birmingham martial arts centre

Birmingham

We take will you to your personal potential, we will give you confidence, we will make you fit, we will give you flexibility, but most of all we will make your martial arts experience one of the best that can be bought as our instruction is among the very best in the country. Our Martial Arts Centre has been a premier martial arts training facility for over 30 years, producing champions up to world level, specialising in Karate and Kickboxing. We are local for Solihull, Shirley, Dickens Heath, Hall Green & South Birmingham. Our classes are divided into children and adult sessions in both Karate, Kickboxing, and Combat Sambo. We also dedicate our structure into beginner, intermediate and advanced classes. It doesn't matter how fit or flexible you are. The beginner classes will steadily take care of those who are unfit and if you are more advanced we will make sure you are directed to a class that suits you. Please look at our timetable to find the beginner classes for your age group.

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moor farm stables

4.7(117)

Coventry

Owned and run by Liz White, Moor Farm Stables was built in 1400 and has been a riding school since 1969. We are a centre of excellence for training and have been linked to Warwickshire College as an outreach centre for over twenty five years. Here at Moor Farm we have over 50 horses and ponies whose welfare is paramount, they are never overworked, always have good food and live the best way horses can in a natural heard with lots of grass, shelter and stables. We accommodate all clients, providing lessons for beginners, intermediate and advanced riders. We provide a wide range of lessons and experiences from group lessons to one to one private lessons to perfect those skills. Unlike other stables, we also offer a wide range of riding experiences from our Fun Days to our Child Club and Adult Camps. We also offer a wide range of group and private hacks and during the season, hunting experiences. For those younger riders, we are a registered Pony Club centre. We offer our weekly Pony Club sessions each Saturday. To find out more click here. We work with the Riding for the Disabled Association to provide riding for those with varying levels of disability.

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national association for teaching english and other community languages to adults

Birmingham

NATECLA - Home NATECLA (National Association for Teaching English and other Community Languages to Adults) is the national forum and professional organisation for ESOL teachers.

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the polesworth school

Tamworth

I am privileged to lead The Polesworth School. Education brings with it the responsibility to prepare the young people in our care for happiness and success in their adult lives. Polesworth provides care, support and guidance to ensure that your son or daughter achieves their full potential. Polesworth takes great pride in shaping the academic, pastoral and social aspects of your child’s life. This is based upon fundamental basics that include trust, respect and quality first teaching. Students in our care thrive and flourish to become well-balanced and well educated individuals who are empowered to make effective contributions to their wider community. The educational landscape is changing dramatically and Polesworth responds superbly to these changes through our curriculum offer, the high quality of teaching and learning that takes place every day and our innovative practice. We very much look forward to working in partnership with you in guiding your son/daughter through the next stage of their development. I would warmly welcome you to Polesworth to see for yourself the mix of warmth, fun, strong relationships and personal and academic achievement that makes Polesworth so special.

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chrysalis craft coventry

Coventry

Chrysalis Craft Coventry CIC was founded in March 2020 in response to the urgent unmet needs of BAME and migrant communities who were disproportionately affected by the COVID-19 pandemic. The lockdown has challenged the mental health and wellbeing of everyone, more so for asylum seekers, refugees and migrants in our communities. Many have experienced unimaginable trauma and have seen major disruptions in their life already. The pandemic has amplified further the existing mental health problems. Often left in limbo, not able to take on higher education studies and not allowed to work (with many refugees under or unemployed) and likely to face loneliness or worse, direct discrimination, within their new communities. Chrysalis Craft Coventry CIC run sessions and activities to help with healing, using art and different artistic methods for wellbeing. The aim is to build self-esteem and friendship through artistic techniques, using art to work against loneliness as a result of language, cultural and ability barriers. The social enterprise supports people from a variety of different backgrounds, focussing on disadvantaged adult women immigrants, refugees and asylum seekers. Focusing on women who came to Coventry and the surrounding area recently, and those who have been here for a long time, but who have experienced barriers to integration. Local authority, NHS and charities working with migrants’ commission and refer people onto in-person and online workshops. Grant funding supports materials and content development. Over the short period of the start-up, Chrysalis Craft Coventry CIC supported thousands of individuals suffering from loneliness, domestic abuse, stress, anxiety, depression, homesickness and Post-Traumatic Stress Disorder because of life experiences with positive results. During the pandemic the workshops have proven invaluable, acting as a safe environment and an information and signposting service. Directing people to urgently needed services they could not reach due to language barrier or stigma caused by misinformation.

