion has been a volunteer within Her Majesty’s Court Services for over 20 years and is a great believer that where we have come from does not determine who we are. Joseph Ewing, Trustee Joseph studied Politics, Philosophy and Economics at Oxford University, has worked in a range of research, campaigning and public affairs roles - including three and a half years in public affairs at Cancer Research UK - and now works in policy at the Academy of Medical Sciences. His work includes policy development, advocacy and strategy. He became a trustee in April 2019 and is still inspired by StandOut’s belief in people. StandOut Consultants Jo Fellows, Programme and Coaching Consultant, Co Founder Jo's background is in group facilitation and project management and she has extensive experience leading employability services for those with additional barriers to employment. Her experience includes 4 years working with the award winning Spear course, partnering with IBM through her work with City Gateway and designing a 1-1 service for those leaving custody or care. Jo is passionate about equipping people coming up for release with the tools, skills and confidence to step into sustainable and fulfilling work. Jo has a Postgraduate Diploma in Voluntary Sector Management from CASS Business School. Jo co-founded StandOut with Penny and now supports StandOut as a consultant bringing her expertise in programme design and coaching skills.

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Kinver High School And Sixth Form

kinver high school and sixth form

West Midlands

Welcome to the Kinver High School website my name is Nikki Clifton, proud headteacher of Kinver High School. I joined Kinver High in December 2019 as head and was pleased to find a team and community that had ambitions that match mine, to create a world class environment for our students to learn. During my headship I aim to lean on not only the experience gained from my 25 years in education, first as a teacher of Modern Foreign Languages and secondly as a School Leader for the past decade; but also, being a parent of three teenagers allows me to perfectly understand the challenges that face our students, parents and carers. I know that the relationship between home and school is crucial to the development of our students. At Kinver, we believe that every child really matters and that every child is an individual with an array of talents, perhaps yet to be discovered. It is our belief that every child can be successful and we are committed to ensuring that all students are prepared for their future and are able to go on to lead successful lives. Our goal is simple, we want all students to develop into well-rounded confident, independent, resilient and high achieving outward thinking individuals, who are proud of their school, its values and reputation. We will equip all students with the knowledge, skills, characteristics and learning behaviours to enable them to set aspirational and challenging goals. We always seek to work with pupils, parents and our wider school community to provide a happy, supportive and stimulating environment where all students thrive, feel safe, respected and are recognised. We want our students to be happy, successful young adults who contribute to their communities, seek out opportunities and continue to always aim, to be the best that they can be. Kinver High School and Sixth Form is widely recognised as a friendly and welcoming school community where all are valued. We aim to support and challenge all our students to work hard and have high aspirations for academic success and personal development. The attainment of students at Kinver is consistently above the national average and their ‘behaviour in lessons and at social times is good’ (Ofsted 2018). Our curriculum is broad and balanced and designed to ensure that all students develop the wide range of skills and attributes required to be a successful member of society as well as gaining the best possible recognised qualifications. ‘16 to 19 study programmes are effective. Teaching is strong, and students make good progress.’ Ofsted, 2018 Kinver is a small 11 – 18 secondary school providing for about 600 students. Being relatively small for a secondary school is seen by parents and students as highly beneficial because we know all of our students well, so that we can help them to learn and develop in a close knit environment. Our positive learning environment, promotes, recognises and rewards all student’s achievements and positive contributions to wider school life. Together with our comprehensive student support structure we ensure that all students can access help, guidance and the support to succeed. As a result, our students are the best advertisement the school could have. We are located in the beautiful, rural village setting of Kinver and serve a wide area also comprising the South Staffordshire villages of Stourton, Swindon, Bobbington and Trysull. Over recent years a substantial number of children have travelled in from Dudley and the southern and western parts of Stourbridge including Norton, Wollaston, Wordsley, Cookley in Worcestershire. Our coaches pick up from all of these locations. Kinver is also conveniently located for travel to and from Bridgnorth and Kidderminster. Academic work at all stages at Kinver High is important, but our idea of education goes beyond the classroom. We have an exceptional range of extra-curricular activities, through involvement in sports teams, musical performances and a variety of lunchtime and after-school clubs designed to engage and inspire students to pursue their own interests and develop their talents. There is also a house system to add a positive, competitive edge to many of the team activities that take place. ‘The curriculum is well balanced, and extra-curricular activities make a strong contribution to pupils’ learning’ Ofsted 2018 Our simple message to students is that ‘hard work and high aspirations make you successful’. I hope that you will want to discover more of what Kinver High can offer you or your child and would encourage you to further explore our website to get to know us better. Through the website you will also be able to access a wide range of important and useful information about the school and stay up to date with school life here at Kinver.

