The County Alternative Education Provision Directory offers a guide to Cambridgeshire and Peterborough Schools – the Providers within are working with us to meet the rigorous Local Authority quality assurance processes overseen by the AP Quality Assurance Board.

Schools have an obligation to procure services in line with their own arrangements for Contract Procedure Rules and their responsibility to be compliant with EU Procurement Regulations.

It is the responsibility of the school and alternative provider to ensure that they comply with the independent school standards and registration processes. Guidance from OFSTED for alternative provision providers and commissioning schools regarding unregistered provision is at the back of this document.

It is the responsibility of each individual Commissioning School to reassure themselves of the quality and suitability of any Alternative Provision However, the Directory explains the quality assurance checks that have been undertaken by the Local Authority and provides direction towards good quality and local availability of Provision. 

It is an expectation that all of the AP providers featured in this Directory access our Local Authority Safeguarding and Prevent training delivered by the Education Child Protection Service.

Note from the Children’s Commissioning team (SEND) around work with the Cambridgeshire and Peterborough Alternative Education Service:

As you will be aware, Local Authorities have a duty to provide suitable full-time education for children or compulsory school age, and a power to arrange education provision for young people aged 16-18. Where children and young people, because of exclusion, illness or other reasons would not receive this, provision of suitable full-time, or part-time (as required) education must be made.

In Cambridgeshire and Peterborough, education outside of a school setting is typically supported by Alternative Education Provision or Out of School Tuition. These arrangements include an AEP Directory of suppliers for Cambridgeshire and Peterborough Schools and a Dynamic Purchasing System for the provision of Out of School Tuition.

Referrals for Out of School Tuition are made by the Statutory Assessment Teams in Cambridgeshire and Peterborough to the Dynamic Purchasing System, whereas schools commission services directly from the AEP Directory. The majority of Out of School Tuition providers are also registered with Cambridgeshire Alternative Education Service on the AEP Directory.

We have been aware that for some time both these systems facilitate the provision of similar services with a combination of formal and complimentary education for children and young people. We also appreciate that to an extent, certain processes are duplicated. Therefore we have been working toward aligning the Out of School Tuition Framework with the AEP Directory.

The developments will enable us to have appropriate and proportionate measures in place for safeguarding children and young people, broadening the reach of our Quality Assurance programme and streamlining the referral process across Cambridgeshire and Peterborough.

The alignment of these services will provide increased opportunities for suppliers to bid for service provision under the Dynamic Purchasing System, and be commissioned by schools directly. It will facilitate collaboration, improve outcomes and contribute to a broader range of options promoting innovative approaches to meeting needs.

Future opportunities for new AEP Providers to join the DPS Framework as an Out of School Tuition provider for children and young people with SEND will be available via new DPS windows through the year.

Please refer to each AEP provider entry where you will see who is currently also on the DPS Framework for Out of School Tuition.

The information below shows the quality assurance checks undertaken by the Local Authority in stages – Stage 1- 4 and recommends further quality assurance checks that schools should undertake to satisfy themselves of quality and appropriateness of the provision.

Alternative Education Provision Commissioning Checklist/Service Level Agreement for Schools

This checklist is designed to help schools when commissioning External Alternative Education Provision directly. An agreement MUST be used to help ensure each of the relevant items has been covered and are included as necessary within any Service Level Agreement or Contract between the School and the Provider.

This checklist is produced by the Local Authority in conjunction with the County Alternative Education Provision Directory and is for guidance only. Ultimately it will remain the responsibility of each individual commissioning school to reassure themselves of the quality and suitability of any alternative provision.

It may also be beneficial to obtain legal advice on any Service Level Agreements or Contracts prior to signing by both parties.

Ideally there should be one or two individuals within a School as a point of contact for an Alternative Education Provider and to monitor performance in line with the Service Level Agreement or contract. 

Provider Details

Timeframe of Provision

Provision Specification

Performance Monitoring

The Alternative Education Provider may be expected to deliver the service through a variety of activities, in which case the table below should be copied and completed for each activity when performance monitoring.

Activity 1

Service Satisfaction

Good practice would be to involve students in gathering provision satisfaction feedback

Funding Arrangements

Safeguarding

Further information and good practice guidance on safeguarding can be found on the Cambridgeshire LSCB website at: http://www.cambslscb.org.uk/prof_safe_recruit.html#safe

Staffing

Example Alternative Provision delivery principles 

• To have respect for all students and their ways of life, paying particular regard to ethnic, religious and cultural issues.
• To maintain pupils’ self-respect in all situations.
• To maintain pupils’ confidentiality.
• To provide it’s service according to its Equal Opportunities Policy.
• To work in partnership, particularly with the referring School and with other professional bodies
• To work within the limits of the Providers competence.
• To carry out Risk Assessments where necessary.

Targeted work experience

We have considered this guidance alongside our colleagues within The Employability Partnership Limited, a Cambridgeshire based company who some Cambridgeshire Secondary schools commission to support with the arrangements for targeted work experience.

However, it is the responsibility of each individual Commissioning School to reassure themselves of the quality and suitability of any work experience placement.

Some schools consider using targeted work experience as part of an alternative provision package for students. Targeted work experience should not be used to replace a student’s educational entitlement, but to enhance a bespoke package of carefully planned and reviewed interventions that support a young person with life skills and confidence to re-engage with Education.

There is no current national guidance or legislation for schools on how or when to use work experience as part of their AP offer however, the Local Authorities advice is similar to that when commissioning external AP - schools must ensure the safety and protection of our most vulnerable students where risks may heightened when exposed to any work environment.

Schools must be able to evidence the reasons behind using work experience as part of alternative provision plan and be sure about the measurable outcomes that are expected from it.

Work Placement Checklist

• Health and safety check and risk assessment completed where appropriate.
• Safeguarding and prevent process outlined with employer.
• Enhanced DBS checks – a letter confirming that these are in place and are up to date or a new check is applied for.
• Insurance check including public liability.
• Work experience placement and parents sign to acknowledge the fact that they agree to this checking process.
• An agreement drawn up that all relevant parties sign, setting out expectations, responsibilities, how reviews of the placement will take place and what outcomes are expected is essential.

It is essential that the work placement mentor/supervisor who will have the most contact with the student whilst on the placement, has an enhanced DBS checked and has knowledge and understanding of their responsibilities to safeguard the student whilst in their care.

ALTERNATIVE CURRICULUM EDUCATION CENTRE CIC (ACE) – Stage 4

Address: Unit 2, New England Complex

Lincoln Road

Millfield

Peterborough

Cambridgeshire

PE1 2PE

Contact Name: Leslie & Marie Carrick Directors or Gail Parsons Deputy Manager

Telephone Number: 01733 897919 Email: marie@acetrainingcic.co.uk

ACE SECONDARY SCHOOL PROGRAMME

Age range of learner/key stage: 11 - 16 years KS 3 & 4

Capacity: 12 students per day and small groups (4 to 6 students)

Part time individual places are available for up to a maximum of 16 hours per week over three days. Monday, Wednesday and Friday, 9.30am to 3pm (2.30pm finish on a Friday). Students can also be placed for a single day.

Morning only sessions are also available, 9.30am to 12.30pm (Monday, Wednesday and Friday). * Subject to availability.

Students work in small groups of between four and six with a tutor and support worker in each class.

Which students are currently offered provision:-

Students not accessing mainstream education who may be on a part time timetable at their school requiring additional provision.

Students with special educational needs and disabilities.

Students needing a more practical programme of activities.

Students who are excluded from mainstream school (subject to interview) or at risk of exclusion.

Those students suffering physical or mental health conditions requiring a smaller setting and a nurturing environment.

Young people who display emotional, social, or behavioural problems if they do not pose a significant risk to others, i.e., extreme violence or inappropriate sexual behaviour towards peer group.

Those students with poor school attendance who require a short intervention placement i.e., six weeks.

Students who are dealing with challenging life circumstances, such as difficulties in the school or home environment.

Brief description of curriculum offered:

ACE supports students working towards qualifications at school from various sectors of learning including Woodwork, PSHE, Cooking and Sport. Students will also study a varied programme of self-development. We can offer support in Maths and English, but students will need to sit any exams at the referral school.

We provide a varied programme of enrichment activities including - Gaming, Cooking, Martial Arts, BMX/Scooters, Ten Pin Bowling, Swimming and various other sporting activities which are offered in the afternoons for students attending full days.

The core subject areas are: -

Maths and English, Work skills, Careers & Employability

Construction including - Woodwork, Painting & Decorating, Health & Safety and Basic DIY Skills

Sport, Health & Fitness, Personal, Social and Emotional Development

Catering & Hospitality

Expected Outcomes for Students:

Support with core subjects including Maths and English and PSD.

• Successful reintegration to mainstream school where possible
• Improved social interaction with peer group and adults.
• Improved behaviour, confidence and self-esteem
• Improved relationships with family and wider community by reducing anti-social behaviour and teaching important life and social skills.
• Preparation for college or further education.
• Employability; – preparing students for working life through a comprehensive programme of employability activities including applying for a job, interview techniques, compiling a CV and personal presentation skills.
• Prevention of permanent exclusion and lowered risk of becoming NEET.

Pastoral Support on Offer:

• Close monitoring of behaviour and attendance given to referral agencies on a daily and weekly basis
• Support with transition to college or further education and training
• Good communication with parents/carers
• Regular student tracking of progress and attainment termly and on request and comprehensive end of year report
• Liaison with other professionals working with the student, working closely with other childcare professionals to support each student
• Good behaviour management fostering positive outcomes
• A comprehensive PSD programme including visits from outside agencies including the police, drug and alcohol awareness and visits to places of interest

Referral Process for Secondary School Programme:

ACE referral form to be completed and sent via email or post and any supporting documents i.e. IEP, EHC Plan prior to placement.

A visit to ACE with the student, a representative from the referral agency and parent/carer prior to placement.

A taster morning will only be offered after a successful visit to the centre and when a completed referral and consent form have been obtained for the student being placed.

Student referrals are taken throughout the year to suit the referral agency, subject to availability.

COST OF PROVISION:

Main Programme Rates from April 2023: -

Half Day 9.30am to 12.30pm £65.00 per student

Full Day 9.30am to 3pm £100.00 per student

Group rates are offered for small groups of between four and six students (Price on application as subject to student numbers, ability of the students and provision offered).

Lunch can be provided for students entitled to free school meals at a cost of £3.00 per day, £1.00 of this is given to the student for the tuck shop. (Students attending full days).

Placements are offered to suit the requirements of the referral agencies accessing our provision, no minimum or maximum term. Students can be placed ‘on and off’ the programme as required throughout the year subject to availability.

There is a four-week cancellation notice period. Alternatively, another student may be placed into this slot with no additional fee incurred.

ACE PRIMARY & SPECIAL SCHOOL PROVISION

Age range of learner 8 – 16 years KS 2, 3 & 4

ACE Bespoke Provision (Small Groups) for students in KS 2, 3 & 4

Bespoke group sessions are available for between 4 and 6 students. Practical multi-sensory activities are offered to support literacy, numeracy and PSED learning. Students can participate in a variety of activities including: - Woodwork, Bicycle Maintenance, Arts & Crafts, Model Making, Photography & Animation and team building activities. These sessions can be tailored to suit the ages and abilities of the students attending. We can work alongside the school’s own curriculum to enhance their leaners programme of development.

Group sessions are available on a Tuesday and Thursday between 9.30am and 12.30pm and 1pm and 3pm (sessions run for either 90 or 120 minutes).

Short courses can also be offered for half a term or full term or sessions can be offered on an ongoing basis subject to availability.

Referral Process for Primary & Special School Groups

ACE referral form to be completed and sent via email or post and any supporting documents i.e. IEP, EHC Plan prior to placement.

Student referrals are taken throughout the year to suit the referral agency, subject to availability.

Primary & Special School Groups Cost: - Price on application as subject to student numbers, ability of the students attending, and provision offered).

ACE SOFT PLAY SESSIONS

Age range of learner/key stage: 4 - 11 years KS 0, 1 & 2

Capacity: 12 children maximum per group

Soft Play sessions are available to all primary schools, special schools, and children’s groups. Play is an essential element of a child’s development and contributes toward the improvement of important milestones such as refining gross motor skills, dexterity, cognitive function, and promotes healthy mental and physical wellbeing.

Soft Play sessions are available between 1pm and 3pm (75- or 90-minute sessions) Monday to Friday during term time and during all school holidays. These sessions include the soft Play frame, ball pool, ride on vehicles and various sensory activities. Each group has sole use of the soft-play room for the duration of the session.

The soft playroom can be offered as part of a package of learning or as a stand alone session. Multiple sessions can be booked subject to availability.

Soft Play Session Cost:

£75.00 per 75 minute session or £100 for a 90 minute session for up to 12 children.

This cost may increase depending on the ability and level of supervision required. We will also provide the children with a drink and a snack. * Height and weight restrictions apply, please contact us for more information.

Please note a member of school staff will need to stay with the group for the duration of the session if the children are under 8 years of age.

Quality Assurance:

Quality Assurance is carried out by the referral agencies and the local authority.

We have quality assurance systems in place including an annual quality assurance visit by Edexcel our main qualification awarding body.

Ongoing monitoring of student progress, termly reports and feedback regarding student behaviour, attendance and progress given regularly.

Regular CPD and training for all our staff team including;- First Aid, Safeguarding and Prevent training, Health and Safety, Conflict Management and Positive Handling.

All staff are DBS checked at enhanced level and are recruited following the safer recruitment guidelines.

Regular staff meetings and performance monitoring.

Quality Assured by another organisation or Local Authority:

Marshfield’s Special School - September 2020

Thomas Deacon Academy - September 2021

Heltwate Special School - November 2020

Queen Katherine Academy - October 2022

Stanground Academy – October 2022

Richard Barnes Academy - October 2022

Peterborough and Cambridgeshire Authority - February 2023

Families First Peterborough CIC - Stage 4

Address: Crofts Corner, Essendyke, Bretton, Peterborough. PE3 8JD

Contact: Cherry Lester

Telephone: Mob: 07851424925

E-Mail: cherryfamiliesfirst@gmx.co.uk

Age range of learners: Target group: Key stage:

Age 5 (in school year one) up to 16 years

Capacity: How many students can be accommodated?

8 students at any one time.

Which students are currently offered provision:

Currently children and young people are referred to our Flipside Project (targeted provision), generally as part of a package of support, who are excluded or at risk of exclusion, who require additional support regarding a transitional period, who are on a part time timetable, have a complex set of circumstances, need a short term placement whilst plans are put into place or are new to the city.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

We offer a wide range of positive engagement opportunities and whilst we are happy to support students to undertake schoolwork, that is not our main purpose. We are all about building up trustworthy relationships with children and young people, supporting them to gain confidence and enhance their skills, therefore helping them to manage their behaviour better in group work situations.

The activities we provide include, cooking, sport, arts & crafts, games, gardening, sports, den building, singing and much more.

Cost for an academic year/term/weekly or sessional basis:

£20 per hour per student. This covers one to one support, healthy snacks and lunches, positive activities, resources, attendance at meetings and reports as required.

Expected outcomes for Students:

• Reduction in inappropriate behaviours
• Increased skills, which may include, communication, social/interpersonal skills, physical abilities, etc
• Increased confidence and self-esteem
• Have experience of trying new things
• Improved relationships with family members
• Reduction of risk-taking behaviours
• Improved attitude to participation and learning.

Pastoral Support on Offer:

We are happy to liaise and support parents/carers as required.

Each young person or child receives one to one support through our project.

We are experienced in facilitating transition work in partnership with schools and other agencies/groups.

We will work in partnership and review each young person’s plan as part of our ongoing commitment to support their individual journeys.

We deliver several different projects through our universal services and this enables us to support siblings of those referred to our Flipside Project and also continue to stay in touch after the targeted intervention has been completed.

Referral process: Is there a specific intake period:

We have a Partnership Agreement, a referral form and a registration form that all need completing for each child or young person referred to FFP before their placement begins.

There is no specific intake period, however, a maximum of 12 weeks can be offered initially, to be reviewed accordingly.

What quality assurance processes do you have:

Staff undertake appropriate training.

All activities are risk assessed.

FFP is governed by a Board of elected members.

All policies are adopted and reviewed by the Board.

All staff have Supervision and there is an ‘open door’ policy in place in terms of staff support.

Safer recruitment is in place and all staff have current DBS certificates.

Date quality assured:

21^st May 2021 Crofts Corner is registered with OFSTED.

Oak Activities Limited - Stage 4

Address:

Peterborough Rugby Club – Secondary Provision

33 Second Drove

Fengate

Peterborough

PE1 5XA

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Cambridge Rugby Club – Primary and Secondary Provision

Grantchester Road

Cambridge

CB3 9ED

Contact: Tom Milner

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036 029

Age range of learners: Target group: Key stage:

Primary and Secondary – KS 1, 2, 3, 4 and 5

Capacity: How many students can be accommodated?

Ratio: 1 staff to 6/8 students

1:1 available.

Online support available

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• LAC
• SEMH
• SEN

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

KS1 and 2 all subjects

KS3 and 4 – core subjects + PE, Art, Drama, History, RE

Therapeutic support: Lego, Art and Dog based therapy, mentoring through sports, forestry school and cooking

Cost for an academic year/term/weekly or sessional basis:

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

£75 p/h 1:1 Art Therapy

Expected outcomes for Students:

• Successful reintegration to mainstream School.
• Prevention of permanent exclusion.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• One to one support
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

Referral form and email.

What quality assurance processes do you have:

Monitoring what is being delivered and the outcome. Including attitude of pupil, attendance, school, parent. Personal Development Plan – signed off by school, pupil and parent.

Staff weekly reports to schools.

Sessions observations – including resources, sessions plans etc…

Regular team meetings to discuss students’ levels – not formally assess. Training.

Outcomes above are driven by procedures to be written and reviewed at agreed times.

Alternative Social Communication (ASC) - Stage 4

Address: 8, The Pits, Isleham, Ely, Cambridgeshire, CB7 5QS

Contact: Mrs Sam Lee-McCloud MEd SpLD

Phone numbers: 01638 780102 or 07852238551

E-Mail: sam.lee.mccloud@btinternet.com

Website: www.alternativesocialcommunication.com

Transport: Transport is not provided -Some of the sessions can be web based -

Outreach sessions can be delivered in settings where appropriate.

Age range of learners: Key stage: Target group: 10 to adult - Key stage 3, 4 & 5.

Capacity: How many students can be accommodated:

1:1, small groups up to 6----Introduction can be delivered to whole class or in school assembly to gauge interest.

Which students are currently offered provision:

• Supplementary education to students within education
• Home schooled students
• Excluded students or with poor / part time attendance
• Students eligible to pupil premium funding
• Students with special educational needs
• Students dealing with challenging life circumstances.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

This is a uniquely designed study skills programme I have created to enable students to develop good study skills and improve their retention of information for exams and coursework.

It is designed to suitable for all students whether considered ASD/ASC, SEN or more able (stretch and challenge).

The skills taught are all part of an integrated system of study skills and Cognitive Brain Therapy (CBT) that I have developed over many years working as a teacher and SENCO.

This enables students to develop basic note taking skills, use of colour to develop critical thinking and evaluation skills, structured mind maps for note taking-revision and retention of information, linked flash cards to mind maps and colour.

Also covered are strategies for dealing with exam stress and anxiety.

It is a very structured system that is good for students with ASD/ASC or like things to be very organised

Cost for an academic year/term/weekly or sessional basis:

Sessions from £70 per hour, with an initial 6 sessions to assess students, develop a bespoke package and review progress. This can be delivered either at my office or at another location suitable for the student and agreed by those involved e.g. on school site.

Visit to setting £140 per 2 hour educationally based session within a 25-mile radius of CB7 (30 mins travel) including lesson planning and session notes to school/parent etc.

Additional transport costs may apply outside of this radius.

School outreach packages 6 visits per school year £1200 for staff training etc in autism, ADHD/ADD, PTSD, Stress and anxiety, behaviours that challenge etc. further areas available on request

Expected outcomes for Students:

Tailored outcomes provided on a case-by-case basis, but typically:

• Learn a unique study skills package
• Achievement of higher grades in GCSE’s, A-Levels or other qualifications (e.g. Functional Skills)
• Mentoring based approach using CBT and mindfulness, ensuring positive changes in attitude to personal development, learning, motivation, and self-esteem
• Continuing education supporting transition and reintegration into school
• Progression to mainstream post 16 provision
• Improved behaviour and concentration in lessons
• Improved attendance and punctuality
• Improvement in employability skills.

Pastoral Support on Offer:

Tuition can be online, in-home (or public place) with a family member/guardian always present, or at a school within a supervised environment. Tuition provided on a 1:1 basis or in small groups within schools (1:4). Information on what has been covered in the session are completed by tutor after each session to include commentary on progress, behaviour, attendance and any additional work given where necessary.

Students will also improve organisational skills, goal setting and time management, with tutor acting initially in a mentoring capacity.

Referral process: Is there a specific intake period:

Referral by email or telephone. There is no specific intake period but may be affected by volume around school assessment or exam timetables.

Best completed earlier in term so that students develop good study skill early enough to be able to retain as much knowledge as possible and good study habits developed early enough to become integrated into their normal way of working.

What quality assurance processes do you have:

Goals and objectives are set with families/school at the onset with the Tutor providing additional guidance or support where required, including attendance at school meetings if requested. Reports completed after each lesson are kept by the tutor. These are accessible to assigned professionals for reference purposes as agreed at the onset of tuition. When working with schools, regular reviews are held to ensure predetermined goals are being achieved with bespoke reporting provided.

Area I can support with AP and Special Needs.

Canine Assisted Social Skills in Education (CASSIE) – Stage 4

Alternative Social Communication (ASC)

Contact: Mrs Sam Lee- McCloud MEd SpLD

Address: 8, The Pits, Isleham, Ely, Cambridgeshire, CB7 5QS.

Telephone numbers: 01638 780102 or 07852238551

E-Mail: sam.lee.mccloud@btinternet.com

Website: www.alternativesocialcommunication.com

Transport: Transport is not provided - Some of the sessions can be web based -

Outreach sessions can be delivered in settings where appropriate.

Age range of learners: Key stage: All Key Stages

Capacity: How many students can be accommodated: At my provision 1 or 2 with an adult to assist --- In other setting up to 4.

Which students are currently offered provision:

Students not accessing mainstream education within the classroom or are home schooled. Special Educational needs, ASD/ASC, ADHD,/ADD, Dyslexia, Dyspraxia etc. Young people with physical or mental health conditions, stress, anxiety, PTSD and well-being issues or dealing with challenging life circumstances. Those at risk of exclusion or with poor attendance/refusing to attend school.

Canine Assisted Social Skills in Education (CASSIE) sessions are suitable to be delivered in school for students of all abilities and can be tailored to small group, pair work or individual sessions as required. Curriculum covered as agreed with the school e.g. reading, English, Maths, Topic etc.

Brief description of curriculum offered:

As a qualified teacher I can develop a bespoke educational plan for individual students based on their needs and current level of engagement. The work is initially based on the RSPCA’s 5 Freedoms and/or based on the students needs highlighted by the school. CASSIE is a way of helping individuals especially those with ASD/ASC, ADHD, ADD, SEN, SEMH, PTSD or behaviour issues, engage with their education, begin to achieve their full potential and build self-confidence through interaction with therapy dogs.

All children, young people and adults can engage in learning through participating in a combination of educational and therapeutic activities with or alongside dogs.

• Gain access to hands on interaction with trained therapy dogs in your own setting
• Teach responsibility, self-awareness and self-control and respect
• Increase motivation to learn and boost self-esteem
• Develop coping strategies to deal with negative behaviours
• Improve Communication skills and Teamwork skills
• Develop Confidence
• Empathy
• Social inclusion
• Anger management
• Improve attendance
• Increased self-awareness and self confidence
• Support emotional and behavioural growth
• Support Social and Emotional Learning
• Personal self-development and resilience
• Improved communication skills, along with paired and group skills
• Animals are non-judgemental, attentive and perfect listeners; interacting with them can enable a child / adult to develop confidence without realising they are learning. CASSIE involves interactions between humans and dogs where the human learns to read the dogs body language and adapt their behaviours to ensure that the dogs needs are being met. They learn to use the correct tone of voice appropriate to the environment and how to give clear and direct instructions to gain the required response. Learning to read body language will enable them to create a successful bond with the animal helps them understand relationships and develop better communication skills. Developing a relationship with individual dogs through a range of activities such as grooming, training, walking and observing the dogs’ body language to tell if they are enjoying the activity can help us become more aware of our own mental and physical processes. Learning to pay attention to body language and physical sensations, may lead to a better understanding of our thoughts, feelings and behaviours, while also exploring the development of both verbal and non-verbal communication skills in a non-confrontational approach.

Cost for an academic year/term/weekly or sessional basis:

Sessions from £70 per hour delivered either at my office or at another location suitable for the student and dogs agreed by those involved e.g. on school site.

Visit to setting for 2 hour educationally based session £140 per 2 hour session within a 25-mile radius of CB7 (30 mins travel) including lesson planning and session notes to school/parent etc.

Additional transport costs may apply outside of this radius.

School outreach packages 6 visits per school year £1200 for staff training etc in autism, ADHD/ADD, PTSD, Stress and anxiety, behaviours that challenge etc. further areas available on request

What a 2 hour educationally based session may look like:

Basic baseline assessment by tutor to develop relevant curriculum and areas of weakness to develop (assess, plan, do, review)

Tutor uses knowledge and experience to provide planning and appropriate resources

Reading to dog for reluctant readers

Encourage writing through activities with the dog or keeping a diary of sessions

Complete classwork that they have struggled with as directed by the class teacher if appropriate

Develop posters or games with rules based on animal welfare

Encourage non-attenders to engage with activities

Students can stroke dog if feeling stressed during work sections

Basic dog training to develop correct tone of voice and develop giving, receiving and following instructions

On completion of work have some time to walk or play with the dog

Walk and talk session either in classroom or on school field or nearby dog friendly park or secure field

Student to learn about animal care

Grooming

Basic dog training

Exercising the dog

Tutor to cover agreed areas with student as advised by school

CBT sessions as appropriate

Teaching of strategies to cope based on individual needs

Provision of stress aids as appropriate

Expected outcomes for Students:

Bring learning to life

- Gain access to hands on animal experiences

- Pupils gain greater understanding of responsibility and respect

- Increase motivation and boost self esteem

Improve negative behaviours

- Increase communication skills

- Develop confidence

- Develop empathy

- Develop social inclusion

- Develop self-awareness and self-control

- Develop strategies to control and improve management of feelings

-Improve attendance

- Dogs are known to be empathic and attentive which makes them perfect listeners, interacting with dogs can enable young people and adults to develop confidence and self-esteem without realising they are learning.

This will also be tracked by student questionnaires at beginning and end of programme.

Pastoral Support on Offer:

Parents/carers are able to attend sessions where appropriate and where required join in sessions at the students’ request. We endeavour to keep parents informed at the end of every session/course. All of our programs focus on developing resilience, improving wellbeing and a positive attitude to learning. We endeavour to enable the young person to identify their barriers to learning and develop coping strategies which empowers the student to remove these issues by developing more healthy and informed responses.

We feel it is vital to feedback to any appropriate professionals that work with the young people involved in the sessions and we are happy to attend or write written reports to other professional agencies when required. We are experienced in dealing with behaviour management and de-escalation techniques when working with young people. Having worked as a teacher, autism specialist and SENCO within Cambridgeshire for the last 20 years I am experienced and able to assess and develop student support plans, offer staff training and advise on interventions which will enable the student to develop their potential in education.

Programmes are offered 1-1 or in small groups.

• I am an experienced Teacher, Autism Specialist, SENCO, Cognitive Brain Therapist (CBT), coach and mentor
• Family and parenting support/ group work facilitator; experienced in working in partnership with other agencies.
• Interventions regularly monitored and reviewed.
• Data collection and or monitoring depending on programme.
• Monitoring/Evaluation dependent on programme. Will utilise existing feedback/evaluation tools where possible.
• I am experienced at gaining meaningful feedback from students and making any necessary changes.

Referral process: Is there a specific intake period:

We are a very small organisation (currently just one) and constantly monitor and review in partnership with referrers and parents/carers. We anticipate referrers will have their own quality assurance processes/data collection systems and as far as possible we work alongside/with these. We have reviewed PQSSA systems but currently our workload does not indicate these systems are required or justified. Due to our unique nature many of our learning resources are self-developed but we also use PAT/RSPCA/Blue Cross for animal care resources, school curriculum as directed and a wide range of personal development/coaching tools for personal development area.

A statement of commitment is completed by any school setting that buys into our CASSIE package. After each CASSIE session schools will receive a note of visit. Specialised reports can be generated for further evidence towards EHCP, PSP, etc.

ASC is a private company with 20 years’ experience of working within education, special Educational needs and school leadership.

Area I can support with AP and Special Needs.

K9 Project – Stage 4

Address: East Cambridgeshire

Cambridgeshire, CB6 3RN.

Contact name: Chris Kent

Telephone number: 07552462040

E – mail: chris@thek9project.co.uk

We are open 52 weeks of the year from 9.30am to 5pm.

Transport:

Transport can sometimes be provided in personal cars insured for business use by the Owner Chris Kent.

Age range of learner/key stage:

10+ We cater for young people aged 10 + although specialise working with adolescents.

Capacity:

Up to 6. Usually 4 – 6 students catered for at a time in group sessions.

We offer one to one work with students; and a range of group work programmes.

Which students are currently offered provision:

Students not accessing mainstream education, children struggling in school with relationships and self – esteem, excluded or at risk of exclusion, experiencing physical or mental health conditions, with poor school attendance/school refusal, living with challenging life circumstances, students with Statements/SEN/additional needs.

We offer one session to a 32 week programme. Take The Lead is a 6-12 week programme. K9 Confidence can be from 6 to 18 (both can be offered individually or as group work) Paws for Thought is a specialised 6 session programme for young people with ADHD. This can be offered with parents attending too and/or using teaching support staff. Teambuilding can be offered for 1 day with the Kidnapped Dog Challenge.

Brief description of curriculum offered: (GCSE’s/A Levels/Short courses etc.)

We offer ASDAN short course awards in Activities/Volunteering/Leadership/ Animal Care.

Certificate courses in Animal Behaviour with Pet Education and Training https://petcourses.co.uk/online-courses/

We are a skills/personal development project that encourages the development of self - esteem and utilises working alongside dogs to build on motivation, develop enthusiasm and encourage a return/reintroduction to other learning opportunities. Take the Lead focusses on goal setting. CV Writing, interview skills. K9 Confidence is for students with low self - esteem and assists with making change, feeling positive, building confidence and relationships. Paws for Thought focusses on understanding and celebrating ADHD alongside a range of activities to encourage self - management.

We undertake much of our work in community resources, outside the home or educational setting, building confidence and interacting with the wider world.

Cost for an academic year/term/weekly or sessional basis:

Contact Chris to discuss costings -dependent on area/ programme/ requirements. Usually in the region of £70 per session, dependent on requirements and location.

ASDAN Awards booked at cost. All other resources included.

Groupwork costs on application and discounted rates for long term bookings/consecutive hours.

Expected outcomes for Students:

Depending on programme;

• Increase in confidence and self esteem
• Increase in self-awareness and self - management
• Development of personal/social skills – communication/patience/empathy/responsibility.
• Increased motivation for learning
• Engagement in positive activities
• Engagement in physical activity
• Improvement in behaviour
• Improvement in attitude to other learning opportunities
• Successful reintegration/maintenance in school
• Completion of and acquisition of ASDAN Awards –leadership/animal care/volunteering/activities.
• Employability
• Reduction in anti-social behaviour
• Greater aspirations and motivation
• Development of team work and/or leadership skills.

This can be evidenced with students, as we have our own pre and post questionnaires.

Pastoral Support on Offer:

• Programmes are offered 1-1 or in small groups.
• Chris is an experienced coach and mentor/family and parenting professional / group work facilitator; experienced in working in partnership with other agencies.
• Interventions regularly monitored and reviewed.
• Data collection, monitoring depending on programme.
• Monitoring/Evaluation dependent on programme happy to utilise existing feedback/evaluation tools.
• Chris is experienced at gaining meaningful feedback from students and making the necessary adaptations.

Referral process / Specific intake period:

Referral form. Email or telephone call in first instance. No specific intake period as/when required.

Quality Assurance Processes:

We are a very small organisation (of one) and constantly monitor and review in partnership with referrers and parents/carers. We anticipate referrers will have their own quality assurance processes/data collection systems and as far as possible we work alongside/with these. Due to our unique nature many of our learning resources are self-developed but we also use ASDAN/RSPCA/Blue Cross/PET for animal care resources, and a wide range of personal development/coaching tools for personal development. These usually have their own QA alongside

Have you been quality assured by another organisation or Local Authority?

No we only work in Cambridgeshire

Oak Activities Limited - Stage 4

Address: The Bungalow, Northgate, Pinchbeck Spalding, Lincolnshire, PE11 3SQ

Contact: Tom Milner

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036 029

Age range of learners: Target group: Key stage:

All ages – Primary and Secondary

Capacity: How many students can be accommodated?

Ratio: 1 staff to 6/8 students

1:1 is available on request.

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• Medical Needs
• Home school

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

PE and sports leadership/coaching and mentoring

Lego Therapy

Dog Therapy

Intervention

Beauty Therapy

Cooking

Arts and Crafts

Tutoring

TA support

Cost for an academic year/term/weekly or sessional basis:

£50-£70 p/h

Expected outcomes for Students:

• Successful reintegration to mainstream School.
• Prevention of permanent exclusion.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• One to one support
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

Referral form and email.

What quality assurance processes do you have:

Monitoring what is being delivered and the outcome. Including attitude of pupil, attendance, school, parent. Personal Development Plan – signed off by school, pupil and parent.

Staff weekly reports to schools.

Sessions observations – including resources, sessions plans etc…

Regular team meetings to discuss students’ levels – not formally assess. Training.

Outcomes above are driven by procedures to be written and reviewed at agreed times.

