797 Educators providing Education courses in Birmingham

Csct

csct

West Mids

CSCT – the UK’s Premier Supplier of Counselling Training Materials CSCT has been dedicated to the provision of the highest quality training for counsellors and those wishing to develop their people skills for over 40 years. A Unique Provider Counselling training is one of the fastest growing areas of vocational and part-time study in the UK. Our courses attract not just those interested in becoming a counsellor. Individuals from many other walks of life study with us for their own personal reasons. Many simply have a strong personal interest in acquiring some counselling skills; others undertake our courses to enhance their inter-personal skills and their general potential at work. CSCT provides a range of courses specifically to cover every level of interest. Full details of all the courses are contained in the ‘Courses’ section. CSCT courses are available throughout the UK via a comprehensive network of FE Colleges and private providers. Why CSCT? CSCT has a proven track record of creating, administering and supporting counselling training courses. Our highly experienced team of academic experts produce fully comprehensive tutor and trainee materials written to a given awarding body’s specifications. We are committed to providing high quality training programmes that reflect current thinking and research in the field and meet the changing needs of the counselling profession. Our materials give tutors and trainees the confidence and peace of mind that awarding body requirements can be fulfilled through timed sessions, individual and group exercises, topics for further discussion, points for reflection and discussion, and tutor evaluation questions. We also have available a range of non-RQF CSCT courses (including CSCT Introduction to Counselling) that are available with a CSCT certification. Funding for non-RQF courses is at the discretion of local Learning and Skills Councils. Please contact, info@counsellingtraining.com for further details. With more than two decades working with the Further Education sector and small/medium enterprises in the UK, Eire, the Netherlands and Gibraltar – and having trained over 50,000 students in that time – we understand fully the demands and needs of counselling training.

West Coventry Academy

west coventry academy

Coventry

In practice, this means that we expect students, staff, parents and governors to model these core values. Student Expectations Respectful Students show respect for themselves, their peers, staff and the community. Communicate with others in a calm and respectful manner Listen and respect other people’s views Have respect for the school site and learning environment Have a healthy, active and proactive lifestyle, with self-respect and self-discipline Recognition that respect for effort brings reward Responsible Students are responsible for their own behaviour and their consequences. Students are responsible for their own learning Students are responsible for wearing the correct uniform, bringing the correct books and equipment to school. Students are responsible to complete their work (including homework) Students are responsible to attend/complete any sanctions issued due to inappropriate behaviour or missed work. Students are responsible to report any inappropriate behaviour to an appropriate adult Resilient Students become more resilient when they realise that it is important to make mistakes and learn from them When finding work difficult, students should not just give up Re-read the work, look at previous work, have another go! Only ask for help when the above has been done Have high expectations of yourself Learn from experiences, in order to become stronger and better at tackling the next challenge Ready to Learn Students attend school in correct uniform, on time and with the correct equipment books Be punctual for all lessons, enter rooms calmly, take out equipment and start the Do Now in silence Make sure all home and prior learning tasks have been completed Have the right attitude to learn and actively engage in lessons Staff Expectations Respectful Staff model respectful behaviour to promote a culture of mutual respect Communicate with others in a calm and respectful manner Feedback on work respectfully, showing students that their work and effort has been valued. Show respect through being fair and consistent when dealing with students Promote that respect for effort brings reward Responsible Staff are responsible for creating a positive and calm learning environment Teachers are responsible for delivering well planned and meaningful learning experiences Teachers understand the responsibility of their role as a tutor Staff understand the responsibility of working in a school Staff are responsible for modelling expectations Staff are responsible for challenging poor behaviour and uphold school policies consistently. Resilient Support the whole school community to build resilience Identify vulnerable students that may have barriers to learning, support them in reducing barriers and equip them with the skills to build their resilience Praise student’s efforts Teach students that we learn from make mistakes Be open and flexible to new initiatives Develop a Growth Mindset Ready to Learn Ensure lessons are well planned and have impact for all students Ensure you are punctual to lessons and greet the students in a positive way Ensure school rules are applied consistently and fairly Listen to student concerns and help students overcome barriers to learning Empower students to become independent learners Parent Expectations Respectful Promote respectful behaviour within their families Communicate with the school in a calm and respectful manner Respect that all school decisions they are made with best interests of the students Respect the school rules and explain to their child the importance of them Respect the importance of education and teach their child the value of it Promote that respect for effort brings reward Responsible Parents are responsible for their child’s attendance and behaviour Parents are responsible to ensure their child is kept safe and well. Parents are responsible to ensure their child has the correct uniform and equipment. Parents are responsible for communicating with the school to flag any issues that may affect their child’s learning. Parents are responsible challenge poor behaviour and celebrate success Resilient Build up their child’s resilience through supporting them emotionally and helping them to show determination in the face of adversity Promote the importance of “Learning from mistakes” Demonstrate a positive attitude about education and their child Praise their child’s efforts and not just their academic achievements Ready to Learn Ensure their child attends school on time, in the correct uniform and with the right books/equipment Support their child with their learning Develop a partnership with the school Keep track of their child’s homework and behaviour by accessing classcharts regularly Encourage their child to read and to become an independent learner