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Wills & Wills Mentoring

wills & wills mentoring

Wilmslow

BOSTON – MENTOR, the unifying champion of the mentoring movement, announces the expansion of its leadership team with the addition of Tim Wills who joins as the organization’s first Chief Impact Officer on March 7. Tim will drive strategy, coordination, integration, and effectiveness of MENTOR’s teams focused in the areas of training and technical assistance; product design, development and ongoing usage; field research and evaluation; strategic partnerships and systems innovation; and Affiliate partnership, support, effectiveness, sustainability, and expansion. MENTOR CEO David Shapiro says, “We are so fortunate Tim is bringing his decades of experience as an advocate for youth, an innovator, a communicator, and local leader in one of the nation’s oldest and most expansive youth development organizations to our team and the mentoring movement. His personal and professional journey, commitment to supporting others’ development, community building talent, and deep commitment to young people will be such key drivers in our expanded and dynamic efforts to ensure all young people have the relationships they need to strive and thrive.” A native of Ferguson, Mo., Tim holds a bachelor’s degree in broadcast journalism from Southern Illinois University Carbondale. As a college student, he developed his passion for youth by covering human interest stories as on-air talent for his college television and radio stations which led to a 17-year career in youth development, including at the Boys & Girls Clubs in Chicago, the District of Columbia, and Harford County, Md. In 2016, because of his extensive experience in organizational transformation and increasing club membership, quality improvement, innovative programming and funding, Tim was named the CEO of Boys & Girls Clubs of South Alabama. In this role over the last six years, Tim led twelve year-round sites, three summer only programs, a 150-acre campground, and POINTE Academy, a school for detained and adjudicated youth. He’s received several honors and awards, including Boys & Girls Clubs Professional of the Year for his leadership, Mobile Bay 40 Under 40, and Benjamin Mays Excellence in Mentoring Award. Tim is an active member of the Lion’s Club and a member of the board of directors for Voices for Alabama’s Children and Linking All So Others Succeed (LASOS) in Maryland. He’s completed executive-level training in leadership, non-profit management, and advanced philanthropy from Harvard Business School, Stanford University, and Boys & Girls Clubs of America. For 12 years, Tim has been a single foster parent and has fostered 20 children. He also has spent significant time teaching in VolunTourism trips to Haiti. “I’m thrilled to join the MENTOR community to continue the work of elevating the voices of young people across our country,” said Tim. “This new role will further deepen our ability to impact systematic change in order to open doors of opportunity and to close the mentoring gap. I am excited to get started working with our team, board, and stakeholders to continue strengthening and expanding the mentoring movement.” The role of Chief Impact Officer provides a critical new link and integration between so many of MENTOR’s core functions, key stakeholders, valued partners, and Affiliate network which provides local delivery, leadership, and innovations in service to the youth mentoring field nationwide. It will drive expanded impact, efficiency, and responsive servant leadership. Currently, MENTOR operates in collaboration with 24 local Affiliates across the country that galvanize their regional or statewide mentoring movements and provide leadership and structure to support quality mentoring through training, advocacy, and public awareness. Operating under the framework of One MENTOR, MENTOR Affiliates share resources and strategies to strengthen the national mentoring movement. Sadiq Ali, Executive Director of MENTOR Maryland | DC and a member of the CIO interview committee added, “I am greatly excited about Tim joining our One MENTOR family in such a critical role and at such a critical time. His perspective, having been on the frontlines of both local and national youth serving work, will be invaluable as he helps lead us into our next chapter as an Affiliate network, champions for young people, systems change advocates, and a sustainable, impactful organization.” ABOUT MENTOR MENTOR is the unifying champion for expanding the quality and quantity of mentoring relationships across the United States. 30 years ago, MENTOR was created to expand opportunities for young people by building a youth mentoring field and movement. The result: a more than 10-fold increase in young people in structured mentoring relationships. Today, MENTOR is the expert voice representing a movement that meets young people everywhere they are – from schools, to workplaces, and beyond. MENTOR operates in collaboration with 24 local Affiliates across the country. For more information, visit mentoring.org.

