Alternative Education Provision Directory

It is the responsibility of each commissioning school to reassure themselves of the quality and suitability of any alternative provision. 

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.

  

Stage 1 

Checks undertaken by the Local Authority as part of the Alternative Provision Quality Assurance.

Contact has been made with the Provider and a detailed explanation of the Local Authorities Quality Assurance Process has been explained. 

Self-Assessment has been sent to the Provider. 

Stage 1 

The Commissioning School MUST undertake the following: 

(Schools can use the SLA template on page 6 of the Direr Appendix 1 at the back of the Directory as a Commissioning Checklist and to formulate a Service Level Agreement with each Provider.) 

School makes contact with the Local Authorities Quality Assurance Team to establish whether the Provider has completed any Quality Assurance checks with the Local Authority. We are happy to share these with Schools.

If this has not yet been completed by the Provider the School should request the following information from the Provider as part of their own assessment;

Full address and contact details of Provider.

Transport (Provision is web based or Provision has transport available – what is the cost if available?)

Age range of learners and target Key Stages of learners?

Capacity – how many students can be accommodated?

Which students are currently offered provision?

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

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

Expected outcomes for Students

Pastoral Support on Offer

Referral process

What quality assurance processes do the Providers have?

Has the Provider been quality assured by another organisation or Local Authority?

Date quality assured?

Safeguarding Checks by the School;

Who is the organisation’s lead person for Safeguarding – contact details?

Does the Provider have a Safeguarding Policy which is accessible to all?

Where are the Providers Safeguarding Policy and Procedures located?

Have all staff undertaken Safeguarding training in the last 3 years and if so when and at what levels?

How frequently is Safeguarding an agenda item in team meetings or 1-2-1’s?

How does the Provider ensure the safe recruitment of staff within your organisation?

How does the Provider make all staff aware of their own role and responsibility and that of the provision for Safeguarding and protecting children?

How does the Provider ensure their staff knows when to discuss a concern about a child’s welfare with a manager?

School to request DBS numbers with all staff working within the Alternative Provision

Visit to Provider undertaken by the School;

 Check that all details above supplied by the Provider are correct

Check that relevant Insurance for the Provision is in place.

Health and Safety checks of the Site/ Provision undertaken by the School.

All Policies and Procedures available for inspection.

Accreditation and Qualifications for all Provider staff available for inspection.

If necessary, risk assessments available for Inspection.

Reviews of Provision completed;

Review of pupil provision, involving student, parent/carer and Provider, every half term undertaken by the school using IAEP paperwork. 

Stage 2 

Checks undertaken by the Local Authority as part of the Alternative Provision Quality Assurance.

Contact has been made with the Provider and a detailed explanation of the Local Authorities Quality Assurance Process has been explained.

Self-Assessment has been sent to the Provider.

Self-Assessment returned by Provider fully completed with all below information.

Full address and contact details of Provider.

Transport (Provision is web based or Provision has transport available – what is the cost if available?)

Age range of learners and target Key Stages of learners?

Capacity – how many students can be accommodated?

Which students are currently offered provision?

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

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

Expected outcomes for Students

Pastoral Support on Offer

Referral process

What quality assurance processes do the Providers have?

Has the Provider been quality assured by another organisation or Local Authority?

Date quality assured? 

Stage 2 

The Commissioning School MUST undertake the following: 

Contact has been made with the Provider and a detailed explanation of the Schools Quality Assurance Process has been explained/or Provider made aware that their assessment details have been passed onto the School by the Local Authority.

Or

Schools own Self-Assessment returned by Provider fully completed with all information.

Full address and contact details of Provider.

Transport (Provision is web based or Provision has transport available – what is the cost if available?)

Age range of learners and target Key Stages of learners?

Capacity – how many students can be accommodated?

Which students are currently offered provision?

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

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

Expected outcomes for Students

Pastoral Support on Offer

Referral process

What quality assurance processes do the Providers have?

Has the Provider been quality assured by another organisation or Local Authority?

Date quality assured?

Safeguarding Checks by the School – School should be in receipt of all the following information.

Who is the organisation’s lead person for Safeguarding – contact details?

Does the Provider have a Safeguarding Policy which is accessible to all?

Where are the Providers Safeguarding Policy and Procedures located?

Have all staff undertaken Safeguarding training in the last 3 years and if so when and at what levels?

How frequently is Safeguarding an agenda item in team meetings or 1-2-1’s?

How does the Provider ensure the safe recruitment of staff within your organisation?

How does the Provider make all staff aware of their own role and responsibility and that of the provision for Safeguarding and protecting children?

How does the Provider ensure their staff knows when to discuss a concern about a child’s welfare with a manager?

School to request DBS numbers with all staff working within the Alternative Provision

Visit to Provider undertaken by the School;

Check that all details above supplied by the Provider are correct

Check that relevant Insurance for the Provision is in place.

Health and Safety checks of the Site/ Provision undertaken by the School.

All Policies and Procedures available for inspection.

Accreditation and Qualifications for all Provider staff available for inspection.

If necessary, risk assessments available for Inspection.

Reviews of Provision completed;

Review of pupil provision, involving student, parent/carer and Provider, every half term undertaken by the school using IAEP paperwork. 

Stage 3 

Checks undertaken by the Local Authority as part of the Alternative Provision Quality Assurance. 

Contact has been made with the Provider and a detailed explanation of the Local Authorities Quality Assurance Process has been explained.

Self-Assessment has been sent to the Provider.

Self-Assessment returned by Provider fully completed with all below information.

Completed Safeguarding information returned to the Local Authority;

Who is the organisation’s lead person for Safeguarding – contact details?

Does the Provider have a Safeguarding Policy which is accessible to all?

Where are the Providers Safeguarding Policy and Procedures located?

Have all staff undertaken Safeguarding training in the last 3 years and if so when and at what levels?

How frequently is Safeguarding an agenda item in team meetings or 1-2-1’s?

How does the Provider ensure the safe recruitment of staff within your organisation?

How does the Provider make all staff aware of their own role and responsibility and that of the provision for Safeguarding and protecting children?

How does the Provider ensure their staff knows when to discuss a concern about a child’s welfare with a manager?

Local Authority in receipt of DBS numbers from all staff working within the Alternative Provision. 

Stage 3 

The Commissioning School MUST undertake the following: 

Safeguarding Checks by the School – School should be in receipt of all the following information sent back to them by the Provider;

Who is the organisation’s lead person for Safeguarding – contact details?

Does the Provider have a Safeguarding Policy which is accessible to all?

Where are the Providers Safeguarding Policy and Procedures located?

Have all staff undertaken Safeguarding training in the last 3 years and if so when and at what levels?

How frequently is Safeguarding an agenda item in team meetings or 1-2-1’s?

How does the Provider ensure the safe recruitment of staff within your organisation?

How does the Provider make all staff aware of their own role and responsibility and that of the provision for Safeguarding and protecting children?

How does the Provider ensure their staff knows when to discuss a concern about a child’s welfare with a manager?

School to request DBS numbers with all staff working within the Alternative Provision

Visit to Provider undertaken by the School;

Check that all details above supplied by the Provider are correct

Check that relevant Insurance for the Provision is in place.

Health and Safety checks of the Site/ Provision undertaken by the School.

