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Frequently Asked Questions

Find below our answers to our most frequently asked questions

How much do you charge for training?

Our costs are bespoke depending on your school. We keep costs low through fundraising and in the future, are endeavouring to provide some of our services for free. We will shortly be announcing ways that you can donate and support us.

Where do you provide support and training?

We provide training and support across the UK. In most instances, we can travel in person, which we feel is far more effective than online training.

We also provide support for international schools, contact us to find out how we can help you. 

Do you make a profit?

As a non-profit CIC, all profits go back into the organisation. This is used to create resources and pay our facilitators. 

What are your safeguarding procedures?

All facilitators are DBS checked, but will never be alone with individual pupils. If any disclosures are made during a workshop, the school's safeguarding procedures will be followed. All of our training has safeguarding at its core; confidentiality is important, but if there are safeguarding concerns about an adults or child, these take priority.

What qualifications do you have?

All of our facilitators are qualified teachers with QTS. Many have additional qualifications including master's, coaching qualifications and experience working in schools.

Our founder Ian has qualified teacher status, a master's in Education Leadership and Management and has an accreditation in delivering Relationships and Sex Education, as well as 20 years experience working with children and young people.

What is your approach to gender identity?

It is essential in society that we challenge gender stereotypes and ensure that children and young people do not feel that their clothes, hobbies or appearance are limited by their sex or gender; this is the core of the work that we do. We believe that in most circumstances, discussions on gender identity should only be introduced in Primary Schools where necessary, for example if there is a trans pupil in the class or if discussions arise through other work. However, some primary schools may feel that introducing this terminology is needed for their cohorts. In Secondary schools, it is important that young people are given pluralistic information, including that some people are gender critical. At no point should schools be 'promoting' gender identities or any treatments related to gender identity, but to not talk about gender identities at all, is to deny valid identities and potentially leave pupils feeling unrepresented. Young people should be provided with information that is balanced, and young people should be empowered to decide how they identify, but also made to feel that a label is not essential; they can come to a decision in time. 

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