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Top Tips for PGCE Students
With summer fast approaching undergraduate students will be planning out their next steps after finishing their degrees. Given our over 150 year's of experience in training teachers, many of our students will be considering staying on to begin a career in teaching through a PGCE course. With a wide range of age and subject specialism they're a great choice for anyone looking at a future in education. Although a PGCE may seem like a daunting task former student Jessica Barker has been put together her top tips to help new students succeed in their efforts to become teachers.* I started writing this post way back in September and have added to it throughout my time on the PGCE course. These are some basic but helpful tips that I want to offer any upcoming PGCE students, and most of them apply more generally to trainee teachers coming from other routes into the career too. Read on and hopefully you'll take some of this on board and find it relevant! 1. Take out a loan. Yes, you'll end up with a little more to pay back once you're earning, but that was inevitable after your degree anyway! The student loan can work wonders and top up your bursary to a very comfy sum. For those of you not fortunate enough to receive a bursary in the first place because our government don't deem your specialist subject worthy of one (don't even get me started), the loan will really help. 2. Quit your part-time job. It's going to be so hard to balance a part-time job and the training for a full time career, which quite honestly requires all of your time and effort. Long gone are the days when you'd get home from work and could switch off from it all, you'll now be working long into the evenings and at least one day of the weekend. Don't let a part time job hinder your training year, take the loan out and quit your job. 3. Use your age as an advantage. This is for those of us entering into the profession straight from undergraduate, particularly if you have a baby face. You're entering into a school late, the kids don't know you but they're observant and are going to recognise that you look pretty young. The minute that somebody seems to clock on that you're only in your early twenties is when you should start to use your age as an advantage. Kids instantly have a lot of respect for you when they feel like they can relate to you, so don't be afraid to show them that you're interested in some of the same things as them. There's a real temptation to hide your youth but I've found that chatting to the year eight boys about Fortnite and discussing prom with the year eleven girls really has helped me to win them over. Don't give too much away about yourself, do more listening than talking, but admit that because you're only five to ten years older than they are, you share similar interests - they'll start to see you as more human. Also, even though you know that actually the difference between a sixteen and a twenty-two year old isn't that mammoth, they won't. So they'll still see you as a proper fully fledged adult, even though you might not feel like one yet! 4. Take snacks, water and coffee. Teaching is physically (and emotionally) draining, you can never relax because you have to remain constantly alert, so you're using a lot more energy than your body is probably used to! It's a good idea to take something to nibble on at break time, just to give you that boost through until lunch. Water is a good idea too because working in a school makes you prone to headaches - the bright yellow lights and the noisy kids are a winning combination for heavy eyes and a pounding head, and staying hydrated will ensure that this isn't made any worse than it needs to be. Coffee is good at helping you feel a little more alive, particularly on dreary and dull days when you're having to teach some of your most challenging classes! It's also just good for socialising in the staff room, you have a reason to nip there and make yourself a drink, and you can sit and chat to everyone while you do. 5. Be professional. You're a trainee, people are watching your every move, and that isn't just when you're being formally observed in the classroom. You might think the staff room is a safe place to vent about your nightmare year eight's, but what you maybe don't know is that Satanic Sammy's mother is also a science teacher at the school and is sitting directly opposite you as you don him with that nickname! So avoid over-sharing, even when the other member's of staff are chatting away about personal things, don't get involved. You don't want to give people any excuse to judge you. This doesn't just apply to the things you say, but also be careful around what you do. Even if other staff members are okay rocking up to school five minutes before the bell for registration is going to ring, you can't behave like that. It's annoying but you've got to make sure you're doing everything the "right" way, and be assured, somebody will tell you if you're not! 6. Get involved with extra-curricular activities. As a trainee you're not obliged to help out with book club or choir, but staff will really appreciate you offering a helping hand, and it's a fantastic way to get to know the students. It's nice to show that you're taking a wider interest in the school too (and this will help you tick off Standard Eight of the Teachers Standards) so find out what there is to be getting involved with. Extra-curricular activities are fun to be a part of - they're filled with the kids that are passionate about that activity (be it drama, reading, sport, and so on) so you don't have to worry about bad behaviour, instead it's a nice opportunity to see the students at their best. I ran book club at my last school, and most of you know that I'm not an avid reader, but I absolutely loved seeing the students take an interest and develop a passion for literature. 