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solihull school enterprises

London

At Solihull, we pride ourselves on ensuring that all pupils realise their full potential. Our central aim is to provide for every pupil as rich a life as possible so that school fosters fulfilment, happiness and success; a preparation for life as a good adult in society. Teaching is excellent and our examination results speak volumes about the progress Silhillians make in their studies. Our most recent inspection graded us at the highest level in all areas of school life. Our pupils enjoy outstanding facilities and a wide-ranging and comprehensive co-curricular programme. Solihull School excels on the sports field, on the stage, in the debating chamber and in the concert hall; and pupils benefit from many enriching cultural excursions at home and abroad. Boys and girls are encouraged to develop as individuals in a caring and civilised environment, and our strong pastoral care network underpins the many and varied successes enjoyed by pupils. We uphold traditional values in a global community, emphasising the importance of high moral standards and ethical conduct. Many Old Silhillians have gone on to be pioneers and leaders in their chosen fields and these qualities are honed here at school. Pupils are actively encouraged to develop their leadership skills, to take responsibility for others and to serve the local, national and international communities. Solihull School is a beacon of excellence and I hope that our prospectus and website give you a feel for the character and high expectations that pervade all areas of school life. However, to appreciate our ethos and happy atmosphere fully, I would urge you to visit the school, either at one of our formal open events or at any other convenient time. Solihull School was founded in 1560 and is very proud of its place within the community. In 2020 Solihull merged with Saint Martin's School to create a leading independent coeducational 3 - 18 day school across two campuses, with Solihull Preparatory School on the Saint Martin's campus and Solihull Senior School on the Warwick Road campus.

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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.

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dental team qualifications

Leamington Spa

DTQ awards post-registration qualifications to General Dental Council (GDC) registrants, who are working as part of the dental team and who wish to develop additional skills beyond the profession-standardised learning objectives and assessment criteria for GDC registration, and qualifications to non-registrant members of the dental team who are working in dental administration roles. Any dental care professional wishing to carry out additional duties must be able to demonstrate their competence to do so, and therefore undertake additional development of their skills, knowledge and understanding. The purpose of DTQ’s qualifications is to provide a structure for dental care professionals to develop additional skills on which they are assessed, and for non-registrants to learn and develop knowledge, understanding and skills relating to dental administration and gain qualifications and professional recognition for such development. Our focus is to develop and quality assure modern assessments and qualifications for the dental team, including apprenticeship end-point assessments; which are not only fit for purpose for 21st century dentistry, but follow evidence-based educational and assessment principles, which produce high quality members of the clinical and administrative dental team, following General Dental Council requirements. We have extensive knowledge and experience in dentistry, including expertise in examining and designing assessments, and have a thorough understanding of what training organisations want and need from an Awarding Organisation. The GDC’s Standards for Education and Scope of Practice documents underpin the development of any new DTQ qualifications. Working closely with training providers and other key stakeholders, we have created a range of innovative qualifications that are fit for purpose for 21st century dentistry and the wider dental team. Our qualifications are geared to supporting your day to day role in dentistry, whilst enhancing your personal development and that of your team. We have researched the provision of education for the dental team as part of a PhD study, and have peer-reviewed publications which continue to underpin our evidence-based approach to training and assessment for dental professionals. Our team members examine from dental nurse through to Royal College specialty assessments and include GDC and Royal College Education Associates. We aim for excellence in all that we do. Our Research DTQ have pioneered and examined the pedagogy of adult dental education and training for the integrated dental team. We have extensively researched interprofessional education as part of a PhD study. Our qualifications are evidence – based relating to our findings, enabling assessments geared to facilitating educational processes which not only focus on developing knowledge, but it’s application to enhance understanding. This allows dental professionals to maximize their potential and deliver enhanced patient care. We practice exactly what we preach and have proven results based upon work in our own centres. DTQ Mission statement DTQ aims to provide high quality end-point assessments and qualifications for the dental profession, which reflect contemporaneous dental practice, in collaboration with the GDC and under the regulatory guidance of the Qualifications Credit Framework. Our values are to deliver excellence in all that we do. To achieve this we engage expertise in the dental education and examination field, liaise with our partner organisations, listen to our learners and continually reflect and react to improve our qualifications and processes.

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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

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