All Policies and Procedures available for inspection.

Accreditation and Qualifications for all Provider staff available for inspection.

If necessary, risk assessments available for Inspection.

Reviews of Provision completed;

Review of pupil provision, involving student, parent/carer and Provider, every half term undertaken by the school using IAEP paperwork. 

Stage 4 

Checks undertaken by the Local Authority as part of the Alternative Provision Quality Assurance.

Contact has been made with the Provider and a detailed explanation of the Local Authorities Quality Assurance Process has been explained.

Self-Assessment has been sent to the Provider.

Self-Assessment returned by Provider fully completed with all below information.

Completed Safeguarding information returned to the Local Authority

Visit to Provider has been undertaken and all Quality Assurance standards met.

Yearly Quality Assurance Review booked for 12 months’ time. 

Stage 4 

The Commissioning School MUST undertake the following: 

Contact has been made with the Provider and a detailed explanation of the Schools Quality Assurance Process has been explained.

Schools Assessment has been sent to the Provider.

Schools Assessment returned by Provider fully completed with all below information.

Completed Safeguarding information returned to the School

Visit to Provider has been undertaken by the School and all Quality Assurance standards met.

Half termly reviews of pupil provision, involving student, parent/carer and Provider every half term are undertaken by the school using IAEP paperwork. 

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

Name/Full contact details of Provider:

Company / charity registration number (if applicable):

Timeframe of Provision

First day of service provision / agreement

Length of service provision / agreement

Last day of service provision / agreement

Provision Specification

What type of Provision is being provided e.g. On Line Learning,

What is the aim of the Provision being provided?

Who is the Provision being provided for – Name of Student.

Where will the Provision be provided?

Are there any principles Providers need to adhere to (for examples see Appendix A)?

Does the Provider have its own written policies and procedures which are effective in providing its services?

Will the Provider be expected to attend any meetings as a result of this contract? If so, which meetings and how often?

Will the Provider be expected to produce any reports? If so, what, who to and how often?

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

How will the provision be delivered (what is the activity)?

How will the performance of this activity be measured?

How regularly will this activity be measured?

Who will measure this performance?

Service Satisfaction

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

Will the Provider gather and report on student satisfaction / feedback on its services.

How will it do this?

How will they use this information?

Funding Arrangements

How much the Provision cost in total?

£

How will this be paid e.g. quarterly for 12 months?

Will it require an invoice from the Provider?

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

Yes

No

N/A

Does the Provider agree to comply with all appropriate legislation including Health & Safety?

Will the Provider ensure all appropriate CRB and / or other safeguarding checks are carried out?

Will the Provider pay for the CRB and / or other security checks?

Does the Provider hold a suitable level of professional liability insurance and employers’ liability insurance?

Do the Providers’ staff hold the current and appropriate qualifications to deliver their respective services (see Appendix B for further details)

Will the Provider ensure staff have up to date safeguarding training?

By the nature of the service, is there a need for supervision arrangements to be in place?

Does the Provider have the necessary clinical supervision arrangements in place?

Are all employees kept abreast of changes in legislation that relate to their jobs?

Staffing

Yes

No

N/A

Does the Provider have the necessary staffing levels to deliver the service?

Does the Provider have clear written recruitment and selection procedures with relevant job description and person specifications for the service?

Will the Provider be responsible for providing and funding their staff with the necessary knowledge and qualifications for example through training?

Is there a performance management framework for staff e.g. annual appraisal process and monitored attendance at Continuous Professional Development events?

Does the Provider have an equal opportunities policy?

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.

A4S – Stage 4

Address:  129A Barkers Lane, Bedford. MK41 9RX

Contact Name:  Carl Yeowell (Project and Coach Support Manager)

Telephone number:  01234 272101

Email: carl.yeowell@a4sbedford.com / admin@a4sbedford.com

Transport:  Provision provides transport if required to collect and drop off students (included in the cost).

Age range of learners: Target group: Key stage:

Age (not key stage) 8 - 18 years. Majority of student who attend A4S are aged between 12 - 18 years.

Emotional Literacy Support Age 8 - 11

How many students can be accommodated?  

5 or 6 Groups of 2 students a day. (Or 6 1-2-1’s a day).

Which students are currently offered provision:

  • Students with ECHP’s
  • Students not accessing mainstream education
  • Students accessing mainstream education on reduced timetable
  • Students excluded or at risk of exclusion
  • Students with poor school attendance/refusing to attend school
  • Students with mental health conditions such as anxiety and depression
  • Students with physical health conditions such as ADHD
  • Students with Autism/Asperger’s
  • Students with difficult life circumstances/poor behaviour in school

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

The following activities below are used to help engage young people. Whilst doing these activities or in between these activities we will help the young people with issues, skill development and personal development. We also provide a variety of Gateway Qualifications (Entry Level 1, 2, 3 and Level 1) and BTEC Level 2 qualifications and one BTEC Level 3 qualification through Pearson. (Our qualifications are listed in our prospectus – more information on exactly what we do can be found in the prospectus).

  • Angling
  • Arts and Crafts
  • Aquarium Systems
  • Estate Maintenance
  • Life Skills Development including emotional literacy

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

Taster session with transport 1:1 - £200 per session per student

Taster session with transport 1:2 - £146 per student (if both students are with the same referrer).

1:1 full day £230 (per student including transport)

1:2 full day £159 (per student including transport)

Referrers will be eligible for discounts of 10% when confirming 2 or more students on the A4S timetable.

Expected outcomes for Students:

  • Positive changes in student’s attitude, motivation to learn, wellbeing, confidence and self-esteem.
  • Lowered risk of becoming NEET.
  • Completion of and acquisition of Gateway qualifications up to Level 2.
  • Progression to Post 16 Provision.
  • Increased aspirations.
  • Increased interpersonal skills and improved relationships.
  • Improved behaviour.
  • Decreased criminal activity/ anti-social behaviour.
  • Improved attendance.
  • Increased chance of employability.
  • Improved personal and life skills.
  • Improvement of mental health.

Pastoral Support on Offer:

All students are coached 1:1 or 1:2 with skills coaches/ mentors. These coaches are very consistent in their approach to the student and are skilled at guiding them; having boundaries with behaviour and helping young people develop life skills, as well as coaching them in their agreed activities and qualifications. We also provide:

  • Personal coach (consistently where possible during their time with us)
  • Personal Development Reviews twice in the academic year and these also incorporate self-esteem work and discussion around aspirations.
  • Emotional literacy and anger management if required and requested
  • Soft outcomes measured
  • Liaise with other professionals and attend professionals meetings when required
  • Monitor behaviour and attendance with daily feedback reports to referrers
  • Termly summaries of attendance and feedback
  • Certificates of recognition when students achieve
  • Identify barriers to learning and engagement
  • Communication with parents and carers
  • Behaviour Management
  • Development of Life Skills
  • Careers support
  • Information re other services available

Referral process and intake period:

Via email/phone call.

A4S Referral form and medical consent form needs to be completed

Referrals can be made throughout the academic year.

What quality assurance processes do you have?

Quality review inspections annually by Gateway Qualifications.

We have had OFSTED visit when inspecting alternative provision use by our local schools.

We use the PQASSO quality assurance framework.

