927 Educators providing Courses

Learn To Shine School Cic

learn to shine school cic

5.0(8)

Canterbury

You want the best for your child. You want to know they have been able to reach their fullest potential. My motto ‘no child left behind’ resonates with all families who have faced delays or denials to services. I taught for over 17 years and was a Head of Year to over 360 children, but I left my mainstream position to forge a better pathway when my son was 12 weeks old: I’ve not looked back since. During the pandemic I witnessed many children suffering with speech regression, especially my autistic families. I decided to undertake training in Speech and Language Therapy and Occupational Therapy for which I obtained a ‘High Distinction’ and in 2021 I successfully completed a MSc in Psychology (specialising in SEN) which informs my work. I am also registered with the BPS (British Psychological Society). Recently, ‘The Learn to Shine school’ appeared on the BBC after winning the ‘Making a Difference’ BBC award. I have extensive experience of working with and supporting children with Autism, PDA, foetal alcohol syndrome, Selective Mutism, ADHD, Dyslexia, complex emotional and behavioural difficulties, with significant results. It is essential to me that your child is nurtured as an individual, and given the correct tools for the rest of their life. I support numerous companies as an SEN consultant and currently advise Talent management The YMU group on neurodiversity. I am often interviewed for magazines and radio stations on SEN matters and want to dispel the myths out there! I created ‘Learn to Shine school CIC’ around the birth of my own little boy and girl. I know how hard parenting can be, and the challenges families face in the world of education, My passion is to enable every child, including my own, to be able to ‘Shine’.

Voncap Recruitment And Development

voncap recruitment and development

Great Yarmouth

Since Covid, older workers are the most likely to have become economically inactive (House of Commons, 2021), with only a third of self-employed people over the age of 54 still working. One in five people reporting that they could not carry on work as usual because of pandemic related issues (Institute for Fiscal Studies, 2020). One third of the UK employment market is currently aged over 50 (Centre for Better Ageing, 2020). Companies across England can no longer discriminate against older people. There is a need to increase recruitment of skilled, experienced personnel, who, through no fault of their own, find themselves in a very tough employment and recruitment situation. Many people over the age of 45, find that they need upskilling and help to move forward and make career adjustments. We facilitate learning for the prospective Employees and guide Companies to achieve the highest standard through their people. We focus on technology, General Data Protection Regulation (GDPR), wellbeing, and advertising to reach the key audience when looking for work. The issue is one of technology, Applicant Tracking Systems, (ATS) and the need for a unique CV that is non-Bias and one that can navigate these systems with ease. We help with reprogramming the mindset and overcoming the perceived barriers to regain self-respect and employment. With the increasing skills shortage across the UK, a large number of companies are reliant on recruitment agencies for both lower level roles and senior roles. The skills are there but due to the employers need to utilise intuitive recruitment systems in house, they are missing those who are just as capable of completing the role. Many people are not ‘Marketing People’ so cannot write a CV in order to sell themselves! We started our journey in 2017 with courses for the over 45’s, since then we have grown our courses to also have one which focuses on getting professionals back to work – those who have been managers, directors, business owners, who have lost work due to a variety of reasons within the economy and elsewhere. We now work with colleges and job centres to help people achieve their goals, find work, train and grow to where they deserve to be. We also have a selection of distance learning courses available, where people can focus on a particular area they would like to move their career towards. Contact us today for learning opportunities, employment courses, and the next step in finding both work and the mindset so achieve your individual goals.

Centre Academy

centre academy

A leading educator has called the Centre Academy Schools (London and East Anglia) “the most successful special needs schools in the UK and, indeed, the most unique.” Here’s why: We accept a broad range of ages, boys and girls, from 7-19 (9-19 in London). This eliminates the anxiety, common to SEN students, of having to move from school to school to school. Research has repeatedly shown that for an SEN student, moving school is a tremendously daunting experience. We address an equally broad range of learning challenges on a case-by-case basis: ASD, AD/HD, Dyslexia, Speech and Language needs, Anxiety to name but a few. Such breadth and versatility is essential, as most SEN students face more than one learning challenge—and Anxiety is common to almost all. We group not by age or by year group but rather by ability and level of preparedness. Research repeatedly shows that SEN students accomplish best when they work with peers who are working at approximately the same level. We keep our schools small, approximately 50 at London and 60 at East Anglia. This ensures that our class sizes are small (usually between 4-8 students) and that learning will be individualised. At the CA schools, one size does not fit all. All our teachers are highly experienced and all have significant expertise in teaching SEN students. We do not increase our student to staff ratio through use of learning support assistants. When our children leave Centre Academy, the do so with Outcomes: they have earned appropriate qualifications and they know exactly

Dyslexia School Search

dyslexia school search

London

I think it is very important for clients to understand my background. I am first and foremost the mother of three children, one of whom, my daughter, is very dyslexic. I know from first-hand experience the pain, frustration and loneliness of being the parent of a bright child who is totally failing academically and for whom there is very little support from the teaching world. I was fortunate, in that I was working in the world of education when my daughter was diagnosed, and even more fortunate that one Headmaster out of many approached was “willing to have a go”. The final outcome for us was successful with a daughter gaining both GCSEs, A Levels and eventually after a huge amount of effort on her part a degree in the subject that she was determined to study. The outcome for other children with dyslexia and other SpLD needs is not always so successful. Having travelled extensively both in Europe, China, Korea, Japan, the Gulf States and Africa recruiting students for boarding in the United Kingdom, it has become apparent to me that although there are some exceptionally good international schools, many of them have limited resources to help children with dyslexia. For more information please look at the case studies page. Not only do they have limited resources in their learning support departments, often a fast turnaround in teachers, and importantly often the child’s stay in any one school is relatively short dependent on the parents posting, in addition the size of the school plays a significant role for children with SpLD needs. A dyslexic child often has issues of anxiety, and a large school with in many cases a school population in excess of 1000 students can have serious implications for these children. Children with dyslexia need more than most continuity of care and education, without it they are unlikely to thrive.