7. Have one day off a week. You've overloaded with work, but it's important to have some time to yourself too. I honestly can't remember what I did before my PGCE because while on it, 90% of my time was filled with marking, planning and teaching. I tried to have one day a week where I did something completely unrelated to teaching, and it was usually Saturday. I'd go out for a meal or to the shops, I might go for a walk if the weather was nice (sometimes ending up at the pub), I watched some TV or I wrote my blog, just anything that I fancied really. It's so important to switch from your professional self to your personal self, and it makes you feel a lot better about life. 8. Buy personalised stamps. As a PGCE student, you'll be sharing your classes with host teachers - this can be tough, especially on second placement. The kids are usually able to adjust to having two teachers in the classroom, often it's the other teacher who can't. I found on my second placement that some teachers were very reluctant to let go of their classes and still wanted to have a presence within the classroom while I was teaching, which could make it very difficult to establish myself. I bought a personalised stamp that read 'Miss Barker says fantastic work', and i used it whenever a student's classwork or homework was especially impressive. This is first and foremost to give the students some recognition, but it was also for my own sake too! When they got the stamp they knew that it was me who had marked this work, which helped me to build a rapport with them. It sounds really trivial but this has helped so much, because students then reached out and thanked me for marking their book, and wanted to discuss my comments. They appreciated it and recognised that it was me who was putting in that effort. 9. Live at home if you can. This comes down to personal preference because everybody's living situations are different, but for me, I don't think I'd have managed this year if I didn't live at home. Shared accommodation is something I never want to go back to and definitely couldn't have put up with while doing my PGCE. I think I could have managed living alone this year, not in a group, but life is so much easier at home. I'm really lucky to have super supportive parents who I'm very close to, which definitely helped because I always had someone to talk to if I'd had a bit of a rubbish day. I also got all of my meals cooked for me, my pack-up was always ready for me on a morning, my bed was made if I didn't have time to do it, and my clothes were all washed and neatly ironed! You don't realise how much you value these things until you don't have them, and having lived away for three years, I can see just how lucky I am. If you know you'll get looked after at home, move back there. I get that it feels a little strange, to hundreds of children you are a teacher, and yet back home you feel like a teenager - but that's okay! You can be responsible and professional at work, and still have your mum take care of you at home, for this year at least. Also, life is much more affordable when you live at home, and your money will stretch so much further. It's worth considering. 10. Ask for help. So many people from my cohort quit during first placement, about a third of us just dropped out, and I was shocked. As stressful as it was and as hard as it seemed, I couldn't believe people could just give up... then I moved to my second placement and I finally understood. Sometimes you feel under-valued, unappreciated, demoralised and even bullied... and you need to speak out. Expectations vary from school to school and while one placement might be easygoing and quite casual, another might be very strict and on top of things - if you're struggling with the pace of it all, or if you think you aren't good enough, you need to talk to one of your university mentors/tutors. I was having real problems at my placement school so reached out to my school based mentor and made them aware. I then received lots of additional support from the people at university and knew that as hard as the course had become, I could get through it. I ended up being removed from my second placement school and moved back to my first one, this was exactly what I needed and had wanted for a very long time. Things just didn't work out at the second placement and it was affecting my self esteem and happiness outside of work, and because I reached out to the uni and continued to report to them whenever there was an issue, they were able to get me out of a bad situation and into a better one. Don't be afraid to tell people that you're not doing great, it's better to mention it early on than wait until you feel the only option is to quit. The people at university will want to help you, it's their job, and they will act on your behalf and make things easier if you'll only ask. It's a long year full of ups and downs - sometimes with more downs than ups - but it's worth sticking out and completing. Enter into your PGCE year with a positive mindset and face the challenges as they come to the very best of your ability. Enjoy the experience and remember it won't last forever, the end is in sight right from the very beginning and you can do it. I really hope you found this post useful and will take some of these recommendations on board. I recently graduated from my PGCE, qualifying as an Outstanding teacher and having received two merits in both of my assignments, and will be beginning my NQT year this September, and I can't wait. Thank you for reading. Jessica successfully graduated last summer before beginning her NQT year, you can keep up to date with her progress on her blog "Life as a University Graduate". You can find more information on the wide range of innovative PGCE courses offered by BGU on our website. Alternatively you can contact our Enquiries Team or join us on one our Open Days to find out how to begin your journey into teaching. -