We have regular Trustee meetings, annual general meeting, regular management meetings, weekly coach meetings, education committee.

Quality assured by another organisation or Local Authority and the date quality assured:

Annual Gateway Qualifications inspection of in-house quality assurance processes and procedures.

Cambridge Forest Schools - Stage 4

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

Contact: Toni Rogers and Nicki Proietti

Telephone number: 07803 364278

Email: Bookings@cambridgeforestschools.co.uk

Website: www.cambridgeforestschools.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

Forest School

We use our beautiful woodland setting and natural resources to facilitate fulfilling learning experiences that foster a love of learning.

Our Forest School Leaders deliver long-term programmes of child-led learning without pre-conceived academic outcomes (not curriculum-based learning). Children work at their own pace and dynamic planning in the moment dictates the session content. Leaders facilitate managed risk that helps build confidence and self-esteem with an overall focus on emotional health and well-being.

Forest School programme aims 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 pupils’ family.

Forest School programme

Long-term programme of sessions focused on child-led learning and ongoing holistic development. Children learn through exploration, creative activities with practical woodland skills such as campfire cooking and using tools being integral to the programme.

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:

Forest School

  • Individual student 2 hour session: 2 Forest School Leaders Cost: £120 per hour.
  • Group booking 2 hour session: 2 Forest School Leaders for a group of up to 6 pupils (up to 3 days per week). Cost £180 per hour
  • Full day: 2 Forest School Leaders for a group of up to 6 pupils (up to 3 days per week) Cost £600 per day.

Minimum booking for Forest School sessions is a programme of 10 x 2 hr or 10 x full day sessions running over consecutive days or weeks. Two-hour session times are 10am – 12pm or 12.30 – 2.30pm. Full day sessions are 10am – 2pm. Termly or yearly bookings accepted.

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 Forest School programmes aim 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 Forest School Leader. 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 leaders 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 Forest School Leader mentors.
  • We design bespoke programmes tailored individual needs.
  • We build programmes around the student interests.
  • Sessions focus on building self-esteem and self-confidence through Forest School.
  • 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 3 Forest School Leader, Practical Woodland Skills training, 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 Forest School Leaders 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.

Oak Activities Limited - Stage 3

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

Contact: Tom Milner

Email: Tom.milner@oakactivities.com

Telephone number: 07342 036 029

Age range of learners: Target group: Key stage:

All ages/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.

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

PE and sports leadership/coaching.

We are also exploring the option of cooking and food hygiene.

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

Group session £70-£85 per student, depending on needs and numbers. 1:1 would be at a higher rate TBA.

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.

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.

Alternative Social Communication (ASC) - Stage 3

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 3

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: 40 Twentypence Road, Wilburton,

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

Age range of learner/key stage:

8 + KS4 – We cater for young people aged 8+ although specialise working with adolescents. Our K9 Confidence programme is working well with primary school children and transitions groups.

Capacity:

Up to 10. Usually 4 – 10 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 a 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.

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.

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

Contact Chris to discuss costings -dependent on area/ programme/ requirements.

ASDAN Awards booked at cost. All other resources included.

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

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. 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 ASDAN/RSPCA/Blue Cross/for animal care resources, and a wide range of personal development/coaching tools for personal development area.

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

No we only work in Cambridgeshire

Participation Dogs Ltd – Stage 4

Address: 2 Copley Hill Business Park, Babraham, Cambridgeshire, CB22 3GN

Email: participationdogs@gmail.com

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 one to one work with students and up to six per group session.

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.

Animal Assisted Therapy group. £120 per hour session for up to six young people. All prices include a speech and language therapist, occupational therapist and at least one participation dog.

Travel is an additional 40p per mile over 50 miles from Cambridge.

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, 52 weeks a year. 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.

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.

EAQ (Equine Assisted Qualifications) Ltd – Stage 4

Registered Address:

Office 4, The Exchange, Old Market Hill, Sturminster Newton, Dorset SP7 0ET

Provision Address:

Provision is available on a face to face or virtual basis.

Face to face sessions can take place from centres at Cottenham or Ely. Both these sites offer alternative education in the natural outdoor environment with horses and other animals.

EAQ also has a number of personal tutors who work on a one-to-one basis and can either visit learners at home or work with them in their local community.

Contact Name: Tricia Day

Telephone numbers: 01747 828150 / 07724 039358

Email: tricia@equineassistedqualifications.com

Transport:

Transport needs to be arranged by the commissioning organisation.

Age range of learners/Key stage:

5 years and over - KS1, KS2, KS3, KS4 and post 16.

Capacity:

EAQ 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.

Which students are currently offered provision:

EAQ provides provision for children and young people over the age of 5 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 autism or ADHD or have social, emotional, behavioural difficulties or are facing challenging situations at home, eg 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. Sessions can be accessed on a short or long term basis.

EAQ 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, including units in maths and English.

Popular units include: Developing Personal Confidence and Self Awareness 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 school

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

Pastoral Support on offer:

One to one support with a named key worker

Strong links with commissioning organisations to understand and support learners.

Referral process – 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.

Quality assurance processes:

EAQ has been 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.

EAQ has also been awarded the prestigious Investors in People award.

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 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.

We are very proud of the students who have contributed to the current 100% success rate for the attainment of vocational units.

Quality assured by another organisation or Local Authority?

EAQ is an approved provider of alternative education in Dorset, Essex, Isle of Wight, Norfolk and Nottinghamshire.

The Seeds of Change UK LTD - Stage 3

Address:   The Seeds of Change, Unit 9, Manor Farm, Main Road, Astwood, Bucks. MK16 9JS

Contact: Rachael Frossell

Telephone number: 01234 881 871610870 / Rachael Frossell - 07801 294923

Email: Rachael@theseedsofchange.co.uk

www.theseedsofchange.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 Seeds of Change 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: (GCSE’s/A - Levels/Short courses etc.):

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: £900 if booked in blocks of 6 sessions at a time

£1,650 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: £800 per day for group of 6 / £135 per person half day

Rate.

Full Day: £950 per day for group of 6 / £160 per person full day.

Early Intervention Foundation Programme:

This is a group programme with small group sizes of generally 6 pupils, varying from half a day to one full day. The programme can also 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: £800 per day for group of 6 / £135 per person half day rate

Full Day: £950 per day for group of 6 / £160 per person full day rate

City & Guilds Level 1 and 2 in Employability Skills:

This programme develops transferrable skills through working with horses. This environment ensures client engagement and delivers academic outcomes. It is a 30 week course, with small group sizes (maximum learners 8). 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 3

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 Well Being Hub, West Wing Bottom, 37 Fairycroft Road,Saffron Walden, CB10 1ND.