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Home Cook School

home cook school

Kirkoswald

I’m a foodie through and through! I like to eat! I like to cook! Variety is the spice of life, and we shouldn’t get stuck in a rut when we cook. Cooking is a creative process and should be one of life’s great pleasures. I am a big fan of the local Ayrshire seasonal produce, and recently demonstrated dishes at the Ballantrae Festival of Food and Drink 2020 and Newmilns Food Festival, 2017. I am lucky to live in a beautiful part of the world. Maybole is sandwiched between Culzean Castle and Country Park and Alloway where Robert Burns was born. The area is steeped in history and an abundance of local artisan produce. Farm shops sell Ayrshire meat, cheese, vegetables and all manner of other products. Of course, the coast is close by too with a fantastic array of seafood. With all of this on my doorstep, its not hard to be inspired. I believe it is important that we can all cook at least a few great dishes from scratch. Unfortunately, so many people don’t have the skills or confidence in the kitchen. Many people are short of time, and for some, cooking skills simply haven’t been passed down to them. There is an increasing awareness of the health benefits of eating nutritious home cooked meals. Furthermore, I think its very important that people eat together, in order to socialise and share time. BACKGROUND Prior to Home Cook School, I worked as a Lecturer within the Creative Industries Department at a local Further Education College. My role involved working with various student groups – both advanced and non-advanced, community groups and school classes. I love teaching people and seeing them develop knowledge, skills and confidence! Since I was very young, I have been a keen cook. I have travelled extensively, and learned from many different international cuisine styles. My husband and I love to eat out and plan our holidays around breakfast, lunch and dinner! I have attended many cook school classes including Tuscan and Croatian styles. Lindsay demonstrating at Ballantrae Festival of Food and Drink Lindsay Demonstrating at Ballantrae Festival of Food and Drink I love cooking lavish dinner parties, but more recently, my focus has been on cooking nutritious, economic, family meals. I am a strong advocate of reducing food waste by shopping thriftily, planning and using leftovers and often integrate these principles into my lessons. For years, many friends and family would ask me to share my recipes and cooking tips – this combined with my years of teaching experience, consequently gave me the idea to launch Home Cook School. For a long time, I was keen to become self-employed however, due to work and family commitments, I was never able to fully devote myself to the concept. In 2014 I gave up my Lecturing job (after 12 years) to focus on bringing up my young family. The following year I moved to Maybole, South Ayrshire and finally had a kitchen big enough to run classes from! In 2016, I decided to launch Home Cook School. I feel passionate about sharing my love and knowledge of home cooking with anyone who is keen to realise their ambition to become a better home cook! A SUSTAINABLE APPROACH TO COOKING LOCAL PRODUCE As an active member of the Ayrshire Food Network, we pride ourselves in using locally sourced, fresh produce. Not only that – we run cooking courses promoting both Scottish and Ayrshire produce, connecting our clients with local suppliers, supporting the local economy and teaching our clients where they can buy local! Click here to link with some of our suppliers. LOOKING AFTER OUR ENVIRONMENT In our lessons we promote ways to avoid wasting food. We are certified to deliver Zero Waste Scotland Love Food Hate Waste Cascade Training. We recycle our waste and when clients require disposable plates and cutlery for buffets, we use biodegradable products. We also car share where possible! GROW YOUR OWN We encourage our clients to try growing their own fruit, vegetables and herbs in our classes. We use home grown produce in many of our classes and catering. BIOSPHERE CERTIFICATION MARK We proud to hold the business Certification Mark for the Galloway and Southern Ayrshire UNESCO Biosphere, which is the stunning area of natural beauty that Home Cook School is situated within. Cooking tutor, and business owner Lindsay Guidi is also a Board Member of the Biosphere. South West Scotland is a place of abundant good quality food, drink and crafts which reflect the diversity and unique character of the countryside and region. One of the best-known crops in the Biosphere is Ayrshire ‘tatties’, known for their earthy, sweet flavour. With a reputation for producing high quality beef cattle, lamb and delicious dairy produce and of course some of the best seafood, the Biosphere offers a special, authentic food and drink experience.