Lecturer's new publication examines evolutionary factors in voting for Brexit and Trump
A new research paper by Dr Alyson Blanchard, Senior Lecturer in Psychology at Bishop Grosseteste University (BGU), examining voting behaviour in the EU Referendum and US Presidential Election of 2016 from an evolutionary perspective has been published in Evolutionary Psychological Science. As the paper explains, the year 2016 witnessed historic political change with the ascension to power of Donald Trump and the UK’s vote to leave the European Union (commonly referred to as Brexit). While research has sought to explain these once-deemed unlikely events, an evolutionary theoretical account had remained unexplored. Dr Blanchard’s work investigated whether people may have felt more fearful for their lives due to media coverage of the War in Syria between 2014 and 2016 that had led to a perceived increase in threat from terrorism and associated immigration issues. Evolutionary theory suggests that when environments seem dangerous and harsh that it is adaptive to make decisions that are optimal for the short-term. In this case, despite the long-term consequences for voting for Trump or Brexit – both campaigns promised immediate resolutions to existential threats caused by terrorism and immigration such as “Taking Back Control” and to “Make America Great Again”. The multi-study paper revealed that Trump and Brexit voters reported that they had experienced a perceived increase in existential threat in the time period 2014 and 2016, and feared terrorism and immigration respectively. Environmental factors such as social deprivation, ethnicity and education had a differential impact on vote choice, including votes for neither Trump, nor Hilary Clinton. Overall, the link between existential threats and voting is complex, but the paper affords new insight into voter psychology during the EU referendum and US presidential election.” You can find the full article in the Evolutionary Psychological Science Journal by clicking here. If you’d like to find more information our exciting and innovative doctoral and Psychology programmes vist our website or contact our Enquiries Team. -
Annual Mentor Conference Celebrates ‘Community of Learning’
Earlier this month members of the Secondary PGCE and School Direct team at Bishop Grosseteste University (BGU) held the first-ever fully remote Annual Mentor Conference titled 'In Changing Times, a Time to Change'. The impact of how training teachers within the COVID-19 pandemic is now shaping practices formed the inspiration for the event and throughout the four-hour conference, attended by delegates from across the partnership, presentations by leaders within the BGU Secondary team showcased the aspects of the Lockdown on professional training, and how BGU will be supporting all within continued restrictions. Professor Anna Lise Gordon (Institute of Education, Faculty of Education, Human and Social Sciences, St Mary’s University, Twickenham) gave the keynote lecture reflecting on her research-informed practices within Secondary teacher training and continued to reinforce the need for respect and relationships as the central development of contemporary resilient teachers. There were also insights by Senior leaders from partnership schools; Ms Marie Muir, Queen Elizabeth High School, Gainsborough and Mrs Jo Fieldsend, Director of Charter Teaching School Alliance, Horncastle shared their vision of how they will facilitate professional training programmes for BGU’s trainee teachers. The remote conference was created by Senior Lecturer Helen Bushell-Thornalley, who herself takes a leading role in Mentoring and Coaching for Secondary school professionals, with support from Mark Hall of BGU’s Centre for Enhancement in Learning and Teaching (CELT). Speaking after the conference Helen shared the events conclusions: “The conference’s conclusions were that BGU’s vision continues to be crafted through a community of learning. Mentoring for mentors alongside professionals in schools, for all of our teachers that we work with within our partnership schools. The recovery mentoring programme now more than ever requires a distributed community of practices.” You can find more information on the wide range of innovative PGCE courses offered by BGU on our website. Alternatively you can contact our Enquiries Team or join us on one our Open Days to find out how to begin your journey into teaching. -
NQT Experiences to be Explored as BGU Academics Secure British Academy COVID-19 Research Funding
Academics from Bishop Grosseteste University Dr Emma Clarke, Dr Phil Wood and Aimee Quickfall have secured British Academy funding for a ground-breaking project looking into the experiences of newly qualified teachers (NQTs) in 2020/21; a cohort of teachers who have been impacted greatly by the COVID-19 pandemic. The highly competitive British Academy funding process resulted in just 6% of bids being approved. This project considers the experiences of newly qualified teachers, taking up their first career role having missed part of their work-based practice prior to employment. This project will follow NQTs through their first year of teaching to understand the challenges and opportunities they face, how they can be better supported professionally and emotionally, to inform practices and policies to ensure sustainability within the sector during and after the pandemic. Dr. Clarke