Contact: Paula Buckenham – SEND Manager (Education)

E-Mail: paulabuckenham@bedazzlearts.org

Telephone: 07498240284

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

Age range of learners; Target group; Key stage:14 plus. Key Stage 3 and 4Capacity:

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. (GCSE’s-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 followingareas:● ASDAN Personal and Social Effectiveness (working with others, improving ownlearning, problem-solving, research skills, communication and planning andpresenting).● AQA Unit Award Scheme (exploring own positive skills and strengths relating topersonal interests, creative and expressive arts and learning, life and work with astrong focus on wellbeing, confidence, peer support and embedded English andMaths).● 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. Priceexclusive 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 towardslearning (motivation, confidence, self-esteem) and achievement.● Better ability to manage, with a view to overcoming, any pre-existing/ emergingbarriers 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 widersupport 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 individualneeds of students with specific barriers to learning, students with SEND and studentsthat may be experiencing impacting factors beyond their control which have affectedtheir ability to engage, enjoy and achieve within education.● Regular and ongoing communication with student, parents and carers, other namedprofessionals working with the student and the school (if on roll and as applicable) toensure joined up working and a collaborative approach.● Re-integration (to school) and/or transition support (next steps post-16) to familiarisewith new environment, connect with key contacts and new support network and workwith Transition Coordinator/ Student Transition Team at next provider (school orpost-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 3

Address: Butcher’s Row, Ely, CB7 4NA.

Email: CambridgeshireExpressiveArtsandCounsellingCentre@mail.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.

1-2-Achieve LTD - Stage 2

Address: 9 Coronation Avenue, Nordelph, Downham Market. PE38 0BN

Contact: Joanne Carlton

E-Mail: joanne.Carlton72@outlook.com

Telephone number: 07790466505

Age range of learners: Target group: Key stage:

4 years to 16 EYFS, KS1 to KS4

Capacity: How many students can be accommodated:

Children with an EHCP will be 1:1.

Without an EHCP from 5 to 15 students. This will depend on the age of the child/children, and the risk of working with the child/children and the venue.

Which students are currently offered provision:

We specialise in providing for students who are:

  • Looked after Children
  • Not accessing mainstream education through being excluded or at risk of exclusion because of persistent poor behaviour.
  • Dealing with challenging life circumstances
  • Suffering physical or mental health & Anxiety conditions. – Long term, short term, ME & CFS
  • Poor school attendance/refusing to attend school leading to NEET (Not in Education employment or training).
  • Learners attending school that have vast gaps in learning and require additional support
  • Young people in preparation for exams to improve attainment levels and reach their full potential
  • Children in transition and/or in a planned managed move
  • Children exhibiting anti-social Behaviour / supporting attitude to learning
  • Special Education Needs including Autism, Aspergers and Dyslexia
  • Teenage Mums
  • Young carers.
  • Permanently excluded Students.

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

We provide a full curriculum in all school-based subjects, from early learning foundation stage,

EYFS programme including –

  • literacy including phonics,
  • mathematics,
  • personal social and emotional development,
  • supporting physical development,
  • communication and language,
  • understanding the world
  • expressive arts and design
  • Transitional support to class-based learning.

KS1/KS2 Programmes including-

  • alternative provision, linked to the National Curriculum, based on the child’s needs and interests
  • Subject specific learning covering all compulsory national curriculum subjects including core subjects English, Mathematics, Science and ICT.
  • identifying learning gaps and providing infill support
  • social and emotional support, including self-regulation
  • SATS preparation work
  • Transitional support to KS3 high school learning through the lift off programme

KS3/KS4 Programmes including-

  • alternative provision, linked to the National Curriculum, based on the child’s needs and interests
  • Subject specific learning covering all compulsory national curriculum subjects including core subjects English, Mathematics, Science and ICT.
  • identifying learning gaps in preparation for examinations, including GCSE
  • social and emotional support, including self-regulation and coping with anxiety
  • Provision of Asdan course programmes, including short achievable courses based on Life skills and pupil interests.

We offer a full service, via “outreach” at home, either in person face-to-face or using the team’s platform, in schools in small groups or one to one, or we have the ability to source alternative venues.

However we are not an Ofsted registered provision, so if the child is to do GCSE exams, they will need to be done at the main school.

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

Quality qualified teaching from early year’s foundation stage to GCSE level

£75.00 per hour on a 1:1 basis.

Therapeutic approach and behaviour strategies

£50.00 per hour.

All remuneration and cost will be calculated on individual bases linked to resources and services required.

Expected outcomes for Students:

  • Our pupil centred approach is designed to support children and young people in developing their personal academic skills, and attitude to learning. Allowing them to focus within the mainstream provision.
  • Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem
  • Improved relationships with family and wider community
  • Improved behaviour, attainment and achievement
  • Development of personal and social skills
  • Improved Wellbeing and resilience
  • 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.
  • Attainment of vocational skills.
  • Development of personal and social skills.
  • Improved attendance and punctuality.
  • Employability skills
  • Reduce anti-social behaviour Increase awareness and coping strategies
  • Children working at age expected levels.

Pastoral Support on Offer:

Our company Core values and therapeutic principles are designed to promote a positive attitude to learning and improved behavioural strategies. Team-work with schools to support early intervention, identify barriers and solutions to learning and engagement, as well as managing complex and challenging behaviour through the use of consistency, de-escalation, behaviour analysis and differentiated planning.

We as a team have extensive Special Education Needs (SEN) and pride ourselves in our ability to provide an inclusion experience while providing inspirational and individual supported learning.

We support children and young people through the stages of transition, change of school, change of year groups, as well as the integrating back into mainstream educational settings following long-term exclusion.

We can offer support on a 1-2-1 basis providing restorative support for schools, carers/ guardians, other professionals and pupils, we are able to do this, by either home visits or group meetings.

Referral process: Is there a specific intake period:

We are happy to accept referrals via - telephone call; Joanne Carlton 07790466505.

Referral form; through our web site 1-2Achieve.online

Or via email; joanne.carlton@1-2Achieve.online

We have no specific intake period and will accept students at any point during the academic year.

What quality assurance processes do you have:

As a team we pride ourselves on providing excellence, we do this by ensuring we have the correct management programmes and systems in place to ensure we meet OFSTED standards. We collect and analyse data to help improve the quality of our services and outcomes for our children and young people.

Assessment of our Children, young people

We monitor students with regular updates using ‘Milestones’ and regulate student performance and progression.

Milestones are to support teachers to track the progression of learners. They do not provide an alternative curriculum for children and young people with complex additional support

Needs. Planning for such learners should continue to be based on the Experiences and Outcomes from Curriculum for Excellence, with personalisation where required. In addition, we have the ability to provide regular performance meeting with potential to include key stakeholders such as parents, and other professionals working with the students

Assessment of teaching staff and quality learning

Our tutors are experienced and have all worked within a mainstream OFSTED registered provision, providing quality lessons and support. All our tutors have regular supervisions, agreed review meetings with schools and other stakeholders as well as lesson observations with senior and external professionals to monitor their effectiveness, standards of teaching and progress of agreed outcomes. CPD (Continuing professional development)

  • Our tutors are experienced and trained CBT (Cognitive behavioural Therapy) and Thrive practitioners.
  • Each tutor has received training and have a unique understanding of attachment theory
  • All tutors are trained in the practice of pivotal behaviour management.

Please note we are not an Ofsted registered provision.

Futures @ CRC – KS 4 - Stage 4

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

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

E-Mail: aclarke@camre.ac.uk

Telephone:01223 418472

Age range of learners: Target group: Key stage:

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 will be 32 learners in Year 10 and 32 in Year 11.