Participation Dogs Ltd – Stage 4

Address: 1-3 High Street, Great Dunmow, Essex, CM6 1UU

Email: admin@participationdogs.co.uk

Telephone number: 07877 613681

Age range of learners: Target group: Key stage:

Ages 4-25 All key stages.

Capacity: How many students can be accommodated:

We offer two to one work with students

Which students are currently offered provision:

• Students not accessing mainstream education
• Children struggling in school due to their brain injury
• Children struggling in school with speech language and communication
• Children struggling in school with fine motor, sensory and activities of daily living
• Children struggling in schools with relationships and self-esteem
• Excluded or at risk of exclusion
• Experiencing physical or mental health conditions
• Poor school attendance/school refusal
• Living with challenging life circumstances
• Students with Statements/SEN/additional needs
• Looked After Children
• Children with ASD, ADHD, MH difficulties, SLCN, OT needs.

Brief description of curriculum offered: GCSE’s/A Levels/Short courses etc.):

We are a therapeutic service working on skills development, increasing participation, developing resilience, and reducing barriers. We offer animal assisted therapy alongside the frameworks of speech and language therapy and occupational therapy. We also work with a consulting psychologist. We can work on specific curriculum skills such as writing, reading, fine motor, executive function, speech, and language. We can also work on reducing barriers to accessing the curriculum or educational placement e.g. anxiety, behavioural difficulties, depression, low confidence.

Cost for an academic year/term/weekly or sessional basis:

Individual: £90 per hour session.

Price includes a speech and language therapist, occupational therapist, and a participation dog.

If a room needs to be hired to provide the session, there is an additional £20 per hour charge.

We work in Cambridge City and surrounding areas.

Expected outcomes for Students:

• Successful reintegration to mainstream School
• Prevention of permanent exclusion
• Develop skills to support acquisition of GCSE’s, A-Levels or other qualifications
• Lowered risk of NEET, progression to mainstream post 16 provision
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem
• Improved behaviour
• Improved relationships with family and wider community
• Attainment of vocational skills
• Improved well-being and quality of life
• Development of speech, language and communication skills
• Development of fine motor, sensory and activities of daily living
• Development of personal and social skills
• Improved attendance and punctuality
• Employability
• Reduce anti-social behaviour/risk of YOT
• Successful work experience placements.

Pastoral Support on Offer:

• One to one support
• Access to speech and language therapist, occupational therapist and consulting practitioner psychologist
• Home visits to keep parents and carers informed
• Support with transition
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the Student
• Interventions, progress etc. are regularly reviewed
• Behaviour management
• Information, Advice and Guidance
• Signposting and referral to additional support
• Support after leaving the provision.

Referral process: Is there a specific intake period:

There is no specific intake period. We work Monday-Friday 9-5, term time only. Referrals are via our referral form and email.

What quality assurance processes do you have :

• Small organisation of two.
• Approval, monitoring and periodic reviews of programmes and systems
• Assessment and review of students
• GAS goals
• Highly trained staff
• Collection and analysis of data
• Measuring and improving outcomes
• Risk assessments
• Continuing Professional Development programme in line with Royal College and HCPC and staff appraisal
• Regular supervision in line with Royal College and HCPC protocol

Vision Learning (Therapeutic Farm) – Stage 2

Address: Brickyard Cottage, Bury Road, Witcham, Ely, Cambridgeshire, CB6 2LJ.

Contact: Rebecca Ward

Telephone number: 07522 816111

E-Mail: visionlearningfarm@gmail.com

Age range of Learners: 6-14 yrs

Target Group: KS1-KS3

What we offer?

At Vision Learning we help children and young people rediscover their love for learning.

We offer pony and dog therapy.

We work with young people to enhance physical, emotional and social well-being. We offer a range of animal and other farm-based activities to develop self confidence, communication skills and positive mindset.

We are dedicated to promoting therapeutic interaction between people, animals and the natural environment.

Capacity: How many students can be accommodated?:

Students can attend varying hours though the week. Depending on the student’s needs we can have a small group of up to four in group sessions with two members of staff or students can attend on a 1:1 depending on the student’s needs.

Which students are currently offered provision:

Students not accessing mainstream education.

Suffering physical or mental health conditions.

Poor school attendance/refusing to attend school.

Excluded or at risk of exclusion.

Brief description of curriculum offered:

Working with animals including dog therapy

Range of horticultural activities

Arts and Crafts Learning Zone

Farm Skills at Level 1 and Level 2 – Developing skills, that are linked to the National Curriculum, through a range of farm based activities.

Accelerating Progress: English

Accelerating Progress: Maths

Employability Skills Development

Life skills challenge

Cost for an academic year/term/weekly or sessional basis:

£75 per hour per student. Group rates available on request.

Is there a specific Referral Intake period:

There is no specific intake period.

Email or Telephone if you have a referral in mind.

Expected outcomes for Students:

Successful reintegration to mainstream school.

Prevention of permanent exclusion.

Completion of short term accredited and non-accredited courses.

Positive changes in students attitude to learning, motivation, confidence, and self esteem.

Improved behaviour.

Improved relationship with family and wider community.

Development of personal and social skills.

Improved attendance and punctually.

Employability.

Reduced anti social behaviour.

Pastoral Support on Offer:

Therapeutic support, working with animals.

One to one support

Access to experienced mentors

Monitoring of behaviour and attendance

Support with transitions

Liaising with parents and other professionals working with the student.

Referral process: Is there a specific intake period:

Please contact Rebecca Ware in the first instance.

Vision Learning referral form, completed referral form sent via email or post and any supporting documents i.e. IAEP, EHC Plan prior to placement.

A visit to Vision Learning with the student, a representative from the referral agency and parent/carer prior to placement.

Student referrals are taken throughout the year to suit the referral agency, subject to availability.

What quality assurance processes do you have:

Quality assurance of teaching staff.

Social Farms and Gardens

Quality Assured by Cambridgeshire County Council

Berry Fields Animal Assisted Education and Consultancy – Stage 4

Address:  

Berry Field Stables, Gedney Broadgate, Cades Drove. PE12 ODG (non postal)

Contact Name:  Mrs Rachel Hartopp

Telephone Number:  07809 445596

Email: Rachel.hartopp@berryfieldsanimalassistededucation.co.uk

Transport:

Transport is not provided. Outreach sessions can be delivered in settings where appropriate.

Age range of learners: Target group: Key stage:

5 years upwards EYFS, KS1, KS2 & KS3

Capacity: How many students can be accommodated:  6

Which students are currently offered provision:

Special Educational Needs, Mainstream outreach visits in schools, young people with mental health, anxiety and well-being needs.

In addition, we are happy to work with home educated pupils and pupils at risk of exclusion or poor attendance.

Our Equine Facilitated sessions are suitable for all and can be tailored to small group and individual sessions.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Equine assisted learning is a way of helping individuals achieve their goals through interaction with horses.

Children, young people and adults can engage in learning through participating in therapeutic activities with horses.

• Bring learning to life
• Gain access to exceptional hands on animal experiences in your own setting.
• Teach responsibility and respect
• Increase motivation and boost self esteem
• Improve negative behaviours
• Communication skills
• Teamwork skills
• Develop Confidence
• Empathy
• Social inclusion
• Self-awareness and self-control
• Anger management
• Improve attendance
• Increased self-awareness and self confidence
• Support emotional and behavioural growth
• Support Social and Emotional Learning Competencies
• Personal self-development
• Improved communication skills and teamwork skills
• Animals are non-judgemental, attentive and perfect listeners, interacting with them can give a child / adult the confidence without realising they are learning.

Equine Facilitated Learning (EFL) involves non-riding interactions between humans & horses from the ground. The horse is generally considered the teacher and a human facilitator is there to help guide the participants on a journey of learning & understanding

Being with equines can teach us much about relationships and successful communication and getting to know individual horses through a range of activities such as grooming, haltering, leading and lunging, can help us become more aware of our own mental and physical processes.

Paying attention to our body language and physical sensations, may lead to a better understanding of our thoughts, feelings and behaviours.

Why choose Equine Facilitated Learning?

Horses don’t criticise, they are non-judgemental, sensitive, and responsive to intent. They can detect emotions and usually provide immediate and honest feedback. Most importantly horses don’t lie because they don't separate how they feel from how they act.

Hence EFL offers a unique opportunity to explore behavioural issues in a non-confrontational way, encouraging the development of verbal and non-verbal communication skills. Opportunities for powerful metaphoric learning often arise and as self-awareness develops, we ‘grow’ as individuals, finding it easier to change our perception of ‘self’ and of ‘others’.

When can it help?

Clients who attend sessions often have low self-esteem or lack confidence. They may find relationships and social interaction difficult or feel anxious and depressed. Being with horses has many healing benefits and Equine Facilitated Learning has something to offer anyone who wants to learn more about themselves and their relationships. Building a successful relationship with a horse relies largely on the development of mutual trust and respect but skills such as concentration, observation and curiosity are also necessary. Practitioners may choose activities to encourage these skills, including how to manage and care for a large animal. This can be empowering, helping to improve confidence and self-esteem. Horses also offer affection and ‘connection’ through touch and stroking, both of which have been shown to be therapeutic in the treatment of anxiety and depression. The sessions provide individuals or a group the opportunity to become engaged in situations that require interaction with the horse and participants, and for the participants to reflect on these experiences. The overall intent is to create opportunities for participant self-development and to internalize this awareness within the sessions and generalize it to other life situation.

Children, young people and adults have the opportunity to engage in learning through practical EFL sessions and forest learning opportunities.

Equine Facilitated Learning linked to individual needs, SEND, Mental Health & Well-being in addition to direct links with the national curriculum.

Within our school outreach program there are many obvious links with science, however individual programs can be tailored to the needs of the child/young person and other specific areas of the curriculum.

We also deliver outdoor forest learning within our setting. This enables us to teach a variety of core and foundation subjects.

As a qualified teacher of 19 years, qualified SEND Leader and experienced head teacher I am able to adapt and tailor individual educational programs to meet the needs of the young person.

All planned curriculums offered would be shared with parents and other setting if appropriate. We also work using a plan do and review process ensuring that every session is tailored to meet the needs of the child and can be differentiated to enable the child to get the most out of every session and accelerate progress.

Cost for an academic year/term/weekly or sessional basis:

Hourly sessions from £25 per hour delivered at Berry Field Stables

Morning sessions 9:30 – 12:00 from £75 per child

Full day 9:30 – 3:00 from £150 per child

School outreach packages 6 visits per school year £1200

Visit to setting £200 within a 20-mile radius of PE12. Additional transport costs may apply outside of this radius.

Expected outcomes for Students:

• Bring learning to life
• Gain access to hands on animal experiences
• Pupils gain greater understanding of responsibility and respect
• Increase motivation and boost self esteem
• Improve negative behaviours
• Increase communication skills
• Develop confidence
• Develop empathy
• Develop social inclusion
• Develop self-awareness and self-control
• Develop strategies to control and improve management of feelings
• Improve attendance
• Animals are non-judgemental, attentive and perfect listeners, interacting with them can give young people and adults the confidence without realising they are learning. Berry Fields aims to inspire other through the connection with animals to enhance and accelerate meaningful learning and experiences.

Pastoral Support on Offer:

We are happy for parents to visit, stay and when appropriate join in sessions at Berry Fields. We endeavour to keep parents informed at the end of every session/course.

All of our programs focus on wellbeing and positivity. We strive to empower young people, identify their barriers to learning with them and remove these through motivation and an enriched outdoor learning experience.

We feel it is vital to feedback to any appropriate professionals that work with young people and we are happy to attend or write written reports to other professional agencies when required.

We are experienced in dealing with behaviour management and de-escalation techniques when working with young people.

Having worked as a head teacher within Cambridgeshire for the last 4.5 years I am experienced and well connected, this enables Berry Fields to sign post young people and adults for additional support.

Referral process: Is there a specific intake period:

Referrals to our setting can be made through email. If working alongside another setting, we would require relevant SEND information to ensure the child/children receive the best provision and that their needs are fully met at our setting or through our outreach work.

We are available to take referrals from September 2019 and can take referrals at any point throughout the year. In some cases, we can take referrals and book sessions at very short notice. 

What quality assurance processes do you have:

A statement of commitment is competed by any school setting that buys into our Bronze school package. After each EFL session schools will receive a note of visit. Specialised reports can be generated for further evidence towards EHCP, PSP, etc. Berry Fields is a private company with 19 years’ experience of working within education, special Educational needs and school leadership. Any volunteers who assist us have a very robust induction and training process.

Cambridge EAL (Equine Assisted Learning) - Stage 4

Site Address: Sandy Hill, Twentypence Rd, Cottenham, Cambridge, CB24 8PS.

Correspondence Address: Lockspit Hall Farm, Smithy Fen, Cottenham, Cambs. CB24 8PT.

Contact: Sophie Keene

Telephone numbers: 01954 252578 / 07920 804907

E-Mail: sophiekeene@cambridgeeal.co.uk / admin@cambridgeeal.co.uk

Age range of Learners: Target Group: Key stage:

7 years and over – Post 16-------- KS1, KS2, KS3, KS4.

Capacity: How many students can be accommodated?

CEAL normally operates on a ratio of 1-1 although this may increase to a maximum ratio 1:4 depending on the needs of the learner. Maximum of learners on site at any one time is 6.

Which students are currently offered provision:

CEAL provides provision for children and young people over the age of 7 who are not accessing mainstream education; are excluded or at risk of exclusion; refuse to attend school or have mild to moderate learning difficulties. Many have a diagnosis of dyslexia, autism or ADHD or have social, emotional, behavioural difficulties or are facing challenging situations at home, e g: family illness, separation or bereavement.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

The provision is available during face to face sessions and via virtual learning (in certain circumstances). Sessions can be accessed on a short or long-term basis.

CEAL uses experiential learning and a person-centred approach to inspire learners in a range of subjects including maths, English, science, animal care and the natural world.

Learners are able to access national qualifications at Entry 3, Level 1 and Level 2.

Popular units include: Developing Personal Confidence working with animals and Care of Animals.

Full qualifications are available including: The Level 1 Certificate in Skills for Professions in Animal Care and Level 1 Diploma in Employability.

Cost for an academic year/term/weekly or sessional basis:

From £65.00 per hour per learner.

Expected outcomes for Students:

Outcomes vary depending on the needs of each individual learner including:

Successful reintegration into mainstream or special schools or college.

Positive changes to learner’s attitude to learning, behaviour, motivation, self-esteem, self-confidence, self-awareness.

Improved behaviour, including improved self-regulation and understanding of emotional triggers

Improved relationships with peers or family.

Completion of nationally-recognised qualifications.

Completion of the British Horse Society Stage 1 & 2 Care.

Completion of the Suffolk Horse Society Single Heavy Horse Turnout training.

Pastoral Support on Offer:

One to one support with a named key worker.

Strong links with commissioning organisations to understand and support learners.

Support during transitional periods and after leaving the provision.

Signposting and referral to additional support.

Referral process: Is there a specific intake period:

Referrals can be discussed via telephone or made via email.

Learners can start at any time of the year and are able to attend all year round, including school holidays if required.

What quality assurance processes do you have:

CEAL has been approved by EAQ who are accredited by the Scottish Qualifications Authority and OCN London, two national awarding organisations in the UK.

There is a rigorous accreditation process covering the qualifications of staff, learning resources, systems and procedures, policies and quality assurance processes and procedures.

Facilitators are fully trained and observed annually. They take part in 50 hours of continuing professional development each year.

Assessment of students is by qualified assessors, who are assessed, by qualified internal verifiers, who then verify the evidence.

Learning resources include access to horses, small animals, and the outdoors, along with all the resources necessary for a safe interaction to occur as well as paper-based and internet-based resources specially designed to support the student’s learning.

Newmarket Pony Academy at the British Racing School - Stage 3

Address: The British Racing School, Snailwell Road,Newmarket,CB8 7NU.

Contact: The British Racing School

Telephone number: 01638 665103 (switchboard)

E-Mail: Anna.sylvester@brs.org.uk

Transport:(Provision is web based/Provision has transport available.):

Blue mini-bus available to those in our catchment area.

Age range of Learners: Target group: Key stage:

9-16 AP key stage 3 & 4 Schools programme upper key stage 2.

Capacity: How many Students can be accommodated:

Group sizes are no more than 4 dependent on needs and risk assessment.

Which Students are currently offered provision:

We are as inclusive as we can be. We work with young people with SEN, attendance/engagement issues, behavioural issues, students not accessing mainstream, SEMH, adverse childhood experiences, excluded/ risk of exclusion, likelihood to be drawn into criminal activity, CIC, YC, EAL.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

With our AP package we offer a level 1 BTEC in animal care.

We also offer PC badges/tests, week long schools programme in equine care.

(The wider BRS offer apprenticeships in racehorse care and management level 1 diploma and level 2 apprenticeship).

Cost for an academic year/term/weekly or sessional basis:

Current cost for AP group up to 4 (level 1 BTEC in animal care) is £400 per session (4h) including riding.

Expected outcomes for Students:

Level 1 BTEC animal care

Positive changes to confidence, resilience, self esteem

Promote engagement at school and prevention of exclusion/ reintegration into mainstream

Promote possible career opportunities and post 16 options to improve employability

Attainment of vocational qualification

Improved social skills and possible work placements

Reduce antisocial behaviour

Break down barriers for the young people.

Pastoral Support on Offer:

Access to experienced instructors and volunteers from all walks of life

One teacher to accompany them to help promote good behaviour

Identify barriers to learning and come up with solutions

Work with learners on a case by case basis

Work closely with the school to identify needs and support to the best of our ability

Designated pastoral team including nurse and 3 DSLs onsite

Regular emotional regulation check ins.

Referral process: Is there a specific intake period:

Referrals are taken by school or social worker.

What quality assurance processes do you have:

Regular observations of teaching are carried out by the manager to review and assess quality of sessions and we provide a dynamic learner focused session.

Regular check to ensure learning has met the objectives and skills scans so we can plot the distance travelled.

Regular feedback ensures that student, teacher and parents are happy with our performance.

All staff are first aid trained, safeguarding certificated, prevent trained and have coaching/competency for the content they are delivering.

There is a specific work scheme and resources tailored to the qualification.

Staff undergo standardisation, regular staff training and CPD.

We are Ofsted and ISI regulated with Ofsted rating of ‘good’ 2023 and ISI ‘Excellent’ 2023.

Processes are regulated by the NPA committee which is overseen by the BRS board of trustees who regularly audit and review process.

Date Quality Assured: Ofsted (2023) ISI (2023)

Stable & Wild - Stage 4

Head off address: Stable & Wild, Unit 9, Manor Farm, Main Road, Astwood, Bucks. MK16 9JS.

Contact: Rachael Frossell/ Jemma Fuccillo

Telephone number: 01234 881 871 / Rachael Frossell - 07801 294923

Email: rachael@stableandwild.co.uk or jemma@stableandwild.co.uk

www.stableandwild.co.uk

Transport:

Young people accessing our provision are usually transported either via taxi, parent/carer, or keyworker. Transport is arranged via the referring body. Young people are met on arrival by a member of the Stable & Wild team and escorted to their transport at the end of sessions.

Age range of learners: Target group: Key stage:

Age 5 upwards, we will work with learners of any age however, most post 16 learners have an EHCP and are therefore eligible for funding.

KS 1-4 – we work on either a one to one basis or in small groups with a maximum of 6 learners with a maximum 1:3 ratio.

Capacity: How many students can be accommodated:

We work on either a one to one basis or in small groups with a maximum of 6 learners with a maximum 1:3 ratio.

Which students are currently offered provision:

• Students not accessing education
• Excluded or at risk of exclusion
• Poor school attendance/school refuser
• Suffering with poor mental health
• Eating disorders
• Selective Mutism
• Dealing with challenging life circumstances
• Looked after young people
• Adopted young people
• Diagnosed and undiagnosed SEND

Brief description of curriculum offered:

We are primarily a therapeutic provision, however alongside therapeutic intervention we offer the following academically accredited qualifications –

City and Guilds Employability Skills Level One Award, Certificate and Diploma

City and Guilds Employability Skills Level Two Award and Certificate

City and Guilds Functional Skills Maths and English Entry Level One through to Level 2.

Cost for an academic year/term/weekly or sessional basis:

One to One

Our 1 to 1 programme offers bespoke sessions for individuals encountering a wide range of emotional and behavioural issues and for those facing specific barriers to learning. Each programme is personalised to the individual and is suitable for anyone requiring a high level of support.

We work with young people of all ages and address the specific requirements of the individual to develop and support them. Upon referral, each young person is assessed using our baseline assessment tool to enable a detailed Individual Learning Objectives and Impact Measures to be produced.

We work in close partnership with a wide range of multi-disciplinary professionals and referring organisations, to ensure that the young person’s complex needs are addressed via a cohesive, multi-agency approach.

Each session lasts one hour fifteen minutes, and we would recommend a minimum of six sessions; some clients work with us over a much longer period. The aim of this programme is to develop and support the individual to the next stage in their life.

Duration: Sessions run for 1 hour 15 minutes

Timings: Flexible hours to suit commissioner/school from 9.30am to 2.30pm,

Monday – Friday

Age Group: Key Stage 1 – 4

Cost: £990 plus VAT if booked in blocks of 6 sessions at a time

£1,800 plus VAT if booked in blocks of 12 sessions at a time.

KS2/3 Re-engagement Programme:

This specific re-engagement programme is designed to support Key Stage 2 and early Key Stage 3 learners, identified at risk of disengaging at risk of exclusion or, those struggling with the transition into a new school/year group.

This six week group programme supports a small group (maximum 6 students) to develop essential life skills, including but not limited to; understanding their own behaviour, its effect on themselves and others. Managing anger and challenging situations; improving confidence and self-esteem, team working and cooperation and preparing for change.

The course has tailored outcomes to improve pupil behaviour and learning attitudes, whilst addressing the underlying causes of disengagement within the school environment.

Academic Outcome: In house Foundation Certificate in Personal Development

Duration: 6 week course, sessions vary from half to one full day per week

Timings: Flexible hours to suit commissioner/school from 9.30am to 2.30pm

Monday – Friday

Age Group: Key Stage 2 – 3

Cost: Half Day: £720 per day for group of 6 / £120 per person half day.

Early Intervention Foundation Programme:

This is a group programme with small group sizes of generally 6 pupils for a half day. The programme can vary in length from between 6 to 12 weeks depending on the requirements of the referring body.

Similar to the KS2/3 Programme this course is aimed at improving pupil behaviour and learning attitudes, whilst addressing the underlying causes of disengagement within the school environment.

The programme develops essential life skills and transferable learning opportunities with students undertaking a series of practical Equine Facilitated Learning tasks. Throughout the programme students are supported in developing the ability to make informed decisions and appropriate choices, this supports students to re-engage in school, improve their attendance and become more confident in their ability to cope with the challenges in their life. Each week has a different learning outcome:

• Team working
• Managing anger and aggression
• Communication
• Building and maintaining healthy relationships
• Preparing for change
• Building confidence and self-esteem
• Resolving conflict

The course can be used as a stand-alone programme, or an introduction to our other programmes which can ultimately lead into a City & Guilds Qualification.

Academic Outcome: In house Foundation Certificate in Personal Development

Duration: 6 to 12 week course, sessions vary from half to one full day per week

Timings: Flexible hours to suit commissioner/school from 9.30am to 2.30pm

Monday – Friday

Age Group: Key Stage 3 – 4

Cost: Half Day: £720 per day for group of 6 / £120 per person half day rate

City & Guilds Level 1 and 2 in Employability Skills:

This programme develops transferrable skills through working with horses, small animals and nature. This environment ensures client engagement and delivers academic outcomes. It is a 30 week course, with small group sizes (maximum learners 6). The young people will gain a City & Guilds qualification in Employability Skills, whilst increasing their motivation, self-confidence and self-esteem.

This qualification is designed to support Key Stage 4 leaners to successfully gain a job, progress in a chosen field, prepare them for further study and support the development of techniques that are required for successful independent living. Features of this qualification include;

• Engaging learning environment in which to deliver this versatile qualification
• An understanding of positive skills and attitudes for learning and work
• Taking ownership for personal progression
• PSHE subjects

City & Guilds Functional Skills in Maths and English can be delivered alongside this course (up to Level 2). Costs for this are additional.

Academic outcome: C&G Level 1 Certificate through to L2, depending on progression

Employability Skills Award (5546-02): 601/3629/7 Level 1

6 credits GLH’s 60

Employability Skills Certificate (5546-04) Level 1: 601/3643/1

15 credits GLH’s 150

Employability Skills Certificate (5546-04) Level 2: 601/3645/5

15 credits GLH’s 150

Duration: 1 day per week for full academic year (30 weeks)

Timings: Flexible hours to suit commissioner/school from 9.30am to 2.30pm,

Monday – Friday

Age Group: Key Stage 3 – 4

Cost: £4,500 per learner per 38 week programme, including our in house early

Intervention / re-engagement programme.

Please note we require a minimum of three students in order to facilitate this programme

City & Guilds Functional Skills:

Functional Skills can be delivered alongside the above qualifications or in conjunction with the early intervention/reengagement programme along with various short projects to create our Discovery Programme, this programme can run for the whole academic year or adjusted to suit the commissioning body (additional cost applies);

Functional Skills English (3748-01) – GLHs 55 per qualification

Functional Skills qualification in English at Entry 1 501/1317/3

Functional Skills qualification in English at Entry 2 500/9837/8

Functional Skills qualification in English at Entry 3 500/9839/X

Functional Skills qualification in English at Level 1 500/9319/8

Functional Skills qualification in English at Level 2 00/9318/6

Functional Skills Maths (3748-020 – GLHs 55 per qualification

Functional Skills qualification in Mathematics at Entry 1 501/0637/5

Functional Skills qualification in Mathematics at Entry 2 501/1821/3

Functional Skills qualification in Mathematics at Entry 3 501/1820/1

Functional Skills qualification in Mathematics at Level 1 501/0986/8

Functional Skills qualification in Mathematics at Level 2501/0987/X

Expected outcomes for Students:

• Successful reintegration to the education system.
• Prevention of permanent exclusion.
• Acquisition academic qualifications.
• Completion of The Seeds of Change therapeutic programme.
• Lowered risk of NEET, progression to post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour, greater understanding of the impact on self and others
• Improved resilience and ability to manage change effectively
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

One to one support with experienced coaches:

• Robust monitoring of attendance
• Identifying barriers to learning and working towards re-engagement
• Liaison with other professionals working with the young person
• Regular review of personal learning objectives, impact and progress in conjunction with the referring body
• Attendance at LAC, CIN and Core group meetings as required
• Information, Advice and Guidance
• Signposting and referral to additional support
• Weekly session notes for the commissioning body detailing progress made against learning objectives.

Referral process: Is there a specific intake period:

Directly from the commissioning body, via the completion of an initial learner assessment (referral form). We do not have set admission criteria, we will discuss all cases on an individual basis. We accept referrals to start throughout the academic year.

What quality assurance processes do you have:

We have extensive QA procedures in place.

We do regular T & L Observations, Peer Observations and operational walk throughs.

We record data on attendance/non-attendance, Safeguarding, accident reporting, City and Guilds progress and also do Student Progression Reports every 6 weeks.

We do daily student reports to demonstrate impact to schools.

We have a daily debrief which includes Equality and Diversity, Incident reports, interim student reports, safeguarding concerns, operational notices and anything else of note.

We have an extensive MIS which records all staff training, DBS and First Aid Training, all CPD that takes place.

Our Management Meetings focus on our Quality Improvement which covers a broad range of Quality Measures.

We are presently establishing working procedures to ensure greater consistency across job roles.

Quality assured by another organisation or Local Authority:

Yes we are an approved provider for Luton Borough Council, we were awarded this status following a lengthy quality assurance audit.

We have been assessed and Accredited by Virtual Schools.

We receive annual Audits from City and Guilds into our accreditation.

We have an annual H & S and Quality Audit from Develop EBP who commission our services in Bedfordshire.

We have been audited by Luton Borough Council and Develop EBP Safeguarding teams. All of these Audits have been carried out in the last 12 months.

Art Ed - Stage 4

Address:

35 Kings Road, St. Neots, Cambs, PE19 1LD

Contact: Linton Bocock

Telephone numbers: 01480 216708 mobile: 07885 670378

E-Mail: linton.bocock@gmail.com

Age range of learners: Target group: Key stage:

11 -16 KS3/KS4

Capacity: How many students can be accommodated?

One- to-one work/ small groups of students taking place in host school.

One-to-one work off site (with students too ill/ distressed or, unable to attend school for other reasons).

Which students are currently offered provision:

• Students not accessing mainstream education.
• Students on a part time timetable.
• Students excluded or at risk of exclusion.
• Students suffering physical or mental health conditions.
• Students with poor attendance issues.
• Students who are refusing to attend school.
• Students who would benefit from activity based learning with the education process.
• LAC students or who were LAC.
• Students who are dealing with challenging life circumstances.
• Students with confidence issues.
• Students with low self-esteem.
• Students with challenging behaviour

Brief description of curriculum offered: GCSE’s/A-Levels/Short courses etc.):

I offer provision for one-to-one learning or, small groups of students with all levels of ability, across key stage 3 and 4. I use art and craft-based learning to encourage the students to have faith in their ideas and learning ability in order to try to re-engage them in the education process.

My provision currently offer sessions that cover:

• Activity based learning in host school
• Unlocking Creativity
• Encouraging and developing original thought and ideas from concept to execution.
• Personal and social development
• Life skills to promote independence, confidence and self-esteem
• Team building, problem solving and communication activities in host school
• Using tools, materials and simple research techniques to promote a sense of purpose and encourage self-belief.

Cost for an academic year/term/weekly or sessional basis:

£45.00 per hour.

Expected outcomes for Students:

• Successful reintegration to mainstream school.
• Prevention of permanent exclusion.
• Lower risk of NEET, progression to post 16 provision.
• Positive changes in student’s attitude to learning, motivation, confidence and self- esteem.
• Improved behaviour.
• Attainment of vocational skills.
• Improved personal and social skills.
• Improved communication skills.
• Improved self-motivation in studies
• An organised approach to project based learning.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Employability.
• Reduce anti-social behaviour.

Pastoral Support on offer:

To be negotiated with host school in line with their in-house policy and requirements.

Referral process: Is there a specific intake period:

Referral process via host school in line with their in-house policy and requirements.

No specific intake period.

Bedazzle Arts Ltd - Stage 4

Address: Bedazzle Expressive Arts, Youth WellBeing Hub, West Wing Bottom, 37 Fairycroft Road, Saffron Walden, CB10 1ND

Contact: Helen Feather – SEND Operations manager

E-Mail: helenfeather@bedazzlearts.org

Telephone: 07494091077

Transport: Provision is satellite. We can go to school, home, community centre (or equivalent). Transport for students cannot be provided.

Age range of learners; Target group; Key stage:

14 plus. Key Stage 3 and 4

Capacity: How many students can be accommodated:

Individual students and small groups of up to 6.

Which students are currently offered provision:

● Students not accessing mainstream education.

● Students at risk of exclusion.

● Students experiencing physical or mental health conditions.

● Students with poor school attendance or refusing to attend school.

● Students dealing with challenging life circumstances.

Brief description of curriculum offered. (GCSEs-A Levels/Short courses etc.):

● Short courses/ learning journeys may include full qualifications, partial qualifications, accredited units or non-accredited learning enrichment experiences in the following areas:

● ASDAN Personal and Social Effectiveness (working with others, improving own learning, problem-solving, research skills, communication and planning and presenting).

● AQA Unit Award Scheme (exploring own positive skills and strengths relating to personal interests, creative and expressive arts and learning, life and work with a strong focus on wellbeing, confidence, peer support and embedded English and Maths)

● LAMDA/Trinity Awards Grades 1-8 (performance, communication, mime, devising, musical theatre, pop and rock exams).

● Arts Award qualifications in creative and expressive arts.

Cost for an academic year/term/weekly or sessional basis:

£55 per hour (minimum of 2 hour session). Price inclusive exam fees/accreditation. Price exclusive of room hire/venue fees if needed.

Expected outcomes for Students:

● Completion of accredited and/or non-accredited short courses.

● Development of personal and social skills and pre-employability/ employability skills.

● Positive changes in student’s view of self, others, education and society and towards learning (motivation, confidence, self-esteem) and achievement.

● Better ability to manage, with a view to overcoming, any pre-existing/ emerging barriers to learning, life and work.

● Lowered risk of becoming NEET.

● Ability to consider positive and possible next step options such as progression to post16 provision and identify sources of support to help with this.

● Improved relationships with trusted key people including family and within the wider support network and community.

Pastoral Support on Offer:

● Person-centred approaches and support to enable students to explore how tore-engage positively with learning in a meaningful and manageable way for them.

● Adapted teaching style, pace, approach, content and delivery to meet the individual needs of students with specific barriers to learning, students with SEND and students that may be experiencing impacting factors beyond their control which have affected their ability to engage, enjoy and achieve within education.

● Regular and ongoing communication with student, parents and carers, other named professionals working with the student and the school (if on roll and as applicable) to ensure joined up working and a collaborative approach.

● Re-integration (to school) and/or transition support (next steps post-16) to familiarise with the new environment, connect with key contacts and new support network and work with Transition Coordinator/ Student Transition Team at next provider (school or post-16 provision) to attend open days and taster opportunities.

Referral process. Is there a specific intake period:

A referral form is provided and we intake throughout the academic year.

What quality assurance processes do you have:

● Approval, monitoring and periodic review of programmes and systems.

● Assessment of students (underpinned by courses).

● Quality Assurance of teaching staff.

● Learning resources and student support.

● Collection and analysis of data (case study reviews).

● Measuring and improving outcomes.

Cambridgeshire Expressive Arts and Counselling Centre C.I.C - Stage 4

Address: Butcher’s Row, Ely, CB7 4NA.

Email: creative.life.epb@gmail.com

Telephone number: 07704 065442

Age range of learners: Target group: Key stage:

4 Years-old to adult. We support children, young people and adults.

With a specialisation in Creative & Expressive Arts as well as counselling and mental health, children, young people, and individuals who struggle with communication skills are key target groups (from Key State 1-4).