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Uplands Community College

uplands community college

Wadhurst

My name is Anna Robinson and I am the Executive Headteacher and Chief Executive Officer of MARK Education Trust. Our trust was established in 2012, and for the last 10 years has been a trust of one school, Beacon Academy in Crowborough. From September 2022, we are delighted to have welcomed Uplands Academy into our trust as our second school. I was the Headteacher of Beacon Academy from September 2015 – August 2022 prior to becoming the Executive Headteacher from September 2022, overseeing both of our schools. To support Uplands during their first year as an Academy and member of our trust, for this academic year, I will also be the named Headteacher of Uplands Academy. In addition, my colleague, David Callard, with an excellent and sustained track record of senior leadership at Beacon Academy, will also be joining me as our Senior Deputy Headteacher. In addition to bringing additional leadership capacity and experience of school improvement, we are looking forward to working with the well-known and established Uplands senior team, its staff and most importantly our inspiring and incredibly capable students. As with colleagues at Beacon Academy in Crowborough, those of us at Uplands are ambitious for excellence in all we do. Our vision aligns with our trust and that of Beacon Academy. This vision, which is established and sustained, is to provide the best possible education for all our students and to be an exceptional educational establishment for our communities. We are never complacent. Becoming a student at Uplands Academy I know that choosing a secondary school is one of the most important decisions you will make for your children and family. At Uplands, the relationships between our staff and our students are excellent and ones that we are proud of. Our staff have high expectations, are ambitious for our students, and they know them well. We pride ourselves on our rigorous focus on the child as a unique individual, including our most disadvantaged and those with SEND. We ensure that the lessons that our students receive are personalised and inclusive, enabling them to be actively engaged in their learning. Uplands Academy Vision At Uplands Academy, we want our children to be happy, successful and confident by providing the best possible education for all our students. We want to be an exceptional educational establishment for our community. Our curriculum for our students is rightly ambitious - it is as broad as it is balanced. It has a strong academic core which, where relevant includes vocational and technical ambitions with choices for students to opt into in key stages four and five. Our curriculum is expertly planned to maximise educational opportunities and prepare our students to be socially and economically successful. As a result of this, we want our students to develop keen interests, a lifelong passion for learning and an impressive, coherent, and cumulative understanding of the world. All of this meaning that they can consistently achieve highly and be prepared for future success and happiness in education, employment or training. We have uncompromisingly high expectations for the quality of education that our students receive, including the most disadvantaged and those with SEND - there is no room for complacency. We support and encourage our school community – we expect everyone to Make their MARK academically by being motivated, articulate, resilient and knowledgeable, both in their lessons and beyond, and socially both inside and out of our school environment by having excellent manners, being accepting, respectful and kind. These expectations are reflected in the excellent relationships that exist between our board of trustees, staff, students, parents, carers and the wider community. We recruit, retain and develop exceptional staff and trustees to ensure that through every aspect of their experience of Uplands, our students are inspired, engaged and challenged, enabling them to make excellent progress and attain well. This includes our most disadvantaged and those with SEND. Our staff care deeply - each day they strive to be positive role models, thus supporting the inclusive culture of our school environment. Our staff want our students to feel safe and happy and listened to academically, socially and in terms of their well-being. We have a culture that is highly aspirational and ambitious for excellence in all we do and where commonalities are identified and celebrated and that differences are respected, accepted, valued and nurtured. As staff we model what we want to see from one another and our students – we promote and expect a positive and motivated commitment to education from our students and their parents and carers. Our standards are unapologetically high – this applies to both our staff and students, thus enabling our teachers to teach and our students to learn and excel, at Uplands Academy and beyond. We encourage you to come and see this and Uplands for yourselves during this exciting new phase for our school.

