At Phoenix Education Consultancy, we help educational institutions and industry professionals personalise their delivery of the national curriculum and encapsulate a culture of individuality, belonging and well being in every classroom in the UK and beyond. We utilise our teaching experiences, our expertise and passion for a better education for all to deliver training, coaching and consultancy programmes that are detailed below. We celebrate the standards empower and achieve with our RISE accreditation programme which celebrates excellence in the development of life rather than an isolated indication of learning.
Clients include: London Borough of Redbridge, Birmingham City Council, Skylark Partnership, Ace Schools MAT, Raedwald Trust, Youth Sports Trust, National Literacy Trust and Ministry of Justice.
Pioneering an embracive approach to education in order to improve mental health of children and young people;
to better understand behaviours and improve lifetime attainment and opportunity.
Ofsted regulations state that a sufficiently disciplined environment is a prerequisite to any learning taking place. Guidelines go on to say that when behaviour is not manage effectively nothing much will be learned and as such, it is priority for Ofsted to increase the profile of behaviour throughout the education system.
As we strive to better understand the behaviour of children and young people, it is important that we recognise it as our innate form of communication and one that is often relied on by the most vulnerable children when words fail them.
To improve behaviour, we must recognise that it is something we must understand and support rather than manage or control. As educators, it is our responsibility to understand the unfulfilled needs that cause children to display challenging and disruptive behaviour and, wherever possible, help meet these needs through the process of education.
An increasing wealth of empirical data and research confirms the causal relationship that exists between well being and learning.
A recent research review conducted by the Department for Education confirms that children with higher levels of emotional, behavioural, social, and school well being, on average, have higher levels of academic achievement and are more engaged in school. With the prevalence of childhood mental health issues on the rise, understanding and supporting the mental well being of our pupils is essential.
To support the mental well being of our pupils, we must first recognise that each of them are unique and will have individual learning needs and preferences. We must understand that as educators, our role is simply to do no harm to the pupils we serve by minimising the impact of stress, anxiety, discomfort and distress. We must also commit to creating a culture of kindness, collaboration and cooperation in order to support, nurture and nourish the young lives we are responsible for moulding.
Our role as educators is not simply to educate but to prepare our pupils for their future. We can increase and improve the opportunities available to our pupils by creating awareness, instilling confidence, self belief, and skills that can be transferred into the workplace.
Developing opportunities for young people isn’t simply about identifying academic success or specific areas of achievement but is instead about enabling a process of self discovery, contextual understanding and achievable ambition that allows for confident development and growth.
To increase and improve opportunities for our pupils, we must instill confidence, independence and resilience in our pupils whilst delivering and diversifying our curriculum and additional learning in a way that creates ambition and inspires achievement within our classrooms and throughout a child’s life.