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

Futures@CRC is an Alternative Provision for students on a one-year programme enabling us to provide a curriculum of study that will ensure students’ progress to a successful post-16 education. We are now able to offer the following:

  • Maths and English Functional Skills Entry- Level 2
  • Award in Personal Development Award/Certificate
  • UAL Level 1 Award in Art, Design and Media
  • NCFE Level 2 Present a Final Craft Item (follows on from Level 1 Art)
  • Vocational sessions in Construction, Motor Vehicle, Catering and Hospitality, Hair and Beauty **
  • Level 1 Sport and Fitness
  • Step-Up to GCSE Maths/English
  • Level 1 Skills for Public Services (Year 11)

**Huntingdon Campus Construction, Motor Vehicle and Hair and Beauty only

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

Cost for an academic year: £7680.00

Late enrolment- from Term 2 £5000.00

*There will be a registration and exam fee/s for the qualifications taken at the college in addition to the yearly cost to be confirmed.

(Cost are subject to change.)

We are also able to offer schools the opportunity to send small groups of students (10 or more) to participate in a vocational session in Motor Vehicle. These would be two hours per week, over 35 weeks. A member of staff from the referring school would be expected to accompany the group. Students would have the opportunity to work towards a college certificate or an Entry 3 Qualification in Motor Vehicle.

Cost: £9.50 per student, per hour.

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 in order to attend CRC.

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

PPE for the vocational areas will be supplied by the college with the exception of steel toe cap footwear which the learner will have to provide themselves for construction and motor vehicle courses.

Expected outcomes for Students:

We have high retention and high attendance leading to the successful completion of:

  • Positive changes in their 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). Targets will be set with tutors and any attendance issues will be followed up immediately by tutors. Non-attendance at college will be followed up by 9.30am, by the tutor on the day of absence and reported to all relevant parties. Learners and tutors will review attendance weekly and set targets around attendance where appropriate. Excellent attendance will be rewarded (the college currently has an attendance incentive linked to vouchers for the onsite Costa Coffee).

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, issues etc. Equally, the school will be provided with the details of managers and staff at the Futures@CRC including a main contact for their particular young person. There will be work provided for the learners to complete outside of college via online learning. It is assumed that where possible schools may be able to facilitate access to this in the days the learners cannot attend college.

English and Maths sessions will be delivered in small groups with one teacher and often a study support member of staff. There will be the opportunity for one-to-one support outside the “lesson” time for English and Maths, as well as on line tasks for completion to check progress and for skill development and support. Study support will be available throughout the programme to help with studies and for any specialist small group or one-one support.

All learners can benefit from the support and signposting of the vocational experts in their chosen pathway (construction, motor vehicle etc.) as well as from the college’s main careers hub. Support with personal statements for progression will be given by tutors and study support as well as during literacy sessions.

In the unlikely event that we are unable to successfully support a learner at the Futures@CRC and they are required to move to another establishment for their education, Cambridge Regional College would still welcome an application for a course post 16, as long as it is supported by a good reference.

Referral process: Is there a specific intake period?

Referral will come from the schools via the relevant BAPE. Once agreed, a Futures@CRC application form will be submitted to the college (which will include information about the learner and their educational journey so far from the sending school- an application without all requested information will not be considered). This will be available to download from the website and can be submitted electronically. Information not disclosed at time of application (including safeguarding concerns) that negatively impacts a learners secure placement and achievement or others in the provision, will be subject to immediate review. Pupils will remain on roll at the referring school.

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 at the discretion of the head. The provision can be entirely “roll on, roll off” throughout the year. If learners make good progress, the referring school may wish to take them back at their home site full time. Equally if someone struggles part way through the year due to academic progress or social difficulties, applications will be taken as and when they are needed.

What quality assurance processes do you have?

All learners will complete assessments in academic standards and attitudinal aspects of learning when they start at the college. Students will complete regular (6 weekly) testing of English and Maths skills throughout the programme which will be fed back to the home school. Sending schools will be invited to complete “peer reviews” of lessons at CRC and it is assumed that the CRC teachers will be able to “peer review” sessions in mainstream school.

All teachers at CRC are subject to the college lesson observation schedule and can receive help and advice if and when required from the college “Excellence Coaches”. Futures@CRC is subject to two performance monitoring boards (PMB) and an annual self-assessment report (SAR). The learners will be surveyed a minimum of once per year to gain feedback on all aspects of college life (results feed into the PMB and SAR).

Peterborough College – Stage 4

Address: Park Crescent, Peterborough, PE1 4DZ.

Contact name: Clare Wookey

Telephone number: 01733 762144

E – Mail: Clare.Wookey@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.)

Functional Skills Maths and English

GCSE English, Maths

Vocational Studies Qualifications comprising a range of vocational options

E-Safety

Sport

Sports Leaders Awards

ESOL

All courses offered at entry level, level 1 and 2

Level 1 or 2 Awards, Certificates or Diplomas, depending on chosen qualifications

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

All provision is calculated on an hourly infill rate of £13. There are additional costs for sundries and exam registrations.

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.
  • Successful work placements.

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 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:

The referral process is with CAF and meeting with the student before starting on any programme. Via email - sarah.laing@peterborough.ac.uk

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

Peterborough Skills Limited (Trading as Peterborough Skills Academy) – Stage 3

Address: 2 Woodston Business Centre, Shrewsbury Avenue, Peterborough PE2 7EF.

Contact: Ben Martin

E-mail: Ben.martin@psatraining.org.uk

Telephone number: 01733 516000

Transport: Provision not web based and easily commutable. Currently school engagement groups arrive by own mini-bus with ample parking provision available. Transport not provided.

Age range of learners: Target group: Key stage: 14-16 & 16-18, 19+, 4 – Year 10/11

Capacity: How many students can be accommodated? Max groups of 8, ideally 6-8.

Which students are currently offered provision:

  • Students not accessing mainstream education – home schooled learners
  • Excluded or at risk of exclusion – at risk of becoming NEET
  • Suffering physical or mental health conditions – learners from SEN schools
  • Poor school attendance/refusing to attend school – NEET learners.

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

Functional Skills Maths and English from Entry level to Level 1 and Level 2 qualifications

Functional Skills ICT at Level 1 & Level 2

Employee Rights and Responsibilities IMI Qualification at Level 2 – stepping stone to employments and apprenticeships

IMI Entry Level Award for the Introduction to Motor Vehicle Industry and Technologies (Entry 3) (VRQ)

IMI Entry Level Award in Personal and Social Development for the Automotive Environment (Entry 3) (VRQ)

IMI Level 1 Award in Personal and Social Development for the Automotive Environment (VRQ)

IMI Level 2 Diploma in Light Vehicle Maintenance and Repair Principles (VRQ).

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

£120 per hour for sessional training – max 8 candidates in group

Normally 2-hour sessions or 6-hour days split over lunch 3+3 (£720 per day)

Term-time or roll on/ roll off – we are open all year round.

Expected outcomes for Students:

  • Successful reintegration to mainstream School.
  • Enrichment and alternative or extra curriculum
  • Prevention of permanent exclusion, strong liaison and relationships with schools
  • Acquisition of Entry Level, Level 1 & 2 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 in motor industry, customer service and business admin.
  • Development of personal and social skills, through interaction in professional training environment
  • Improved attendance and punctuality, through monitoring and identification of barriers
  • Employability skills developed through ERR qualification and work experience
  • Reduce anti-social behaviour, carefully selected small group work
  • Support and guidance with CV and applications to work and placements
  • Strong links with automotive sector, introduction to work experience placements
  • High success rates with progression from NEET programmes.