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Peebles High School

peebles high school

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

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Makris Music Society

makris music society

London

Alexander Polyanichko, an internationally renowned conductor and educator regularly leads conducting masterclasses in cooperation with organizations such as Peter the Great Music Academy, Royal Baltic Festival, Hermitage Theatre, and St. Petersburg Chamber Philharmonic. A graduate of the Leningrad State Conservatory and the former student and assistant of the eminent conductor and pedagogue Ilya Musin (whose students were Yuri Temirkanov, Semyon Bychkov, and Valery Gergiev, among others), maestro Polyanichko has been one of Musin’s biggest proponents, carrying the great tradition of the St. Petersburg school of conducting. Maestro Polyanichko’s artistry, knowledge, his genuine willingness to share his experiences, his sense of humour, as well as his friendly and respectful manner of communication create a free exchange of ideas and a spirit of collaboration, while he and his students search for ways to resolve emerging issues related to the mastery of conducting, in a comfortable and productive masterclass atmosphere. Masterclasses traditionally consist of two parts: First Part, where the music conducted is being accompanied by two experienced pianists; and the Second Part where the students have the opportunity to work with a professional symphony orchestra. The dress rehearsal preceding the concert is where the conductors have a full assestment of their skills, as well as the final public concert (professionally recorded) as the culmination of the masterclass. During his twenty or so years of teaching at masterclasses, aestro MAlexander Polyanichko has worked with conductors from countries around the world including Argentina, Australia, Austria, Belgium, Brazil, Canada, Chile, China, Czech Republic, Denmark, Egypt, France, Germany, Italy, Japan, Mexico, New Zealand, Oman, Singapore, South Korea, Spain, Sweden, Switzerland, Serbia, Turkey, United Kingdom and the United States of America. His students have consistently expressed their appreciation on his pedagogical skills and the masterclasses, and have gone to conduct many successful performances of their own in their respective countries and beyond. Formerly a violinist in the Leningrad (St. Petersburg) Philharmonic Orchestra under Evgeny Mravinsky, Alexander Polianichko studied conducting at the St. Petersburg Conservatoire with Prof. Iliya Musin. In December 1988, he was awarded first prize in the Sixth All-Union Conducting Competition. In February 1989, he was invited by Maestro V. Gergiev to join to the Mariinsky (Kirov) Theatre as a House Conductor. Alexander toured with the Company throughout Europe, Asia, and the United States. In 1994, Polianichko made his London debut conducting English National Opera’s production of Eugene Onegin. This led to him conducting two productions of Tchaikovsky’s operas with the Royal Opera Covent Garden: a revival of The Queen of Spades with Placido Domingo, and a new production of The Tsarina’s