Capacity: How many students can be accommodated?:

We offer 1:1 sessions, as well as small groups, and workshops.

Numbers depend on need, and therapeutic work requested.

Which students are currently offered provision:

• We specialise in offering counselling, mental health and therapeutic work to individuals including:
• Students not accessing mainstream education.
• Excluded or at risk of exclusion
• Suffering physical or mental health conditions.
• Poor school attendance/refusal
• Dealing with challenging life circumstances.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Through expressive art modalities:

• Art
• Dance
• Drama
• Movement
• Play
• Talking
• Writing

We provide therapeutic sessions that aim to meet a board range of wellbeing needs, but with a core focus on:

• Developing self-esteem
• Developing self-expression
• Developing self-awareness and self-understanding
• Improving emotional wellbeing & identifying/ implementing positive life changes.
• Improving confidence and engagement with school, through supporting underlying anxieties and challenges.

Cost for an academic year/term/weekly or sessional basis:

Sessions are £45/ hour.

Expected outcomes for Students:

• Improved self-esteem
• Improved self-awareness and understanding
• Improved self-expression and communication.
• Improved confidence in identifying and implementing healthy coping strategies.
• Improved engagement in education provision.
• Improved mental health and wellbeing.
• Improved development and confidence in long-term academic and personal goals.

We work with children and young people to:

• Develop confidence, skills, and wellbeing to increase/ improve engagement with education
• Develop reintegration to mainstream school.
• Develop Positive changes in student’s attitude to learning, motivation, confidence and self-esteem.
• Decrease negative behaviour symptoms.
• Improve behaviour symptoms/ management.
• Develop healthy relationship, personal, and social skills.

Pastoral Support on Offer:

• 1:1 support
• Parental communication and support
• Signposting and referral to additional support.
• Children and young people’s staff are all First Aid Certified.

Referral process: Is there a specific intake period:

Professional or self-referral. Referral form: https://www.flipbookpdf.net/web/site/95ba455e9b87ba54b7b5b8042d3bb2abca14d813202006.pdf.html#page/10

Email: CambridgeshireExpressiveArtsandCounsellingCentre@mail.com

Website: www.ceaacc.com

Waiting lists may apply.

What quality assurance processes do you have :

• Ongoing monitoring and periodic review of programmes and systems
• All staff have enhanced DBS
• All staff belong to a professional body e.g. BACP, BAAT, NCS

All CYP staff are First Aid trained.

Oak Activities Limited - Stage 4

Address:

Peterborough Rugby Club – Secondary Provision

33 Second Drove

Fengate

Peterborough

PE1 5XA

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Cambridge Rugby Club – Primary and Secondary Provision

Grantchester Road

Cambridge

CB3 9ED

Contact: Tom Milner

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036 029

Age range of learners: Target group: Key stage:

Primary and Secondary – KS 1, 2, 3, 4 and 5

Capacity: How many students can be accommodated?

Ratio: 1 staff to 6/8 students

1:1 available.

Online support available

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• LAC
• SEMH
• SEN

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

KS1 and 2 all subjects

KS3 and 4 – core subjects + PE, Art, Drama, History, RE

Therapeutic support: Lego, Art and Dog based therapy, mentoring through sports, forestry school and cooking

Cost for an academic year/term/weekly or sessional basis:

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

£75 p/h 1:1 Art Therapy

Expected outcomes for Students:

• Successful reintegration to mainstream School.
• Prevention of permanent exclusion.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• One to one support
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

Referral form and email.

What quality assurance processes do you have:

Monitoring what is being delivered and the outcome. Including attitude of pupil, attendance, school, parent. Personal Development Plan – signed off by school, pupil and parent.

Staff weekly reports to schools.

Sessions observations – including resources, sessions plans etc…

Regular team meetings to discuss students’ levels – not formally assess. Training.

Outcomes above are driven by procedures to be written and reviewed at agreed times.

Cambridgeshire and Peterborough Region of Learning - Stage 4

Address: Cambridge City Council, Mandela House, Regent Street, Cambridge CB2 1BY.

Contact: Michelle Lord

E-Mail: Michelle.lord@cambridge.gov.uk

Age range of learners: Target group: Key stage:

15 – 24 years of age.

We are specifically funded to work with young people who are confirmed as being either:

• At risk of NEET
• NEET
• Unemployed
• Economically inactive

Our funding mandates us to support the following objectives:

• To support the rise in the participation age by providing additional traineeship and apprenticeship opportunities
• To engage marginalised 15–18-year-olds and support them to re-engage with education or training
• To address the basic skills needs of young NEETS so that they can compete effectively in the labour market
• To provide additional work experience and pre-employment training opportunities to unemployed 18–24-year-olds

To support young lone parents to overcome the barriers they face in participating in the labour market (including childcare).

Capacity: How many students can be accommodated:

1070

Which students are currently offered provision:

Any student who fits the above target group criteria, and in addition those who are/have:

• A disability
• Special educational need
• EHC Plan
• Young single parent
• BAME
• Not accessing mainstream education/educated at home
• At risk of exclusion, or with poor attendance
• Poor educational attainment
• At risk of youth offending
• Refugees/asylum seekers (subject to DWP/ESF criteria)
• Care leavers and care experienced young people
• Young people in workless households.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

The following support is offered to support meeting statutory requirements of providing career education and employment opportunities:

Form the Future

• Training and employability skills
• Basic skills and transferable skills assessment
• One-to-one career guidance sessions
• Access to work experience placements and apprenticeships
• Support with making applications
• Interview support
• Mentoring from local employers
• Workplace behaviour coaching
• Work readiness and wellbeing at work
• Introduction to self-employment

Young people can access as much or as little of this support as they require. They can return to the project at any point over the 2.5 years that the programme is active.

Shift Momentum: IGNITE

IGNITE is a 6-month part-time programme for young people aged 16-24. There is a once-a-month intensive training day (held on a Saturday), with weekly online support and one-to-ones. It is aimed at those who are interested in developing entrepreneurial and life skills, exploring working freelance or self-employed, understanding what it takes to set up their own micro-business. The emphasis is on skills development, and becoming self-employed etc is an option not a prerequisite. During the programme young people complete:

• Fundamentals of working for yourself (month one)
• Idea generation and validation (month two)
• Building a business plan (month three)
• Go to market (month four)
• Operations – mapping out and building sales (month five)
• Expanding your network (month six)

Young people can engage in both the Form the Future support and IGNITE if this is appropriate to them.

Cost for an academic year/term/weekly or sessional basis:

The support is all fully funded and there is no cost. We do however require that the young person completes a registration process which is required by our core funder, the DWP. The process is overseen by our delivery partner, Form the Future.

Expected outcomes for Students:

• Reduced risk of becoming NEET and increased chances of progressing into education, employment, or training post 16
• Greater employability and recognition of own skills and attributes
• Successful work experience placements with local employers and mentoring opportunities
• Development of personal and social skills, and improved behaviour
• Positive changes in Student’s attitude to learning, motivation, confidence, and self-esteem. We are aiming to recognise development of soft skills, experience and competencies through the Region of Learning’s digital badges and digital CV for all young people (May 2022 onwards) see: https://www.cambridgeindependent.co.uk/news/region-of-learning-to-launch-in-cambridgeshire-to-upskill-yo-9218501/ . Digital badges will be endorsed by City & Guilds.
• Gain basic skills (accredited qualifications) with our basic skills provider (currently being procured)
• Gain valuable life and transferable skills.

Pastoral Support on Offer:

Form the Future

• One to one support with careers professionals
• Access to experienced business mentors and/or Early Career Youth Champions
• Support with transition from school
• Liaison with other professionals working with the student, e.g. local authority staff to ensure needs are being met/support is not being duplicated.

Form the Future

• One to one support with careers professionals
• Access to experienced business mentors and/or Early Career Youth Champions
• Support with transition from school
• Liaison with other professionals working with the student, e.g. local authority staff to ensure needs are being met/support is not being duplicated
• Interventions and individual progress are regularly reviewed and recorded via delivery partners CMS, and reported on quarterly to Cambridge City Council
• Signposting and referral to additional support as required, and access to additional resources
• Support after leaving the provision – individuals are contacted post provision to enquire how entry into EET is progressing, and if any further support is needed.

Shift Momentum

• Team working
• Regular zoom catch ups
• Access to experienced mentors who have gone on to set up successful businesses
• Information, advice and guidance at all stages of the programme

In addition, Cambridge City Council has a comprehensive Region of Learning Equality and Diversity Implementation Plan, and a Region of Learning project specific Equality and Diversity Policy Addendum. This can be accessed here https://www.cambridge.gov.uk/cambridgeshire-and-peterborough-region-of-learning .

Referral process: Is there a specific intake period:

For both programmes of support via Form the Future and Shift Momentum’s Ignite, it is:

For both programmes of support via Form the Future and Shift Momentum’s Ignite, it is:

• Via email to regionoflearning@formthefuture.org.uk and/or referral form and
• Letter from the local authority/school/job coach (where appropriate) as proof of identity/employment or NEET status/residency. This can be used to make onboarding easier for the young person.

We can accept referrals from now until November 2023, or until we reach our target figure of supporting 1,070 young people that meet our funding criteria of:

• Aged 15-24
• Have UK residency (or right to remain)
• Are at risk of NEET, are NEET, unemployed or economically inactive.

What quality assurance processes do you have:

Approval, monitoring and periodic review of programmes and systems

Both Form the Future and Shift Momentum have a Service Agreement with Cambridge City Council. The governance and management of project delivery partners by the Project Manager includes the following:

• Monitoring and managing performance through regular performance reviews and weekly meetings with delivery partners
• Assigning a project team member as a secondary contact throughout the lifetime of the project, who will escalate any issues or concerns directly to the Project Manager.

• A member of the Council’s project delivery team will schedule occasional check ins with young people to ensure they are receiving the support they need, or any additional incentives that might help.
• The Council from time to time, will attend live sessions delivered by the delivery partner.
• Partners complete quarterly progress reports.

Both partners have up-to-date safeguarding policies and staff are DBS checked.

Assessment of students

We conduct initial suitability and needs assessment via interview to identify:

• The personal circumstances of the participant, and what will be most suitable and effective in addressing their needs
• The particular barriers or challenges they face
• Work and educational background.

This is followed by the production of an individual and tailored action plan, which includes what activities are relevant to their needs following the initial suitability assessment, when and where they will take place. A copy of the action plan is shared with the participant, via email, after the eligibility and suitability assessment.

A record of engagement is also kept, with evidence of participation and progress.

Quality assurance of staff

Form the Future employ staff that are qualified in providing Careers Guidance, Advice and Support and follow a rigorous recruitment process. They have successfully engaged over 90,000 students since 2015, and 90% of participants would recommend their career guidance sessions. Shift Momentum have worked with hundreds of individuals to launch micro-businesses and run the Shifties network of over 1,000 small businesses in the Huntingdonshire area. The Ignite mentor, Alex Hughes, has recently been shortlisted for this years’ National Business Person of the Year.

Learning resources and student support

Form the Future have resources specific to their delivery, and a range of accessible resources that can be accessed at any time here. Shift Momentum have a full set of resources that include template documents and an accessible Business Toolkit.

Management information systems

Cambridge City Council and our partners have audit systems and processes are in place to maintain adequate audit trails and be made available for audit visits and verification by our core funder, DWP.

Form the Future CIC keep a central record held on their customer relationship management software CiviCRM, recording required information

about participant beneficiaries. Evidence will be collected by the Region of Learning Project Coordinator and attached to the central record for each individual.

• Needs assessments will be completed and added to an individual’s ‘central’ record on CiviCRM
• Individual plans, records of attendance at physical/virtual activities, and records of signposting/guidance material sharing will all be added to the central record on our CRM.
• Records of referrals (both within and beyond the formal project partners) will be added to the central record on CiviCRM.
• Completed feedback and evaluation forms submitted by participants will be added to the central record on CiviCRM.
• Results achieved after the participant leaves the project will be added to the central record on CiviCRM.

Shift Momentum Ltd will utilise a Learning Management System (LMS) to monitor progress on programme tools and check ‘replay’ of missed online sessions. A member of the Shift Momentum Team is assigned a number of participants for monthly reviews of progress and outputs – reviewing LMS data, uploads, mentor feedback, and participant survey before meeting the participant for a 1:1 review. Uploads of participant completed tools, ‘replay’ session attendance, and the Participant Record will be available in the LMS, or Participant Electronic Folder, for export during E- Claims’ reporting.

As we will have two delivery partners potentially supporting some participants simultaneously, and so that the participant ‘complete journey’ is communicated between partners, Form the Future will provide Shift Momentum external access to their ‘Click-up’ software task management system. Shift Momentum will use this to notify Form the Future if an Ignite participant at any time needs additional support from Form the Future, and vice versa. This will ensure continuity of provision, and for Form the Future to understand what other experiences the young person has had during the Region of Learning programme.

We have a Data Protection Policy that is fully GDPR compliant and our Privacy Notice can be downloaded here: https://www.cambridge.gov.uk/cambridgeshire-and-peterborough-region-of-learning

Collection and analysis of data

Cambridge City Council will be responsible for collating and verifying outputs and results achievements before reporting these as part of a claim.

• The Council will collect data in line with the Region of Learning Data Protection Policy and Privacy Notice.
• Documentation will be collated through a Participant Data Schema, and Participant Contact Details Data Schema
• Cambridge City Council will assess and analyse this data on a quarterly basis as part of meeting our output and result targets/KPIs

Measuring and improving outcomes

We have a responsibility to measure and improve outcomes, and to provide evidence of outcomes including:

• Into employment
• Into self-employment
• Into job-search
• Into education/training
• Gaining a qualification/part of a qualification.

Results evidence will be collected by the Region of Learning Project Coordinator and attached to the central record for each individual. Results will be verified by electronic or face-to-face communication with individuals and recorded after they gain basic skills, leave the project and have gone into either education, training or employment, or six months after they leave the project.

All results evidence is required as part of the quarterly progress reporting, weekly meetings and performance monitoring process, and must be submitted as part of the Participant Data Schema.

NACRO – PETERBOROUGH - Stage 3 

Address: 16 Lincoln Road, Peterborough, PE1 2RL.

Contact: Jacqueline Knight

Telephone numbers: 01733 561596 07483 090094

Transport:. Situated in the town centre with easy access to bus and train stations.

Age range of learners: Target group: Key stage:

AP Schools – 13-16

Study Programme – 16 – 19 Key stage 3 and 4.

Capacity: How many students can be accommodated?

Schools 20 Study Programme 75

Which students are currently offered provision? :

• Students not attending mainstream school and those in Inclusion units, excluded or at risk of exclusion.
• Students with learning difficulties, those requiring support and behavioural management.
• Students with attendance issues.
• Students with EHCPs.
• Students in care.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Study Programme:

Maths and English – Entry Levels, Level 1 and 2 Functional Skills

Maths and English – GCSE

Vocational subjects – Business (L1 and L2), Childcare (L1 and L2), Sports’ (L1 and L2).

Work Ready Employability (L1 and L2)

The Schools Programme 13-16:

A bespoke programme working with young people in small groups. Max capacity 20 – split into 2 groups AM & PM. Focusing on behaviours, wellbeing, progressions and pathways. The programme specialises in behaviour intervention with the young person. Focus on consequences & accessing pastoral IAG from a multi-agency package. This is specific to the individuals need. The partners involved are from safer schools, YOT, Drug/Alcohol team, exploitation & Prevent teams. This is delivered whilst the student remains on roll at the secondary provision, with a view to reintegrate them back there or complete their education till the end of Year 11. This is bespoke to the needs of the student, parents and referring school. Both School and Parent/guardians receive a weekly report every Friday. 6 weekly reviews with referring school to monitor and plan the development of the student.

Cost for an academic year/term/weekly or sessional basis:

£48* per 3 hour day for Schools . * for higher needs students costs may differ

Expected outcomes for Students:

The Schools Programme 13-16:

This is delivered whilst the student remains on roll at the secondary provision, with a view to reintegrate them back there or complete their education till the end of Year 11. This is tailored to the needs of the student, parents and referring school. ALL year 11 students progress to FE.

The Study Programme 16-19 -

The learning timetable also includes a work placement for all of our students in order to help them plan their chosen employment path. This also improves attendance and punctuality especially within the workforce.

As part of the Study Programme, all students have the opportunity to apply for financial support via the Student Bursary Provision. This provides financial support for travel & lunch.

Pastoral Support on Offer:

Pastoral support is offered to all learners at Nacro on a one to one basis or small groups. Every student is allocated a keyworker to help support and monitor their progress. Behaviour and attendance is also monitored and the relevant referral routes are notified of any absence form Nacro.

Regular reviews are conducted with all learners on a 6 weekly basis (more often if required) this covers accredited qualifications, personal and social development and employability.

Work experience is reviewed and learners in a work placement are visited and feedback from the employer is sort.

Other agencies are worked alongside to ensure everyone is working to the same end goal. Regular meetings and reviews are held with learner and agency.

Visits from employers and other Agencies are invited into the centre to give advice and guidance on employment routes, health issues, mental health issues and other areas of support.

Every learner has a keyworker who works and supports them through their time at Nacro, contact is regularly maintained with parents and carers.

Referral process: Is there a specific intake period

Both programmes enrol throughout the year.

Referral routes include:-

• Self-referral
• Via EHCP
• E-Mail
• Phone
• Schools referrals
• Job Centre
• LA
• NEET Team.

Roll on programme and so learners can be taken on at any point in the year.

What quality assurance processes do you have :

Policies and procedures are regularly reviewed to keep them updated and following any changes in policies Nationally.

Quality assurance of staff and teaching is carried out on a regular basis and learning walks are carried out on a monthly basis of all staff.

All work is assessed and quality assured both internally and externally to ensure their qualifications meet the required standards of the awarding body.

Management systems are in place to ensure attendance and achievement are monitored and these are regularly checked by staff throughout the period of study.

Outcomes for the learners are monitored and National KPIs are met and exceeded. Where improvements are required an improvement plan is put into place.

Quality assured by another organisation or Local Authority:

Safeguarding – annual external Audit with Incyte – currently awarded GOLD safeguarding practices

Awarding Bodies – external quality assurance audits

Internal Contract and compliance audits

Ofsted inspection – Good.

Ofsted Inspection – March 2019

All other external quality audits are completed on a regular basis.

Cambridge Regional College - Stage 4

Address: Science Park Campus, Kings Hedges Road, Cambridge, CB4 2QT

Address: Huntingdon Campus, California Road, Huntingdon, PE29 1BL

Head of Alternative Provision: Abi Clarke aclarke@camre.ac.uk

Telephone:01223 418472

Age range of learners: Target group: Key stage: 4

14-16 (Year 10 and Year 11)

Key stage 4 learners who are not succeeding as expected on a purely academic (GCSE) pathway at schools.

Capacity: How many students can be accommodated:

The maximum intake is 50 across Year 10 and Year 11.

Please see our Admissions Policy for details of capacity and the number of places that can be requested per year group.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

The Futures@CRC curriculum is designed to ensure all students’ progress to a successful post-16 education. Students can attend for one year or if they join in Year 10, can progress to Year 11.

We offer the following qualifications:

• English and Maths Functional skills Entry level 2, Entry level 3, Level 1, and Level 2
• Personal Development Level 1 Award (Certificate Year 11)
• Level 1 Award UAL Arts, Media, and Design (Certificate Year 11)
• Level 1 Sports Fitness and Active Leisure Award
• Level 1 Progression Award
• Step-Up to GCSE English/Maths to support students entered for GCSEs
• **RARPA for Introduction to Industry in Multi skills, Catering, Hair and Beauty

• **Huntingdon Campus Multiskills and Hair and Beauty only

NB: The qualifications studied are subject to change dependent on learners and current industry requirements.

Cost for an academic year, per place, per year: £8250.00 including exam registration fee. Cost is subject to change dependant on in year enrolment and an extended induction fee may be charged at weekly rate.

Transport: http://www.camre.ac.uk/transport/

• Transport to and from the site is for a decision between the school and parents, however if the young person lives within reach of an existing college contract bus route they may be able to access this to attend CRC.

Expected outcomes for Students:

We have high retention and high attendance, leading to:

• Positive changes in attitude to learning and training
• A qualification in English
• A qualification in Math
• Progression to Further Education or Apprenticeship employment
• Improved behaviour and development of social and personal skills
• Prevention of permanent exclusion
• Improved self-esteem and higher personal expectations and aspirations

Pastoral Support on Offer:

• Each learner will have a tutor who they can access during the day as well as a small, dedicated team looking after their well-being. They will have access to a separate room within the college that is staffed at breaks and lunches (the full safeguarding policy will be available for sending to schools prior to the take up of places).
• Students can access The Hub where specialised student support officers can offer wellbeing support. We are also able to refer students to our college counsellor.
• The provision is to be a partnership between the sending school and the college. There is a requirement that the sending school will provide a key worker/contact at the school for which to pass on information about attendance, progress, and concerns.
• All learners can benefit from support by the college’s main careers hub.

Referral process: Is there a specific intake period?

• Referrals to the provision must come via a school or local authority representative. A Futures@CRC application form should then be submitted to the college, via the Head of Alternative Provision.
• Our Admissions process is detailed, and we work closely with the safeguarding team to ensure that the all the information we have supports a successful transition to the programme. This may include risk assessments to assess any additional support the young person may require.
• The admissions process can be held up if any information, including safeguarding concerns, are not disclosed at time of application, or if information shared could impact a learner’s secure placement and achievement of others in the provision. If this is the case, referral to the college’s Safeguarding Management Meeting may be required. Details of the full admission process can be found in our Admissions Policy, available on request from the Head of Alternative Provision.
• There is no specific intake period, however, by the third term, it may be more difficult for a learner to successfully transition to the provision, therefore intake from then will be on a case by case basis.

What quality assurance processes do you have?

• In the first half term, all commissioning schools should complete a Quality Assurance visit to the college. All schools will need to complete the IAEP reviews every six weeks.
• Assessment of students is taken on half termly and termly basis and is analysed by subject specific staff.
• Quality of teaching is reviewed through formal lesson observations for all teaching staff, including learning walks.
• Futures@CRC is subject to two performance monitoring boards (PMB) and an annual self-assessment report (SAR). The learners are surveyed a twice a year to gain feedback on all aspects of college life (results feed into the PMB and SAR).

 In Toto Ed Cambridgeshire In Toto Ed Peterborough - Stage 3

Address: In Toto Ed Cambridge, Fordham House Estate, Newmarket Road, Fordham, CB7 5LL;

In toto Ed Peterborough, Fenlake House, Fenlake Business Park, Peterborough, PE1 5BQ

Contact: Charlie Blackman-Doyle (Head of School, Cambridge), Mark Venters (Head of School, Peterborough)

Email: referrals@in-toto-ed.com

Telephone number: Head Office: 020 3691 4053, Cambridge: 01223 344355, Peterborough: 01733 963980

Age range of students:

Target group: Ages 14-18:

Capacity: How many students can be accommodated?

40 total however up to 20 onsite at the same time in each school

The provision is expandable; however, we meet the student's needs and can offer one-to-one or small group provision.

Referral process: Enrolment can take place at any point in the year; access to the programme is through an initial referral form. https://www.in-toto-ed.com/refer-a-student.

Once the referral form has been completed, an appointment is made with the Head of School to complete to discuss the curriculum plan and begin the enrolment process. We aim to begin delivery within one week of referral.

Which students are currently offered provision?

Students who are not accessing mainstream education because of:

• · Students with EHCPs
• Experiencing mental health issues
• · Refusing to attend school entirely or for much of the time
• · Experienced bullying or other trauma in or out of school
• · Dealing with difficult/complex life circumstances
• · Excluded from mainstream school
• · Students with ADHD, ADD, SEMH, BESD
• · Having Autism/Asperger’s
• · Experiencing difficult life circumstances/poor behaviour in school
• · Negative changes in Student's attitude to learning, motivation, confidence, and self-esteem
• · Learning disability
• ·
• · Emotional and behavioural difficulties
• · Poor educational attainment
• · Enable to access mainstream education
• · Bereavement within the family
• · At risk of exclusion or suspension from educational services
• · Struggling to cope with difficult life challenges.
• · In a sheltered environment due to domestic violence, homelessness or other

Brief description of the curriculum offered: (GCSE's/A-Levels/Short courses etc.):

No experience necessary

We offer and broad and balanced curriculum nfor our pre-16 students which alongside the traditional academic subjects, allows for PSHE, RSE, tutor time, careers support and DEAR (Drop Everything And Read). We are an accredited provider for several awarding bodies AQA, City and Guilds, NCFE, AIM Qualifications and Arts Award) and a mix of academic and vocational courses to suit the needs of the students. We have a strong Creative and Performing arts departments with regular performances and showcases across the year, both internally and externally. As part of our bespoke pathways, we encourage students to embrace a broad and enriching curriculum.

Running alongside each of these courses are Functional Skills, Employability, Mentoring, Job Coaching and a compulsory PSHE scheme.

Students' resources are sourced for different programmes, and every student is given an In Toto Ed email address, allowing them access to our VLE, Firefly. All work and resources are posted on Firefly daily, allowing all students to access work remotely if needed. Our MIS hosts a parent portal to ensure parents and carers can access up-to-date information.

Cost for an academic year/term/weekly or sessional basis:

-Small group support of up to 6 students per Staff member= £50 per hour

-Higher ratio of 3 students to 1 member of staff for increased support = £60 per hour

-One to one support online or in centre = £82.50 per hour

-Specialised one to one out side of centre or two to one support = £110 per hour

-Custom pricing available for complex pathways

Brief description of the curriculum offered: (GCSE's/A-Levels/Short courses etc.):

Years 7-9:

English, History, Maths, Science, Computing, PE, Music, Art and Design, Geography, LAMDA

Years 10 and 11 (E1-L2)

GCSE:

English Language, English Literature, Maths, Science, Higher Level Project

Arts Award:

Bronze, Silver and Gold

Vocational Qualifications:

Creative Media, Art and Design, Music, Music Technology, Cookery, Sport

Functional Skills:

English, Maths and ICT

Post-16 (E1-L3)

GCSE re-takes

Functional Skills:

English, Maths and ICT

Arts Award:

Bronze, Silver and Gold

Vocational Qualifications:

Arts Award, Art and Design, Creative Media, Employability,Live Music, Music Technology, Cookery, Sport, Construction, CSCS (Health and Safety in the Construction Environment)

A Level:

English, Maths, Art, Music and EPQ

Expected outcomes for students:

• Successful application to university
• Successful reintegration to mainstream school.
• Successful transition to the work place
• Prevention of permanent exclusion.
• Acquisition of qualifications, including Level 3
• Completion of accredited and non-accredited courses.
• Lowered risk of NEET,
• Positive changes in Student’s attitude to learning, motivation, confidence, and self-esteem.
• Improved mental health through a therapeutic approach to behaviour
• Improved behaviour
• Improved relationships with family and the wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour. Successful entrance to undergraduate or foundation courses

Transport:

Our Cambridge Centre is based with Fordham at Fordham house estate. Students’ families are advised to apply for education transport to access the site.

Pastoral support on offer:

On enrolment, each student will have a support plan drawn up between In Toto Ed, the parent/carer and the student. It will be bespoke for every young person.

There will be a mixture of

• One-to-one support.
• Access to experienced mentors.
• Home visits to keep parents and carers informed.
• Monitor behaviour and attendance.
• Support with the transition.
• Identify barriers and solutions to learning and engagement.
• liaison with other professionals working with the Student.
• Interventions, progress etc., are regularly reviewed.
• Regular reviews
• Behaviour management.
• Information, Advice and Guidance.
• Signposting and referral to additional support.
• Support with progression and with employer/education provided.

What quality assurance processes do you have?

We have our quality assurance strategy, which is renewed annually.

These are checked by awarding bodies (AQA, City and Guilds, NCFE, AIM Qualifications and Arts Award) on their visits to see whether we are conforming to their guidelines and following their and government procedures. Policies are reviewed and updated annually and are available on our website.

Staff are observed in their teaching through our robust Quality of teaching and Learning process. All staff do five days of INSET training every academic year, and annual staff appraisals focus on staff development, with Teaching and Learning at the heart of all staff development.

Staff have current Enhanced DBS certificates, with training in COSSH, First Aid, Allergywise Safeguarding, PREVENT and British Values. We have a robust CPD process with all our teachers and support staff accessing the awarding-winning National College platform.

We use iSams as our MIS; Cpoms to record and monitor safeguarding; Evolve to oversee trips.

Have you been quality assured by another organisation or local authority?

Along with Cambridgeshire and Peterborough LEA; we are also quality assured by Lewisham, Greenwich and Islington LEA’s.

We are applying for Independent Special School registration with OFSTED this year.

Peterborough College – Stage 4

Address: Park Crescent, Peterborough, PE1 4DZ.

Contact name: Laura Rees & Melissa Gauntlett

Telephone number: Laura- 01780 484300(ext 698) Melissa 01733 76 2320

E – Mail:

laura.rees@stamford.ac.uk

Melissa.Gauntlett@peterborough.ac.uk

Transport:

Provision has transport available for a wide geographical area including: Earith, Colne, Somersham, Warboys, Upwood, Bury, Ramsey, Ramsey St Mary’s, Manea, Chatteris (New Rd), Chatteris (Huntingdon Rd), Ramsey Forty Foot, Ramsey Mereside, Pondersbridge, Doddington, Wimblington, March (South, Central, North & West), Turves, Coates, Whittlesey (various pickup points), Ellington, Buckden, Brampton, Huntingdon (various pickup points), Alconbury, Sawtry, Conington, Folksworth, Stilton, Yaxley, Hampton, Corby, Warmington, Elton, Carlby, Essendine, Ryhall, Great Casterton, Wittering, Castor, Morton, Bourne (various pickup points), Thurlby, Baston, Langtoft, deeping St Nicholas, Deeping St James, Market Deeping, Northborough, Glinton, Holbrook, Whaplode, Moulton, Cowbit, Crowland, Newborough, Pinchbeck, Spalding (various pickup points), Wisbech (various pickup points), Wisbech St Mary, Murrow, Guyhirn, Thorney, Eye.

Age range of learner/key stage:

14 – 19 plus Post 16

Capacity:

No limit.

Which students are currently offered provision? :

Students not accessing mainstream education. Students excluded or at risk of exclusion – those suffering physical and or mental health conditions, poor school attendance/refusing to attend school and those dealing with challenging life circumstances.

Brief description of curriculum offered: (GCSE’s/A Levels/Short courses etc.)

Learner Engagement a two day programme consisting of:

• English and Maths (Functional Skills or GCSE)
• Tutorials- Personal and Social Development
• Sports and Mental well-being
• Gateway Certificate at Level 1 (Vocational Studies or Progression)

School Links Programme:

The Schools link day release programme is available one day per week to pupils in Years 10/11 in the following areas:

Construction skills

Motor-Vehicle*

Hospitality and Catering

Hair and Beauty

Animal Care*

*planned for 23/24

Cost for an academic year/term/weekly or sessional basis:

All provision is calculated on an hourly infill rate of £14 per student. There are additional costs for sundries and exam registrations.

The Schools Link programme is negotiated individually depending on class numbers

In class learning support also incurs additional costs. This is important to note if learners are entitled to special arrangements for exams it must be reflective of normal classroom practice leading up to the examination.

Expected outcomes for Students:

• Successful reintegration into mainstream School.
• Prevention of permanent exclusion.
• Acquisition of GCSE’s or other qualifications.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression forward into post 16 provisions.
• Improved behaviour.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti-social behaviour.

Potential to meet all outcomes mentioned depends on learner abilities/background. Bespoke development of curriculum to meet student needs. Teachers are informed of learner needs to ensure curriculum meets their individual aspirations and support requirements, additional learning support, is available for learners if they require it (at an additional cost). E&D is heavily promoted and embedded throughout the curriculum to ensure an inclusive learning environment. Access to a range of college services, including college nurse, careers advisor, wellbeing officer, youth workers, library, student union.

Pastoral Support on Offer:

• One to One support.
• Dedicated 14-16 Youth Mentor and Schools Link Manager to track and monitor learners.
• College Wellbeing Team.
• Close monitoring of learner progression, behaviour, PSD and attendance.
• Initial assessment.
• Collaborative working with all involved professionals.
• Personal tutors.
• Behaviour management.
• IAG and careers advice.
• Additional Learning support (incurs additional cost).

Referral process: Is there a specific intake period:

• Application through the college website
• Contacting Laura, Melissa (gauntlett@peterborough.ac.uk)

or Sarah L (sarah.laing@peterborough.ac.uk) to complete an expression of interest

• Interview with learner, guardian and school
• Assessment of Needs
• Sharing relevant information eg Health, Safeguarding etc

Quality assurance processes:

• Ofsted inspections

Cross College quality assurance cycle that includes;

• -Lesson observation
• -Programme inspections
• -Robust qualification moderation
• -CPD

Quality assured by another organisation or Local Authority:

• Ofsted
• Range of awarding bodies
• Local authority checks

Red Balloon Learner Centre Cambridge – Stage 2

Address: 57 Warkworth Terrace, CB1 1EE.

Contact: Diana Robertshaw

Email: admin@cambridge.rblc.org.uk

Telephone numbers: 01223 357714 or 07584621629

Age range of learners: Target group: Key stage:

Currently 11-17

Capacity: How many students can be accommodated:

17 at one time

Which students are currently offered provision:

• Students not accessing mainstream education
• Suffering physical or mental health conditions
• Poor attendance/refusing to attend school
• Dealing with challenging life circumstances

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

We offer GCSE’s, Entry Levels, Functional Skills, Project awards and BTEC’s. Subjects we offer (not all for qualification):

• Maths
• English
• Science
• Psychology, Child Care etc.
• History
• Geography
• Music
• Languages
• ICT
• Drama
• Religious studies
• PE
• DT
• Media
• Art
• Photography

Cost for an academic year /term /weekly or sessional basis:

The cost for the academic year varies according to need and whether the student has an EHCP.