Pastoral Support on Offer:

  • One to one support and small group work
  • 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.
  • Personal Tutors and Professional Maths/English team
  • Access to Locality Team support.
  • Behaviour management through internal policies and role model staff approach.
  • Information, Advice and Guidance with future career choices.
  • Signposting and referral to additional support, training, work or apprenticeship
  • Contact and feedback/support are after offered to those leaving the provision.

Referral process: Is there a specific intake period:

  • EHA, referrals have come from SEN Services 0-25 provision and the Additional needs pathfinder direct
  • Referral letters from the relevant bodies are required for under 18s
  • Preference for personal contact via E-mail or telephone for School engagement
  • ESFA self-declaration form is required for over 18’s
  • Evidence of eligibility and current benefits required for over 18s
  • School would need to provide a letter to confirm if potentially at risk (NEET).

No specific intake period PSA work flexibly all year round and can accommodate term-time.

What quality assurance processes do you have:

  • Annual Self-Assessment Report is produced and reviewed each year
  • Quality Improvement plan written and reviewed quarterly
  • Assessment of students is continuous through reviews, 1-2-1s, formative and summative qualification assessments and feedback forms.
  • Quality assurance of teaching staff includes observation programme, CPD training and logs, standardisation meetings, staff meetings and 1-2-1 with management
  • Learning resources and student support is monitored through the observation process, professional team discussions, sharing good practise and access to all partner curriculum development programmes:
  • Management information systems have been improved by the implementation of a bespoke student record management system in 2020
  • Collection and analysis of data is carried out termly by the management team and reported at staff meetings. The RAG system is used for the tracking of progress on individual programmes
  • Measuring and improving outcomes is regular practise discussed at management meetings and board meetings. Feedback from External Quality Assurance listed below is shared with the team and used to inform the programmes.

Date quality assured:

The ESFA – Register of Approved Training Providers (ROATP Oct 2019 submission)

The IMI (Institute of Motoring Industry) 21/03/19

Peterborough Regional College – Business partners (ongoing)

New College Stamford – business partners (audited Aug 2020)

TCHC – November 2020

Marshfield School (Sept 2020).

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

West Suffolk College – Stage 3

Address: West Suffolk College, Out Risbygate, Bury St Edmunds, IP33 3RL.

Contact: Angela Payne

E-Mail: angela.payne@wsc.ac.uk

Telephone number: 01284 716257

Transport: Transport to college is the responsibility of the school.

Age range of learners: Target group: Key stage:

Year 10 and Year 11 Key Stage 4

Capacity: How many students can be accommodated?:

Capacity is 25 students. However, if there is enough interest, more students could be accommodated.

Which students are currently offered provision:

  • Students not accessing full mainstream education.
  • Students 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.):

14-16 Pathway to Achieve

This programme allows pupils to partake in activities to develop life skills and work towards a qualification in a safe, alternative environment which is very different to school. This programme is a great introduction to college life and will provide your pupils with the tools to manage the world of work and/or education. Students work towards achieving a Prince’s Trust Qualification.

14-16 Motor Vehicle

Students are based in a workshop environment. Motor Vehicle consists of mainly practical work, although students will also be required to write up tasks after their practical work. The curriculum includes the basics in cooling, lighting and braking systems, steering and suspension, exhausts, wheels and tyres and electrical tasks. The students receive a college certificate at the end of the programme.

14-16 Construction

Students are based in a workshop environment. The Construction course is all practical work. The students learn about a range of construction skills, these include bricklaying, carpentry, plumbing and painting/decorating.

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

£60-£90 per day.

Expected outcomes for Students:

  • Successful transition to post 16 FE or training.
  • 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.
  • Employability.
  • Reduce anti-social behaviour.

Pastoral Support on Offer:

  • One-to-one support can be supplied in the event of a school not being able to provide an LSA to support their student where necessary (there would be an additional charge for this)
  • 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.
  • Information Advice and Guidance.

Referral process: Is there a specific intake period:

Referral forms need to be returned by email along with any supporting documents such as:

  • EHCP
  • latest EHCP annual review
  • risk assessment
  • behaviour support plan
  • pupil profile

Referrals are generally made during the Summer term before the new academic year. Referrals can be accepted in the new academic year, if there are still places available.

To join the 14-16 School Links Programme, schools need to ensure that students:

  • Remain on roll with their school.
  • Are in year 10 or year 11.
  • Attend school alongside college.
  • Are transported to and from the college, if they do not live within walking distance.
  • Have arrangements in place for lunch if they are in receipt of free school meals.
  • Please note, in some cases, students will need to be supported at college by an LSA from their school.

What quality assurance processes do you have:

Internal QA processes and practices in place for aspects of provision including;

Progress Reviewing, Self-Assessment, Improvement Planning and Observations of teaching, learning and assessment activities.

Quality assured by another organisation or Local Authority?

Yes - West Suffolk College is subject to Ofsted QA and was graded as Good at the last inspection (10th May 2016)

Farm Club Ltd - Stage 4 

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

Contact name: Carol Bailey

Telephone number: 07887 576064

Email: carol@farmclub.co.uk

Transport:

Students will need to provide their own transport.

Age range of learners: Target group: Key stage:

All ages.

Capacity: How many students can be accommodated? :

Four students at any one time/visit.

Which students are currently offered provision:

All students are offered provision at Farm Club. An Induction will be offered prior to initial visit.

On the following basis:

Staff and volunteers at Farm Club are responsible for offering the facility and the activities. Should any student attending sessions have any reported violent behaviour issues or are a flight risk this must be outlined prior to their visit.

If it is decided any behaviour poses a risk to either staff or other students we would be requesting the student is accompanied by either teacher, tutor or TA. We have a zero tolerance approach to violent behaviour to ensure our sessions and space remain safe for all involved. Should an incident occur we would require the teacher, tutor or TA to escort the student from the premises immediately and therefore have their own means of transport, members of Farm Club staff are not restraint trained.

We have a unique and positive facility to offer with a new enclosed garden and educational play space, which is particularly beneficial to those who are fortunate to attend. The above policy is outlined to guide referrals and demonstrate our commitment and dedication to student safety.

Brief description of curriculum offered: (Short courses offered):

Life skills, animal husbandry, growing, planting and harvesting food. Rearing of small animals. Nutritional value of foods. Hatching and incubating eggs.

Students who visit the Farm on a one to one basis or in small groups have the chance to explore and learn all areas of the day to day running and animal husbandry.

I have devised a teaching plan for understanding where our food comes from, this is split into groups. These four groups help students to recognise what we grow and how we grow it. They relate to this very quickly and this marries up neatly with foods that we take from animals and the importance of their care following the RSPCA guidelines of the ‘5 Freedoms’ for animals, this is suitable for all age groups and adapted accordingly.

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.
  • 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.
  • Access to experienced mentors.
  • Home visits if required. Parents and Carers are invited to Farm Club.
  • 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 reviewed regularly.
  • Access to locality Team support can be arranged.
  • Behaviour management.
  • Information, Guidance and Advice.