Slippers by Francesca Zambello of Cherevichki. As a guest conductor, Polianichko has appeared at many renowned opera houses, including the Bolshoi Theatre in Moscow, Royal Opera House, La Scala, Deutsche Oper, San Francisco Opera, Australian Opera, English National Opera, Welsh National Opera, Danish Royal Opera, Stuttgart Oper, Colorado Opera, Lyric Opera of Kansas City, Norwegian Royal Opera, and Swedish Royal Opera. In 1996, he was invited to take the Opéra National de Paris to New York for their appearances at the Met. The symphonic orchestras he has conducted around the world include the Saint Petersburg Philharmonic Symphony Orchestra, Russian National Orchestra, Chicago Symphony Orchestra, London Philharmonic Orchestra, BBC Scottish Symphony Orchestra, BBC National Orchestra of Wales, Royal Scottish National Orchestra, City of Birmingham Symphony, Hallé Orchestra, Bergen Philharmonic Orchestra, Danish National Radio Orchestra, English and Irish Chamber Orchestras - among many others. From 1986 to 1989, Polianichko was the Principal Conductor and Artistic Director of the Belorussian State Chamber Orchestra in Minsk. He also taught conducting in Belorussian and Leningrad State Conservatoires. From 1996 to 1999, he was the Principal Conductor of the Bournemouth Sinfonietta. From 2012 to 2015, he was the Artistic Director and Principal Conductor of the Rostov Academic Symphony Orchestra. He also served as the professor of the conducting department of the Rostov State Conservatoire. He was awarded the Honoured Artist of Russia title in 2009. Polianichko appears at many prestigious music festivals in Russia and abroad, including Edinburgh, Aldeburgh and Savonlinna, Golden Mask, White Nights and Chaliapin Opera Festivals, and had the privilege to work with many world-famous artists and singers, such as Anna Netrebko, Anne Sofie von Otter, Elena Obraztsova, Dawn Upshaw, Olga Borodina, Makvala Kasrashvili, Larissa Diadkova, Irina Bogacheva, as well as Placido Domingo, Jonas Kaufmann, Vladimir Galuzin, Ildar Abdrazakov, Sir Thomas Allen, Pata Burchuladze, Sergey Leiferkus, John Tomlinson and many others. He participated as the Jury member at the Rimsky-Korsakov Opera Singers’ Competition (1996), the BBC Cardiff Singer of the World competition (2011), and the Makris International Conducting Competition (2019). His featured recordings on DVD include Romeo & Juliet with Royal Sweden Ballet (2013); Cherevichki/Tsarina’s Slippers with Royal Opera House Covent Garden (2009); Beyond the Score with the Chicago Symphony Orchestra (2008); as well as television recordings and live radio broadcasts worldwide. His is featured on various CD/audio recordings on the label Melodia in Russia. Since 2005, Polianichko gave orchestral masterclasses for the Swedish National Orchestra Academy, Symphony Orchestra of the Royal College of Music, London, Chamber Orchestra of the Cambridge University, and Britten-Pears Youth Orchestra. Since 2002, he has been holding annual conducting masterclasses in St. Petersburg organized by Peter the Great Music Academy, the Royal Baltic festival, and the Theatre of Hermitage Museum, to which students come from all over the world.