If a student has an EHCP we divide the charges into bands where the highest one is £30,000.

Expected outcomes for Students:

• Successful reintegration to mainstream School.
• Acquisition of GCSE’s, A-Levels or other qualifications.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour.
• Improved relationships with family and wider community.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour.

Pastoral Support on Offer:

• One to one support.
• Monitor behaviour and attendance.
• Support with transition.
• Identify barriers and solutions to learning and engagement.
• Liaison with other professionals working with the Student.
• Interventions, progress etc. are regularly reviewed.
• Personal Tutors.
• Access to Locality Team support.
• Behaviour management.
• Information, Advice and Guidance.
• Signposting and referral to additional support.
• Support after leaving the provision.

Referral process: Is there a specific intake period:

No specific intake period. Can happen any time of the year as long as there is space in the centre.

What quality assurance processes do you have:

• Approval monitoring and periodic review of programmes and systems
• Assessment of students
• Quality assurance of teaching staff
• Learning resources and student support
• Measuring and improving outcomes
• Constant qualitative reviews

Date quality assured:

November 2018 by ISI and we have achieved very good outcomes

Red Balloon of the Air – Stage 4

Address:
Willow Lodge, 37 High Street, Milton, Cambridge, CB24 6DF (Regional Centre)
Little Miracles, The Spinney, Hartwell Way, Peterborough PE3 7LE (Local Student Hub)

Telephone number: 01223 354388

Email: admin@rbair.org.uk or admissions@rbair.org.uk (individual referrals)

Transport

Red Balloon of the Air programmes include an individualised blend of:
* online education and therapy (which we deliver in real time 1:1 or small group sessions) * * with 1:1 in-person social skills and confidence work (which takes place within student homes and the local community) * and social group work opportunities (located at our centre in Milton, Cambridge or within our Local Student Hub in Peterborough).

RBAir is a blended (online and face to face) provision therefore transport will not be needed except to access social group sessions, trips and exam sessions.

RBAir owns, loans and services and monitors the IT equipment needed to access the programme. Students must have a reliable internet connection.

Age range of learner/key stage: Target group: Key stage:

We work with young people from 11 – 21 years (the majority are 14 - 17 years old) and provision is for students working at KS3 and KS4 level. We offer a range of GCSE’s, Functional Skills, ASDAN and other recognised qualifications. We prepare students to take formal qualifications in 1 year. We have a registered exam centre (Milton, Cambridge) and can support with eligibility testing for access arrangements as needed.

Capacity:

Our delivery model is flexible, and we can usually expand to accommodate referrals. We do not hold a waiting list. We seek referrals for young people who:

• are appropriate for Red Balloon of the Air and for online learning (reading age of 10+ and an adult at home);
• commit to engaging with the programme;
• invoices are paid promptly to enable us to sustain sufficient student support across the provision.

Which students are currently offered provision?

Students who are attending RBAir are those who:

• are not accessing mainstream education (EBSA);
• have experienced bullying or other trauma in or out of school;
• are experiencing mental health issues;
• are dealing with difficult/complex life circumstances;
• want to attend and want to make academic, personal and social progress.

Many of our students are known to CAMHS and where they are involved, we work together with them to ensure a ‘wrap-around service’ for the young person. We may refer students to CAMHS or other local services where we feel additional support is required.

Brief description of curriculum offered: (GCSEs/A levels/short courses etc.)

Red Balloon of the Air offers a full-time individualised package, with up to 15 hours of core provision (education, therapy and social re-engagement) as well as numerous additional learning and wellbeing opportunities, trips and clubs. In KS3 we offer a range of project-based learning based on student interests and covering the core subjects. All students study a core curriculum (maths, English, science, PSHEE and ICT) and can access other subjects as appropriate.

For students studying at KS4 level, regardless of age, we offer a wide range of courses leading to external accreditation such as GCSEs, Arts Awards, ASDANs or AQA Unit Awards.

Students have often missed significant periods of education or find studying stressful; thus, we work with students and their families to decide what range and number of subjects will be studied. We offer extensive wellbeing support for all students. This is delivered through online therapy with BACP-registered therapists, PSHEE sessions and small social/therapeutic groups that run both online and face-to-face, when students are ready. Equally importantly, all students are supported by a Link Mentor, a trained person who supports the student’s personal and social development and ensures that the family, school and student work together to achieve the best possible outcomes for each young person.

Cost for an academic year/term/weekly or sessional basis:

Combined academic, therapeutic and mentoring provision from £12,500 per annum. Bespoke / extended programmes are available at costs that are negotiated according to student need.

Red Balloon of the Air is a Strand 4 provider in the Cambridgeshire County Council Dynamic Purchasing System (DPS) and contracted hourly costs are £65.00 hr.(2023/24) (includes staff travel).

Expected outcomes for students:

Students, staff, families and all professionals are connected through a designated Link Mentor. Red Balloon seeks to develop student wellbeing alongside academic knowledge and skills. RBAir aims to identify challenging, but attainable, individual targets, based upon current attainment, previous performance and requirements for transition. We prepare young people for recognised national qualifications and support them, with excellent outcomes, throughout their exam period. Careers education, world of work opportunities and individualised 1:1 transition support is offered to every student to support their successful transition into their next placement.

Outcomes we have commonly seen are:

• positive changes in the students’ engagement through improved attitude to learning, motivation, confidence and self-esteem;
• improved wellbeing - reduction in anxiety, depression and self-harming behaviours;
• improved relationships with family and wider community;
• development of positive relationships with peers;
• development of inter and intrapersonal skills;
• significantly improved ICT capabilities;
• strong progress at KS3 in core subjects;
• acquisition of GCSEs (KS4+), and other external accreditation;
• successful transitions into education, further education or employment (outstanding NEET outcomes).

Pastoral Support on Offer:

• Bespoke support– we work with students individually in online educational or therapeutic sessions. All students work with a Link Mentor and wellbeing therapist for individual support.
• Group size is always small with 3-5 students at the most in teaching sessions. This allows teachers to know each learner as an individual. Working with a small team in 1-1 or small group sessions allows for very close relationships to be built and for the close monitoring of each student. This, combined with an emphasis on actively seeking feedback from students and parents, means that student voice is at the heart of our provision.
• Link Mentors conduct supportive home and community visits on a twice-weekly, weekly or fortnightly basis. RBAir also provides social groups for students ready to take part in these. RBAir students are often socially isolated and experience high levels of anxiety when engaging with others and their local community. Part of the role of the Link Mentor is to encourage and provide opportunities for students to engage in their local community, as well as with peers within RBAir. Another part of the role is to facilitate communication between all parties involved in the student’s provision, as well as external agencies, the student and their family.
• A personal therapist - weekly wellbeing or online counselling session with a qualified therapist is a standard part of our provision (unless external therapy is already in place) and offers our students individualised therapeutic support to develop skills to deal with the self, others, and the wider world.
• Home visits by the Link Mentor keep parents/carers informed – working with parents is an integral part of the RBAir programme and the Link Mentor sustains frequent contact with parents to review progress, individual needs and aspirations. We are often complimented on our effective communication in our parental surveys and we are proactive in communicating a student’s needs, as well as being responsive to requests for information from those we are working with. Reports are sent to schools and commissioning agents at agreed time intervals.
• Monitoring of behaviour and attendance – RBAir offers a bespoke programme according to student need and constantly monitors the engagement and attendance of our young people.
• Individualised support with transition – transition planning is a core element of RBAir provision. Initial aims are identified at the point of referral (placement aims). One of those aims will identify the student’s intended next placement, and provide a timescale for that move. That aim will consistently be reviewed and revised in accord with the progress made by the student. Once the point of transition is reached, the Link Mentor will work closely with the student, family and the new placement to plan for a successful transition. The organisation holds a transition policy to support this process.
• Support after leaving the provision – this is covered within our transition policy. Link Mentors maintain contact through the early days of a new placement, intervene to resolve issues if required and ensure good communications with parents/carers. We subsequently check students’ engagement with their placement after six months and eighteen months.

Referral process: Is there a specific intake period:

We accept new referrals all year round. Initial contact should be made with admissions@rbair.org.uk. The referral will be considered and prepared for the admissions panel (held weekly). To support this process, with consent, we will seek to understand as much as we can about the student and their immediate family/life circumstances to enable us to plan appropriately. The admissions process will take approximately 4 - 6 weeks. A member of the Admissions team is likely to conduct a home visit to answer questions and build a full picture of how we can move forward with the referral.

It is essential that funding is agreed prior to any arrangement. Once funding has been agreed, we discuss the nature of provision required, allocate appropriate staff, create a bespoke timetable and organise a computer induction visit in the student’s home.

What quality assurance processes do you have:

RBAir has gained Cambridge County Council Stage 4 compliance (2022)

RB Air has a quality assurance policy (available if required). The core elements of QA are:

• we regularly seek feedback from students and parents;
• all staff are expected to be reflective practitioners;
• subject leaders (equivalent to heads of departments) monitor progress in their subjects – and report to RBAir’s headteacher;
• we track and review our students’ academic progress, as well as wellbeing and social progress, and revise and adapt our practice in light of that;
• we produce and evaluate an annual quality assurance and development plan based upon annual self-evaluation
• all staff participate in annual professional development;
• all data is held on an internal management information system or in secure cloud storage;
• the RBAir Headteacher provides an annual report (in September) to trustees that provides data on outcomes and progress for the previous academic year;
• the Director of Education also takes this report and compiles a comparative study of outcomes with other RB providers and against national mainstream and AP expectations;
• all our safeguarding processes and practices are monitored throughout the year, supported by a dedicated full-time Safeguarding Lead, as well as numerous DPs;
• we carry out an annual audit of our safeguarding practice and all RB Air policies and procedures.

Have you been quality assured by another organisation or local authority:

Yes we have completed:

• Essex County Council Quality Assurance (2022)
• Suffolk Quality Assurance ( 2022)
• West Sussex (2022)

TCHC Peterborough - Stage 4

Address: ICA The fleet, Fletton, Peterborough. PE2 8DL.

Telephone number: 07803243266

Age range of learners: Target group: Key stage:

15-24

Capacity: How many students can be accommodated:

20

Which students are currently offered provision:

• Dealing with challenging life circumstances.
• Students not accessing mainstream education.
• Excluded or at risk of exclusion
• Suffering physical or mental health conditions
• Poor school attendance/refusing to attend school.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Functional skills Maths E1 – L2

Functional skills English E1- L2

Health and social care

Personal social development

Customer service

Employability

IT user skills.

Cost for an academic year/term/weekly or sessional basis:

Funded by ESFA by eligibility.

Expected outcomes for Students:

Self-employment

Moving into own place

Increasing confidence

Building social skills

Interaction

Prevention of permanent exclusion.

Acquisition of GCSE’s, A-Levels or other qualifications.

Completion of short term accredited and non-accredited courses.

Lowered risk of NEET, progression to mainstream post 16 provision.

Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.

Improved behaviour

Improved relationships with family and wider community.

Attainment of vocational skills.

Development of personal and social skills.

Improved attendance and punctuality.

Employability.

Reduce anti-social behaviour.

Successful work experience placements.

Pastoral Support on Offer:

Support

Signposting to correct support when needed

One to one support when needed

Monitor behaviour and attendance.

Support with transition.

Identify barriers and solutions to learning and engagement.

Liaison with other professionals working with the Student.

Interventions, progress etc. are regularly reviewed.

Personal Tutors.

Access to Locality Team support.

Behaviour management.

Information, Advice and Guidance.

Signposting and referral to additional support.

Support after leaving the provision.

Referral process: Is there a specific intake period:

Referral form currently be devised

Made directly through us

Phone

Email.

What quality assurance processes do you have:

Awarding bodies

Teaching Staff DBS checked

Qualifications and experience

IQA process in place

Support visit in place

IQA reports

EQA reports

Destination tracking.

Quality assured:

April 2017 by Ofsted.

 New Meaning Foundation - Stage 3

Address: (Learning Centre/Construction Site): Waterbeach Barracks, Denny End Road, Waterbeach, CB25 9PB.

(N.B) Foundations for Future and Work and Study take place at the students’ home (appropriate adult must be present at all times) at our Waterbeach Learner Centre or at a community centre local to the student or school.

Contact: John Evans (CEO) or Fiona Johnson (DSL)

E-Mail: john.evans@newmeaningfoundation.org or Fiona.johnson@newmeaningfoundation.org

Telephone Number: 07778 928123 (John)

Age range of learners: Target group: Key stage:

14 – 16years (KS4) – Construction Skills, Pro-Active Work Skills, and Foundations for Future

We also provide education provision for learners in Post-16 and Adult Education.

Capacity: How many students can be accommodated:

Construction Skills
Maximum of 8 learners on site at any time.
Learners must attend a trial day to ensure the provision is appropriate.
School to provide a chaperone to accompany learner/s if they deem this appropriate.
We have 2 courses available:

• Level 1 Diploma in Carpentry & Joinery
• Entry Level 3 Certificate in Plumbing Skills

Foundations for Future
1 to 1: available with a minimum of 1x 2 hour lesson per week

Pro-Active Work Skills
1 to 1: available with a minimum of 1x 2 hour lesson per week

Which students are currently offered provision:

• Students that have struggled to engage in mainstream education
• NEET or at risk of being NEET
• Low school attendance/refusing to attend school
• SEND students

• Suffering from physical and or mental health conditions/illnesses
• SEMH
• Homeless or at risk of being homeless
• At risk of CSE/CCE
• Dealing with challenging life circumstances
• Children in Care (CiC)
• Young Offenders
• Ex-Offenders

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Construction Level 1 Carpentry & Joinery – learners will attend NMF for 2 days a week for the academic year (TERM TIME ONLY). Learners will develop their skills in construction such as: health & safety, painting and decorating, carpentry and joinery, tiling, sustainability, and assembling/dismantling access equipment. Term time Tuesdays and Wednesday 11:00-15:30.

Construction Entry Level 3 Plumbing – learners will attend NMF for 1 day a week for the academic year (TERM TIME ONLY). Learners will be taught about the basics of plumbing and will develop their skills in this trade. Term time Thursdays 11:00 – 15:30.

Foundations for Future – Entry 1 to Level 1 award qualifications is available that map to the 4 Preparing for Adulthood strands: Employment, Independent Living, Health and Wellbeing and Community. For 14 – 16 education and EHCP holders, non-accredited units from various qualifications can be completed, please discuss this upon referral.

Pro-Active Work Skills – Entry 1 to Level 2 in Functional Skills Math and English plus employability. Work experience is mandatory. We do not offer chaperone support work experience.

NB - Functional skills Math and English can be added to Construction and Foundations for Future if needed (will be provided based on individual need).

Cost for an academic year/term/weekly or sessional basis:

Expected outcomes for Students:

• Gain accredited qualifications through our chosen provider.
• Lowered risk of NEET, progression to mainstream post 16 provisions.
• Positive changes in learners’ attitude to learning, motivation, confidence and self-esteem
• Improved behaviour
• Improved relationships with family and wider community
• Attainment of vocational skills

• Development of personal and social skills
• Improved attendance and punctuality
• Employability skills
• Reduce anti-social behaviour.
• Successful work experience placements
• Develop skills that prepare learners for adulthood.

• Gain/develop skills in trade.
• Complete Functional Skills at an appropriate level to individual learner (we work with individuals at all levels and abilities, we aim to support all students to work towards and achieve their Level 2 FS)
• Completion of short term accredited and non-accredited courses.

Pastoral Support on Offer:

• One to one support.
• Communication with parents and carers to keep them informed (preferred method of communication will be discussed with each parent/carer).
• Monitor behaviour and attendance.
• Identify barriers and solutions to learning and engagement.
• Liaison with other professionals working with the learner.
• Interventions, progress etc. are regularly reviewed.
• Personal Tutors
• Information, Advice and Guidance

• Signposting and referral to additional support
• Keep in touch communication throughout summer if student continues with NMF.

Referral process: Is there a specific intake period:

Expression of interest via email to Fiona.johnson@newmeaningfoundation.org

A referral form will be sent out for completion after expression of interest.

The referral form MUST be completed and returned no less than 1 week before the learner start date.

Construction Skills will begin once a minimum group number of 6 is reached.

Foundations for Future and Pro-Active Work Skills are roll on roll off courses for AP learners throughout the academic year.

What quality assurance processes do you have:

• Approval, monitoring and periodic review of programmes and systems
• Assessment of students
• Quality assurance of teaching staff through termly observations and Internal Quality Assurance of students work
• Learning resources and student support:
• Management information systems
• Collection and analysis of data
• Measuring and improving outcomes.

Quality Assured:

External quality assurance from our awarding bodies.

Internal quality assurance completed regularly.

Farm Club Ltd - Stage 4

Address: The Old Pig Farm, Meadow Lane, St Ives, Cambridgeshire, PE27 4LG.

Contact name: Carol Bailey

Telephone number: 07548 466932

Email: office@farmclub.co.uk

Age range of learners: Target group: Key stage:

Aged 6-16 (Children outside of this age bracket can be discussed with us on a case by case basis)

What we do:

Farm Club is an SEMH (social, emotional, mental health) provision. Sessions are focussed on outdoor experiences, tailored around building a toolkit of techniques, strategies and mechanisms to help each individual student thrive.

The four main pillars that Farm Club works towards are emotional regulation, compliance, social integration and developing an appetite for learning and personal development. The aim of the placement at Farm Club is to support students with reintegration and the avoidance of permanent exclusion, whilst building their self esteem.

Where Farm Club really differs from other interventional programmes is taking a child-led approach to learning and development. We acknowledge the rising demand of students requiring an alternative way of learning, not a one-size-fits-all structure. Therefore, we have curated pathways for each individual alongside our diverse learning programme, “The Farm Club Curriculum”, which links and supports where possible, the mainstream curriculum.

Learning and development is at the heart of what we do, encouraging our students to explore, and be curious, meanwhile teaching them respect for themselves and others and social and essential life skills.

Utilising this opportunity to make a true difference to the vulnerable children in our care gives them the availability to thrive within education and far into their futures.

So how do we do what we do? First and foremost, we have to connect before we can correct. We instil trust in our students through structured activities, combined with free play and exploration. This process varies in length from student to student, but we ensure this all-important feeling of freedom, pride in making choices and opportunity of expression is never lost throughout each child's journey with us.

Once we have developed a meaningful and honest relationship with boundaries, consistency and fun, we are able to support students to improve their emotional regulation. To summarise, our mission is to equip our students with the skills, knowledge and strategies, to thrive within our complex and ever changing society.

Expected outcomes for Students:

• Prevention of exclusion.
• Positive changes in attitude.
• Learning motivation.
• Improved behaviour.
• Confidence and self esteem
• Respecting animals and their environment.
• Working independently and following clear instructions.
• Working in a team and helping others.
• Improved relationships.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti – social behaviour.

Pastoral Support on Offer:

• One to one support when required
• Additional onsite student support provided by our Site and Session Supervisor and DSL and Session Coordinator
• Access to experienced mentors.
• Monitor behaviour, attendance and progress being made against our four pillars, emotional regulation, appetite for learning and development, compliance and social integration
• Our individual reporting system includes daily scores around the four farm club pillars, half termly progress reports and progress graphs
• Support with transition.
• Identify barriers and solutions to learning and engagement liaison with other professionals working with the student.
• Interventions, progress, etc. are reviewed regularly.
• Access to locality Team support can be arranged.
• Behaviour management.
• Information, Guidance and Advice.

Students participate in activities to support them to develop skills and understanding including;

• Learning to follow instruction to manage emotional regulation and develop coping strategies for dysregulation
• To learn and follow the RSPCA five freedoms when caring for small animals
• Learning how to plant, grow and harvest food
• Learning forest school skills
• Learning about the nutritional value of foods through practical food based activities
• Learning how to prepare ingredients, during cooking and baking activities
• Learning about the life cycle of chickens by hatching and incubating eggs.
• Learning to develop social skills by participating in team activities and games with the full support of the session leader
• Learning to develop compliance and understanding of why boundaries are positive and important

Our offering

Referral process:

At this stage, you may have some more questions. Firstly, I’d like to direct you to the website farmclub.co.uk.

If you wish to speak to a member of the Farm Club team, please send us an email to office@farmclub.co.uk requesting a telephone conversation and we will book this in at a time to suit you. We would be delighted to offer you a site visit and this can be organised by a member of our team. Should you feel confident with the process and the provision that is on offer, we welcome you to continue with the referral process.

What quality assurance processes do you have:

• We follow safer recruitment guidelines
• We have robust safeguarding systems in place
• We have thorough policies and procedures in place that cover all elements of our site and the work we do with our students.

Have you been quality assured by another organisation or Local Authority?

Yes, we are very proud to have been quality assured as a level 4 provision by Cambridgeshire Local Education Authority.

New Ark Support Service/New Ark Play Association – Stage 4

Address:  Hill Close (Off Reeves Way), Peterborough, Cambs, PE1 5LZ.

Contact: Samantha Brown

Telephone number: 01733 890928

Email: sambrownnewark@gmail.com

Transport:  N/A

Age range of learner/key stage:

New Ark Play Association combined age range - 2yrs 9months - 19 years.

Support Service / Reception - 15 years.

KS1, KS2, KS3

Capacity:

We can accommodate up to 5 children in each session, but this will also depend on the needs of each child..

Which students are currently offered provision:

Students not accessing mainstream education, at risk of exclusion or those that are excluded, students struggling in a school environment, those suffering physical or mental health conditions, students/young people with poor school attendance/refusing to attend school or dealing with challenging life circumstances.

Brief description of curriculum offered is based on an outdoor alternative hands on curriculum.

We offer short term support until children can be reintegrated back into school.

New Ark's Play Support Service supports children with emotional, behavioural and social needs. A group of dedicated staff encourage children to engage in tasks based mostly around a varied out-door curriculum. Children are given opportunities that help to build important life skills by using our city farm, eco - garden and adventure playground. Our unique environment proves to be therapeutic for all children that attend.

Our aims and outcomes are to encourage and support children in positive learning experiences that will help them develop strategies to manage their emotions in positive ways.

Eco – Garden:

With its woodland area, sensory garden and small orchard children are able to observe the life cycles of wild creatures, engage in bug hunting and pond dipping. They also learn to appreciate and observe nature’s many different colour changes, changing of seasons, shapes and experience a variety of smells (scents of flowers).

City Farm:

New Ark is the only City Farm in the Eastern Counties. Children can see, touch and help to care for small animals, poultry and some larger farm animals. They learn about nature and enjoy the responsibility of caring for all our animals whilst feeling a sense of pride as they contribute towards the daily running of the farm.

Adventure Playground:

Children explore risk in a controlled environment while supervised by professional support workers who know when to help and encourage and when to step back to let a child work things out for themselves. They get heaps of exercise, fresh air, contact with the natural world and all the benefits of play.

Cost for an academic year/term/weekly or sessional basis:

£25 per hour (Per child)

For a group session please ask for a cost.

*Minimum of 6 weeks accessed.

For an additional cost we can provide a room and a teacher which will be supplied by an external agency who can support further learning with GCSEs and short courses etc.

Expected outcomes for Students:

• Successful reintegration to mainstream school.
• Prevention of permanent exclusion.
• Completion of short term accredited and non-accredited courses.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti-social behaviour.

Pastoral Support on Offer:

• One to one support.
• Access to experienced mentors.
• School visits/student transition to school/occasional home visits.
• Monitor behaviour and attendance.
• Support with transition.
• Identify barriers and solutions to learning and engagement.
• Liaison with other professionals working with the Student.
• Interventions, progress etc. are regularly reviewed.
• Personal Tutors are supplied by an agency- Vision for Education.
• Access to Locality Team support.
• Behaviour management.
• Signposting and referral to additional support.

Referral process/Is there a specific intake period:

Referral is via a CAF, referral form, email or recommendation.

Quality assurance processes?

Monitoring and periodic review of systems and programmes. Learning resources and student support. Management information systems. Measuring and improving outcomes.

Quality assured by another organisation or Local Authority?

New Ark Play Association was quality assured over 13 years ago.

People & Animals - outreach and at Wisbech Community Farm - Stage 4

Address: Wisbech Community Farm, Lynn Road, Wisbech, PE14 7AP

Contact: Katie Bristow

Email: info@peopleandanimals.org.uk

Telephone Number: 07541 402354

Transport:

1. Transport will be required to visit Wisbech Community Farm, a bespoke facility providing a wide range of educational and engagement via animal and land-based activities.

1. No transport is required for our Outreach visiting service to the school/centre premises.

Age range of learners/Target group: Key stage:

Early years, 5-18 year olds, school leavers.

Key stages 1-5

Capacity: How many students can be accommodated?

121 sessions avaliable

Can also accommodate group sizes of up to 8 students.

Which students are currently offered provision:

Currently provide provision to:

People and Animals provides a fully inclusive and adaptable service, to meet the needs of Alternative Education, with bespoke lesson plans created to support reengagement into education, and overcome barriers faced to learning and wellbeing.

This may include people those affected by;

• Attachment difficulties
• ADHD
• Autism Spectrum
• Learning Disability
• Physical Disability
• Emotional Behavioural Difficulties
• Mental Health
• Poor educational attainment
• Unable to access mainstream education.
• At risk of exclusion or suspension from educational services.
• Struggling to cope with difficult life challenges.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.)

Termly series of therapeutic sessions, providing animal and land-based educational opportunities to reach curriculum targets set by each commissioning education provider and student.

http://www.peopleandanimals.org.uk

Activities, session plans and interventions are designed to develop transferable life skills, enabling that child or young person to re-engage with learning and the education system, overcoming the social, educational, health and well-being barriers that they face. This may facilitate:

• Motivation and re-engagement into core curriculum based study.
• Improved school attendance.
• Improved ability to concentrate.
• Development of social skills; reducing social anxieties
• Managing inappropriate/challenging behaviour.
• Building a sense of trust and respect between students and adults.
• Understanding of potential career prospects to suit their skills.
• Improved health, tackling obesity, through exercise and raise and awareness of healthy eating.

Activities are structured to utilise therapeutic animal assisted goal-orientated activity, as a means to learning and personal development, which may include:

• Written communication.
• Verbal communication.
• ICT skills.
• Physical Education.
• Numeracy.
• Science
• Psychology.

Costs for an academic year/term/weekly or sessional basis:

Costs calculated dependent on group size and length of service required. A typical Wisbech Community Farm session would cost £40 for 2.5hours of intervention.

Expected outcomes for Students:

Expected outcomes will be dependent on the individual and/or goals agreed with the learning provider and/or commissioner. These may include:

• Positive change in student’s attitude towards learning.
• Improved motivation to engage with education, mainstream or otherwise as appropriate to the individual.
• Lowered anxiety levels in education setting, improved self-esteem and confidence.
• Improved concentration levels.
• Successful reintegration to mainstream school where applicable.
• Improved school attendance and punctuality.
• Improved chances of employability.
• Improved aspirations for future career prospects.
• Lowered risk of NEET.
• Improved health and awareness of health-related issues, for example, obesity and diet.
• Development of social skills.
• Improved ability to self-manage behaviour, enabling better access to education.
• Transferrable skills leading to improved relationships, working more positively with peers, staff at school. Family and wider community.
• Reduction in anti-social behaviour.

Pastoral Support on Offer:

• One to one support where beneficial.
• Programmes building from one-to-one sessions to group work as student develops throughout sessions, to facilitate transition.
• Home visits and family liaison where beneficial.
• Session reporting and reviewing.
• Behaviour management.
• Information, advice, support and guidance.
• Signposting and multi-agency working where appropriate.

Referral process/Is there a specific intake period:

Email or telephone if you have a referral in mind.

There is no specific intake period.

The process will involve an initial conversation regarding the referral, followed by a consultation as to opportunities to suit the target child/young person or group, with confirmation of the service to then be offered with formation of service level agreement, including agreed start date.

Quality assurance processes:

Key memberships and Quality Assurances include;

• Directory of Quality Assured Alternative Education Provision for Cambridgeshire County Council and Norfolk County Council
• ASDAN Centre Registration
• We are licensed to conduct our work by the Licence Animal Activities Borough of Kings Lynn & West Norfolk, Environmental Health (Ref: 19/00215/AA_EXH)
• Awarded the Green Care Quality Mark with Social Farms & Gardens, GCQM_Certificate_People_and_Animals_UK_CIC
• People & Animals work according to the Code of Practice set out by the Society for Companion Animal Studies (SCAS) http://www.scas.org.uk/animal-assisted-interventions/code-of-practice/ People & Animals are supporting SCAS as part of a working group establishing an Animal-Assisted Interventions Approved Provider Programme http://www.scas.org.uk/animal-assisted-interventions/scas-approved-providers-of-aai/
• Collaborating member of the Green Care Coalition https://greencarecoalition.org.uk/ to promote the commissioning and use of Green Care services, and to give voice to the many organisations in the UK who are committed to delivering or supporting the delivery of high quality and cost-effective Green Care services.

Staff information:

Staff delivering sessions are fully qualified for service delivery, including current industry experience. CPD is recorded and monitored. CV’s are available upon request. Qualifications across primary and secondary teaching, psychology, children’s services, family work, social therapeutic horticulture, Animal-Assisted intervention, adult tutoring and community engagement.

Director Julie Milsom has a V1 internal verification qualification and is an accredited assessor to current QCF guidelines for TAQA.

Mett the team here; https://peopleandanimals.org.uk/about-us/meet-the-team/

Appropriate insurances are in place. Copy of insurance certificates are available upon request. Robust policies and procedures also in place. Risk assessments are update and monitored on an ongoing basis. And are provided before beginning any sessions. See https://peopleandanimals.org.uk/about-us/policies-risk-assessments-and-insurance/ for copies of key documents at this initial stage.

A full induction process is in place, and this will be reviewed prior to implementation on initial sessions at new venues.

Recording, monitoring and evaluation processes are in place for sessions and service programmes.

Quality assured by another organisation or Local Authority:

Also quality assured by Norfolk County Council.

Vision Learning Therapeutic Farm - Stage 3

Address: Brickyard Cottage, Bury Road, Witcham, Ely, Cambridgeshire, CB6 2LJ.

Contact: Rebecca Ward

Telephone number: 07522 816112

E-Mail: visionlearningfarm@gmail.com

Age range of Learners: 6-16 yrs

Target Group: KS1 KS2 KS3

What we offer?

At Vision Learning we help children and young people rediscover their love for learning.

Vision Learning programmes are all tailored to each individual student with all our activities linking to the National Curriculum and a Personal Development Programme.

Learning and development is at the heart of what we do with our programmes being child-led.

We offer a range of animal therapy, farm based activities, horticultural activities, and mindfulness art which takes place around the farm.

Our activities at Vision Learning help to develop self confidence, communication skills, independence and a positive mind set.

Animal Assisted therapy has shown interacting with animals can have social and emotional benefits, whether this is just observing the sheep, walking the dogs or mindfulness when grooming the pony.

We have a small orchard, butterfly garden and woodland area where children can slow down and listen to the waddling ducks, bleating sheep and the wonderful calls of the buzzards circling above. By slowing down and watching nature students can observe the life cycles of many different animals on the farm. This allows the students to learn about the ecosystem around them and how we can continue to keep developing it over time.

Vision Learning helps children and young people to enhance physical, emotional and social well-being.

We are dedicated to promoting therapeutic interaction between people, animals and the natural environment.

Capacity: How many students can be accommodated?:

Students can attend varying hours though the week. Depending on the student’s needs we can have a small group of up to four in group sessions with two members of staff or students can attend on a 1:1 depending on the student’s needs.

Which students are currently offered provision:

Students not accessing mainstream education.

Students needing to break up the school week.

Suffering physical or mental health conditions.

Poor school attendance/refusing to attend school.

Excluded or at risk of exclusion.

Brief description of curriculum offered:

Farm Skills at Level 1 and Level 2 – that are linked to the National Curriculum and a Personal Development Programme, through a range of farm based activities.

Accelerating Progress: English

Accelerating Progress: Maths

Employability Skills Development

Life skills challenge

.

Cost for an academic year/term/weekly or sessional basis:

£75 per hour per student. Group rates available on request.

Is there a specific Referral Intake period:

There is no specific intake period.

Email or Telephone if you have a referral in mind.

Expected outcomes for Students:

Successful reintegration to mainstream school.

Prevention of permanent exclusion.

Completion of short term accredited and non-accredited courses.

Positive changes in students attitude to learning, motivation, confidence, and self esteem.

Improved behaviour.

Improved relationship with family and wider community.

Development of personal and social skills.

Improved attendance and punctually.

Employability.

Reduced anti social behaviour.

Pastoral Support on Offer:

Therapeutic support, working with animals.

One to one support

Access to experienced mentors

Monitoring of behaviour and attendance

Support with transitions

Liaising with parents and other professionals working with the student.

Session reports sent to schools after each session.

Referral process: Is there a specific intake period:

Contact Rebecca Ward in first instance.

What quality assurance processes do you have:

Quality assurance of Teaching Staff.

Awarded the Green Care Quality Mark with Social Farms and Gardens.

Animal Welfare Licence to conduct our work by the Cambridgeshire County Council.

Quality Assured by Cambridgeshire County Council.

Fireflies Forest School - Stage 3

Address: Hinchingbrooke Country Park, Brampton Road, Huntingdon, Cambs, PE29 6DB

Contact: Jessica Brocklebank

Telephone number: 07557282113

E-Mail: Enquiries@firefliesforestschool.co.uk

Age range of learners: Target group: Key stage:

Secondary 11 – 16 years

Primary 5 – 11 years

All key stages.

Capacity: How many students can be accommodated?

Depending on the students’ needs, we can offer a 1:1 or 2:1 programme or we can offer small group sessions of up to 6 in a group. This can be at our site at Hinchingbrooke, in an outdoor space as school or Home.

Which students are currently offered provision?

We would like to offer a Forest School/nature-based programme for students who:

• Children who are excluded or temporarily not able to access school
• Those suffering from mental health conditions and need some support to improve self-esteem, suffer with anxiety, depression, PTSD, attachment conditions or for those who have experienced trauma.
• School refusers or children/young adults who are transitioning back into education after having periods of time at home
• With Special Educational Needs
• Poor attendance or at risk of exclusion
• Are unable to attend their current provision/awaiting a space in a specialist provision.