commented on the project, explaining: “This research will help us understand the complex processes at play for NQTs and is important in ensuring that this cohort thrive in their careers. With a recruitment gap already apparent in English education, any adverse impact on this group of teachers moving forward will play a major role in exacerbating that problem.” It is hoped that the impact of the study will also reach beyond the teaching profession. Dr. Wood explained: “This research project will offer insights into how the wider public sector has been impacted by the COVID-19 pandemic in relation to the training of a new generation of professionals.” The project is part of the Well-being and Workload in Education Research and Knowledge Exchange Unit. If you would like to know more about the work of the Well-being and Workload in Education RKEU, please contact aimee.quickfall@bishopg.ac.uk -
How collaboration across Bishop Grosseteste University is supporting students to adapt in uncertain times
By Cassie Rainey - BG Futures Administrator Covid-19 has transformed the world we live in, pushing us to adapt to a ‘new normal’. One aspect of this ‘new normal’ is the way in which graduates will have to navigate their transitions into the labour market. At Bishop Grosseteste University, the support of academic and professional support teams is more vital than ever to students and graduates. Last month, the Primary and Early Years ITE team and the BG Futures: Careers, Employability and Enterprise team collaborated to deliver a virtual session for students across programmes on the format and logistics of online interviews. The sessions incorporated information on best practice, tips for different video calling platforms and guidance on possible interview questions. The sessions included a Q&A from a recruitment industry expert and BG Futures tenant with questions put forward by students. Sarah Howe, Senior Lecturer on the PGCE Primary programme said: “The Covid – 19 pandemic has had a significant impact on the job application process for some of our students and trainees. Lecturers in the Primary and Early Years ITE Programmes turned to the Careers, Employability & Enterprise team at BG Futures to ensure that support offered at our institution, met the needs of our students and trainees. Several on-line workshops and personal tutorials have taken place with encouraging feedback.” Emma McCarthy, Co-Director of McCarthy Adams Recruitment Specialists, a tenant within the Business & Enterprise Centre in BG Futures, was on hand to provide expert tips to succeeding in online interviews and assisted with a video Q&A for the session. Andy Wright, Careers, Employability & Enterprise Coordinator at BG Futures commented: “This has been a great partnership between teaching staff, BG Futures, students and one of our own tenant businesses. We’ve been very excited to extend our reach to those students who are not able to access face-to-face support at this time, and we have been delighted with the results.” George Rhodes, BA (Hons) Primary Education student, who used this session to help prepare for an upcoming online job interview commented: “After being recommended by a fellow student, I joined an online interview support session which not only provided invaluable advice but also built up my self-confidence. I was successful in my interview, running against 90 other candidates, and I believe without attending the session with Andrew this may not have been the case.” Sarah Moseley, Enterprise Development Manager, said: “The BG Futures Business and Enterprise Centre offers 14 leasable office spaces for start-ups and is home to our Student Enterprise Club. With an emphasis on making a positive impact, we strive to attract tenants who will work collaboratively, to improve the lives of our students, bridging theory and practice. We are extremely thankful for Emma McCarthy’s time and input with this session” You can find out more about BG Futures here. You can explore our Primary and Early Years programmes here. -
Congratulations to All Final Year Students on Your Results
Following the release of academic results this week at Bishop Grosseteste University, we would like to congratulate all of our final year students. We hope that those of you who have received your final classification are happy with your result and proud of your achievements. Despite the unprecedented times that we find ourselves in, you have made it to the end of your studies and are now part of a new alumni community with lots of exciting opportunities ahead. Whilst we are not meeting together at a graduation ceremony this year to celebrate, your Vice-Chancellor, The Reverend Canon Professor Peter Neil, would like to share some words with you which you can listen to by watching the video below. Dame Judith Mayhew Jonas, Chancellor of Bishop Grosseteste University, would also like to congratulate you all and has shared the following words: “As Chancellor of the University, I am delighted to welcome all students completing their studies this year. “Bishop Grosseteste, as a university, has at its core, education and learning, training, and personal development. I know these are values that you will take away with you, and which will continue to be used by you in your future careers. “We wish you well for your future, however, we hope you will not leave us completely, and that you will join BG Generations. “I look forward to seeing all of you who are completing your degrees this year at our celebration of graduation in Lincoln Cathedral in July 2021.” Whether you are embarking on your new career, continuing your studies, or doing something else with your time, we are wishing you all the best for your future.We hope you will keep in touch and make the most of the services that are available to you as a graduate of BGU. -