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Charmaine James

charmaine james

London

About Charmayne James  2019 www.charmaynejames.com. All rights reserved Web Design by Frank Turben - Computer HelpCHARMAYNE’S BEGINNINGCharmayne came by her horsemanship talents naturally. Her dad, who always had an eye for good horses, worked as a feedlot cowboy before becoming an owner and operator of cattle feeding, ranching and farming interests in Clayton, New Mexico. Her grandfather was a cowman and steer roper. Her great-grandfather was a Choctaw Indian Light Horseman. Her mother was a rodeo queen who also barrel raced and team roped. Her grandmother was a World War I nurse who returned home and broke horses on the family’s dude ranch.Charmayne grew up at her dad’s feedlot in Clayton. She took ballet and piano lessons, but her favorite activity was riding. Attending schools in Clayton, she was an honor roll student and excelled in art, basketball and track, but was always anxious to get home from school to ride.Charmayne learned to ride bareback on an old cowpony called Redbug, and was always trying to keep up with her older sisters who had begun running barrels. As a member of 4-H, her projects included steers and horses. At age 10 her horse Creamer was named Grand Champion Gelding at the Union County Fair. She had trained Creamer to run barrels and that year won her first All Around Cowgirl title riding Creamer, a borrowed rope horse, and her sister’s pole bending horse.Charmayne and Creamer receiving awards for Grand Champion Gelding at the Union County FairKnowing her horse Creamer was not fast enough to win bigger barrel races, Charmayne wanted another horse. Her sister’s barrel horse, Bardo Deck was for sale, so her Dad bought him and turned the high strung former California race horse over to Charmayne. After a couple months of constant riding alongside the feedlot cowboys working cattle, chasing antelope across the vast grasslands, and many trips around the barrels, Charmayne and Bardo were winning nearly every area barrel race they entered.Late in 1981 Bardo broke his leg in a tragic accident and had to be euthanized. Charmayne was heartbroken. That winter she buried herself in school activities while telling her parents she had to get another horse. In the spring of 1982, after taking Charmayne to look at horses throughout the 5 State area, her dad, partly out of desperation, told Charmayne he liked a little bay horse down in the feedyard horse pens that was for sale. Charmayne countered that she had to have a race horse, but agreed to try the little bay. Before Charmayne got on him, her Dad told her not to kick him out at first because he was known to buck. Charmayne got on and after a few bucks she circled back and put him around the barrels. The two were an instant match. Charmayne paid $1200 for him with the rodeo winnings she had saved while riding Bardo. Her Dad said that was way too much money. They named him “Scamper” because of the way he scampered around the barrels.Scamper had never seen a barrel, but had an excellent handle on him from all the feedyard riding. In the spring of 1982, after two weeks of training on barrels, Charmayne and Scamper won their first barrel race. That summer they won numerous barrel races and amateur rodeos in New Mexico, Colorado, Texas, Oklahoma and Kansas. That fall Scamper was kicked in the hock by another horse. Their vet recommended turning him out for six months with a 50-50 chance he would come back sound.In April of 1983, when Scamper was 7, Charmayne began riding him again. At a vet checkup, after seeing Scamper’s ringbone, splints, and enlarged hock, Charmayne was told she had better get another horse going because Scamper “was not going to last”. By that summer she was winning amateur rodeos, sometimes by a full second. After entering with a WPRA permit, and winning the barrel race at the PRCA Dodge City Roundup Rodeo, Charmayne told her parents she wanted to start going to professional rodeos. They told her that was alright with them, but she would have to pay all her own rodeo expenses. When her dad asked her if she was going to try to make the National Finals Rodeo, she replied “No, I’m going to win the NFR”. She purchased her WPRA card later that year and began her professional rodeo career. This began one of the most amazing rodeo careers in history.In 1994, after winning an unprecedented 10 World Championships, 6 National Finals Rodeo Championships, and over $1,000,000 in arena winnings, Charmayne retired Scamper. Her ability to care for Scamper and keep him running at the top of his game for over 10 years attests to her knowledge and talents. This was a phenomenal feat for the horse that “was not going to last”.After retiring Scamper, Charmayne continued to achieve the eluding and difficult accomplishment of qualifying for the next 6 straight National Finals Rodeos with several different horses. In 2000 she qualified for the National Finals Rodeo and was Reserve World Champion with Cruiser, a former race horse she had purchased for $2,000 at New Mexico’s Clovis Livestock Auction and trained to run barrels. In 2002 she qualified for her 19th consecutive National Finals Rodeo riding Cruiser, winning her 7th National Finals Rodeo and 11th World Championship Title.