Ultimately, whatever the reason a child or young adult is unable to access Education full time we would love to support them in improving their self-esteem and confidence, build a trusting relationship whereby we can build on their skills such as independence, resilience and ultimately support their mental health to hopefully enable them to feel better about themselves and be able to access whatever future education or employment they strive to do.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Our Forest School site is based in the beautiful woodlands at Hinchingbrooke Country Park, Huntingdon. We have access to a vast amount of natural space as well as our more structured Forest School site. Our sessions are predominantly child led and will follow the interests of the individual, with the Forest School practitioner responding to their interests. Planning is flexible and dynamic. Our core aims are to support the young person to develop:

• Self-esteem and confidence
• Build independence and resilience
• Offer opportunities to develop problem solving and risky play whereby the young person is part of risk assessing
• learning skills such as den building, tool work; including woodworking, fire lighting, knots and rope play, nature identification including pond dipping, insect, tree, flora and wildlife identification and more!

We will discuss a young person’s support needs and goals and tailor make the programme for them based on the areas of development needing the most support or the main goals of the alternative provision.

Primarily, we will focus on building a trusting and mutual respectful relationship as we believe without this, we have no foundations to develop further practical skills.

Cost for an academic year/term/weekly or sessional basis:

This will largely depend on the length of time of the session, the young person’s needs (which will dictate how many staff are needed) and the core aims. Below are our costs, however we are happy to create a bespoke package also.

Our costs are:

1 child, 1 forest school practitioner for a 2-hour session costs £140.

1 child, 2 forest school practitioners for a 2-hour session costs £240.

1 child for a 5-hour session (9.30-2.30pm) costs £325 per Forest school practitioner needed.

A small group of up to 6 young people with 2 Forest School Practitioners costs £360 (minimum of 2 hours)

All sessions will include a variety of campfire snacks, drinks such as hot chocolate, all wood and tools necessary and also their Wild Passport booklet for each child.

Expected outcomes for Students:

We would love for our sessions to provide the young people with a time each week where they felt safe, welcomed, and trusted. Where they can build a positive relationship with one of our Forest School practitioners and work together each week on mutual goals. Whether this is to; reduce anxiety, improve self-esteem and confidence, to support them in a transition or to re integrate into mainstream school.

Our intervention will offer young people a place where they can explore various skills and interests. For those interested, we can teach safe tool use, how to respect tools and the importance of this as well as providing the opportunity to learn and create a safe fire.

We will allow the young person to have the opportunity to talk about what their interests are and we can then plan our sessions accordingly, this may mean teaching bushcraft or wood work skills, insect and wildlife identification, knots and ropes or building a creative project.

If appropriate we can also invite parents or family members to some of the sessions so that they too can build upon relationships whilst our Forest Tutor would model language and behaviour support techniques.

If the young person was with us as part of a small group, we would also work on social interaction and social skills, if this was an area that the young person needed modelling or support with.

We can also speak to the Country Park rangers and local tradesman about any future volunteer or employment opportunities if appropriate. They may also be able to volunteer at some of our toddler and summer camp sessions, again if appropriate.

We can also enrol the young person in the Wild Passport scheme which is a skills based progression curriculum, if this was something they were interested in.

Pastoral Support on Offer:

We would be able to have a phone conversation between the young person and the Forest Tutor prior to their first session to answer any questions or to support the young person if they were anxious. If a home visit was necessary, this could also be organised.

A weekly journal will be kept. This will include photos and comments about what they did each week, the young person would have the opportunities to add drawings, comments, or photos too if they wish. This journal can then be shown to any family members or school staff if the young person was happy for this.

During our weekly sessions the Forest Tutor can chat to them about any difficulties they are having, open up a conversation about any potential solutions to learning or what could change to improve engagement.

Our Forest Tutors have a deep understanding and a wealth of experience in supporting Stress related behaviour (“challenging behaviour”) and so can also support a young person who is struggling with this or who feels they are misunderstood or struggles to communicate their feelings appropriately.

Referral process: Is there a specific intake period:

We would be happy for any young person whether they have a EHCP, EHA or not to access our services. We feel passionate that our woodland gates are open to all and as long as they are able to access the funding then we would absolutely love to have any child of any age. We would just need to ensure we had enough accurate information on the child’s history and support needs prior to planning and implementing the programme.

We can start a block of sessions at any time of the year.

A referral form will be completed and a phone call with the appropriate referee. We will then design a bespoke programme for the young person.

1. Email or telephone enquiry received
2. Referral form/s completed and returned to Fireflies
3. Any relevant paperwork such as an EHCP sent through to Fireflies
4. Telephone/email communication
5. 1 hour induction visit organised and completed
6. Decision made on whether we can meet the needs of the student
7. If successful, a SLA including costs and hours will be agreed and signed
8. Student begins with us
9. Review will be organised after 3 weeks, if successful, the SLA will be renewed for a further 6 week programme.

(Shorter programmes are also available)

What quality assurance processes do you have:

Students’ progress will be monitored through the use of the journals and Wild Passport skills assessment programme. At the start and end of each session the wellbeing of the student and a self-reflection chat will be had so that they are sharing how they are finding each session, how they feel about it and their goals and hopes for future sessions.

The Forest Tutor will make a note in the journals each session on areas such as how the young person engaged, interactions, on their behaviour and general wellbeing, if new skills or progress towards skills were made and what the next steps are for the young person.

The assessments above will measure success and improvement; however, we will also ask the young learner to complete an entry questionnaire before the programme starts and at the end of the programme. The learner will self-review throughout the programme and the tutor will also be making continuous observations throughout the programme which they will make notes about in the journal.

All staff who will be running our Woodland sessions will be Outdoor First Aid trained and attend regular CPD days and training.

Our Forest School site is extensively risk assessed and our risk assessments are also checked and approved by Hinchingbrooke Country Park, which is all underpinned by our detailed policies and procedures.

All our staff have had a DBS check completed prior to working with us.

 Woodventurers Woodland Learning Stage 4

Address: Woodland site: Bramblewick Woods, Portway Drove, Hardwick, Cambridge.

Contact: Toni Rogers and Nicki Proietti

Telephone number: 07803364278

(Preferred contact method is via email)

E-Mail: office@woodventurers.co.uk

Website: www.woodventurers.co.uk

Transport: Provision is satellite. Sessions can be run on your site or at our Woodland site. We do not offer transport.

Age range of learners: Target group: Key stage:

Secondary 11 – 16 years

Primary 5 – 11 years

All key stages.

Capacity: How many students can be accommodated?

Individual students and small groups of up to 6 students.

Which students are currently offered provision:

Our provision is open to students

• with mental health, anxiety and well-being needs.
• low achievement and failing to thrive.
• struggling to cope with challenging life circumstances and unable to access learning.
• with Special Educational Needs.
• not accessing or finding it hard to maintain mainstream education.
• poor school attendance/refusing to attend school.
• excluded or at risk of exclusion.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Overview

Woodland Learning

All our Woodland Learning programmes are bespoke and designed to meet the exact needs of the learners we work with.

We use our beautiful woodland setting and natural resources to facilitate fulfilling learning experiences that foster a love of learning. Alternatively programmes can be run in a green space on your site.

Our woodland tutors teach curriculum led activities carried out in an outdoor environment using a variety of natural resources. Pre-planned sessions are designed to fulfil the academic aims of the programme with an additional focus on supporting children’s social and emotional well-being. Sessions will consist of interactive and creative activities with optional practical woodland skills such as campfire cooking and using tools.

Woodland Learning objectives are planned according to the individual needs of the child/children in our care in collaboration and liaison with any other relevant professionals and/ or the pupil’s family.

Woodland Learning with bush craft: Mental health, well-being and nurture.

Short term sessions that focus on developing the student’s positive mental health and well-being through a range of practical activities including bush-craft, woodland crafts and woodland management.

Woodland Learning: Outdoor classroom.

Our curriculum led learning programmes are designed to support both academic and wellbeing needs of the students, alongside gaining benefits from working outside. They take place in an outdoor setting making use of natural resources as an aid for learning.

Subjects include English, Maths, Science, History, Geography, Art and DT.

Home Based Nature Learning.

Designed to support students who may be too anxious to attend the woodland setting and prefer to work at home. A Woodland Tutor will deliver the learning in an outdoor space at the learners home or via an online tutor session supported with posted resource pack.

Level 1 Award in Outdoor Learning and Forest School for Young People

An accredited qualification designed for Young People aged 16+. A programme of 9 sessions covering health and safety outdoors and practical bush-craft skills.

Short tailored courses to support individual student needs or interests.

Our team also have links to private therapists who can be accessed on request at an additional cost.

Cost for an academic year/term/weekly or sessional basis:

Woodland Learning

• Individual student: 2 woodland tutors £120 per hour (min 2 hours)
• Small group up to 6 students: 2 woodland tutors £180 per hour (min 2 hours)
• Half termly full day block booking: 2 woodland tutors for a group of up to 6 pupils (up to 3 days per week) Cost £600 per day.

Home based Nature Learning

• Individual student: 1 Woodland tutor £60 per hour (min 2 hours)

Minimum booking for initial programme of Woodland Learning sessions is 3 x 2 hr sessions running over consecutive days or weeks. Subsequent programme bookings are 6 sessions. Two-hour session times are 10am – 12pm or 12.30 – 2.30pm. Full day session 10am – 2pm. Termly and yearly bookings accepted.

Referral costs for each programme

Initial consultation meeting with Woodventurers programme co-ordinator, programme design, evaluation and feedback. £60 per hour (charged per hour)

Accredited course: Level 1 Award in Outdoor Learning and Forest School for Young People*

• Small group up to 6 students: 2 Woodland Tutors £180 per hour
• Programme of 9 x 2hr sessions
• Sessions must be consecutive weeks
• *Additional examination board registration fee of £48 per student.

Expected outcomes for Students:

Our Woodland Learning aims to support positive changes in student’s attitude to learning, motivation, confidence and self-esteem. This in turn can reduce anti-social behaviour and improve relationships with families and the wider community. Within the sessions, we encourage pupils to make increasingly responsible choices, reflect on their successes and develop their own personal goals alongside their personal Woodland Tutor. A specific learning programme is developed with input from other professionals, parents and the pupil and leads to the completion of a personalised ‘woodland passport’.

Where pupils are working in small groups, activities are designed to develop and practice social skills in a fail-safe environment. As appropriate, pupils are encouraged to work together to problem solve and explore the environment and resources. Teamwork and resilience are promoted and encouraged with a focus on a growth mindset.

Many of the skills practiced in our woodland setting are transferrable into everyday life and can support academic achievement as well as engagement in learning. Our tutors have the flexibility to work with pupil interests and develop modules of work that build on and extend existing strengths and skills to encourage participation in areas of increasing challenge. Specific outcomes can focus on developing attention and concentration.

For some pupils at risk of PEX or who are finding engaging in a classroom based, mainstream environment too challenging, the liberation of working in an outside environment can allow them a fresh start and a chance to re-engage. Our aim is always to support children and encourage their successful re-integration to an appropriate education setting armed with increased resilience to support improved attendance and punctuality.

Pastoral Support on Offer:

• We offer one to one pastoral support during sessions to improve well-being.
• Students work with experienced woodland tutor mentors.
• We design bespoke programmes tailored to individual needs.
• We build programmes around the student’s
• Sessions focus on building self-esteem and self-confidence through Woodland Learning.
• We work to find solutions to learning barriers and re-engage learners.
• Liaison with other professionals working with the student is a key point.
• Our tutors’ skills and qualifications include: QTS, Level 2 Outdoor Learning Practitioner, CBT practice, Lego Therapy, Mindfulness and Meditation, experience supporting EAL and LGBTQ+ community.
• Professionals trained in STEPS behaviour support.
• Our team have links to private therapists who can be accessed on request at an additional cost.

Referral process: Is there a specific intake period:

• Referrals are accepted from LA settings, Education, Health and Social Care, and private referrals initially via email and then through completion of our referral form.
• Intake throughout the academic year.
• We would require relevant SEND and safeguarding information to ensure the child/children receive the best provision and that their needs are fully met.

Intake will be dependent on availability of woodland tutors and with regard to the needs of the existing pupils.

What quality assurance processes do you have:

• Assessments take place before and after programme to measure success and improvement.
• We use tutor observation and student review to assess progress.
• Our feedback system will ensure effective communication between all involved.
• All teaching staff are experienced education professionals with additional Outdoor Learning or Forest School qualifications.
• All staff are first aid trained and attend regular professional development training.
• Learning sites are extensively risk assessed and our practice is underpinned by policies and procedures (available to view on our website).
• All staff are vetted in line with Safer Recruitment practises.
• Our programmes and systems are regularly reviewed and updated.

All student information used on our database is stored according to GDPR regulations (see privacy policy on our website).

Have you been quality assured by another organisation or Local Authority:

Cambium Sustainable Forest School and Outdoor Learning Trainers network.

Accredited courses endorsed by the Institute for Outdoor Learning.

Ongoing quality assurance through annual standardisation, regular IV and biannual site visits.

No entries 

ALTERNATIVE CURRICULUM EDUCATION CENTRE CIC (ACE) – Stage 4

Address: Unit 2, New England Complex

Lincoln Road

Millfield

Peterborough

Cambridgeshire

PE1 2PE

Contact Name: Leslie & Marie Carrick Directors or Gail Parsons Deputy Manager

Telephone Number: 01733 897919 Email: marie@acetrainingcic.co.uk

ACE SECONDARY SCHOOL PROGRAMME

Age range of learner/key stage: 11 - 16 years KS 3 & 4

Capacity: 12 students per day and small groups (4 to 6 students)

Part time individual places are available for up to a maximum of 16 hours per week over three days. Monday, Wednesday and Friday, 9.30am to 3pm (2.30pm finish on a Friday). Students can also be placed for a single day.

Morning only sessions are also available, 9.30am to 12.30pm (Monday, Wednesday and Friday). * Subject to availability.

Students work in small groups of between four and six with a tutor and support worker in each class.

Which students are currently offered provision:-

Students not accessing mainstream education who may be on a part time timetable at their school requiring additional provision.

Students with special educational needs and disabilities.

Students needing a more practical programme of activities.

Students who are excluded from mainstream school (subject to interview) or at risk of exclusion.

Those students suffering physical or mental health conditions requiring a smaller setting and a nurturing environment.

Young people who display emotional, social, or behavioural problems if they do not pose a significant risk to others, i.e., extreme violence or inappropriate sexual behaviour towards peer group.

Those students with poor school attendance who require a short intervention placement i.e., six weeks.

Students who are dealing with challenging life circumstances, such as difficulties in the school or home environment.

Brief description of curriculum offered:

ACE supports students working towards qualifications at school from various sectors of learning including Woodwork, PSHE, Cooking and Sport. Students will also study a varied programme of self-development. We can offer support in Maths and English, but students will need to sit any exams at the referral school.

We provide a varied programme of enrichment activities including - Gaming, Cooking, Martial Arts, BMX/Scooters, Ten Pin Bowling, Swimming and various other sporting activities which are offered in the afternoons for students attending full days.

The core subject areas are: -

Maths and English, Work skills, Careers & Employability

Construction including - Woodwork, Painting & Decorating, Health & Safety and Basic DIY Skills

Sport, Health & Fitness, Personal, Social and Emotional Development

Catering & Hospitality

Expected Outcomes for Students:

Support with core subjects including Maths and English and PSD.

• Successful reintegration to mainstream school where possible
• Improved social interaction with peer group and adults.
• Improved behaviour, confidence and self-esteem
• Improved relationships with family and wider community by reducing anti-social behaviour and teaching important life and social skills.
• Preparation for college or further education.
• Employability; – preparing students for working life through a comprehensive programme of employability activities including applying for a job, interview techniques, compiling a CV and personal presentation skills.
• Prevention of permanent exclusion and lowered risk of becoming NEET.

Pastoral Support on Offer:

• Close monitoring of behaviour and attendance given to referral agencies on a daily and weekly basis
• Support with transition to college or further education and training
• Good communication with parents/carers
• Regular student tracking of progress and attainment termly and on request and comprehensive end of year report
• Liaison with other professionals working with the student, working closely with other childcare professionals to support each student
• Good behaviour management fostering positive outcomes
• A comprehensive PSD programme including visits from outside agencies including the police, drug and alcohol awareness and visits to places of interest

Referral Process for Secondary School Programme:

ACE referral form to be completed and sent via email or post and any supporting documents i.e. IEP, EHC Plan prior to placement.

A visit to ACE with the student, a representative from the referral agency and parent/carer prior to placement.

A taster morning will only be offered after a successful visit to the centre and when a completed referral and consent form have been obtained for the student being placed.

Student referrals are taken throughout the year to suit the referral agency, subject to availability.

COST OF PROVISION:

Main Programme Rates from April 2023: -

Half Day 9.30am to 12.30pm £65.00 per student

Full Day 9.30am to 3pm £100.00 per student

Group rates are offered for small groups of between four and six students (Price on application as subject to student numbers, ability of the students and provision offered).

Lunch can be provided for students entitled to free school meals at a cost of £3.00 per day, £1.00 of this is given to the student for the tuck shop. (Students attending full days).

Placements are offered to suit the requirements of the referral agencies accessing our provision, no minimum or maximum term. Students can be placed ‘on and off’ the programme as required throughout the year subject to availability.

There is a four-week cancellation notice period. Alternatively, another student may be placed into this slot with no additional fee incurred.

ACE PRIMARY & SPECIAL SCHOOL PROVISION

Age range of learner 8 – 16 years KS 2, 3 & 4

ACE Bespoke Provision (Small Groups) for students in KS 2, 3 & 4

Bespoke group sessions are available for between 4 and 6 students. Practical multi-sensory activities are offered to support literacy, numeracy and PSED learning. Students can participate in a variety of activities including: - Woodwork, Bicycle Maintenance, Arts & Crafts, Model Making, Photography & Animation and team building activities. These sessions can be tailored to suit the ages and abilities of the students attending. We can work alongside the school’s own curriculum to enhance their leaners programme of development.

Group sessions are available on a Tuesday and Thursday between 9.30am and 12.30pm and 1pm and 3pm (sessions run for either 90 or 120 minutes).

Short courses can also be offered for half a term or full term or sessions can be offered on an ongoing basis subject to availability.

Referral Process for Primary & Special School Groups

ACE referral form to be completed and sent via email or post and any supporting documents i.e. IEP, EHC Plan prior to placement.

Student referrals are taken throughout the year to suit the referral agency, subject to availability.

Primary & Special School Groups Cost: - Price on application as subject to student numbers, ability of the students attending, and provision offered).

ACE SOFT PLAY SESSIONS

Age range of learner/key stage: 4 - 11 years KS 0, 1 & 2

Capacity: 12 children maximum per group

Soft Play sessions are available to all primary schools, special schools, and children’s groups. Play is an essential element of a child’s development and contributes toward the improvement of important milestones such as refining gross motor skills, dexterity, cognitive function, and promotes healthy mental and physical wellbeing.

Soft Play sessions are available between 1pm and 3pm (75- or 90-minute sessions) Monday to Friday during term time and during all school holidays. These sessions include the soft Play frame, ball pool, ride on vehicles and various sensory activities. Each group has sole use of the soft-play room for the duration of the session.

The soft playroom can be offered as part of a package of learning or as a stand alone session. Multiple sessions can be booked subject to availability.

Soft Play Session Cost:

£75.00 per 75 minute session or £100 for a 90 minute session for up to 12 children.

This cost may increase depending on the ability and level of supervision required. We will also provide the children with a drink and a snack. * Height and weight restrictions apply, please contact us for more information.

Please note a member of school staff will need to stay with the group for the duration of the session if the children are under 8 years of age.

Quality Assurance:

Quality Assurance is carried out by the referral agencies and the local authority.

We have quality assurance systems in place including an annual quality assurance visit by Edexcel our main qualification awarding body.

Ongoing monitoring of student progress, termly reports and feedback regarding student behaviour, attendance and progress given regularly.

Regular CPD and training for all our staff team including;- First Aid, Safeguarding and Prevent training, Health and Safety, Conflict Management and Positive Handling.

All staff are DBS checked at enhanced level and are recruited following the safer recruitment guidelines.

Regular staff meetings and performance monitoring.

Quality Assured by another organisation or Local Authority:

Marshfield’s Special School - September 2020

Thomas Deacon Academy - September 2021

Heltwate Special School - November 2020

Queen Katherine Academy - October 2022

Stanground Academy – October 2022

Richard Barnes Academy - October 2022

Peterborough and Cambridgeshire Authority - February 2023

Bee-Inspired Wellbeing and Therapeutic Support - Stage 4

Address: 36 The Barns, Littleport, Cambridgeshire, CB6 1GG.

Contact: Krystal Sturman

Telephone number: 07498432276

E-Mail: Krystal.sturman@outlook.com

Age range of learners: Target group: Key stage:

10 – 18 years old KS2 – KS5

Which students are currently offered provision:

• Students struggling to access mainstream
• Students at risk of exclusion
• Students at risk of CCE/CSE
• Students with mental health challenges
• School refusers/students with low attendance
• Students experiencing challenging circumstances

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Interventions offered to help improve the young person’s overall wellbeing. These include but are not limited to:

• Overall wellbeing
• Self-esteem and resilience
• Behaviour management
• Healthy relationships
• Understanding and managing mental health
• Therapy – Integrative counsellor. Sessions can vary depending on client need to include walk and talk therapy, art or CBT.

Cost for an academic year/term/weekly or sessional basis:

1:1’s £50 per hour (Initial session discounted to £30 per hour).

Group work £20 per student for a 1hour session (maximum 6 students).

Expected outcomes for Students:

• Increased self-awareness to help them continue to improve their wellbeing.
• Strategies to manage their mental health difficulties.
• Improved relationships with their support network.
• Young person will be ready to reintegrate into mainstream or engage with a suitable education package.
• Improved performance in school.
• School attendance improved.
• Raised self-esteem.
• Young person will have a more positive attitude regarding approach to learning, progression and achievement.
• Increased resilience.

Pastoral Support on Offer:

• One to one support.
• Signposting to outside agencies.
• Young person can contact me via email in between sessions.
• Liaising with team around the young person.
• 6 weekly reports after review held with young person shared with school.

Referral process: Is there a specific intake period:

Initially, please email to arrange a brief telephone consultation. Bee-Inspired referral form to be completed once agreed. Initial session will be held with the young person/group at a reduced fee of £30 to ensure they are comfortable and happy to work with me. Start date will depend on capacity.

What quality assurance processes do you have:

• Scaling tools used at beginning, middle and end of programme. With young person’s consent, these can be shared with school/outside agencies.
• Feedback given from young people at the end of each group work session.
• Regular reviews with each young person to ensure best practice is being provided.

Brooke Taylor Education Consultancy Ltd – Restart Programme - Stage 3

Contact: Chris Taylor or Kelly Brooke or Michael Bell

Address: 21 Station Road, Knebworth, Hertfordshire SG3 6AP – Head Office

E-Mail: info@btedconsultancy.uk kbrooke@btedconsultancy.uk mbell@btedconsultancy.uk

Telephone number: 07444036385 m 01438 560103.

Transport: Transport provided, door to door, school to home, home to school etc and is included in our hourly rate.

Age range of learners: Target group: Key stage:

5 to 18, KS1 to KS4.

Capacity: How many students can be accommodated:

On demand provision.

Which students are currently offered provision:

• Students not accessing mainstream or specialist education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• CLA or new to care
• New to County
• Will not leave home
• Offending
• Unregulated behaviours
• ASD
• Social isolation
• Between school provisions
• ECHP/SEND
• Tribunal
• All ages from 5 years of age.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Restart Programme is a ‘community based’ bespoke one-to-one mentoring programme for reintegration or transition to a new school placement with embedded learning.

We provide a varied programme of enrichment activities including – outdoor activities, gaming, cooking, arts, bikes, bowling, bushcraft, fishing, swimming, museums, days out, animals, nature, and many other activities linked to national curriculum to foster engagement and full participation.

All pupils will have access to Math & English through their mentor online https://uk.ixl.com/ (all pupils have own account).

We embed education at pupil’s pace during all session delivery.

TA support bridging home and school.

Self-esteem and resilience and overcoming barriers to participation in education.

We work with schools/learning providers to complement existing learning and any work provided by school.

Complement work from other specialist providers and or key professionals.

We will have access to tutors for those pupils who will be returning to education and need to get used to formal learning again with a tutor 1 to 1 in Math & English.

Restart is a ‘bridging’ programme designed to reintegrate pupils back into their educational placement or progress them to their new education provision.

Cost for an academic year/term/weekly or sessional basis:

Hourly rate: Minimum of a 2 x hr session - 48 x hrs cancelation notice - invoice monthly

£65 Per Hour + VAT including all travel (door to door), programme activities, session reports, professional’s meetings, equipment, entrances, refreshments, learning materials, tutoring etc

Expected outcomes for Students:

All Restart Programmes are Bespoke with 1 to 1 mentoring support focusing on engagement, learning and transition either back to school or a new placement

Outcomes are individual but generally include;

• Engagement & attendance
• Successful reintegration to mainstream School.
• Transition to new educational placement/school
• Being ‘school ready’
• Improved behaviours
• Social interaction
• Communication skills
• Health Lifestyles and healthy eating
• PSE and sports

• Prevention of permanent & short term exclusion.
• Supporting part timetable
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved relationships with family and wider community.
• Engagement with peers
• Development of personal and social skills.
•  
• Improved attendance and punctuality.
• Completion of short term accredited and non-accredited courses.
• Attainment of vocational skills.
• Reduce anti-social behaviours & offending behaviours.
• Successful work experience placements & post 16 tasters.

Pastoral Support on Offer:

Restart Programmes are ‘bespoke’ to each pupil with one-to-one mentoring & support

Can be a mixture of programme delivery at school, at home, in the community or a mixture of all 3. Programme deliver is between 2 and 18 hours per week and school holiday provision is available

• One to one support.
• Access to experienced mentors.
• Home visits to keep parents and carers informed.
• Door to door transport
• Monitor behaviour and attendance
• Support with transition.

Restart Programmes are ‘bespoke’ to each pupil with one-to-one mentoring & support

Can be a mixture of programme delivery at school, at home, in the community or a mixture of all 3. Programme deliver is between 2 and 18 hours per week and school holiday provision is available

• One to one support.
• Access to experienced mentors.
• Home visits to keep parents and carers informed.
• Door to door transport
• Monitor behaviour and attendance
• Support with transition.
• Identify barriers and solutions to learning and engagement.
• Liaison with other professionals working with the Student.
• Session Reports
• Helping update ECHP’s
• Helping with applications for new school placements
• Personal Tutors.
• Interventions, progress etc. are regularly reviewed.
• Access to Locality Team support and other specialist support professionals
• Building trusting and positive relationships
• Behaviour management.
• Information, Advice and Guidance.
• Sexual health
• Signposting and referral to additional support.
• Support after leaving provision.
• Respite from school/homme
• Supporting CLA and move to and from CLA
• ‘Out of County’ support
• Mentor stays with pupil for duration of programme even if a move takes place
• Small group activities
• Peer interaction
• TA support and bridging between home and school.

Referral process: Is there a specific intake period:

• Referral form
• Email
• Secure folder transfer
• Telephone

Referral process through;

• Obtaining initial information such as age, sex, location and pupil needs
• completing referral form and receiving other supporting documents (ECHP, reviews, CIN, Safeguarding and risk assessments)
• Restart determines if we can meet ‘needs’
• Agree programme design and desired outcomes
• Communicate with parents/carers/key workers
• Assign a Restart Mentor
• Perform a ‘meet & greet’ introduction for pupil and parents/cares
• Plan and implement Restart Programme
• Update school/key workers with session reports and professional’s meeting

No specific intake periods as ‘roll on roll off’ programmes and admissions.

What quality assurance processes do you have:

• Questionnaires and data from Staff, Parents/Carers, Pupils and Referral agencies/officers
• Quality Improvement Plan
• Observations of staff and session delivery
• Session reports
• Attendance at Professionals meetings (PEP, CLA, CIN, Safeguarding, reviews etc)
• Management data & Management Information systems
• Recording of educational and personal achievements for pupils
• Attendance records

• Referral system
• Quality Audits by Local Authorities which commission our services
• Assessment of students
• Quality assurance of teaching staff:
• Learning resources and student support:
• Approval, monitoring and periodic review of programmes and systems by Local Authorities we are commission for

• Measuring and improving outcomes.

Have you been quality assured by another organisation or Local Authority:

• Hertfordshire SEND and Virtual School August 22
• Central Bedfordshire Council SEND August 22
• Buckinghamshire SEND March 23

Date quality assured:

Aug 22, Aug 22, March 23.

Cambridge Acorn Project - Stage 3

Address: Future Business Centre, King’s Hedges Road, Cambridge, CB4 2HY.

Contact: Hannah Ware

E-Mail: hannah.ware@cambridgeacornproject.org.uk

Telephone number: 07947 855308

Age range of learners: Target group: Key stage:

5-18

Capacity: How many students can you accommodate:

20

Which students are currently offered provision?

Children and young people who have experienced trauma, or Adverse Childhood Experiences (ACEs).

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Cambridge Acorn Project provides holistic and bespoke therapeutic interventions on a one-to-one basis. These programmes combine direct long-term therapy delivered by a registered, experienced practitioner as well as access to family work designed to reduce inequality around the young person and promote long term positive outcomes. The aim of this therapeutic work would be to work holistically with the young person and the structures around them (family, home, school) in order to increase their wellbeing and support them to reengage with education. Our therapeutic work is grounded in attachment theory, empathy, and reflective practice. Our model prioritises shared decision making and feedback informed treatment ensuring children and young people are at the heart of their own therapeutic journeys.

This supportive multi-faceted approach gives the child or young person the time needed to build strong positive relationships facilitating long-term change. Our interventions work across multiple domains to improve wellbeing, and support young people to transition back into mainstream/other provision. We work structurally with the young person and their environment (social/material) to reduce disadvantage and inequality. This work includes increasing opportunities for attachment-related activities, decreasing familial stress and increasing social freedom.

Cost for an academic year/term/weekly or sessional basis:

One-to-one bespoke therapeutic programme: £2000 for the academic year (or across three continuous academic terms). If funding is a barrier Cambridge Acorn Project may be able to support with part-funding on an individual basis (through grant applications).

This cost includes (but is not limited to):

• Initial inequality assessment (shared decision-making tool) undertaken by a trained assessor to develop the most appropriate bespoke therapeutic programme
• 39 hours of direct therapeutic work delivered by an experienced and registered therapeutic practitioner (e.g. HCPC, SWE, UKCP, BACP, BPS)
• 20 hours of family work with and around the child or young person delivered by an experienced family worker
• Access to a programme coordinator who will be a point of contact for school and be able to work with multi-disciplinary teams

Please note: Our therapeutic model, based on attachment theory, provides a young person with long-term engagement to make sustained and long-lasting positive change. Therefore, we are only able to consider working with children and young people where there is the commitment from the school to fund across one academic year/three consecutive terms. Should the young person not engage with the provision it is possible to end the contract early – see service level agreement for more information.

Expected outcomes for Students:

• Re-engaging with school
• Improved wellbeing
• Greater readiness to be able to engage with education
• Improved relationships at home and at school
• Children we work with will sometimes return to mainstream provision
• Lowered risk of NEET progression
• Improved self-esteem and self-reported happiness.

Pastoral Support on Offer:

Cambridge Acorn Project provides bespoke therapeutic intervention programmes and as such, pastoral support is core to our work. Our programmes are delivered on a one-to-one basis by experienced practitioners who work using principles of attachment theory to develop strong, positive, safe and professional relationships with children and young people. As part of this we monitor all attendance and engagement and track progress through detailed case work. Our shared decision-making principles and feedback informed treatment processes ensures the child or young person is at the centre of our work and all the support is built around them and their specific needs.

As well as working with the child or young person themselves, we work across multiple domains ensuring that we are in regular contact with parents/carers as well as working closely with the school and any other agencies involved.

Referral process:

We have an initial referral form and, once a package is agreed it is followed up with a complete inequality assessment to understand the child or young person’s need and develop a bespoke therapeutic package.

We can also accept an Early Help Assessment (or equivalent) with the family’s consent to reduce the paperwork burden on schools.

Is there a specific intake period:

Rolling intake across the academic year.

What quality assurance processes do you have:

Our work is delivered by our multi-disciplinary team of therapists (counsellors, music therapists, art therapists and social workers) and we match the individual child or young person to the therapist to enable the best chance of engagement and succeeding over the long-term. All our therapists are experienced and hold relevant professional qualifications (e.g. counselling, social work, psychology) and are fully registered with their specialist professions and meet the ongoing professional registrations in their discipline (e.g. HCPC, SWE, UKCP, BACP, BPS). Our family workers and academic enrichment support workers are all provided with in-house training to ensure all practitioners are working using the same model of change underpinned by attachment theory and tackling inequalities (particularly where these have been the product of Adverse Childhood Experiences – ACES). All staff are given both internal (management) and external (clinical) supervision. We provide regular CPD for all staff (a recent example includes a training and assessment morning from a clinical psychologist regarding the practical difficulties of assessing trauma and attachment vs neurodevelopmental difficulties) and an annual safeguarding day led by an external expert consultant where we discuss safeguarding updates and reflect, together, on safeguarding issues and complexities which have arisen across our caseload during the academic year.

We closely monitor each young person’s therapeutic journey, and we evaluate the work we do using two primary methods, firstly the Strength and Difficulties Questionnaire (SDQ) (pre and post intervention) and, secondly, through feedback informed treatment (FIT) using Child Outcome Rating Scale (CORS) and Child Sessions Rating Scale (CSRS) each time the young person and therapist meet. The SDQ gives a reliable indicator of change pre and post intervention and FIT scales are scored on a weekly basis with children and young people and these measures ask for feedback on different domains and enable therapists to monitor and evaluate whether the work is on track, is meeting the needs of children and young people and the therapeutic alliance is strong.