Referral process: Is there a specific intake period:

Referrals are via email, telephone. There is no specific intake period.

What quality assurance processes do you have:

Members of staff are very experienced in assisting with young people in the community and learning environment.

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

Yes.

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 – Stage 4

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

Contact:   Katie Bristow, Benjamin Newton

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

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:

The quality assurance processes that we have in place include –

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

Staff delivering sessions are fully qualified for service delivery, including current industry experience. CPD is recorded and monitored. CV’s are available upon request.

Staff have current Enhanced DBS certificates, with training in COSSH, First , Safeguarding, PREVENT, Food Hygiene, Makaton, as well as their own individual specialisms – youth work, animal welfare, Animal-Assisted Intervention, and Social Therapeutic Horticulture.

Appropriate insurances are in place. Copy of insurance certificates are available upon request.

Robust policies and procedures are in place.

Risk assessments are update and monitored on an ongoing basis. And are provided before beginning any sessions.

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.

Full list of policies and procedures are available upon request.

Quality assured by another organisation or Local Authority:

People and 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-intervention/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/.

Quality assured by another organisation or Local Authority:

Ofsted

Commando Joe's - Stage 3 

Address: Unit 5, Meadowcroft Way, Leigh, WN7SXZ.

Contact name: Mike Hamilton OBE Commando Joe’s Founder/ CEO.

Telephone number: 01942 409654

Email: Michaelh@commandojoes.co.uk

Transport:

We have two programmes : Instructor led and school led.

  • Instructor led is our instructor based in school on the school’s site. One day per week for a 12-month programme
  • School led is where we train school staff to deliver the programme through an inset day and leave resources and programmes for the teachers to deliver to the pupils.

Age range of learners: Target group: Key stage:

EYFS – KS4

Every school is different but the programme has resources to support the whole school, Primary and Secondary.

Capacity: How many students can be accommodated?

School led – The programme can be used with every child in school

Instructor Led – we can approximately support around 130 young people in one school per day.

5 classes/sessions of 30 pupils in each session (Plus we offer before during and after school clubs).

Which students are currently offered provision:

We deliver a whole school approach and work with predominately mainstream Primary schools but also support secondary schools, PRU’s, and even YOI.

We support all children regardless of their challenges.

  • 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.):

CJ’s Education is the UK’s largest character education provider in the UK and has developed the most innovative educational resources and programmes for primary schools, secondary schools, academies, and early years' settings in the UK and overseas. Our research is evidence based and has enabled us to work in partnership with schools and educational experts. All our programmes are bespoke to every school and we are happy to trial new programmes or work with other organisations as long as their vision is all about making a difference:

  • Character for All Programme (CfA)
  • School led programme
  • Instructor Led Programme (Primary /Secondary)
  • Military Ethos Alternative Programme (MEAP) Primary / Secondary
  • Adventure programme Year 1- 6 Staying safe in the dark, the importance of health and hygiene and how to survive if you ever get lost.
  • Adventure learning programme (ALP) In school residential for all Key stages
  • Operation New Beginnings Transition programme (Operation New Beginnings)
  • Operation Blackout (Leadership, Developing - Self , Communication Skills and Working with Others) KS3/4
  • How to build a Positive Culture, Ethos and Leadership Programme (CELP)
  • Supporting Challenging Behaviour Programme (SCBP)
  • Arabia Project with the fantastic Levison Wood.

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

School led from £1500 per year * Launch package ( Part of a long term programme)

Instructor led from £294 per day * As part of a 12 month programme.

Expected outcomes for Students:

  • 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.
  • 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.
  • Home visits to keep parents and carers informed.
  • Monitor behaviour and attendance.
  • Support with transition.
  • Identify barriers and solutions to learning and engagement.
  • Behaviour management.
  • Information, Advice and Guidance.

Referral process: Is there a specific intake period:

Schools contact us directly to support the challenges they face, from supporting a growth Mind set, Character development, Mentoring, Parental engagement, Wrap around care, Behaviour management.

Schools contact us via email and phone call and word of mouth.

What quality assurance processes do you have:

As our staff work in schools we always adhere to their specific safeguarding policy and Quality Assurance. I.e. When Ofsted Inspect a school we are part of their Inspection.

We have a full enhanced training programme and induction for all of our staff. They complete a 5 week intense training programme where they receive:

  • Safeguarding training level 3 minimum
  • Behaviour management and restorative practice
  • AET / Level 4 teaching qualification
  • Shadowing current instructors and Outstanding teachers in our flagship schools
  • Our impact reports are developed and shared with the schools and are received every half term to ensure impact.

Quality assured by another organisation or Local Authority and the date quality assured:

Doncaster Council are the most up to date LA too QA our services. Due to our programme being funded for every school across Doncaster.12.12.2019.

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.

Think for the Future - Behaviour and Resilience Mentoring Programme - Stage 4

Address: 39-41 Alfreton Road, Nottingham, NG7 3JE

Contact: Nick Harding – Partnership Director

Office: 01157 180399 extension 703

Mob: 07500 735197

Email: nick.harding@thinkforthefuture.co.uk

Age range of learners: Key stage:

Secondary Schools KS3 & 4, however, we also work in Primary Schools targeting KS2.

Programme Summary

We are an organisation who run our Behaviour and Resilience Mentoring Programme in over 70 schools across the UK. The programme is a targeted behaviour intervention which is being used by schools to improve behaviour, reduce exclusions, build emotional resilience and increase school engagement. The provision is delivered in-school as a preventative part of a school’s behaviour/inclusion strategy.

We have a model of working which is very different to conventional ‘mentoring’ (i.e. a highly structured social and emotional learning curriculum, group-based work, focus on data tracking) and are producing impressive results that we can measure. We are positioning a very different type of person into schools – people we know can relate to and engage the hardest-to-reach students by drawing on their own life experiences to be strong role-models for students.

Capacity: How many students can be accommodated?

A mentor is typically based at the school for 2-3 days per week for a full academic year. In a day the mentor usually delivers 4 or 5 x 1hr group sessions to students (group size 5-15) with the option for 1to1 work too.

On average between 40-50 students per day of the mentor’s time. Schools have capacity to have up to 75 students on each day of mentoring, meaning the cost per pupil per term is as low as £36 per pupil per term.

Which students are currently offered provision:

The Behaviour and Resilience Mentoring Programme is aimed at students who are disengaged from education and facing social and emotional barriers in their lives. Our Mentors tailor the curriculum and their approach and are trained to work with a variety of students with different needs, ranging from high-level challenging behaviour to groups with low self-esteem and emotional resilience. We work with students who are:

  • Showing high levels of challenging behaviour
  • At risk of fixed and permanent exclusion
  • Students with low self-esteem
  • Students with low emotional resilience
  • Students with low aspirations
  • Students with low attendance
  • Students in Alternative Provisions/PRUs
  • Students in on-site support centres on a reduced timetable
  • Dealing with challenging life circumstances

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

We have a huge amount of curriculum content based on equipping students with the social and emotional resilience to overcome barriers in their lives that are stopping them engaging fully with education. Topics such as ‘Actions have Consequences’, ‘Grit and Determination’ and ‘Empathy’ are brought to life by our mentors who relate these topics to their own personal experiences to engage the hardest-to-reach students. Our curriculum has three main areas: Tackling Challenging Behaviour, creating a Positive Mindset and Raising Aspirations. Our mentors then choose sessions from our curriculum that match the needs of each group and the target outcomes of the school.