Edgbaston Neighbourhood Network Scheme

edgbaston neighbourhood network scheme

West Midlands

Gateway Family Services CIC tackles the root cause of health inequalities by providing community-based support, helping people to sustain behaviour change and build resilience. Since it was established in 2006, Gateway has provided a range of preventative health and wellbeing services across Birmingham and the wider West Midlands, supporting people to: manage their own health in a sustainable way maximise the opportunities of the workplace build and reinforce social and family bonds A non-profit organisation, Gateway uses any surplus to invest in the education, employment, health and wellbeing of the communities we work with. Current services COVID-19 (August 2021 update): Our services are running as usual. From September 2021 our main office in Birmingham will be staffed from Monday-Friday, 9-5. Our new Solihull office at Lode Lane is now open, although our office at the Core (Solihull Library) remains closed. Health and Wellbeing is at the heart of our work at Gateway Family Services. The Solihull Integrated Lifestyle Service offers tailored support for people who want to make lifestyle changes including losing weight, eating more healthily, reducing stress and smoking cessation. The lifestyle service, delivered in partnership with a number of other organisations, makes up a significant part of Solihull First, Solihull’s Community Wellbeing Service: a broader partnership of voluntary and community organisations working together to improve the lives of Solihull residents. Together we promote self-care and independence, making it easier for people in Solihull to find information and advice, as well as providing specialist support for those who need it. We deliver the Social Prescribing Link Workers Service in GP practices across Birmingham and Solihull in partnership with SDSmyhealthcare and their Primary Care Networks. Social Prescribing allows GPs and other care staff to refer patients to a Link Worker, based at the surgery. Link Workers then work with patients one-to-one (either face-to-face or over the phone), offering direct support and signposting to help them take control of their own health and wellbeing, and helping them to increase their active involvement with their local community.

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.

Af Academy

af academy

Tamworth

Private support of the Air Force Academy provides so much more than a margin of excellence, a higher education phrase used to describe the role of private philanthropy. Your impact is, in fact, immeasurable. Our focus on “More than a Margin” is a celebration of the generous individuals who make our mission possible. It more adequately describes the true impact of private support. We believe strongly, as many do, that our Academy is a vital national resource — one that is deserving of our emotional and financial support. The Academy's mission is simply too important to leave to the vagaries of federal funding alone. As a result, the Air Force Academy Foundation (formerly the USAFA Endowment) will work actively to identify and to cultivate key relationships with current and potential Academy donors to support the superintendent's strategic priorities. We also believe that a foundation, singularly charged with the abiding stewardship of donated funds and constituted in such a way as to ensure the permanency and efficacy of the gift, is the most effective structure for providing this support to the Academy. As a result, the founders of the Air Force Academy Foundation chose to establish a new type of foundation and to memorialize a number of unique Founding Principles into the organizational bylaws. Founding Principles Our board of directors is stable and independent. The structure of the Air Force Academy Foundation is such that donors can have confidence that their gifts will be stewarded carefully and consistently over time by other donors. We are committed to a positive and supportive approach. The singular role of the Air Force Academy Foundation is to provide financial support for vital Academy programs. We will not make any public pronouncements on the policy decisions of the Academy or the Air Force. We are fully transparent. Our operations have complete audit and donor visibility annually. Annual reports are provided to each donor — both for the Air Force Academy Foundation as a whole, and for each donor's individual gift. Our Commitment to Donors We hold donor service first and foremost. We commit to integrity and transparency in all our dealings. We will recognize our donors' contributions while respecting donor-requested privacy. We seek perfection in every written communication and report we produce. We under-promise, over-prepare, and over-deliver. We get the job done regardless of who gets the credit. We welcome constructive criticism. We seek continuous improvement in every aspect of our operation. Cooperation and respect characterize our interactions with each other and the outside world. Quality preempts quantity. Execution supersedes intention.

Gill Arnold Dressmaking Training

gill arnold dressmaking training

West Midlands

I live and work in Solihull and am married with two boys. I have an obsessive love of sewing, which has driven my career through a wide range of sewing related experiences. I came from a family of sewers and from a very early age was encouraged to be creative. My love of embroidery and needlework led me to pursue a career in teaching. I attended a specialist needlework and home economics teacher training College in Liverpool. I always enjoyed "hands on work" and gained experience working with an expert team of fitting and alteration seamstresses at an exclusive dress shop the summer I finished at Liverpool. I wanted a creative career, so I applied for the position of wardrobe assistant at the Birmingham Repertory Theatre. This was a wonderful work experience, sewing fabulous fabrics and making a diverse range of costumes. The theatre wardrobe mistress encouraged me to continue studying and I enrolled for a City and Guilds course. Although theatre working hours were long, they were flexible and I could study and work full time. I achieved merit for City and Guilds Creative Studies; two years later I received a distinction in Fashion and Design and won the year prize. My qualifications and experience opened another career opportunity in the fashion industry. I wanted to work fewer hours and the job I was offered provided training in production planning and buying. Working regular hours I decided to think again about the teaching career I had abandoned. I was employed by Birmingham Adult Education Department to work in evenings teaching Embroidery and Needlework. I thoroughly enjoyed teaching, so when I married and the family arrived I gave up full time work in industry. I returned to college, updated my teaching qualifications and became a part time teacher In the early 90's I wrote the Tailoring Programme for the West Midlands Access Foundation, later used by Open College Network. By 1996 I was determined to offer my own courses, now known as Gill Arnold Dressmaking Training. In 1997 I became Sewing World magazine's pattern specialist. Over 20 years teaching has given me a wealth of experience and knowledge to produce articles on patterns and fitting. I have also written for Sew Today and American publications. With the support of the sewing industry I enjoy being a regular exhibitor at shows all over the country including the National Exhibition Centre, Birmingham. My yearly programme provides a full range of sewing events, exhibitions, seminars, cloth sales, trips and courses.