Creative Mindset - Behaviour and Wellbeing Consultants - Stage 4

Address: Linton, CB21 4LH.

Contact: Sharon Collins or Danielle Barker

E-Mail: DBarker@creativemindset.uk or SCollins@creativemindset.uk

Telephone number: Sharon- 07909339352 or Danielle – 07429446302.

Age range of learners: Target group: Key stage:

KS 1 onwards Age: 5-19

Which students are currently offered provision:

• Students not accessing mainstream or special needs education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances
• LAC
• NEET
• Students with ECHPs
• Reintegration into learning
• High levels of behaviours that challenge
• High levels of anxiety
• Low levels of emotional resilience
• Low levels of self esteem
• Need to develop social skills.

Brief description of curriculum offered:

Creative Mindsets offers:

• The Wellbeing Curriculum
• Bespoke SEMH Packages
• School Training Packages

Well-being Curriculum rationale

We support schools to implement a Well-being Curriculum for their hardest to reach students.

The aim of the Well-being Curriculum is to enhance student’s happiness, nurture self-worth, develop a sense of personal control. We help schools cultivate positive relationships and apply trauma informed practices. This approach is a person-centered, relationship-centered, and strengths-based curriculum where the focus is the reduction of personal anxiety, integration into education and the development of positive emotions and mental health. Focusing on the young person’s unique needs through a holistic approach to learning that is channeled through the five themes of well-being.

Cost for an academic year/term/weekly or sessional basis:

£60 per child per hour

Based on an average need for 3–4 (this is flexible and will be case by case) days of initial service from assessment to implementation 6 hours per day. Totalling £1080

Bespoke SEMH packages

Are exactly that, tailored to the individual's needs. An example might be: 12 weeks 1-1 work.

We can work on;

Cost for an academic year/term/weekly or sessional basis:

This package is charged at £80 per hour

Staff training package

Creative Mindsets Training Covers:

Aces, Trauma, Attachment, Brain Development, Nervous System & the Polyvagal Theory, 5 Pillars of Wellbeing, Challenging Behaviours, Generational Patterns, Pupil Outcomes, Looking Beneath Behaviours, Calming tools & Regulation and Wellbeing Curriculum

Tantrums and Meltdowns – EYFS - Covers:

Cause & Effect, Threats & Consequences, Difference between a tantrum & a meltdown, Brain Development, Nervous System & the Polyvagal Theory, How to Respond, Bottom up and top down strategies, Body budgets, How babies /children learn, Looking Beneath Behaviours, Calming & Regulation tools and Meltdown causes.

half day rate £650.

Report Writing for example for CIC review, ECHP or funding support @ £60 per hour.

PLEASE NOTE WE CURRENTLY PROVIDE THESE SERVICES IN A SCHOOL SETTING OR IN THE PUPILS HOME

Expected outcomes for Students:

• Successful reintegration into the classroom or school
• Prevention of permanent exclusion.
• Improved access to Acquisition of GCSE’s, A-Levels or other qualifications.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression back into education
• Positive changes in Student’s attitude to learning, motivation, confidence, and self-esteem.
• Improved behaviour and resilience
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

• Support to the school
• Training and upskilling for staff
• Support to implement the wellbeing curriculum
• Monitor behaviour
• Support with transition
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the Student
• Interventions, progress etc. are regularly reviewed.
• Signposting and referral to additional support if needed

• One to one creative holistic support
• Information, advice and guidance to those supporting young person
• Progress is constantly reviewed
• Support with transition from primary to secondary
• Information, Advice and Guidance.

Referral process: Is there a specific intake period:

Referral via

• EHCP
• Email
• Telephone
• School referral
• Local Authority
• NEET team
• Self-referrals (parents)

Please note these referrals can be submitted at any point in the academic year.

What quality assurance processes do you have:

• Clear goals and objectives are set with families/school at the onset
• Reports completed upon request at an additional cost
• Student observation, assessment to be completed by school
• Scaling tools used at beginning, middle and end of programme. With young person’s consent, these can be shared with school/outside agencies.
• Regular reviews, initially once a week leading onto monthly
• Ongoing support as and when needed to ensure things are working well
• Email and telephone support
• Measuring and improving outcomes.
• Regular and updated policies and procedures
• Safeguarding to a minimum level of level 3

NACRO - Peterborough - Stage 3

Address: 16 Lincoln Road, Peterborough, PE1 2RL.

Contact: Hilary Brazil

Telephone numbers: 01733 561596 07920 571590

Transport: Currently during Covid-19 remote starts and remote blended learning. When the centre returns to opening transport reimbursement can be part of the learner’s bursary if they qualify. Situated in the town centre with easy access to bus and train stations.

Age range of learners: Target group: Key stage: Schools – 13-16

Study Programme – 16 – 19 Adults – 19+ Key stage 3 and 4.

Capacity: How many students can be accommodated?

Schools – 6 --- SP – 75 --- Adults – 15.

Which students are currently offered provision?:

• Students not attending mainstream school and those in Inclusion units, excluded or at risk of exclusion.
• Students with learning difficulties, those requiring support and behavioural management.
• Students with attendance issues.
• Students with EHCPs.
• Students in care.
• Young parents and those teenagers who are expecting.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Study Programme:

Maths and English – Entry Levels, Level 1 and 2 Functional Skills

Maths and English – GCSE

Vocational subjects – Retail (L1 and L2), Childcare (L1 and L2), Sports’ (L1 and L2).

The Schools Programme 13-16:

A bespoke programme working with young people in small groups of no more than 6. Focusing on behaviours, wellbeing, progressions and pathways. This is delivered whilst the student remains on roll at the secondary provision, with a view to reintegrate them back there or complete their education till the end of A Year 11. This is bespoke to the needs of the student, parents and referring school.

Expectant Teenage Young Parents programme 13-19:

Students aged 13-16 who are pregnant, access the specialist tutor and Teenage Pregnancy Team throughout their pregnancy with a view to return to education after the statutory 17 week maternity leave period.

Students aged 16-19 we hold a Study Programme Parenting course for pregnant girls aged 16-19 which is delivered in partnership with the Teenage Pregnancy Team in Peterborough, 3 times per year.

Adults Programme 19+:

Subjects offered are qualifications in Maths, English, ICT & Health & Social Care.

Pastoral support is offered to all learners at all ages.

Employability skills are offered to all learners at all ages.

Cost for an academic year/term/weekly or sessional basis:

£75 per day for Schools.

Expected outcomes for Students:

The Schools Programme 13-16:

This is delivered whilst the student remains on roll at the secondary provision, with a view to reintegrate them back there or complete their education till the end of Year 11. This is bespoke to the needs of the student, parents and referring school.

Expectant Teenage Young Parents programme 13-19:

With a view to return to education after the statutory 17 week maternity leave period.

The Study Programme 16-19 -

The learning timetable also includes a work placement for all of our students in order to help them plan their chosen employment path. This also improves attendance and punctuality especially within the workforce.

As part of the Study Programme, all students have the opportunity to apply for financial support via the Student Bursary Provision. This provides financial support for travel & lunch.

Adults Programme 19+:

This is delivered for the learner to gain employment in their chosen sector.

It is aimed that all learners of all ages gain a positive change in attitude towards learning and education. That all learners of all ages make a positive progression into further education or employment and gain the required skills and qualifications.

Social skills and behaviour are improved through pastoral work and key working.

Pastoral Support on Offer:

Pastoral support is offered to all learners at Nacro on a one to one basis or small groups. Behaviour and attendance is monitored and the relevant referral routes are notified of any absence form Nacro.

Regular reviews are conducted with all learners on a 6 weekly basis (more often if required) this covers accredited qualifications, personal and social development and employability.

Work experience is reviewed and learners in a work placement are visited and feedback from the employer is sort.

Other agencies are worked alongside to ensure everyone is working to the same end goal. Regular meetings and reviews are held with learner and agency.

Visits from employers and other Agencies are invited into the centre to give advice and guidance on employment routes, health issues, mental health issues and other areas of support.

Every learner has a keyworker who works and supports them through their time at Nacro, contact is regularly maintained with parents and carers.

Referral process: Is there a specific intake period

Referral routes include:-

• Self-referral
• Via EHCP
• E-Mail
• Phone
• Schools referrals
• Job Centre
• LA
• NEET Team.

Roll on programme and so learners can be taken on at any point in the year.

What quality assurance processes do you have :

Policies and procedures are regularly reviewed to keep them updated and following any changes in policies Nationally.

Quality assurance of staff and teaching is carried out on a regular basis and learning walks are carried out on a monthly basis of all staff.

All work is assessed and quality assured both internally and externally to ensure their qualifications meet the required standards of the awarding body.

Management systems are in place to ensure attendance and achievement are monitored and these are regularly checked by staff throughout the period of study.

Outcomes for the learners are monitored and National KPIs are met and exceeded. Where improvements are required an improvement plan is put into place.

Quality assured by another organisation or Local Authority:

Safeguarding – external Audit

Awarding Bodies – external quality assurance audits

Internal Contract and compliance audits

Ofsted inspection – Good.

Ofsted Inspection – March 2019

All other external quality audits are completed on a regular basis.

Nudge Education - Stage 3

Address: Amber Court, William Armstrong Drive, Newcastle, NE4 7YA.

Contact: Rachael Hooper

E-Mail: rachael@nudgeeducation.co.uk and brian.mair@nudgeeducation.co.uk

Telephone numbers: 07939 842 306 and 0333 772 9452

Website: https://nudgeeducation.co.uk/

Transport:

(Provision is web based/Provision has transport available.)

Provision is typically face to face and either 1:1 or 2:1.

-Transport is available from home to other locations and practitioners are able to transport students in the community.

-Practitioners have business insurance.

-Online sessions are also available.

Age range of learners: Target group: Key stage:

3-25 years

All: All.

Capacity: How many students can be accommodated:

Interventions are typically 1:1. 2:1 if the risk is deemed “high.”

Which Students are currently offered provision:

All categories- as well as providing a transition service between provisions.

Our mission is to eradicate chronic disengagement from education and we know that's not an easy thing to do. So we focus on one child at a time because for us, every child matters and deserves to have a life worth living.

Nudge Education’s bespoke, interim, transition-focused interventions are tailored to meet the needs of each child. Every child’s journey is different but all end in the same place: active citizens in society, not just now but for the rest of their lives.

We provide education and mental health interventions for children and adolescents. Nudge Education provides a range of services to support young people who have become chronically disengaged from education, no matter what reason.

We support students aged 3-25 and are a gender inclusive provider. We often look to match a student with people with commonalities such as gender, culture or beliefs to enable us to understand and support that young person more effectively.

We provide support for students who have experienced Adverse Childhood Trauma and our practitioners are trauma informed.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Students’ academic needs are met whatever their level.

Practitioners have access to assessment tools to find out students’ levels in order to offer suitable support. We can support students with Asdan modules and exams organised by an examination provider.

Cost for an academic year/term/weekly or sessional basis:

Our intervention services’ costs cover student refreshments, transport to and from home, activities and entry fees, student resources (not including qualification and registration costs), and reporting and administration.

Sessions are 3 hours minimum and we charge an hourly rate and there is a 14 day cancellation period. Where needed we can provide a 2:1 ratio. Please refer to the pricing structure below:

Initial Assessment: £125 + VAT

Per hour 1:1: £53.49 + VAT

Per hour 2:1: £98.66 + VAT.

Expected outcomes for Students:

All categories.

We pride ourselves on being agile, innovative, and creative in how we approach each child’s situation. We’re not a ‘one size fits all’ outfit and that’s why it works. Every child is different and our team makes a point of getting to know each child and figuring out what makes them tick. In fact, the everyday world is their classroom.

Founded on our 5 cornerstones:reflection, nutrition, creativity, movement and rest:

reflection: we provide students time and space to reflect on their goals and their decisions making process

nutrition: we support students to make healthy choice, which includes baking healthy meals and snacks

creativity: we support students with their choices around careers and build upon their interests. We encourage students to think outside the box and overcome barriers creatively

movement: we encourage and support students to get involved with sports clubs which provides them with positive experiences in the hope that they make good choices for their future

rest: we encourage students to rest mentally and physically which contributes to their wellbeing

We believe that the focus of good health and wellbeing should be incorporated into our academic interventions too, simply because we see great results for our students.

At Nudge Education, we have a unique approach to delivering our personalised services for children who are chronically disengaged or out of education for a variety of reasons.

We take time to learn our students’ stories from the young people themselves, as well as their parents/carers and any agencies already working alongside them e.g. social workers or YOT etc. We assess their risks and baseline their academic levels using STAR Assessments.

We have successfully supported students into college, school, and apprenticeships. We provide opportunities for students to spend time in their local community, enjoy nature and interact with others.

Students are involved from the point of Initial Assessment (IA). During an IA we gather students’ likes/ dislikes in order to ensure the students voice is central to decision making and planning. We also gather the voice and views of carers/parents during the IA.

Pastoral Support on Offer:

All categories.

At Nudge Education, we have a unique approach to delivering our personalised services for children who are chronically disengaged or out of education for a variety of reasons.

We take time to learn our students’ stories from the young people themselves, as well as their parents/carers and any agencies already working alongside them e.g. social workers or YOT etc. We assess their risks and baseline their academic levels using STAR Assessments.

Initial Assessments take place in the home and we ensure information is communicated to parents and carers regarding the process.

We are committed to being a Disability Confident organisation and currently employ a team of diverse individuals, including neurodiverse individuals. The CEO, Diego Melo has been diagnosed with dyslexia, ADHD and is neurodiverse.

We ensure reasonable adjustments are carried out where needed for employees.

Employees are required to complete the following training prior to delivering an intervention: 1st Aid, Prevent and Safeguarding.

Employees have access to the other training delivered in-house i.e. CPI, PDA and FASD.

Employees are allocated a “buddy” for support. A designated Case Manager is allocated to employees whereby regular meetings/communication takes place to monitor and supervise.

We provide feedback from Support Review drop ins and drop in visits, solution circles, coaching and mentoring for employees.

Employees are sent an intervention pack about the student they will be supporting which contains a link where incidents and concerns can be recorded. Such information is stored centrally.

Safeguarding concerns are actioned within 48hrs of receipt. Emergency measures are actioned immediately when there is an urgent safeguarding concern.

DSL will take necessary action.

Risk Assessments are reviewed following any reports.

Following an incident RIDDOR reports are made as necessary.

Contact with Case Manager is daily and reminders are communicated on a regular basis.

The Safeguarding reporting process is detailed in the safeguarding policy.

We use Parim to record and monitor training. Reminders are sent where necessary regarding training needs. The Recruitment and Referrals team ensure employees qualifications are up to date.

Attendance is reported daily/weekly as required. Regular contact between Case Manager and parents/carers takes place. Flexible delivery means community venues are used therefore regular attendance is reported and employees adhere to requirements.

Practitioners signpost students to other services where relevant and offer IAG.

We provide support prior, during and after transitions.

Referral process: Is there a specific intake period:

Referral form online. No specific intake period.

What quality assurance processes do you have:

Students are involved from the point of Initial Assessment (IA). During an IA we gather students’ likes/ dislikes in order to ensure the students voice is central to decision making and planning. We also gather the voice and views of carers/parents during the IA.

Drop in visits take place three weeks into each intervention, to ensure smooth running of the sessions and answer any questions or concerns by students.

Support Reviews take place each term whereby students' voices are gathered and recorded.

Sessions are student led and planning for sessions is built around the students voice, their wishes and feelings.

When Case Manager attends meetings parents/carers may be present.

We ensure that staff undertake regular training in relation to safeguarding and other contextual matters, of which modern slavery has formed some of that content. Every intervention has a central point of support via the case management system so that concerns are directly escalated to the relevant front door service or authority.

Attendance is reported daily/weekly as required. Regular contact between Case Manager and parents/carers takes place. Flexible delivery means community venues are used therefore regular attendance is reported and employees adhere to requirements.

We encourage employees to cover British Values and Prevent during sessions. We provide annual refresher training on this topic.

At the time of the Initial Assessment we inform students that a Senior employee will visit them after 3 weeks into their intervention to check if they have any concerns. We explain how they can raise concerns with the Senior employee during a drop in visit.

Support Reviews take place each term which provide students the opportunity to voice any concerns. Paperwork is completed after drop ins and Support Reviews, where any concerns are documented. Contact details of the Case Manager are shared with parents/carers so they know who to contact with any concerns.

Employees are required to complete the following training prior to delivering an intervention: 1st Aid, Prevent and Safeguarding.

Employees have access to the other training delivered in-house i.e. CPI, PDA and FASD.

During induction training this information is communicated to employees. LADO concerns are communicated to the Regional Lead ( Rachael Hooper.)

Contact details for LADOs are collated on an area basis.

Employees are allocated a “buddy” for support. A designated Case Manager is allocated to employees whereby regular meetings/communication take place to monitor and supervise.

We provide feedback from Support Review drop ins and drop in visits, solution circles, coaching and mentoring for employees.

The Regional Lead ( Rachael Hooper) acts as a regional DSL. Brian Mair and Elizabeth Robinson are responsible for safeguarding across the entire organisation. The Regional Lead ( Rachael Hooper) will escalate concerns to the relevant LADO where necessary. LADO concerns are raised with Brian Mair ( Managing Director and Lead DSL) and Elizabeth Robinson (Service Lead and DSL.)

Risk Assessments are in place for each session and individually for each student. We provide employees with a bank of template Risk Assessments which are adapted to the student/environment.

Risk Assessments are required at the point of referral and are assessed during the Initial Assessment and throughout the intervention.

Information is stored safely and securely using Google drive. Photos are shared with the commissioner (where appropriate) and then deleted from our systems.

Richard Cox is the Health & Safety Lead. We also receive support and advice from Health and Safety consultant : Kym Allan Associates.

Every intervention has a Case Manager who oversees all aspects including relationships with commissioners. Any changes are communicated promptly.

The Regional Lead for each area is responsible for maintaining the relationship in each region and actioning or escalating any concerns around contract compliance or quality accordingly.

Date quality assured:

November 2022 by Norfolk County Council.

Oak Activities Limited - Stage 4

Address:

Peterborough Rugby Club – Secondary Provision

33 Second Drove

Fengate

Peterborough

PE1 5XA

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Cambridge Rugby Club – Primary and Secondary Provision

Grantchester Road

Cambridge

CB3 9ED

Contact: Tom Milner

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036 029

Age range of learners: Target group: Key stage:

Primary and Secondary – KS 1, 2, 3, 4 and 5

Capacity: How many students can be accommodated?

Ratio: 1 staff to 6/8 students

1:1 available.

Online support available

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• LAC
• SEMH
• SEN

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

KS1 and 2 all subjects

KS3 and 4 – core subjects + PE, Art, Drama, History, RE

Therapeutic support: Lego, Art and Dog based therapy, mentoring through sports, forestry school and cooking

Cost for an academic year/term/weekly or sessional basis:

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

£75 p/h 1:1 Art Therapy

Expected outcomes for Students:

• Successful reintegration to mainstream School.
• Prevention of permanent exclusion.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
•  
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• One to one support
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

Referral form and email.

What quality assurance processes do you have:

Monitoring what is being delivered and the outcome. Including attitude of pupil, attendance, school, parent. Personal Development Plan – signed off by school, pupil and parent.

Staff weekly reports to schools.

Sessions observations – including resources, sessions plans etc…

Regular team meetings to discuss students’ levels – not formally assess. Training.

Outcomes above are driven by procedures to be written and reviewed at agreed times.

Shine Inside Out - Transformation Life Coach - Stage 4

Contact: Mrs Lisa Deepinder Brackley

E-Mail: shineinsideout17@gmail.com

Telephone number: 07435278402

Age range of learners: Target group: Key stage:

Age 8-18 years KS2-KS4

Capacity: How many students can you accommodate:

Small groups - maximum 6 students.

Which students are currently offered provision:

• Students not accessing mainstream education, refusing to attend school.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions / challenges.
• students at risk of CCE/CSE.
• students experiencing challenging life circumstances.
• Looked after children.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

• Bespoke programmes around improving mindset, healthy relationships, internet safety, CCE, CSE, improving self-esteem, confidence, and resilience.
• Psychoeducation around mental health and well-being.
• Virtual sessions can be facilitated working towards exposure work to reintegrate the student back into the school environment.
• Advice and guidance can be offered to parents, carers, and teaching staff to support students’ development and progress.
• Well-being workshops / training available for all students and teaching staff.
• Support can also be offered out of term time.

Shine inside out uses a client centred and solution focused approach, Incorporating elements of CBT and DBT.

Cost for an academic year/term/weekly or sessional basis:

1:1- £50 per hour

Any distance 20 miles and over is £60 per hour

group work - can accommodate up to 6 young people @ £45 per hour per young person.

Expected outcomes for Students:

• Students will have a deeper understanding of themselves and how to regulate emotions.
• Students will be able to implement Strategies and tools to improve mental health, resilience, and well-being.
• students will be able to identify short term and long-term goals to work towards.
• Students will have Improved relationships with family and wider community.
• Students will grow in confidence enabling them to reintegrate back into education.
• Student will develop a growth mindset motivating them to work towards their goals with a positive attitude.
• Students will have Lowered risk of NEET, progression to mainstream post 16 provisions.
• Students will develop their personal and social skills.
• Students will grow in happiness and resilience, with a greater understanding of themselves.

Pastoral Support on Offer:

• One to one support.
• Small group work
• parents, carers, and teaching staff will be informed of students’ progress and strategies will be shared to help with students’ development.
• Shine inside out will Monitor behaviour and attendance.
• Identify barriers and solutions to learning and engagement.
• Liaison with other professionals working with the student.

• Interventions, progress etc. are regularly reviewed

• Information, Advice and Guidance.
• Signposting and referral to additional support.
• Support after leaving the provision.

Referral process: Is there a specific intake period:

Initial enquiries can be made via telephone or email, after that please complete shine inside out referral form. Referrals can be made anytime throughout the year.

What quality assurance processes do you have:

• Approval, monitoring and periodic review of programmes and systems
• Assessment of students needs
• Goal setting
• Measuring and improving outcomes.
• Measuring progress at beginning, middle and end of interventions.
• student feedback and evaluation of programmes collected to ensure a high quality of service is provided.

Tom Tansey Mentoring Ltd - Stage 3

Address: 25 Howitts Garden, Eynesbury, St Neots, Cambridge, PE19 2NS.

E-Mail: TomTanseyMentoring@hotmail.com

Telephone number: 07305066638

Transport:

Mentor will travel to mentee – school, home or community meeting space, mentor is insured to travel with learners.

Age range of learners: Target group: Key stage:

11 – 24 years old KS2 3,4,5.

Capacity: How many students can be accommodated?:

1:1 provision or small groups.

Which students are currently offered provision:

SEMH students

Students out of mainstream or at risk of permanent exclusion

Non-attenders/poor attenders or refusers

Dealing with trauma

Suffering with mental or physical health

Students not accessing mainstream education

Students with EHCPs

ADHD, ASD.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

PASSION – LIFE SKILLS- COMMUNITY – WELL BEING

I work with learners on their personal development, building resilience and inspiring the confidence to try new things, helping them to achieve success.

This program is entirely individualised and so will be dependent on the learner’s needs. This is a non-academic provision and I follow four key focus areas:

1. Life skills – DIY, personal travel, money management, sustainable living, self-awareness and keep self safe.
2. Community – skills to re-join their school, branching out to support local communities, finding and accessing alternative provisions to benefit self through helping others to help yourself.
3. Physical and mental well-being – personal fitness plans and goal setting. Emotional support in day-to-day life and addressing previous traumas.
4. Passion for learning – Developing learners to take pro-social pathways to next steps in education, work and community.

Cost for an academic year/term/weekly or sessional basis:

Sessions are £40ph.

Expected outcomes for Students:

To be part of different communities, for example, home life, education, further education and work life.

Making a success of their education.

Taking next steps towards personal development.

Becoming self-sufficient

Living in the moment but planning for the future.

Resilience to manage social situations

Reduced risk of NEET

Reintegration to school community, improved attendance

Higher employability

Better motivation

Increased fitness, healthier lifestyle choices

Pro-social member of the community

Sustainable relationships

Self-management of behaviour

Pastoral Support on Offer:

The sessions are all learner led, firstly getting to know the young person and getting them to build trust with me, building a relationship. We then create an individual plan based on individual need whilst working alongside SEN, school and provisions to help provide pro-social pathways.

I will work with schools on EHCPs, individual risk management plans, goal setting, supporting young people and families through meetings and professionals/multi-agencies around the young person.

Holistically working with parents/carers to put support and structure in their home spaces so the work we do in sessions will continue away from mentoring and will have longevity.

Referral process: Is there a specific intake period:

Dependent on individual needs – e.g. via school, county, SEN or other professionals around the young person.

What quality assurance processes do you have:

Measuring and improving outcomes

Feedback forms with young person/parents/carer

Termly analysis of data

Contract form with young person

Regular meetings/reviews with relevant parties.

Have you been quality assured:

Yes by Hertfordshire County Council ----- 1^st September 2021.

Yes by Cambridgeshire County Council ------ December 2022

Cambridgeshire Music

Address: New School Road, Histon, Cambs. CB24 9LL.

Contact: Cambridgeshire Music Business Team (Lead for Schools Health and Wellbeing is Elinor Everitt)

Telephone number: 0345 045 1371

E-Mail: cm@cambridgeshire.gov.uk

Age range of Learners: Target group: Key stage:

All age ranges, target groups and key stages.

Capacity: How many Students can be accommodated:

Provision is sessional for individuals or groups as assessed by our arts therapy and wellbeing services. Group sizes may be up to 6 depending on the assessment.

Which Students are currently offered provision:

Suffering physical or mental health conditions.

Poor school attendance/refusing to attend school.

Dealing with life changing circumstances.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Provision is arts therapy and wellbeing sessions for individuals or groups using non-verbal CBT and other clinical psychotherapy approaches to support pupils throughMusic, Dance and Drama. This is non-curriculum provision to help support engagement, communication and behaviour. For more details please visit Specialist Support - Clinical Therapy – Cambridgeshire Music - Making Music Happen Across The County,

Cost for an academic year/term/weekly or sessional basis:

Sessional basis cost in 23-24 academic year is: £56.70 per hour (minimum 1 hour per pupil or group). Most interventions are either 12 weeks minimum (£680.40) or 24 weeks minimum (£1360.80).

Expected outcomes for Students:

Outcomes for those receiving clinical therapy or wellbeing support will be matched to the Tier of intervention level and their particular circumstances, which will vary for each pupil.

Tier 2 interventions last about 12 weeks or more normally and focus on improvement in one particular area of concern.

Tier 3 interventions are usually for more complex cases over 24 weeks or more.

At the end of interventions, proposals are made for ongoing support, transfer to another Tier of intervention or discharge from clinical therapy into further activities that will help support the pupil.

The interventions above can be supportive of a variety of outcomes depending on the student including:

• Successful reintegration to mainstream School.
• Prevention of permanent exclusion.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour.
• Improved relationships with family and wider community.
• Reduce anti-social behaviour.

Pastoral Support on Offer:

The provision we offer, gives 1:1 or group support and access to clinically qualified arts therapists, registered with their respective national health bodies. Their work is prescribed by the clinical frameworks within which they are trained to post graduate level and many of our staff are very experienced. By the nature of the provision it includes elements of pastoral support within the delivered clinical work.

Liaison takes places with settings staff and families as part of the provision. In addition some work can involve staff and families in the ongoing support out of sessions that helps increase the impact of the delivery and outcomes.

Clinical notes are kept throughout the work and reporting occurs at the end of interventions or annually for ongoing provision including contributions to annual reviews.

As part of a team within Cambridgeshire Music, our staff have access to all the experience across the team, their own clinical as well as service supervision and support from external arts therapy organisations to support them and their delivery.

We liaise as needed with other professionals working with pupils in order to contribute to the wider support for a child, through our connections with internal authority teams and external practitioners.

The nature of the work can involve aspects of change in behaviours and this may evolve over time as negative behaviours are observed and the intervention proceeds. At the start, the behaviours exhibited may be part of the clinical process of working with the child to identify the best solutions to engage and adjust.

Our staff provide regular information and guidance to those working with the child as well as the pupil.

We signpost at the end of interventions in relation to the assessed need going forward and what options for additional support or further interventions might be considered. This can include further engagement in arts activities where this has proven helpful for the pupil, either in or out of school from a range of providers.

Referral process: Is there a specific intake period:

Our referral process is as follows:

Use the initial referral enquiry link: https://www.smartsurvey.co.uk/s/Initialreferralinformation/ or contact cm@cambridgeshire.gov.uk or by phone above.

The referral form is assessed by our allocations team, usually within 1 week and a response provided in relation to potential timescale for provision to be offered, depending on capacity at the time.

If provision is not possible within the needed time for the pupil we will suggest, if possible, alternative options to access support more quickly.

What quality assurance processes do you have:

Our quality assurance processes include:

• Regular meetings of the health and wellbeing staff to review approach and practice and new research.
• Line management of individual staff using performance management processes set out by the Council
• Clinical supervision of staff to enable them to discuss and share in confidence specific casework and obtain guidance when needed.
• The triage process on referral to ensure all information about the pupil and their need is collected, with further follow up where necessary by senior staff
• Review of the referral system on a termly basis
• Quality assurance of delivery using appropriate observation of provision (usually video due to the dynamic nature of clinical relationships) by other qualified staff.
• Departmental oversight of all activities that take place either in schools or outside of school.
• Collection of outcomes progression information in relation to all interventions
• Assessment of outcomes mechanisms appropriate to the nature of each intervention and nationally approved or locally used by other supporting teams as agreed.
• Safeguarding processes and training to support staff and pupils.

Lisa Lashes Schools of Music (LLSOM) - Stage 4

Address:  LLSOM, The Platform, George Row, Northampton, NN1 1DF.

Contact Name: Deborah Hewitt – Managing Director, Lisa Rose-Wyatt – CEO

Telephone numbers:  Deborah Mobile; 07496233453

Email:  deborah.hewitt@llsom.com

lisa.rose-wyatt@llsom.com

Transport:

Currently we hire a minibus as and when needed. We aim to have an education bus in the near future. The course also offers an online added value area.

Age range of learners: Target group: Key stage:

11-18 KS3/KS4

Capacity: How many students can be accommodated: 50

Which students are currently offered provision:

• We have students who have been out of education for a sustained period of time or have been attending school but have been placed in isolation more than they have integrated with their peers in a regular timetable.
• We receive referrals from LA, Schools and YOS, as well as the Police initiative CIRV (Community Initiative to Reduce Violence).
• Our students have an array of support needs in terms of SEMH and we ensure that we become aware of this as soon as possible – during the interview/induction/referral process to allow us to put in place the most appropriate support for them. As a result of the above, many of our students have had lower than required attendance at school or have been school refusers as they are totally disengaged.
• We have students that are LAC, have unsettled or turbulent home lives, have been or are homeless, students who have EHCP’s and other learning support needs as well as students that are or have been affiliated with gangs or antisocial behaviours.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

12 week Music based re-engagement programme that uses creativity and artistic expression to reach students who otherwise are failing within the education system.

• Music performance and composition
• Business skills, marketing and branding
• Health and safety including first aid
• Computer skills
• Interpersonal and social skills
• Confidence and team building
• Interview techniques
• Customer service
• Photography & videographer

Embedded subjects:

• Functional Skills
• Science
• ICT
• Employability Skills
• Wellbeing
• PSHE

Online and remote curriculum

We have created a bespoke, remote education package, ideal for engaging those hard to reach and vulnerable pupils. The course is designed to allow for a creative and unique learner journey, which is so important when considering the different ways in which pupils learn, and the various reasons they may not be able to attend school, for example, as a result of exclusion, illness, SEMH needs, or due to the school being closed.

In addition to this we have an E-Learning platform where pupils can reflect on the lessons they have taken part in, by completing quizzes.

Cost for an academic year/term/weekly or sessional basis:

We are currently delivering our online program, details of which are below:

Digital and Virtual delivery consists of;

• Two tutors to every online lesson
• 1-1 support and guidance where needed
• Parental / Guardian liaison
• Live and interactive 12 x week creative curriculum
• IXL Online Maths and English
• Functional Skills Embedded
• Employability Assessment and support
• IT Tablet if required
• E-Learning portal for assessment and recapping
• On-line integrated system with Masterclasses and tutorials
• Lessons recorded through Zoom
• Advanced Safeguards in place for delivery
• Weekly pupil assessments and feedback
• End of term / programme pupil reports

10 hrs compulsory (charged) plus 5hrs free enrichment per week, delivered over 5 days = £40ph, £400pw + £12.50pw Tablet hire - Total cost for 12wks = £4950 (£480 reduction with 12hrs delivered at no charge).

Once a suitable venue has been sought within the county, LLSOM will look to deliver face to face, on site, and a reduction in costs would be reflected in this.

Depending on the need of the pupil, the 12 week face to face delivery ranges from £3000 - £4950.

Bespoke packages are available on request and a quote generated once assessment and needs are explored. Discounts are available to full cohort referrals, or a reduction in delivery hours.

Expected outcomes for Students:

CASE STUDIES are available on request and a visit can be arranged at our Northampton provision.

• We have a 100% reintegration success rate for our students which we are very proud of. Some students have returned to a mainstream placement straight after the course and others have needed a more phased return, which we have accommodated, to allow for a smoother transition back to school.
• By accepting referrals from schools for students that are on the brink of exclusion and allowing those students to discover their own talents, re-engage with education and, maybe for the first time, feel they have positive future to work towards.
• The students will take part in the Music Production course which is non-accredited.
• Functional skills in maths and English up to Level 2 (accredited through Pearson) could be delivered upon request. The IXL online comprehensive curriculum is used to allow pupils to master 2000+ skills remotely and supports adapted and individualised maths and English practice.
• We have numerous success stories for how our students have progressed after having completed the course with us, from jobs and apprenticeships in the music industry, to becoming learning mentors and tutors at the school. The networking opportunities we offer for the students whilst on the course and beyond, is unique to our provision and a huge part of the appeal for students as they are made aware from the very start of their course that they will be supported beyond the 12 weeks to find their next pathway.
• We are privileged to work with some of the most talented young people in the county. Some pupils may start the program uncertain of their own capabilities but predominantly leave us with a new attitude to learning, a positive outlook and hope for their future.