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Her Next Chapter

her next chapter

Leamington Spa

Tenacious. Terrific. Trustworthy. Truthful. And sometimes Trouble. When you ask my family, friends and coworkers about me, they will probably list these attributes. Or qualities. For good and for bad. I am the only child to my mother Grace and my father Ken who met in Blackpool, England during the Second World War, which means much of my family resides in England. Including my daughter who met my son-in-law during her junior year abroad at Oxford University. I grew up not knowing that my mother had an accent, never understanding the difference between English and American terminology so that even today I will say a word and people will look perplexed, and I realize I am using the English word and not the American one. I’m an only child because my parents decided traveling back to England would be very difficult with more children. My father made a point to keep me from being spoiled which was a double-edged sword because his lack of praise left me with a feeling that I had to try twice as hard as anyone else just to keep up. The end result is one very motivated woman, and I constantly seek continued learning and new challenges. My first words were undoubtedly “When are you going to give me a horse?” and thus Patience Prize and I became a team when I was 14. My father once again made sure I knew the horse was not to be taken for granted when he said, “Now you’ve got a horse, you’d better get a job. And you won’t be paid for mowing the lawn anymore.” My love of animals produced my first job at the local veterinarians cleaning up cages and feeding animals. One small dog had broken her two front legs, was terribly vicious, and no one could touch her. After her surgery she was crammed up in a corner while still asleep, and I moved her into a more comfortable position and, of course, petted her and spoke to her. After that I was the only one who could open her cage and touch her without getting bitten. She must have known my smell. Years passed and I became both a photojournalist and regular journalist with local Berkshire County Massachusetts newspapers. When I returned to college to complete my bachelor’s degree, my journalism provided me with life experience credits and thus I completed my BA in English. What to do next? I had student loans, so I needed either grad school or a second job. My daughter waitressed at a local restaurant open only on weekends and they said they needed a dishwasher, so she said, “My brother needs a job.” Then they asked, “So who else do you have at home?” and she said, “My mom.” Thus, I tried the second job routine as a waitress. We served wine in long-stemmed glasses and carried them on a tray. During one shift I was at a table of two women and the tray started to tilt, and I couldn’t stop it! So, I stood there and watched the wine glasses crash down on the table and splash everywhere. It was not a happy time for all involved. So, I said, “That’s it, I’m going to grad school.” I took my daughter and son to see Phantom of the Opera on Broadway, we ate at the Russian Tea Room, and I told them they couldn’t bug me for two years. The non-traditional program at Vermont College of Norwich University was a full-time program so I had a full-time job, a full-time grad school program, a son in high school and a daughter in college. During my internship I worked 7:00 a.m. to noon, drove to Albany, New York (a one-hour drive one way), worked at a public relations firm from 1:00 to 6:00 and stopped at the restaurant where my two offspring worked about 7:00 for a glass of wine and a light dinner. Then I realized I didn’t have time to clean the bathroom, so I hired a cleaning lady (very inexpensive in a small town back then) and decided that was an expense associated with grad school. That was a valuable decision. The downside of a small town is that a master’s degree doesn’t allow for many jobs at a living wage. I decided I would move. After networking for several years and finding a church in Washington, DC I moved to northern Virginia on October 2, 1999, never having lived more than 6 miles from where I was born. I got a job the second day. I bought a house that January and a horse, Sonny Madison, in January 2001 and have never regretted my choice or looked back. At some point in 2018 I found Her Nexx Chapter and started writing for them. It provides me with a chance to get in touch with my creative style since my most prevalent job has been a technical writer. Now I’m also the Editorial Project Director and a member of the Advisory Board. It’s a tremendous value to women everywhere, and I always enjoying learning something new and sharing my blogs with the community. So here I am. I’m still horseback riding and trying to keep fit. I try to look for the positive side of life even in times of turmoil – notice I said “try” because sometimes life gets to be a tad difficult. But that’s my story and I’m sticking to it!

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