Enterprising student’s journey to mastering the art of teaching and painting
The partnership between BG Futures, the Careers, Employability and Enterprise department at Bishop Grosseteste University (BGU) and the Prince’s Trust continues to flourish with another of our students benefiting from the Prince’s Trust Enterprise Programme, which helps 18 to 30-year olds turn their big ideas into a business reality. Sarah Moseley, Enterprise Development Manager at BG Futures spoke to 1st year BA (Hons) Education Studies (SEDS) student Laurent McCready about how the Princes Trust webinar has helped him with his ideas for an Interior and Exterior Painting & Decorating Business. Laurent explains: “My degree choice was as a result of 3 years of voluntary work coaching primary school age children hockey for my Bronze, Silver and Gold Duke of Edinburgh award. I felt the children connected with me and I enjoyed the sessions. Following 2 weeks of work experience at St Peters in Eastgate primary school I decided that I wanted to go into teaching as a career.” Teaching is very different to painting & decorating so what is the connection? “I also really enjoy painting and decorating and feel confident doing it, having started about a year ago. I heard about the Princes Trust webinar via a notification on my BGU account and decided to take part. I have now developed my knowledge of how to set my own business up. The most useful part of the webinar for me was being encouraged to talk about the idea and learning the key aspects such as taxation and national insurance, as well as being able to ask questions. I see my biggest challenge is to actually brave up and start the business. The next step is to do this once I have conducted a little more research about gaining customers and my competitors” Laurent is already succeeding in balancing his University work, position as a Student Ambassador, part time work at the Doubletree by Hilton, and his role with NCS running workshops with older children leading to a community-based project. When asked what the future may hold Laurent said: “Currently my training to become a primary school teacher comes first, however this may differ if I set up my own business and if that happens, I hope to be running Duvalsdecorating (Duval being my middle name) and perhaps a couple others!” To see Laurent’s painting & decorating projects follow duvalsdecorating on Instagram. Contact sarah.moseley@bishopg.ac.uk to discover more about the work of the Enterprise Team at BG Futures Explore BGUs range of Undergraduate and Postgraduate Teaching programmes For further details of The Prince’s Trust programme contact John Holliday on 07766 778341 -
BGU Armed Forces Support Wins Ministry of Defence Award
Bishop Grosseteste University (BGU) has been awarded a prestigious Silver Employer Recognition Scheme (ERS) award from the Ministry of Defence. The ERS Awards recognise employers who have actively demonstrated their support for the Armed Forces community through implementing practical policies in the workplace. Under the Defence Employer Recognition Scheme, employers support Defence personnel and encourage others to do the same. The Scheme has three levels, Bronze, Silver and Gold for organisations that pledge, demonstrate or advocate support for Defence and the Armed Forces community. To achieve Silver, organisations must proactively demonstrate that the Armed Forces community are not unfairly disadvantaged as part of their recruitment policies. They must also actively ensure their workforce is aware of their positive policies towards Defence people issues for veterans, Reserves, Cadet Force Adult Volunteers, and spouses and partners of those serving in the Armed Forces. Speaking following the award Katy Nevitt, Armed Forces Lead at BGU, expressed her pride and reiterated the University’s commitment to support members of the Armed Forces: “Two years ago BGU signed up to the Bronze Armed Forces Covenant award, so to receive the Silver Award within such a short space of time is something the University is extremely proud of. We recognise the contribution and sacrifice made by members of the Armed Forces community, and have pledged to support our service personnel, veterans and their families. This award also reflects our commitment and support for colleagues who both work at BGU and serve in the Reserve Forces and Cadet Forces. Employees with an armed forces background at BGU also bring valuable skills and experience to the business of the university, which reinforces our commitment to wider diversity within our student population and workforce.” You can find more information on the avenues into Higher Education and the support available at BGU for members of the Armed Forces on our website. -
Lecturer Helps Develop New Risk Assessment Tool for Animal-Assisted Interventions