Pastoral Support on Offer:

• Each student will be offered support from pastoral tutors as part of their programme, how often and how much will depend on the individual student’s needs and this will be established as early as possible (during interview, at referral stage or within the first 3 weeks of the student being on course).
• Every program that has a huge variety of new skills to be learnt. LLSOM tutors are industry professionals and bring a wealth of knowledge and experience to each session taught.
• A student is first and foremost encouraged to accept responsibility for their own learner journey. We encourage a buddying scheme that promotes a supported approach to education.
• We have a phenomenally low student to staff ratio and it’s not uncommon for students with additional needs to have 1-2-1 support. This is made up of a passionate and caring staff team who offer the time, support and guidance needed for each pupil.
• As a provider we will always work in the best interest of the learner, offering the appropriate support and gaining a preferred partner who has the relevant skills.

Referral process: Is there a specific intake period:

Lisa Lashes School of Music works with multiple agencies. A referral form is required to be completed prior to the pupil starting. These are available on request by contacting the Head of School and the Managing Director through email. Telephone consultations will always be available.

We facilitate a rolling 12 week program that is designed to accommodate a flexible start date.

What quality assurance processes do you have :

• Approval, monitoring and periodic review of programmes and systems
• Assessment of students, initially, formatively, throughout their program and summatively.
• Quality assurance of teaching staff – regular learning walks and teaching observations take place to ensure that best practice is both delivered and shared between staff and the SLT.
• Marking policy is in place to ensure there is a standardised feedback and assessment system.
• Management information systems – Schoolpod has been implemented as we are keen to ensure all pupil information is stored within GDPR guidelines and we have he ability to report accurately and efficiently.
• We are currently going through full DfE application to offer our provision 5 x days per week.
• LA reports are completed weekly to enable a cohesive working partnership
• SLT take an active role in ensuring that policies and procedures are adhered to and they meet weekly, monthly and termly to ensure processes are delivered to the highest standards.

Noise Solution – Stage 4

Noise Solution are wellbeing and engagement specialists with 12 years experience in engaging those young people other organisation’s often struggle to reach or motivate.

In 2021 we’ve won national awards for the impact of this work on wellbeing from the Royal Society For Public Health and PwC as well as being nominated for awards by Social Enterprise UK and the Arts Council for being digital trailblazers.

“In terms of interventions it is probably one of the best I’ve ever encountered”

SENCO PRU

We’re using music technology mentoring as a method to engage young people and create the conditions most likely to improve wellbeing (drawing on two years research at Cambridge University investigating our work). We fuse that work with cloud-based tools that enable families and teachers to be involved in, see, and contribute to the process.

Noise Solution’s impact on wellbeing has been independently assessed as providing a savings return for families and services of 334%.

Parents and professionals tell us we often act as the catalyst for young people, helping them get out of a rut and positively re-engage with activities.

You can view an overview of the service and its impacts here

Website:

www.noisesolution.org

Address: Noise Solution, Hunter Club, 6 St Andrews Street South, Bury St Edmunds, IP33 3PH

Contact name: Simon Glenister/Damien Ribbans

Office number: 01284 771156

Mobile number: 07949 977 750

Email: info@noisesolution.org

What does a typical programme look like:

Noise Solution can work face to face or it can deliver entirely online and remotely, utilising our nationally sector leading and award winning online platform.

A young person, often with a history of challenges around engagement, is paired with a professional music mentor over the course of 20 hours of sessions. Throughout the programme, the young person and music mentor use a combination of music technology, online music creation software or instruments to work on a creative project as chosen and directed by the young person. It isn’t the music that is important – it is how we foster feelings of autonomy, competence and relatedness both within those sessions and thrugh the use of our platform to capture share and involve family and professionals in the process.

The whole process is digitally captured using photos and videos and shared via our own private online platform, creating a digital story of success that develops with each session. The participant can share their creations and crucially their thoughts and feelings about their experience with family and professional keyworkers, inviting them to comment on the digital story and creating a cycle of positive affirmation from people whose opinions matter to the young person. This work is integral to the approach, drawing on Self Determination Theory – arguably the most well evidenced framework for understanding how to improve engagement, motivation and well-being.

Capacity:

Experience tells us that our programmes are most effective when delivered one-to-one. We aim to start work within two weeks of receiving referral.

Age range of learners:

We work with participants aged 11 to 24 years old. We will also work outside these parameters if appropriate.

Which students are currently offered provision:

Our participant-led approach can accommodate any young person who is facing challenging circumstance, whether due to mental health, ASD, emotional behavioural challenges, exclusion etc. The only requirement is that they are interested in making music (and the choice of musical genre is entirely up to them). They do not need any previous experience or knowledge of music creation.

Expected outcomes for students:

Analysis of data of successive years of referrals reveals the approach as achieving a high level of statistical significance (removing the element of chance in the assessment of impact) in raising well-being as defined by Warwick and Edinburgh Universities and the NHS. Improved well-being is unequivocally proven to increase engagement, education and health outcomes.

Curriculum:

If appropriate for the young person, the online digital story serves as evidence for a young person to achieve a Bronze Arts Award qualification, which sits on the government’s qualification framework. However, the focus of our provision is on increasing engagement, building confidence and improving well-being among young people who are furthest away from engaging with more mainstream activities. We act as a catalyst for change, supporting and helping young people who feel stuck in a cycle of disengagement.

Cost:

• ••There is a minimum of 20 hours of delivery per set of sessions•••

Hourly rates are:

Face to Face £97.50

Online digital delivery £79.25

Hybrid of 5 digital and five face to face £93.38

Digital Groupwork rates are £48.60 per 90 minute session (assuming 6 participants and 6 x 90 minute sessions)

Where studio work is undertaken during face to face sessions we do not cover travel

Referral process:

Once funding has been agreed, referrals take place via an online form on our website, which usually requires a conversation between Noise Solution and the referring organisation to establish the appropriateness of the referral. There is no specific intake period. We can begin during the school term, continue over the holidays and through to the next school term, or limit sessions to only within the school term. Our experience suggests that running sessions consistently over 10 weeks provides the maximum benefit to young people.

Transport:

Provision initially takes place at the participant’s home, Online, or in school, with the possibility of moving the provision to a local studio for the final five weeks. Transport to the studio will need to be independently arranged.

Pastoral support on offer:

• One-to-one support provided by personal music mentors
• Home visits to keep parents and carers informed where appropriate
• Monitoring attendance
• Support with transition
• Identifying barriers and solutions to learning and engagement
• Liaising with other professionals working with the participant
• Regularly reviewing our interventions, progress, etc.
• Signposting and referrals to additional support
• Support after leaving the programme

All of the above are part and parcel of the one-to-one music mentoring service that we offer.

What quality assurance processes do you have?

Weekly monitoring through reports and the digital stories, alongside quarterly supervisions with music mentors. All this is supported by in-depth analysis of well-being data for each intervention and across the population to ensure that our work continues to impact positively on well-being.

Have you been quality assured by another organisation or local authority?

Noise Solution has been independently assessed by the Suffolk Quality Assurance Board, Cambridge County Council, Norfolk County Council, Essex County Council, the NHS and clinical commissioning groups. All requirements were fully met, so much so that these organisations regularly fund Noise Solution programmes for young people facing challenging circumstances.

 Young Technicians Academy - Stage 3

Address: 22 Inhams Rd, Whittlesey, Peterborough PE7 1SS

E-Mail: harrisonfuller@youngtechacademy.co.uk

Telephone number: 01733 612039

Transport:

The Young Technicians Academy is located in Yaxley, just outside Peterborough. Students can be dropped off by parents, arrive in a taxi or travel to us on the bus (number 5 stagecoach drops at the top of our road.)

Age range of Learners: Target group: Key stage:

11-16 Key Stage 3 & 4

Capacity: How many students can be accommodated:

Maximum 45 spread over the three spaces (three groups of 15).

Which students are currently offered provision:

Young Technicians Academy have AEP students during the day, with students being referred from the behaviour panels. These students are those that are not accessing the main curriculum due to behavioural, social or learning factors. Many of them are also at risk of exclusion for a variety of reasons. The aim of working with these students is to help, where possible, to integrate them back into the classroom and mainstream education. Where such students have attended Young Tech programmes, clear progress has been made, with many rehabilitated back into school life.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Young Technicians provides a space different to the school environment. With a focus on learning skills and developing the individual, we provide a creative and supportive environment for young people to explore the arts. We offer a wide and varied curriculum which can include:

• Sound
• Lighting
• Radio
• Medi/film making
• Performing arts
• Acting
• Singing
• Dance
• Musical theatre
• Music
• Music technology
• Beat production

Alongside their skills development, there is the option to enrol students in a variety of qualifications:

Arts Award – administered through Trinity College London, the Arts Award have five levels with Bronze and Silver being GCSE equivalent and Gold carrying UCAS points. While being embedded in the arts, this qualification develops students’ planning and time management skills, research, analysis and evaluation skills, along with working with others.

LAMDA – the London Academy of Music and Dramatic Arts offer 8 grades of qualifications in musical theatre, performance, Shakespeare, and public speaking. This latter qualification can be used to develop communication skills which can help with interview technique and employability.

For relevant students we can also work on music grade exams for different instruments, including voice.

We offer GCSEs in different subjects including Maths, English Language, English Literature, Science and History. All of these are AQA qualifications.

Cost for an academic year/term/weekly or sessional basis:

The cost varies depending on the hours/days needed and the qualification (if any) required. Please contact us to discuss further.

Expected outcomes for Students:

All students will learn and develop skills in the arts. There are a variety of qualifications that students can access if required.

The arts offers a wide range of opportunities for students to develop soft skills and grow emotionally, learning to express themselves, to communicate with others and to explore the world.

Students develop wider skills such as teamwork, problem solving, knowledge of health and safety and time management will be embedded into the programme and developed throughout.

Students will have the chance to take ownership of their work and projects, helping to develop pride in their work, self-esteem and confidence.

British Values will be embedded into the study programme to develop skills and understanding around democracy, rule of law, respect and tolerance for others, and individual liberty.

Many of the skills that will be developed on the course (planning, budgeting, time management, evaluation and reflection, etc) are transferable skills that students will be able to take into any educational or work-based setting.

We work closely with the school or setting to work towards the students’ desired outcome, be that a return to mainstream education or developing skills for employment.

Pastoral Support on offer:

For all students, pastoral support will be offered by tutors. This role will aid with navigating progression options, aiding with answering any questions or queries regarding transport, assessments, learning support, etc.

The tutors also act as a link between the Academy and external stakeholders, including parents, Local Authority, and support services.

Referral process; Is there a specific intake period:

To refer a student, please email harrisonfuller@youngtechacademy.co.uk

There will be a form to fill in to tell us about the interests and needs of the student and then we will arrange a visit to the Academy to meet the staff.

What quality assurance processes do you have:

• We review our programming annually to ensure it meets industry needs and standards and to drive innovate practice
• Students are invited to visit the academy, along with parents and support staff prior to taking up a place to ensure it is the right setting for them
• All staff will undergo a quality assurance process including learning walks, annual reviews and CPD.
• Students will have access to support in the classroom, relevant resources needed to complete the course and EAA where relevant.
• All relevant checks, policies and paperwork have been submitted to Cambridgeshire County Council.

Olive AP Academy - Cambridge– Stage 4

Address:

Ascham Road, Cambridge. CB4 2BD

Contact: Tony Machin – Head of the School

Telephone Number:

E-Mail: tony.machin@oliveacademies.org.uk

Age range of Learners: Target Group; Key stage:

KS3 & KS4 11 to 16 years

Capacity: How many students can be accommodated?

We are a 35 place provision

Cost for an academic year/term/weekly or sessional basis:

£13,500 per student for the academic year.

£2400 per place for the summer respite programme.

Which Students are currently offered provision?

• Permanently Excluded students
• Managed Move students
• Students suffering from physical or mental health
• Students who are dealing with challenging life circumstances
• Students who are unable to access mainstream education as a result of persistent poor behaviour
• Students who are at risk of exclusion

Brief description of curriculum offered: (GCSEs/A-Levels/Short courses etc.):

Full time placements are available for years 10 and 11 and referrals for placements for year 9 are accepted with planned consideration for reintegration where possible.

There is a summer year 8 6-week respite programme that schools can make referrals to prior to half term 6 where the students return to there mainstream school following a programme of study developed to support success back into year 9.

• GCSE English Language (and Literature)
• GCSE Mathematics
• GCSE Science
• GCSE Sociology
• GCSE Photography
• BTEC Food Technology Level 1 and 2
• Recreational PE – including boxing for fitness and a personal training programme at a local highly resourced gym
• Outdoor learning – for example paddle boarding, horse riding and other engaging confidence building activities

Learners then get a choice of two further subjects from two option blocks consisting of:

• BTEC Construction & Built environment
• GCSE Art and Design: Photography
• GCSE Sociology
• BTEC Sport

Learners also complete work and have opportunities for timetabled:

• PSHE
• Enrichment – as well as timetabled enrichment there is a programme of offsite trips and visits for all learners across the year
• Music therapy
• And mental health focused programmes with Cambridge United

Expected outcomes for Students:

• Where possible and appropriate, KS3 learners are reintegrated back into a mainstream setting.
• Acquisition of GCSE and BTEC qualifications. The majority of learners will achieve 5 GCSE grades (or equivalents).
• Completion of short term accredited and non - accredited courses.
• The curriculum offers a balance of academic and vocational qualifications.
• Lowered risk of learners becoming NEET.
• KS4 students securing placements on Post 16 courses.
• Work Experience is offered in Years 10 and 11 in conjunction with our careers programme and links with CEIAG. Employability skills are of paramount importance to our learners.
• Improved behaviour, attendance and punctuality.
• Positive changes of Learner attitudes to their learning and to self-confidence.
• Improved relationships with school, peers and family show improvement over time.

Pastoral Support on offer:

• 1:1 support through coaches, learning support professionals and multi-agency support.
• Home visits when required. Regular parental/carer contact via phone/email/letter.
• Behaviour and attendance is monitored at SLT level and at a Trust level. Behavioural issues are addressed by a multi school team.
• All learners at KS4 are supported with their transition to Post 16 from the CCC Transitions Adviser who visits the school weekly and the schools post 16 Co-Ordinator.
• Olive academies values are Conviction, Determination, Ambition and Reflection. These values sit at the heart of everything that Olive academies do.
• At Olive AP Academy - Cambridge we work closely with MST, Educational Psychologists, EWO, EIO, Psychiatric Services and other external agencies to ensure all learner information is shared and learners’ needs are met.
• Interventions for all students are reviewed on a weekly basis (sometimes daily) to ensure that all individual students needs are met.
• Each student is assigned to a tutor group within their year setting and has their own
• At OA Cambridge we have excellent relationships with the Local Authority and utilise their input, expertise and experience to ensure our learners receive the highest levels of support.
• At OA Cambridge we work to a Behaviour for Learning model to help students moderate challenging behaviours.
• CEIAG is delivered to all students during tutor time and via the PSHE programme.
• Guidance and advice from specialist services and external speakers, who work directly with individuals and groups of learners.

Referral process: Is there a specific intake period?

We take referrals at any time of the academic year. All commissioning schools have completed a service level agreement with the Olive Trust. Schools can contact the Head of School direct for any referrals that sit outside of collective SLA agreements from BAIPs.

As part of our referral process we require an EHA (Early Help Assessment) and an IAEP to be completed for all students.

In addition, we require the following information before we can proceed with any referral:

• Completed student passport from
• attendance data for each year they have been at the mainstream school
• behaviour logs
• exclusion data
• Full details outlining the reason for referral and all supportive interventions that have been put in place by the school (including details from the EIO)
• KS2 Data

• Latest subject attainment data

• List of GCSE subjects (with options)

• Last school report

• Current school books

• CP File (once referral has been agreed)

  Referrals are sent to the Head of School, Tony Machin.

The email address is: tony.machin@oliveacademies.org.uk

What quality assurance processes do you have:

• As a registered school we are monitored in line with the Ofsted Inspection framework and are inspected according to Ofsted timeframes. In addition, the school takes part in an annual School Review, carried out by the Olive school improvement team.
• Systems and Programmes are reviewed annually by the Board of Trustees.
• OA Cambridge runs a bi-weekly Inclusion Panel where a number of professionals attend to review all learners, this is chaired by a member of the Local Authority and includes the SAFE team, Social Care, Education Welfare, Educational Psychologist and two representatives of the Cambridge secondary mainstream schools.
• Assessment of students is taken on half termly and termly basis and is analysed for trends by subject specific staff and SLT.
• This information forms the basis for specific interventions to be used for individual students or groups of students.
• Quality of teaching is reviewed through formal lesson observations for all teaching staff, learning walks and workbook scrutinies.
• All information is logged and tracked on SIMS and learner progress is recorded onto Pupil Asset.
• OA Cambridge reports on all aspect of students progress 4 times per year to the Academy Advisory Board this information and report is then reviewed by the board of trustees.

Olive AP Academy Neve Valley –Year 9 & key stage 4 – Stage 4

Address:

Coalwharf Road,

Wisbech,

PE13 2FP.

Contact Name:

Richard Rushton

Telephone number:

01945 479704

E-Mail:

Info.nenevalley@oliveacademies.org.uk

Transport:

To be discussed during referral process

Age range of learners: Target group: Key stage:

KS3 & KS4

Capacity:

35

Which students are currently offered provision:

• Permanently excluded Students.
• Managed move Students.
• Learners suffering from physical or mental health.
• Learners with poor school attendance.
• Learners who are dealing with challenging life circumstances.
• Learners who are unable to access mainstream education as a result of persistent poor behaviour.
• Young carers.
• LAC Students.
• Learners who are at risk of exclusion.

Brief description of curriculum offered: (GCSE’s/A Levels/Short courses etc.):

• GCSE English Language and Literature (where appropriate).
• GCSE Maths.
• GCSE Science (Double Award)
• IT Functional Skills
• Citizenship
• CIAG sessions.
• GCSE Art
• BTEC: Construction, Hair and Beauty, Catering & Life Skills

Cost for an academic year/term/weekly or sessional basis:

Academic Year 2020- 2021: £13,500 per student for the academic year.

If a school is outside of Cambridgeshire, the base funding will need to be paid by the referring school.

Expected outcomes for Students:

• KS4 – reintegration back into mainstream school. (Where appropriate)
• Acquisition of GCSE and BTEC qualifications.
• Completion of short term accredited and non - accredited courses.
• Lowered risk of learners becoming NEET.
• KS4 students securing placements on Post 16 courses.
• Improved behaviour, attendance and punctuality.
• Improvements in Emotional Literacy – Self Awareness, Empathy, Self-Regulation.
• Regulation, Motivation and Social Skills.
• Improved relationships with peers and adults.
• Successful work experience placements for KS4 students.

Pastoral Support on Offer:

At Nene Valley we offer the following Pastoral Support:

• 1:1 support through Mentors and Learning Support Professionals.
• Home visits when required.
• Behaviour and attendance is monitored at SLT level and at Olive Trust level.
• All learners at KS4 stage are supported with transition to Post 16. Further support is offered to learners in the Autumn term of Year 12 and will continue for as long as the learner requires the additional support.
• Our Design Principals are based around four areas – conviction, determination, reflection and ambition. This sits at the heart of everything that we do.
• Interventions are reviewed on a weekly/half termly (sometimes daily) basis to ensure that learners needs are being fully met.
• Each learner is assigned to a mentor who will be the daily point of contact between home and school.
• At Nene Valley we have excellent relationships with our District Team and utilise their expertise and experience to ensure our learners receive the highest level of support.
• We work to a Behaviour for Learning model. IAG and CIAG are delivered to learners in Citizenship lessons and during tutor time.

Referral process: Is there a specific intake period:

As part of our referral process we require an EHA (Early Help Assessment), and an IAEP to be completed for all students.

In addition, we require the following information before we can proceed with any referral:

• Fully completed referral passport
• Attendance certificate
• Behaviour log
• Exclusion data
• Full details outlining the reason for referral and all supportive interventions that have been put in place by the school
• KS2 Data (or baseline data at point of admission)

• Latest subject attainment data

• List of GCSE subjects (with options)

• Last school report

• School Books

Referrals are made directly to the Head of School.

The email address is info.nenevalley@oliveacademies.org.uk (for the attention of Richard Rushton).

What quality assurance processes do you have:

• Systems and Programmes are reviewed annually by the Olive Board across the Trust.
• Assessment of students is taken on half termly and termly basis and is analysed for trends by subject specific staff and SLT.
• This information forms the basis for specific interventions to be used for individual learners or groups of students.
• Quality of teaching is reviewed through daily climate walks and work book scrutinies.
• All information is logged and tracked on Arbor and learner progress is recorded onto Pupil Asset.
• We are subject to Ofsted inspections

Have you been quality assured by another organisation or Local Authority:

Yes, we have been reviewed annually by the Local Authority since 2016.

 Academy 21 - Stage 4

Address: Sixth Floor, 3 Burlington Gardens, London, England, W1S 3EP

Contact Name: Kirsty Drath

Telephone number:

Office: 0800 2088210

Mobile: 07863 382 892 (Kirsty Drath)

Email: kirsty.drath@academy21.co.uk

Transport:

Not applicable. Our service is delivered online and can therefore be accessed from any suitable risk-assessed location with an internet connection and suitable hardware.

Age range of learners:

• KS3 - Years 7, 8 and 9 (Academy21)
• KS4 - Years 10 and 11 (Academy21)

Academy21 is part of Inspired Online Schools and is the first DfE accredited online provider, with an Ofsted report. Read more about this in the section quality assurance.

Capacity: How many students can be accommodated:

Unlimited.

Which students are currently offered provision:

We work with a range of learners from broad and diverse backgrounds including, but not limited to:

• Not accessing mainstream education
• Excluded or at risk of exclusion
• Physical and/or mental health conditions including anxiety disorders
• Poor school attendance
• School refusers
• Challenging life circumstances

Brief description of curriculum offered: (GCSE/A-Levels/Short courses etc.):

Key Stage 3

• 38-week academic year
• Lessons delivered Monday – Thursday
• Four live lessons per subject per week
• PSHE and Consolidation lessons are available on Fridays
• Timetabled lessons supported by 24/7 access to lesson recordings

Our Key Stage 3 programme is designed to re-engage young people with the world of education in preparation for GCSEs. We provide a balanced curriculum offer for Years 7, 8, and 9 with a range of courses in essential subjects. Available at two levels, our Skillsbuilder programmes provide learners with the knowledge and understanding they’ll need for future study.

Subjects offered: English, Maths, Science, ICT, Humanities & Citizenship and PSHE.

Key Stage 4

• 38-week academic year
• Lessons delivered Monday – Thursday
• Four live lessons per subject per week
• PSHE and Consolidation lessons are available on Fridays
• Timetabled lessons supported by 24/7 access to lesson recordings

Our Key Stage 4 curriculum supports young people through their GCSE years as they work to achieve exam goals and prepare for future education or careers. We supplement our core subject curriculum with GCSEs in History, English Literature, and Citizenship Studies. Alternatively, learners who cannot access GCSEs have the option to take skills-based certificates in Science, English, ICT, and Maths.

‘Rescue Courses’ are available for Year 11 learners, starting each January and running through to the start of the examination period. We also welcome post-16 learners who have missed out on Key Stage 4 study or need to re-sit core subjects.

Subjects offered:

GCSEs - English Language, English Literature, Maths, Science (Combined/Triple), History and Citizenship Studies.

Functional Skills – English Language and Maths

Cambridge Nationals – ICT

Entry Level – Everyday Science

Non-accredited – PSHE

Key Stage 3 and Key Stage 4

Our different commissioning models are offered on a per subject per week per-student basis.

Day 6 and short stay
Short stay provision that enables schools and local authorities to meet their legal obligation to provide education by day 6 of any fixed term or permanent exclusion. The service is commissioned on a fixed price weekly basis and can be extended week to week if needed with the minimum term of enrolment being one week.

Key Stage 3 £312.00 per week (Ex VAT)
5 subjects per week (Maths, English, Science, Humanities & Citizenship, PSHE)

Key Stage 4 £375.00 per week (Ex VAT)
6 subjects per week (Maths, English Language, English Literature, Science, Citizenship, PSHE)

Examination Entry
Please note all examination entries remain the responsibility of the referring school or local authority.

PSHE £15.00 per week (Ex VAT)
1 x 40-minute live lesson per week. KS3 and KS4 only.

These courses are designed to cover key materials pertinent to KS3 or KS4 students on study skills, cyber safety, emotional and physical wellbeing, positive relationships, personal finance, mindfulness and bullying, relationships, love, safe sex, drugs and alcohol and cyber safety.

Consolidation Lesson £15.00 per week (Ex VAT)
1 x 40-minute live lesson per week per subject – English, Maths and Science. KS3 & KS4 only.

This lesson will review the lessons from the previous week and revisit certain topics and areas of learning that the young person may be struggling with.

Study Skills (12 weeks) £600.00 per course (Ex VAT)
1 x 40-minute live lesson per week. Our study skills and digital literacy course is designed to help children/young people, whatever their subject area, improve their ability to learn and retain knowledge. The skills covered include resilience; time management; revision and assignment planning; using electronic resources; developing reading and writing skills, and critical thinking.

Health & Wellbeing (6 weeks) £350.00 per course (Ex VAT)
1 x 40-minute live lesson per week. Six 40-minute themed workshops are delivered over 6 weeks. This includes life strategy sessions and covers themes such as anxiety, exam confidence, resilience, and mindfulness.

Expected outcomes for Students:

• Re-engagement with education
• Reintegration into mainstream school
• Prevention of permanent exclusion
• Achieving qualifications - GCSEs, or other qualifications
• Completion of accredited and non-accredited courses
• Lowered risk of NEET and progression to mainstream post-16 provision
• Positive changes in attitude to learning, motivation, confidence, and self-esteem
• Improved behaviour, attendance, and punctuality

Pastoral Support on Offer:

• One-to-one support available through academic and pastoral tutor sessions
• Access to experienced host school/LA mentors (All learners are expected to have a nominated LA/school mentor)
• Monitor behaviour and attendance: online reports are available 24/7 via the Mentor portal
• Support with transition: normally achieved through close liaison with LA/school mentor
• Liaison with other professionals working with the young person: very close relationships developed with LA/school mentors
• Interventions, progress etc. are regularly reviewed: comprehensive reports available via the Mentor portal
• Personal Tutors: role provided by LA/school mentors although very close relationships are maintained by teaching and support staff. Support tutor available for pastoral support.
• Access to locality Team support is through LA/school mentor
• Behaviour management: no specific courses although very clear conduct and behaviour policy
• Information, advice, and guidance: mainly through LA/school support
• Signposting and referral to additional support: in close liaison with LA/school mentor
• Support after leaving the provision is provided by the LA/school mentor.

Referral process and intake period:

Academy21 can accept referrals at any point during the year. Referrals are made by the commissioning organisation via our online referral form with the process typically taking no more than 2 working days. We only accept referrals from Schools, Education Organisations, and the Local Authority. Each referral should have a completed enrolment form and any supporting information on the child/young person being referred.

Click the link to access the online enrolment form https://academy21.co.uk/enrol

What quality assurance processes do you have?

Academy21 is the first Alternative Provision to go through the Online Education Accreditation Scheme (OEAS) and become accredited by the Department for Education. We are now on the get information about schools page, and have an Ofsted report available to view here - https://reports.ofsted.gov.uk/provider/100003/150163. Highlights from this report include:

• Commissioners highlighted the strengths of partnership working in terms of responding quickly to the needs of pupils.
• Teachers establish a positive learning environment... this has a demonstrable impact on improving pupils' confidence and readiness to learn.
• Leaders have established a culture of high ambition and high expectations.
• There is a driven focus to provide the best online provision for the pupils they serve.
• Pupils' attendance improves... approaches taken enable pupils to make progress and, in many cases, successfully reintegrate back into their school.

At Academy21, our assessment and curriculum undergo a continuous cycle of review, thanks to our formal processes. This is initiated by the School Development Plan (SDP), which outlines our long-term development goals, aligned with our vision as a leading AP provider. These broad goals are then refined to specific developments, such as improving the quality of instruction, technological advancements, student experience, and transition/outcomes. We periodically review our progress and conduct rounds of Quality Assurance (QA) in line with our agreed aims and developments.

Every year, we decide on an appropriate focus for professional development to consolidate and enhance the teaching skills and knowledge of our team, so that we can achieve our SDP goals. We have a clear professional development program in place, which is delivered in both synchronous and asynchronous formats. This program encourages our teachers to train effectively on research-informed methods and provides them with time to discuss, contextualize and implement new findings in their subject areas. The program takes various forms, from whole school sessions and subject curriculum meetings to initial induction programs and peer-peer buddying. We develop the focus for these sessions collaboratively, looking at the whole school aligned with the SDP (e.g., online participation, use of Adobe tools), as well as specific departmental ones (e.g., English pedagogies, specification changes).

Safeguarding

The safeguarding of young people using our service is our priority and our Child Protection and Safeguarding Policy, which is updated every year, underpins our approach, and aims to ensure that:

• Appropriate action is taken promptly to safeguard and promote children’s welfare.
• All staff are aware of their statutory responsibilities concerning safeguarding.
• Staff are professionally trained in recognising and reporting safeguarding issues.

Monitoring & Reporting

Assessment and monitoring are provided through direct access to our online systems, ensuring complete transparency of attendance, engagement, and progress. Access to the Mentor Portal is provided to the commissioning party’s nominated ‘Learning Mentor’ on completion of the enrolment process. The ‘Learning Mentor’ will receive an invitation to activate their account. Additional stakeholders can be provided with a mentor account if authorised by the commissioning party.

Attendance: Lesson-by-lesson daily registers are updated in real time.

Engagement: Individual lesson assessments of individual learners using Effort, Understanding and Interaction as key measures of engagement.

Teacher weekly reporting: Weekly reports summarising areas of study, engagement, and attainment in each subject.

End of module assessment: Targeted activities/tasks to measure progress over time.

Termly reports: Collation of objective assessment data over time summarised with teacher qualitative comments providing an in-depth overview of progress.

Contract Performance: Regular face-to-face or online reviews of cohort progress and overall contract performance to ensure the best value is achieved.

Quality assured by another organisation or Local Authority and the date quality assured?

Academy21 is quality assured through our regular inclusion in Local Authority Frameworks for Alternative Provision. In addition, we are required to complete annual Quality Assurance audits for schools which we provide services for. During these audits, we are assessed against safeguarding criteria, statutory business requirements, quality of provision, outcomes delivered and cost.

Chisona Academy - Stage 2

Contact: Emmanuel Ajoku

Address: 6th Floor International House, 223 Regent Street, London. W1B 2QD.

E-Mail: info@chisonaacademy.com

Webpage: http://www.chisonaacademy.com/

Telephone number: +44 (0)7760558778, +44 (0)2075441010.

Age range of learners: Target group: Key stage:

We provide educational support for children aged 11- 18 years old. That is from KS3- KS5 We provide a full suite for learners at KS5.

Capacity: How many students can be accommodated:

Chisona Academy is not limited in capacity as it is an online based provision. However, our initial offerings are; KS3 up to 150 places KS4 up to 100 places KS5 up to 50 places Our system has the capability. Our staffing and resources are sufficient to manage these numbers.

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• SEND and EHCP students.
• Students unable to attend mainstream school due to medical condition.

Brief description of curriculum offered: (GCSE’s/ALevels/Short courses etc.):

Chisona Academy core provision is in the following subject curriculum:

• Maths
• English
• Science (Physics, Chemistry, Biology) There are published contents on the core curriculum with immediate access to all students that are registered with Chisona academy.

Other subject curriculum provision are:

• Psychology, Child Care etc.
• History
• Geography
• Languages
• Business Studies
• Religious studies
• Financial literacy (on demand offering). Functional skills provision at Entry Level 1 and level 2 in:

English & Maths.

We also support the following exam boards. AQA, CCEA, OCR, Edexcel (Pearson), WJEC.

Although students may study with Chisona Academy, registration for external examinations is the sole responsibility of the referring schools. We have specialist staff in all subjects.

Cost for an academic year/term/weekly or sessional:

All registered students have free access to a full suite of our online academic resources. Our costing depends on the needs of students and the level of support provided.

Curriculum provision £60 per day, £11520 per year.

This cost is for the provision of curriculum support in English, Maths, Science (Physics, Chemistry, Biology), including social, emotional wellbeing and mentoring. This includes referral based on:

• behaviour needs.
• non-attendance
• no SEND
• no EHCP
• Day 6 exclusion.

Wellbeing Package Optional mentoring (charged separately).

Access to a weekly mentoring by our highly qualified NHS staff. Area of mentoring include:

• Behavioural and cognitive psychotherapy
• Depression and Anxiety disorder
• Psychological distress therapy
• Educational psychology
• General mental health assessments Other educational needs £80 per day, £15,360 per year for students on
• Educational Health Care Plan (EHCP)
• SEND (moderate) with one-to-one support and teacher. We are currently in the process of developing our provision for high level SEND/ EHCPs Package discounts.
• Full half term referral at £55 per day, paid upfront.
• Full whole term referral at 50 per day, paid upfront.
• £75 per day for EHCP/SEND students when purchasing full half term paid upfront.
• £70 per day for EHCP/SEND students when purchasing full whole term paid upfront.

Expected outcomes for students:

Expected student outcomes include:

• Financial literacy
• Successful reintegration to mainstream School.
• Prevention of permanent exclusion.
• Acquisition of GCSE’s, A-Levels or other qualifications.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and selfesteem.
• Improved behaviour
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Employability.
• Reduce anti-social behaviour

Pastoral Support on Offer:

Our pastoral care support include:

• One to one support.
• Access to experienced mentors.
• Monitor behaviour and attendance.
• Support with transition.
• Identify barriers and solutions to learning and engagement.
• Liaison with other professionals working with the Student.

