Learning and Training

Vision for Learning 2014/15 Public Courses, Seminars & Workshops With Will Thomas and Associates

By | Accreditation, Coaching and NLP, Course Schedule 2011, Learning and Training, Professional, Upcoming Courses | No Comments

Introduction to Coaching Level 1 IEC

Course Date(s): CONTACT US to find out about the latest courses and fees

Venue: Birmingham / London

Cost (Per Person):  Contact us

IEC Accredited Coach Practitioner Certification Seminar

Location: (Midlands)

Dates: TBC

Entry months to the Programme: October, March and June

Please enquire for details @

NLP Diploma Part 1

Date: Contact us for latest course dates and fees

Venue: London

Cost (Per Person):   Contact us now

NLP Diploma Part 2

Date(s) Contact us for the latest course dates and fees

Venue: Birmingham / London

Cost (Per Person): Contact us now

Advanced Coaching Course Level 2 IEC

Course Date(s): Contact us for the latest course dates and fees

Venue: Birmingham

Cost (Per Person): Contact us now

To make a booking or request further information, please contact us at or call us on 07904 287065.

Intro/Advanced Coaching Skills Programme

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The increasingly popular Advanced Skills Coaching course is run by Will Thomas and is a lively and engaging programme which takes your skills form the introductory level and builds on them.  Its combined now so you can complete introductory and advanced in a two day block. Stacked with tools, thinking approaches, techniques and strategies, this is course is also Part 1 and Part 2 of the Accredited Coach Practitioner Certification.  Email us:

Introduction to Coaching

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A one day interactive and highly engaging coaching skills programme with Will Thomas.  Learn what coaching is, why you should be using the skills, how you do it and what the potential is for organisational change of using the skills set. Part 1 of the Accredited Coach Practitioner Certification. Email us:

Richard Gerver

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Creating Tomorrow’s Schools Today, Author Richard Gerver talks organisational communication via Disneyland


A few years ago, after much scrimping and saving, my wife and I were able to take our children to Disney. I am not sure who was more excited; I know that I didn’t sleep the night before we left! I also remember the feeling each day as Cinderella’s castle came into view; a fast beating heart and the sense that something special was about to happen; every day was like a new adventure!
I have often been laughed at when I tell people that upon taking up my Headship in 2001, I asked the staff one question; how do we turn our school into Disneyland? I realise that this may appear to be a daft enquiry to some; somewhat trivial, almost naïve to others, but I was serious. I am a committed and I hope, highly professional, educator who chose teaching as most do, because I wanted to make a difference to children’s lives; to help to prepare them for the challenges and opportunities in their futures; the moral imperative. In no way did the asking of that question seek to devalue or make light of the incredible responsibilities we carry as teachers, it was a symbolic way of underlining to my new colleagues that during my tenure as Head our job was to focus on our primary customers; our children.
As educators we know that successful learning can only occur in schools filled with happy people; staff, parents, governors but most importantly, children. We know that learning is most successful when our students are engaged, excited, intrigued and we know that teachers are at their best when they demonstrate passion and enthusiasm. When I was given the extraordinary privilege of taking on my Headship, I wanted to help create a school where people arrived in the morning with their hearts beating faster; it’s why I asked the Disney question. I knew that we would be on the way to success, when on a cold February morning, in the middle of the winter virus season, if our pupils woke up with a sore throat and they would still want to come to school, in the same way that if they were waking up in Paris on that same cold morning, with the same condition, nothing would stop them on their trip to Walt’s world.
As a profession, we know more about learning, brain and emotional development and the links between them, than we ever have. Every Child Matters gave us the political mandate to do what we have always known was right; to educate the whole child. There is rightly still huge concern around the issues of inclusion and achievement, but the solutions do not come in the shape of targets, or in rows of desks and more prescriptive approaches to teaching and learning, the solutions lie in refocusing the agenda. We have to make learning matter to our kids, for some, for the first time, for others to ensure that they can rediscover that joy. For that to happen learning must be rich in context and purpose; children must be able to see the links to their own lives and how by engaging in education, it makes things better and can make their hearts beat a little faster.
Although I blame the advertising industry for many, many things; including the rows I have with my teenage daughter over shopping and pocket money! I am fascinated by the science of their craft; after all, if we could convince our children to buy in to school as a brand in the same way they do certain technologies or clothing lines we’d be on to a winner, wouldn’t we? Interestingly, there are two questions that branding experts ask of new clients when taking on a brief, the first is;
What do you want to stand for in the eyes of your customer?
And the second is:
How are you going to shape your behaviours, as an organisation, so that you support the response to the first question?
Whether we like it or not, our children are incredibly sophisticated consumers; they are the first truly ‘on demand’ generation. The future of education does not lie in how we control them but how we sell to them; a great education is one of the foundations of a successful society; it is of more value than any computer game, pair of trainers or music download and we need to ensure that children feel that. At its best learning stirs the senses, quickens the pulse and fires the imagination; much like Disney.
Education is a serious business, so is the Disney Corporation, it after all, one of the world’s most successful organisations. At the heart of the Disney ethos are the concepts of education and entertainment and as a result they captivate generation after generation, it strikes me that great schools follow exactly the same formula.