Dr Mirena Dimolareva, Lecturer in Psychology at Bishop Grosseteste University (BGU), together with colleagues and the University of Lincoln and Virginia Commonwealth University, USA has published a risk assessment tool for animal-assisted interventions in any settings. The tool is free to use for staff and practitioners nationally and internationally, in any setting (including education, nursing homes, hospitals) and aims to provide unified, standardised guidelines for animal-assisted therapy as well as animal-assisted interventions and activities. It is a comprehensive tool which takes into consideration the animal and human care and welfare. Speaking following the publication, Dr Dimolareva discussed what drove the research and what users could expect from the new tool: “Animal-Assisted Interventions in various settings have become extremely popular in recent years. Most often, therapy dog visits are organised for hospitals, nursing homes, schools and other educational settings with some scientific research showing beneficial effects. Other animals such as cats and reptiles also provide visits, but the beneficial effects are less known. As a new area of work and research there is lack of clarity around these visits and interventions. Furthermore, thorough risk assessments which consider all involved- the service users, staff, therapy animals and handlers are often overlooked. This free-to-use detailed Risk Assessment Tool was created to provide information on the risk related to Animal-Assisted Interventions as well as a Risk Assessment Template for any setting. The aim is to unify the field and thoroughly consider the safety and well-being of all involved. It is flexible and easy to use, providing the opportunity to incorporate procedures and protocols relevant to the different institutions hosting the animals and handlers.” The publication and attached tool is available for free by clicking here.. If you have a subject you’re passionate about exploring then BGU is perfect place for you to start. Find out about our supportive and collaborative learning environment, by visiting our website, booking onto one of our Open Events or by speaking to our Enquiries Team. -
BGU Master's Students Plan Expansion for Social Care Business
As the world continues to grapple with the ongoing Coronavirus (COVID-19) pandemic, it is reassuring to note that despite so much uncertainty and bad news some businesses are not only surviving, but thriving.EarlyBird Lifestyle Support (EBLS), an award winning, friendly well-being service, has found the pandemic presented the opportunity to expand their workforce and move into a larger office space within BG Futures Business and Enterprise Centre at Bishop Grosseteste University (BGU). Originally based in a smaller unit within the Centre, EBLS, created and run by BGU students Damian Taylor (MA Health and Social Care Leadership) and Neil Martin (MA Education with TESOL) prides itself on striving to empower the most vulnerable in society to lead the life of their choosing.Damian expands:“We support people throughout the city of Lincoln and surrounding areas with tasks such as cooking, cleaning, collecting prescriptions and medication, food shopping, trips out, escorting individuals to appointments and more.We work with many groups left most vulnerable due to COVID-19, primarily our older clients but also younger individuals suffering from mental health or other disability related problems.Ultimately our team works to promote independence for vulnerable people, allowing them to lead their choice of lifestyle. That choice can be so easily lost at times like this and I’m proud to think we’re helping them to keep some level of freedom.”Damian explains that the success of EBLS is owed to his dedicated team of support professionals:“I’d like to thank all our staff for their hard work during this time. Their enthusiasm and professionalism haven’t dropped once. They’re truly the backbone to the business, and we wouldn’t be where we are today without them.We are also delighted to announce the appointment of Alex Aslan, who has also completed the MA Health and Social Care Leadership, as our new Care and Services Manager who has a wealth of knowledge in this field. This means our service can grow even bigger and reach a larger demographic of people within Lincolnshire and also supports us to now enter the world of running regulated services.”On moving into a bigger office space, Damian hints at EBLS’s next venture: “A larger office will allow us to expand our workforce, provide more support in the community and presents the opportunity to increase revenue and to create stronger connections in the network. The larger space provides practical solutions to social distancing guidance, so we are able to hold inductions and training sessions in a safe environment to ensure our service runs safely.We are almost at the end of the registration period for the Care Quality Commission which means we will be able to include other vital services to our remit. We are currently recruiting for a new apprentice administrator and applications are still open for support worker roles.”Support from EarlyBird is available to anyone in Lincolnshire and the surrounding area, to find out how they can help you can visit their website, or get in contact via email or phone on 01522 424161.Damian added:“The team at the BG Futures Business & Enterprise Centre have been such a vital service & support network for us. They really did go above and beyond to help us in our start-up journey and the most exciting thing is that we have been able to support the centres vision by incorporating our business to widen the support to students. We have supported the BA Health and Social Care with work experience placements and offer voluntary opportunities to all students who would like to get involved, we are also happy to offer mentoring to students seeking an insight into business and would strongly welcome any students of the University to come and get involved in what we do. For example: be it students from drama who would like to put on a show for our vulnerable service users or those in the field of social sciences wanting to further understand mental health, disability or aged care, we really do welcome and encourage collaborative working”Damian and Neil are the one of the many success stories to emerge from the BG Futures Business and Enterprise Centre at Bishop Grosseteste University. If joining our community of start-up businesses appeals to you find out more on our website or contact the BG Futures team.
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