Interventions, progress etc. are regularly reviewed.

• Interventions, progress etc. are regularly reviewed.
• Personal Tutors.
• Behaviour management.
• Information, Advice and Guidance.
• Signposting and referral to additional support.
• Support after leaving the provision. (Upon request).

Referral process: Is there a specific intake period:

Referral process is through the completion of website base Referral form on www.chisonaacademy.com/policies

Completed referral form should be emailed to referral@chisonacademy.com Guaranteed response within 30 minutes of email receipt of referral forms. There is no specific intake period, referrals are accepted all year round. However, earlier referrals will have immediate placement with us.

What quality assurance processes do you have:

The following quality assurance processes are in place:

• Approval, monitoring and periodic review of programmes and systems.
• Assessment of students
• Quality assurance of teaching staff:
• Improvement and performance management of staff.
• School improvement self-evaluation procedures
• Learning resources and student support:
• Management information systems update
• Collection and analysis of data.
• Measuring and improving outcomes
• Governing body reviews
• Ongoing Safeguarding training updates.

Have you been quality assured by another organisation or Local Authority:

We are quality assured for students from Surrey County Council via Jurita Children’s Home. We have not marketed our services as at yet to other local authorities.

Date quality assured:

March 2023.

EdClass - Stage 4

Address: EDClass Ltd, Aston House, Campbell Way, Dinnington, Sheffield, South Yorkshire, S25 3QD

Website: www.edclass.com

Contact Name: Wesley Hewitson

Email: wes@edclass.com

Telephone Number: 01909 568 338

Transport: Provision is web based distance learning.

Age range of learner/key stage: 6 – 19 year olds/ KS2 – KS4

Capacity: Unlimited as learning is online.

Which students are currently offered provision:

The provision is predominantly used by students who are not accessing mainstream education, so are; in inclusion units, on exclusions, school refuses, persistently absent, on medical absence (for both physical health and mental health reasons), school phobic students and young offenders. The system is also designed for students who are; looked after children on a PEP, disengaged/demotivated, on pupil support, students with low literacy/low numeracy (including EAL and ESOL students) and transition students.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.)

EDClass’s curriculum content covers GCSE;

• Maths
• English language
• English Literature
• Physics
• Biology
• Chemistry
• History
• Geography
• Science
• PE
• French

EDClass also offers numerous courses that will allow your learners to gain qualifications in the following subjects:

• Construction: Level 1 & 2 (Next Generation) (NQF) – 600/6817/6
• IT: Level 1 & 2 (Next Generation) (NQF) – 600/4789/6
• PE: Level 1 & 2 (Next Generation) (NQF) – 600/4779/3
• Media: Entry, Level 1 & 2 (next Generation) (NQF) – 600/6831/0
• Applied Science: Level 2 (Next Generation) (NQF) – 600/4787/2
• Hospitality: Level 1 & 2 (Next Generation) (NQF) – 600/7044/4
• Business Studies: Level 1 & 2 (Next Generation) (NQF) – 600/4786/0

We can also offer Functional skills for ICT, English and Maths at Entry Level, Level 1 and Level 2.

Cost for an academic year/term/weekly or sessional basis:

Cost is based upon an annual subscription and varies in price dependant on the packages you are looking for. Please call us or visit our website for further information.

EDClass – Prices 2020/2021:
(all prices +VAT)

As of 2020/2021

*All seats are interchangeable between your students

*Payment must be received 14 days from invoicing or subscription will be paused. Any late payment may incur charges. EDClass and EDVirtual package elements will not be activated until full payment has been received due to the live content and safeguarding protocols.

Expected outcomes for Students:

• Successful reintegration into mainstream School.
• Prevention of permanent exclusion.
• Acquisition of BTECs or other qualifications.
• Attainment of vocational skills.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression to mainstream post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour
• Improved relationships with family and wider community.
• Reduce anti-social behaviour.
• Improved attendance
• Re-engagement with education
• Reduce anxieties in students with long term health needs

Pastoral Support on Offer:

• Support is available from EDClass tutors and supervisors who are uniquely trained to have a wealth of knowledge and understanding of the EDClass; methodology, system, lesson content, qualifications and practical elements.
• Support and supervision to any learner that is on the system, whether they are on- or off-site. Students are able to ask for and receive help, feedback, comments and direction from our support officers, meaning that all students can progress through EDClass.
• Our expert support officers have an extensive knowledge of the qualifications we offer and put into place an exclusive pre-assessment, assessment and feedback service for the students, alongside safe supervision.
• Students receive online and live classroom support from EDClass tutors, supervisors and/or school nominated supervisors.
• Putting into place of; pre-assessment, assessment and feedback services that are specific to students (individually or as target groups)
• Matching of assessment policies/structure to our system, so that everyone can adhere to the same policies, procedures, rewards and sanctions.
• Home visit process (to be completed by school/academy)
• Parent Portal to keep parents/carers informed (with access to learning recourses)
• Attendance, behaviour and progress monitoring available in reporting tools (accessible at all times)
• To help students gain qualifications, a range of live practice and mock exams have been added to EDClass, so that students are able to prepare themselves for the next generation BTEC courses, Functional Skills courses and GCSE’s.

Specific intake period: N/A

Quality Assurance Processes:

Constant communication with (and employment of) a; principal examiner, executive head teacher (and senior management team) of a MAT and a corporate safety adviser to ensure quality of;

• content and learning recourses (maintained and up to date linking to examination boards programmes of study including; AQA, ncfe, City & Guilds and Pearson’s Edexcel),
• student, teacher and programme monitoring,
• periodic reviews of programmes and systems,
• student support and assessment,
• Student safety and engagement,

Attendance:

• Registration points for all students accessing the live classroom or individual support from EDClass tutors, supervisors and/or school nominated supervisors.

EDClass has comprehensive safeguarding and child protection policies to ensure a clear framework for supporting all learners. EDClass has a unique built in alert system so that learners have instant support from EDClass tutors, supervisors and school staff if needed.

Quality assured by another organisation or Local Authority?

Work with schools all over the UK, including internationally India, Saudi Arabia and South Africa.

In the UK we work with over 200 Primary and Secondary Schools / Academies

EDClass Ltd supports pupil referral units cross 6 counties.

EDLounge through EDClass is also a government approved supplier:

We are one of 32 providers selected by the governments Flexible Learning Fund to deliver training and education to adult learners in new and innovative ways, as you can see in this link https://www.gov.uk/government/news/multi-million-pound-fund-for-adult-learning-announced

Gecko Community – Stage 3

Contact: Emily Hartley-Heaven

Address: 44 Rodden Road, Frome, BA11 2AQ.

Telephone number: 07753 191991

E-Mail: admin@geckocommunity.org.uk

Age range of learners: Target Group: Key stage:

5 – 25 Neurodivergent learners.

Capacity: How many students can be accommodated?

We have 80 learners online. We are currently full.

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances,

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Projects, ASDAN, GCSEs in Maths and English.

Cost for an academic year/term/weekly or sessional basis:

£60 per session, this is one hour, online 1:1.

Expected outcomes for Students:

The aim is to support students in exploring their neurology through a neurodivergent-affirming lens, re-building self-confidence, helping them re-discover their love of learning (on their terms) and act as a positive Neurodivergent role model.

Pastoral Support on Offer:

Mentoring sessions. Self-discovery and recovery is achieved through the therapeutic relationship between the mentor and the young person.

Referral process: Is there a specific intake period:

email to admin@geckocommunity.org.uk

What quality assurance processes do you have:

We review student’s time with us regularly.

Quality assured: By Wiltshire CCC annually.

Kip McGrath –Ely - Stage 4

Address: 3c St Thomas Place,Ely, Cambridgeshire,CB7 4EX

Contact: Darryl & Jo Storey – Centre Directors

E-Mail: Jo.p.storey@gmail.com or Darrylstorey@gmail.com

Telephone number: 01223297397

• Age range of learners: Target group: Key stage:

  6years to 18 years inclusive

  KS2, KS3, KS4, KS5

  Capacity: How many students can you accommodate:

  15 students every hour during the day

  Which students are currently offered provision:

  • Students not accessing mainstream education.
  • Excluded or at risk of exclusion.
  • Suffering physical or mental health conditions.
  • Poor school attendance/refusing to attend school.
  • Dealing with challenging life circumstances.

  Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

  KS2, KS3: Maths, English, Sciences

  GCSE: English, Maths & all Sciences

  A Level: English, Maths & Physics

  KS2, KS3, KS4, KS5 ICT and Computer science –

  Cost for an academic year/term/weekly or sessional basis:

  KS2 AND KS3 (up to and including Year 8 £38.00 per hour

  GCSE subjects £40.00 per hour

  A Level subjects £45.00 per hour.

  Expected outcomes for Students:

  • Successful reintegration to mainstream School.
  • Acquisition of GCSE’s, A-Levels or other qualifications.
  • Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
  • Attainment of vocational skills.
  • Development of personal and social skills.
  • Employability.
  • Reduce anti-social behaviour.
  • Improved attendance and punctuality.
  • Completion of short term accredited and non-accredited courses.

  Pastoral Support on Offer:

  • One to one support.
  • Access to experienced mentors.
  • Support with transition.
  • Identify barriers and solutions to learning and engagement.
  • Interventions, progress etc. are regularly reviewed.
  • Personal Tutors.
  • Information, Advice and Guidance.

  Referral process: Is there a specific intake period:

  • Via a EHA
  • Via EHCP
  • Referral form
  • E-Mail
  • Intake period throughout the year although early intake preferred for GCSE and A level students.

  What quality assurance processes do you have:

  • Approval, monitoring and periodic review of programmes and systems
  • Assessment of students
  • Quality assurance of teaching staff:
  • Learning resources and student support:
  • Management information systems
  • Collection and analysis of data.
  • Measuring and improving outcomes.

 Kip McGrath Education Centres Peterborough North – Stage 4

Address: 2C Flag Business Exchange, Vicarage Farm Road, Peterborough PE1 5TX

Contact: Gill Terry (Centre Director) / Rachel Prince (Centre Admin)

Telephone number: 01733 425186

E-Mail: peterboroughnorth@kipmcgrath.co.uk.

Transport:

To be arranged by the referrer (to our Tuition Centre in Peterborough).

OR provision is web based

Age range of learners: Target group: Key stage:

10 - 18 years

Key Stages: KS2 (year 6 only), KS3, KS4 and KS5 (GCSE resits)

Capacity: How many students can be accommodated?:

In centre: up to 24 students in each hour. We accept requests from 1hr – 15 hrs pw.

Online: Unlimited (dependent on availability of tutors - all requests considered)

Maximum tuition of 3 hours per day (3 x 60 minutes teaching sessions)

We are open Monday to Friday: 10.30 – 2.30pm

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.
• Students with EHCP’s.
• Students who may need a short term placement.
• Students who may need a gentle re-introduction to an educational setting (in centre tuition).
• Students who may have missed substantial chunks of education through illness or other absences and are struggling to engage with education.

Brief description of curriculum offered: (GCSEs/A-Levels/Short courses etc.):

KS2: English, Maths, SATs prep

KS3: English, Maths + mixture of other KS3 subjects (to suit interests of students)

KS4: GCSE Maths, English, Science, other subjects (to suit learner needs)

Functional Skills Maths & English (Entry Level to Level 2)

KS5: Resit GCSE Maths & English

Functional Skills Maths, English (Entry Level to Level 2).

We offer bespoke personalised 1:1 tuition either delivered within a small group environment at our well-resourced Tuition Centre in Peterborough or online (or a mixture of both).

This can be to: bridge gaps after a missed period of schooling, help prepare for exams, boost attainment in core skills, improve student’s confidence and successfully re-engage a young person in learning.

For over 40 years Kip McGrath have specialised in catch-up tuition in the core skills of Maths and English. We are part of a franchise of more than 200 centres spread across the UK.

Cost for an academic year/term/weekly or sessional basis:

£38 per hour.

Expected outcomes for Students:

• Successful reintegration into school
• Prevention of permanent exclusion
• Acquisition of GCSE or Functional Skills qualifications
• Improved basic skills (Maths/English)
• Lowered risk of NEET
• Progression to mainstream post 16 provision
• Positive changes in student’s attitude to learning, motivation, confidence and self-esteem
• Improved behaviour
• Improved relationships with family and wider community
• Improved attendance and punctuality
• Improved employability
• Reduce anti-social behaviour

Pastoral Support on offer:

• One to one support for each student
• Daily emails re attendance
• Weekly report and feedback on behaviour, attendance and academic progress
• Support with transition
• Liaison with other professionals working with the student
• Attendance at virtual meetings (if requested)
• Introductory meetings for students/parents/school
• Half termly student assessments and progress reviews

Referral process: Is there a specific intake period:

Referral via telephone or email. Intake all year round (on request) Referrals can be turned around in less than 48 hours.

What quality assurance processes do you have :

• Regular monitoring and reviews of student programmes and student progress.
• Monitoring of lesson planning and delivery.
• Quality assurance of teaching staff – all tutors are qualified teachers.
• Safer recruitment practices.
• Management information systems.
• Daily/annual quality assurance by Kip McGrath Head Office
• Ofsted registered (voluntary childcare register)

Kip McGrath Education Centres Peterborough South – Stage 3

Address: 4 Culley Court, Orton Southgate, Peterborough, PE7 6WA.

Contact: Gill Terry (Centre Director) / Rachel Prince (Centre Admin)

Telephone number: 01733 425186

E-Mail: peterboroughsouth@kipmcgrath.co.uk

Transport:

To be arranged by the referrer (to our Tuition Centre in Peterborough)

OR provision is web based

Age range of learners: Target group: Key stage:

10 - 18 years

Key Stages: KS2 (year 6 only), KS3, KS4, KS5 (GCSE resits)

Capacity: How many students can be accommodated?

8 part-time places of up to 15 hours per week – minimum booking of 1 hour per week

Online: Unlimited (dependent on availability of tutors - all requests considered)

We are open: Monday to Friday 10.30am - 2.30pm

Which students are currently offered provision:

• Students not accessing mainstream education
• Excluded or at risk of exclusion
• Suffering physical or mental health conditions
• Poor school attendance/refusing to attend school
• Dealing with challenging life circumstances
• Students with EHCP’s
• Students who may need a short term placement
• Students who may need a gentle re-introduction to an educational setting (in centre tuition)
• Students who may have missed substantial chunks of education through illness or other absences and are struggling to re-engage with education.

Brief description of curriculum offered: (GCSEs/A-Levels/Short courses etc.):

KS2: English, Maths, SATS prep

KS3: English, Maths + mixture of other KS3 subjects (to suit interests of student)

KS4: GCSE Maths, English, Science, other subjects (to suit learner needs)

Functional Skills Maths & English (Entry Level to Level 2)

KS5: Resit GCSE Maths & English

Functional Skills Maths & English (Entry Level to Level 2)

We offer bespoke personalised 1:1 tuition delivered within a small group environment at our well-resourced Tuition Centre in Peterborough or online (or a mixture of both).

This can be to: bridge gaps after a missed period of schooling, help prepare for exams, boost attainment in core skills, improve student’s confidence and successfully re-engage a young person in learning.

For over 40 years Kip McGrath Tuition Centres have specialised in catch-up tuition in the core skills of Maths and English. We are part of a franchise of more than 200 centres spread across the UK.

Cost for an academic year/term/weekly or sessional basis: £38 per hour

Expected outcomes for Students:

• Successful reintegration back into school
• Prevention of permanent exclusion
• Acquisition of GCSE or Functional Skills qualifications
• Lowered risk of NEET
• Progression to mainstream post 16 provision
• Positive changes in student’s attitude to learning, motivation, confidence and self-esteem
• Improved behaviour
• Improved relationships with family and wider community
• Improved attendance and punctuality
• Improved employability
• Reduce anti-social behaviour

Pastoral Support on offer:

• One to one support for each student
• Daily emails re attendance
• Weekly report and feedback on behaviour, attendance, and academic progress
• Support with transition
• Liaison with other professionals working with the student
• Attendance at virtual meetings (if requested)
• Introductory meetings for students/parents/school
• Half termly student assessments and progress reviews

Referral process: Is there a specific intake period:

Referral via telephone or email. Intake all year round (on request). Referrals can be turned around in less than 48 hours.

What quality assurance processes do you have:

• • Regular monitoring and reviews of student programmes and student progress
  • Monitoring of lesson planning and delivery
  • Quality assurance of teaching staff + all tutors are qualified teachers
  • Safer recruitment practices
  • Management information systems
  • Daily/annual quality assurance by Kip McGrath Head Office
  • Ofsted registered (voluntary childcare register)

MindJam - Stage 4

Address: 43 Coopers Holt Close, Skellingthorpe, Lincoln, LN6 5SY.

Contact: Dan Clark - Owner

E-Mail: hello@mindjam.org.uk

Telephone number: 07890 672395

Age range of Learners: Target group: Key stage:

6 – 25 all Key stages.

Capacity: How many students can you accommodate:

1000 - 1500

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

MindJam - Emotional support and mentoring through gaming, game design and coding.

MindJam offers online and private help for children suffering with anxiety, stress and social issues; through positivity, learning new skills and play.

MindJam uses gaming, coding and game creation, digital music and digital art, as a platform to develop positive play, problem solving and social and technical skill development, through friendly, positive and low-demand sessions. These activities are great for relieving stress and anxiety and have been shown to greatly benefit mental health and cognitive development.

In private and online one-to-one sessions, we provide a safe environment in which children are encouraged to express themselves, to talk about anything that interests them, their loves and fears, worries, problems and goals.

Through positive, non-judgemental social interaction, tuition and play, we aim to provide the right support for their individual needs, whilst also providing an educational benefit through furthering skills in gaming, game design and coding.

The sessions can range from playing together in Minecraft, Fortnite, Roblox and other games, to learning Java, hosting a server, modding, creating games in Roblox Studio and Dreams, coding games in Python and Lua, video editing, animation, using Scratch, modelling in Blender, becoming trained and certified as a junior programmer in Unity and helping aim towards further education and employment. We are also a registered ASDAN provider.

The future is becoming increasingly digital, and it is a world in which children increasingly feel at home. By harnessing the benefits of digital entertainment/creative platforms, we want to support children with aspects of life they find difficult, in an environment they feel comfortable.

Sessions start from £25 for 30 minutes although most children have an hour which is £50; longer sessions and more than once a week can be offered (maximum of 15 hours a week).

The sessions are 121 online and the aim is to help with confidence, self-esteem and anxiety whilst also furthering skills in gaming, game design and coding. Future goals could include becoming trained and certified as a junior programmer in Unity - an industry standard game development platform and helping aim towards further education and employment.

All our mentors are fully DBS checked, have full safeguarding training and are from either teaching or counselling and care backgrounds. We are very experienced and trained in working with and helping children with ASD, ADHD, PDA, PTSD, trauma, anxiety, depression, school refusal and other issues.

Cost for an academic year/term/weekly or sessional basis:

Sessions are online and 121 - they are £50 per hour +VAT. Multiple sessions a week can be provided, and they can be throughout term time or for the full year.

Session updates are sent at the end of every half term (this is included in session cost)

When requested, formal reports/ meetings are an additional £50 +VAT.

ASDAN qualifications are approximately £5 to £30 per module, including learning materials, and from £0 to £4 per certificate. Please note these are not compulsory and our young people will undertake these qualifications when they express an interest and are ready to do so.

Expected outcomes for Students:

MindJam provides emotional support through gaming and game design.

Each child we work with has different goals and desired outcomes.

These can range from helping with social and anxiety issues to being able to integrate back into school and learning.

We help build self-esteem, positivity, understanding and confidence which in turn can lead to changes in attitudes to learning, behaviour and personal and social skills.

We also can help guide students in all aspects of ICT:

Game Design, Coding, Digital Art, Animation, Video Editing, Web Design, Music and any other interests the child has.

We can help students learn Unity - a professional game design program where they can achieve the Junior Programmer Certificate which can lead to further education and a career in game design.

We are also a registered ASDAN provider so our young people can access entry level qualifications of their choice.

Pastoral Support on Offer:

Access to skilled and experienced Mentors who have all worked professionally with SEN young people and all have great knowledge in computers.

Sessions are 121 online.

Our mentors will keep in regular contact with the parents, can provide regular reports from the sessions and can attend any team around the family meetings.

We can identify barriers and solutions to learning and engagement, and help the young person find a way forward with their education - signposting appropriate career paths

We can liaise with other professionals working with the student.

Referral process: Is there a specific intake period:

Referrals can be made via email to hello@mindjam.org.uk or our website www.mindjam.org.uk.

What quality assurance processes do you have:

We have full quality assurance processes in place. All our policies and procedures have a periodical review. All mentors are regularly updated and refreshed in our policies and procedures through regular meetings. We maintain and safety check out ICT systems and the collection and analysis of data.

Mentors are periodically monitored by senior staff.

All mentors keep a record of their sessions with students’, and we regularly monitor and measure goals and expected outcomes.

Quality Assured: Buckinghamshire County Council – April 8^th 2022.

NISAI - The Nisai Virtual Academy - Stage 4

Address: NISAI, Milton Road, Harrow, Middlesex, HA1 1XB

Website: www.nisai.com

Contact name:

Learning Services Team – learning.services@nisai.com

Customer & Student Support: Aimi Hellawell – amy.hellawell@nisai.com

Examination officer: Josephine Outhwaite – Josephine.outhwaite@nisai.com

DSL – Victoria Reaney – safeguarding@nisai.com

DSL – Karina Dixon – safeguarding@nisai.com

CEO: Dhruv Patel – dhruv.patel@nisai.com – 07957 215015

Milton Road, Harrow, Middlesex. HA1 1XB

Office: info@nisai.com – 0208 424 8475

Telephone number: 0208 424 8475

Email: learning.services@nisai.com

Transport: N/A

The Academic Learning Provision is web based. Where there is a mentor supporting learners on the Personalised Learning Support programme then transport is provided within the costs.

Age range of learner/key stage:

10 to 25 Nisai Virtual Academy

Key Stages 3, 4 & 5.

Capacity:

Online teaching is unlimited subject to staffing resource which is expended as and when to meet demand.

Which students are currently offered provision:

Our current learners come from various backgrounds and have barriers to learning including:

• Behaviour
• Special Education Needs including Autism, Aspergers and Dyslexia
• Medical Illness – Log term, short term, ME & CFS
• Mental Health & Anxiety
• Teenage Mums
• Looked after Children
• School refusal/Poor Attendance
• Those at risk of and those who have been permanently excluded.
• Those in the process of an EHCP Request
• Pre and Post 16

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc):

Year 7 Catch–Up / Transition

KS3:

English, Maths, Science, ICT and PSHE

KS4:

OCR GCSEs in English Language, English Literature Economics and Business Studies - 2 years

AQA GCSEs in Mathematics, Combined Science (Double Award) & Sociology

Edexcel GCSEs in History, Psychology & IGCSE Combined Science

NOCN Functional Skills Entry Level 3, Level 1, Level 2 in Maths, English– 1 year

NOCN Employability & Digital Skills – 1 year

AIM – Entry Level Cert in Science

AS / A Level

English Language, English Literature, Mathematics, Business Studies, Psychology, Biology

Other

Core Curriculum (10 week rolling curriculum) - Delivered at NS1 Years 6 – 7 English, Maths, Science NS2 Years 7 - 9 Maths, English, Science and NS3 Years 9 – 10 English, Maths, Science

Booster programs in English and Maths 10 or 20 weeks

Dealing with Strong Emotions – 10 weeks 1:1 online support

Project Based Learning

Young International Leaders (YIL) – 20 – 40 days dependent on level

Sustainable Development Goals (SDG) – 10 weeks to 1 year for ages 9 – 18

Employability and Transferable Skills – 6 weeks incorporating Employability, YIL and SDG

Units of Sound – High Impact Low Literacy intervention purchased on a 1year subscription basis. Ideal for those aged from 10 with below age expected reading and writing levels.

WordQ - software that helps read, write, and communicate with ease and independence. Including state-of-the-art word prediction, text-to-speech capability for better comprehension and effective proofreading, talk-to-type speech recognition (for PC only), and more.

N-HELPP- brings together best practice of live teaching through the Nisai Virtual Academy in addition to the Units of Sound and WordQ software suites. Improvement in English supports progress across the full curriculum whilst providing greater opportunity in the workplace and beyond.

Personalised Learning support and Virtual Mentoring available – contact Learning.services@nisai.com to discuss.

Costs

Hourly rates for standard Academic courses ( KS3, KS4 & KS5) are per student/ per subject/per academic year,

Key stage 3 £21.31ph

Key stage 4 £24.06ph

Key stage 5 £27.08ph

Hourly rates for Core

Core curriculum ( Rolling 10 week programme)

From £25.20ph

Please email Learning.services@nisai.com for more information and to process a referral.

Core curriculum is purchased using NISAI Learning Credits. Every subject and course has a price quoted in Nisai Learning credits. The credits are allocated for the duration of the programme or up to the end of the academic year. There is a 6 week notice period and any unused credits are placed back in the account and can be used for another learner.

Expected outcomes for Students:

The expected outcomes will be dependent on the individual’s personal circumstance.

Where behaviour is the issue we would look to re-engage the learner in education and with other clients we have worked with them to prevent exclusion.

With school refusal the ultimate aim is to get them ready to re-integrate back into school and through accessing Nisai at home then school provides a seamless transition with the setting as the leaner maintains a uniformity approach with regards to the education.

Our programmes and focus is leaner centred however we have examples of the wider family getting the benefit of the positive impact.

Dependent on the working level of the learner we would expect them to achieve pass grades in Functional Skills, GCSEs and A Levels.

We would expect an increase in attendance due to the nature of delivery and the ability to access from an environment where the learner feels comfortable. Due to the monitoring of behaviour and contribution we aim to see an improvement in behaviour, again due to the method of delivery. When there are issues with low self-esteem and anxiety we quite often see a noticeable improvement in their self-confidence and self-esteem. This is usually due to them having anonymity in the class and an increased confidence in their ability to complete the work.

The higher attainment and outcomes, the less likely they are of becoming NEET.

Pastoral Support on Offer:

• Within the Virtual Academy there are support officers who will support and engage with students both on-line in a meeting/classroom/via email/and/or telephone.
• Any problems are relayed to the responsible person within the school for the appropriate action to be taken. Key contacts including parent/carers are informed if a pupil does not join their class within ten minutes of starting. Attendance for every scheduled session, along with their behaviour and contribution with the lesson is taken.
• The NISAI Academy has an effective Wellbeing Program and is approved for giving Information, Advice and Guidance.
• Each pupil on a long term programme is allocated to a form tutor who takes responsibility for attendance, assignment submission and progression
• Clubs, Societies are available to socialise in or out of school hours. All these provisions are moderated for safety.
• NISAI has a support programme for students struggling to attend or engage in school. The NISAI Personalised Learning Support Programme provides high quality one to one support for up to 5 hours in a day. Our learning mentors will collect/meet with your students off-site and provide an holistic support programme to each student including: Engaging in our live online classes with our qualified teachers to study an agreed range of subjects at Key Stages 3, 4 and 5
• Information, Advice & Guidance online to industry standards. Student Support Officers signpost students to job opportunities/further education courses/specific work related training – such as apprenticeships and traineeships. They also prepare the young person for the world of work, by giving advice about CVs, job application forms: this is all recorded in their Personal Wellbeing Plan that is reviewed every 6 weeks. Having left the provision, a follow up survey is held at 6 months and 1 year to identify destinations and progress.

Referral process: Is there a specific intake period:

Referrals for our short term and long term programmes are made through a secure online referral system. Login details are issued for nominated people to make the referral. Once this is received it is processed by our on-boarding team who will then raise login details for the student which are either emailed to our client for short term or a welcome pack is sent out to the learner for long term programmes.

For short term programmes like Core Curriculum a referral can be received by 4pm one day and the learner can be accessing provision the following day (subject to the correct equipment being accessible). For longer term programmes, GCSE’s Functional Skills & A Levels – two induction sessions will be scheduled. Once the two induction sessions and formal assessments have been completed, the leaner can then be timetabled based on ability and current working levels. If there is a change of situation, learners can be de-registered through the same online system.

Pupils can join at any time but consideration has to be given to the time of year and examinations and any controlled assessments. There is a cut off for Year 11 learners undertaking GCSEs. This cut off is Christmas for learners who are undertaking exams in the summer

Quality Assurance Processes:

• All courses are subject to review/subject to QA visits by awarding bodies to ensure consistency/quality delivery. Staff are included in standardisation days and all aspects of courses/systems are constantly reviewed and refined.
• Students are assessed for English and Maths as part of their induction at the start of their long term course to establish a base-line. A Level students do not receive the assessment as entry is based on GCSE results and then are continuously assessed during the course, with a formal assessment every six weeks. Current working levels are reported back to schools on a termly basis and by direct contact from a student support officer if a change in course level is required.
• All members of the teaching team have a programme of observation that exceeds Ofsted requirements and all lessons are recorded and inspected as part of the quality assurance process. NISIMS is the name of the bespoke MIS system used by Nisai to produce reliable data in a timely manner.
• Attendance targets are agreed with the student at induction and are closely monitored to challenge and develop the performance of the student during the course, by means of 6 weekly reviews, the use of grade feedback and award system for their “tribe” (house).
• The CPLD Quality Mark’s primary aim is to empower schools to excel in the provision of CPD to all staff and in doing so improve the learning outcomes for young people.

Quality assured by another organisation or Local Authority?

• The Nisai Virtual Academy was inspected November 2017 on the basis of our status as a Specialist Independent College for Post 16 learners. Outcome – Good across all areas.
• Nisai is listed on the Secretary of State approved List Section 41 of the Children and Families act 2014, which is a published list of approved independent educational institutions, independent schools and post-16 institutions for the purpose of satisfying Section 38 (Preparation of an Education, Health and Care (EHC) plan by local authorities) of the Act. To obtain this status, stringent financial and quality standards had to be met and (b) are subject to Ofsted inspections to retain that approval.

Date quality assured:

Nisai Virtual Academy – Ofsted Inspected November 2017 – Good in all areas

Nisai Virtual Academy – Centre for Excellence IQM February 2023

Nudge Education - Stage 3

Address: Amber Court, William Armstrong Drive, Newcastle, NE4 7YA.

Contact: Rachael Hooper

E-Mail: rachael@nudgeeducation.co.uk and brian.mair@nudgeeducation.co.uk

Telephone numbers: 07939 842 306 and 0333 772 9452

Website: https://nudgeeducation.co.uk/

Transport:

(Provision is web based/Provision has transport available.)

Provision is typically face to face and either 1:1 or 2:1.

-Transport is available from home to other locations and practitioners are able to transport students in the community.

-Practitioners have business insurance.

-Online sessions are also available.

Age range of learners: Target group: Key stage:

3-25 years

All: All.

Capacity: How many students can be accommodated:

Interventions are typically 1:1. 2:1 if the risk is deemed “high.”

Which Students are currently offered provision:

All categories- as well as providing a transition service between provisions.

Our mission is to eradicate chronic disengagement from education and we know that's not an easy thing to do. So we focus on one child at a time because for us, every child matters and deserves to have a life worth living.

Nudge Education’s bespoke, interim, transition-focused interventions are tailored to meet the needs of each child. Every child’s journey is different but all end in the same place: active citizens in society, not just now but for the rest of their lives.

We provide education and mental health interventions for children and adolescents. Nudge Education provides a range of services to support young people who have become chronically disengaged from education, no matter what reason.

We support students aged 3-25 and are a gender inclusive provider. We often look to match a student with people with commonalities such as gender, culture or beliefs to enable us to understand and support that young person more effectively.

We provide support for students who have experienced Adverse Childhood Trauma and our practitioners are trauma informed.

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

Students’ academic needs are met whatever their level.

Practitioners have access to assessment tools to find out students’ levels in order to offer suitable support. We can support students with Asdan modules and exams organised by an examination provider.

Cost for an academic year/term/weekly or sessional basis:

Our intervention services’ costs cover student refreshments, transport to and from home, activities and entry fees, student resources (not including qualification and registration costs), and reporting and administration.

Sessions are 3 hours minimum and we charge an hourly rate and there is a 14 day cancellation period. Where needed we can provide a 2:1 ratio. Please refer to the pricing structure below:

Initial Assessment: £125 + VAT

Per hour 1:1: £53.49 + VAT

Per hour 2:1: £98.66 + VAT.

Expected outcomes for Students:

All categories.

We pride ourselves on being agile, innovative, and creative in how we approach each child’s situation. We’re not a ‘one size fits all’ outfit and that’s why it works. Every child is different and our team makes a point of getting to know each child and figuring out what makes them tick. In fact, the everyday world is their classroom.

Founded on our 5 cornerstones:reflection, nutrition, creativity, movement and rest:

reflection: we provide students time and space to reflect on their goals and their decisions making process

nutrition: we support students to make healthy choice, which includes baking healthy meals and snacks

creativity: we support students with their choices around careers and build upon their interests. We encourage students to think outside the box and overcome barriers creatively

movement: we encourage and support students to get involved with sports clubs which provides them with positive experiences in the hope that they make good choices for their future

rest: we encourage students to rest mentally and physically which contributes to their wellbeing

We believe that the focus of good health and wellbeing should be incorporated into our academic interventions too, simply because we see great results for our students.

At Nudge Education, we have a unique approach to delivering our personalised services for children who are chronically disengaged or out of education for a variety of reasons.

We take time to learn our students’ stories from the young people themselves, as well as their parents/carers and any agencies already working alongside them e.g. social workers or YOT etc. We assess their risks and baseline their academic levels using STAR Assessments.

We have successfully supported students into college, school, and apprenticeships. We provide opportunities for students to spend time in their local community, enjoy nature and interact with others.

Students are involved from the point of Initial Assessment (IA). During an IA we gather students’ likes/ dislikes in order to ensure the students voice is central to decision making and planning. We also gather the voice and views of carers/parents during the IA.

Pastoral Support on Offer: