“The best teachers in the north-west”

 Dr David Dennison – Recently retired Headmaster at St Margaret’s Academy

“Staff are delivering a high standard of education as was evidenced through the management and organisation of the programme in the course files, through discussion with staff, through the recent Ofsted inspection when staff were awarded ‘Outstanding’ for Teaching and Learning and through the achievement and progression of students”

Marilyn Gauld – Quality Assurance Officer Edexcel (Pearson)

We have been awarded OUTSTANDING by OFSTED twice within the last two school inspections for TEACHING and LEARNING over the last three years.
We have been teaching in partnership with schools for 5 years. Since that time we have facilitated:

  • Alps targets exceeded with every one of our students.
  • 35 students into Higher Education.
  • 28 into work related professions.
  • 3 of our students onto sports scholarships.
  • 2 students into the armed forces.
  • All of our students going into Higher education or employment when leaving us.
  • A 92% success rate.
  • A 92% retention rate.
  • A 100% pass rate.
  • A 100% pass rate in the first year of our students degree courses.

We are an accredited training provider in our own right with Edexcel (Pearson) and CYQ Qualifications. We have been commended by Edexcel and CYQ for our professionalism, assessment procedures and quality.
We have recently completed an agreement with the University of Central Lancashire (UCLan) to teach a bespoke part-time, blended learning Foundation Degree in Coaching & Performance. This is fantastic recognition, for our professionalism & quality delivery, for us to be now delivering our own Higher Education courses.

Our Philosophy

Teachers should manipulate the environment in order that students learn how to self scaffold. That is, they learn to frame a problem in order to begin to decipher that problem. Challenge, adapting, exploring, discovering, solving, postulating, stimulating, explaining, analysing and safe are all words that, we believe, should be in a positive learning environment.
The learning environment should be where mistakes can be made and fixed without anxiety, whilst still maintaining the ecological validity of the domain. There are three sub environments that should co-exist within a learning environment:

  • Competitive result orientated
  • Relaxed reflective orientated
  • Competitive growth orientated


Educate Me © 

Usually, these three environments are not recognised as the competitive result orientated environment is allowed to dominate and dictate the agenda. Learners usually dip their toe into the others (when they are allowed or told to!) however this is not carried out with much objectivity. Teachers should realise that, whilst there is an obvious overlap, the other environments are just as important.

The relaxed reflective environment is the place where the result environment is evaluated. This is where performers self reflect, self evaluate and postulate solutions without fear of being ridiculed.
Learners can develop mental skills, discuss their performance and suggest solutions.
Learners are then allowed to make mistakes in the competitive reflective environment before progressing their learning into the competitive result environment

As teachers we should facilitate the performer’s awareness of the available affordances within themselves, the environment and the tasks before them. In our experience, an outstanding practitioner can almost create the perfect conditions for learners to progress with the right manipulation. We say almost as nothing is perfect however we can try to practice perfectly to achieve perfection. By creating various systems, procedures and tasks the learner has the optimal environment in which to progress. Through manipulation the practitioner should constantly be challenging the performer to adapt and improve.

Teaching the learner the  following skills and their meaning are very important to their progress and achievement:
Intrinsic motivation
The environment is ever changing therefore both teachers and students should constantly be evaluating. These meta-cognitive skills are needed to advance the learner in order that they may develop and progress whilst they are constantly regulating their environment. The teacher must facilitate the learners awareness of the available affordances within the environment and in doing this provide them with the scaffolding necessary to acknowledge problems and develop adaptive solutions.