The sessions are highly interactive and structured with clear session plans, aims and outcomes, brainteasers, main activities, discussion points and links to in school behaviour.

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

To have a TFTF Mentor positioned in your school for 1 day per week the cost is £2698 per full term. Schools typically have a mentor for 2-3 days per week.

Some schools have a Mentor positioned at their school for 5 days per week (including running and managing an internal Inclusion Centre/Alternative Provision). In this context our data-drive approach and highly-structured curriculum is proven to reduce exclusions.

Please note there is a minimum sign up of 3 full terms and after this it turns into a rolling termly contract which means schools are not tied in.

Expected outcomes for Students:

As an organisation we use a data-driven approach so that we are able to evidence outcomes that our programme generates. We have developed a system allowing us to connect to school’s MIS systems (e.g. SIMS) so that we can produce in-depth impact reports highlighting improved engagement in education evidenced by:

  • Improved behaviour (measured using behaviour points)
  • Reductions in number of days excluded
  • Improvements in attendance figures

In other circumstances outcomes include:

  • Increased attendance at alternative provision/placements
  • Prevention of permanent exclusion
  • Positive changes in student’s attitude to learning, motivation, confidence and self-esteem.
  • Development of personal and social skills.
  • Improved resilience

Pastoral Support on Offer:

The programme is so effective in part because of the type of people that we recruit, train and position into schools. Our mentors are individuals who can relate to young people and the barriers that they are facing in their lives. This allows our mentors to build powerful relationships with the students which drives their engagement in the programme and the outcomes generated. Our mentors are highly skilled individuals and are fully trained by us for the role. This includes expert training on behaviour management, safeguarding, curriculum planning, 1to1 mentoring, use of data, target setting, session delivery etc.

Pastoral support that our mentors offer includes:

  • Group-based mentoring sessions
  • Monitoring behaviour and attendance (via our TFTF Data Dashboards which the mentors are fully trained to use)
  • Identify barriers and solutions to learning and engagement.
  • Home visits to keep parents and carers informed.
  • Liaison with other professionals working with the Student.
  • Interventions, progress etc. are regularly reviewed.
  • Behaviour management.

Referral process: Is there a specific intake period:

The best way to get in touch is to email or call:

nick.harding@thinkforthefuture.co.uk

Office: 01157 180399 ext 703

Mob: 07500 735197

I am then happy to arrange a call or meeting with your school to understand your specific requirements in more detail and discuss the level of provision required.

Intakes: We have both a January and September intake of new schools. We take bookings on a first come first serve basis and are expanding our capacity heavily in Cambridgeshire this academic year.

  • The deadline for confirmation of a January start date is the 13th November.
  • The deadline for confirmation of a September start date is May 30th

What quality assurance processes do you have:

We have a full-time Quality Assurance Manager as well as an Impact Manager and the whole Management team are involved in the Quality Assurance Process. This includes:

  • Reviewing and approving the mentor’s curriculum plans for each half term to make sure that they relate directly to the needs of the students
  • Regular quality assurance session observation visits throughout the year. During these visits we complete a large QA framework that assesses all aspects of the mentor’s conduct, planning and session delivery.
  • Termly impact reports produced by our Impact Manager highlighting pupil progress (typically comparing numbers of behaviour points, exclusions, absences between terms). We collect and analyse this data as part of our service.
  • Regular Appraisal and Personal Development meetings with the mentor.

The school will also have an allocated School Manager who is responsible for ensuring that the programme is being more effectively used at the school (including reviewing pupil numbers accessing the provision, and aiding programme setup including timetabling, allocated room, internet access, tech issues etc.). The provision is designed to be fully managed so that it adds capacity to schools. This means there is a full management team working to ensure the provision is having the most amount of impact possible and the programme doesn’t add to staff workload. 

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 

While we present as a music organisation, our focus is using music technology as a tool. It is part of a process with which we engage and change negative trajectories of young people often facing all sorts of challenges around non attendance, anxiety, depression, low self esteem.

We draw on Self Determination Theory to do this – arguably the worlds most well evidence framework for understanding how to improve engagement, motivation and well-being.

In 2019 and 2020 we were ranked as one of the UK’s top 100 performing Social Enterprises (NatWest SE100). We delivered over two thousand hours of 1:1 mentoring with youth referred from local authority, mental health teams and schools last year alone. We also delivered over 1900 hours of interactive online mentoring over lockdown.

Our engagement approach uses music technology mentoring as a focus around which to encourage evidenced psychological needs required to improve well-being. Well-being in turn is evidenced to improve educational, engagement, social and health outcomes. The organisation has been independently measured as consistently being hugely successful in improving well-being year on year among young people facing challenging circumstances.

You can see a short video overview here and view our online delivery offer, detailing our successful response to engaging youth throughout the Pandemic situation

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 977750

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 the process of allowing the participant control of designing the process, making them feel competent quickly (at something that society perceives as complex - making music) and how we capture and share that journey and the participants thoughts and feelings about it with those adults that the participant wants to most be ‘seen’ by.

The whole process is digitally captured using photos and videos and shared via our own private cloud based platform, creating a digital story of success projected safely and weekly onto the screens of family, carers and key workers as it develops. 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 enabling the participant internalise new feelings of success.

Capacity:

We aim to start work within a week of receiving referral. We can operate anywhere in the UK (Digitally) and across the Eastern region physically. We currently have 18 musicians mentoring with us so have significant capacity.

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 in raising well-being as defined by Warwick and Edinburgh Universities and the NHS (removing the element of chance in the assessment of impact). 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:

The cost of 20 hours entirely online delivery, with 5 hours admin is: £1585. The cost of 20 hours entirely Face to Face, with 5 hours admin is: £1950. The cost of 20 hours Hybrid (Assuming 5 studio 5 Online) with 5 hours admin is: £1867.50 Arts awards (Bronze) are inclusive of these costs, only if the participant elects to do one.

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.

Progressive Academy Limited - Stage 3

Address: 2nd floor, Berkeley Square House, Berkeley Square, London W1J 6BD.

Contact: Pratap Menon

E-Mail: academy@progressive.globa

Telephone Number: +44 77947 93907

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

Since the start of the quarantine period, the Academy has been exclusively online - based. However, we do have transport available, should this be required.

Age range of learners: Target group - Key stage:

11-16 years We offer both bespoke and certified courses to learners, based on their learning needs and outcomes.

Capacity: How many students can be accommodated:

1-30 students per online study group, on a case-by-case basis. We have a team of up to 6 tutors, therefore we can handle a batch size of up to 180 students if required.

Which students are currently offered provision:

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

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

The curriculum will involve a blend of music and behaviour psychology, encouraging self-development modules that will help to inspire and motivate young children.

This will involve:

  • Music
  • Music production
  • Song-writing
  • Rapping
  • Singing
  • Recording techniques
  • DJ (disc-jockey) production
  • Self-Development
  • Building Self-Awareness
  • Personality Development
  • Accountability for results
  • Generating new positive habits
  • Learning to communicate in a new effective way
  • Business skills to enhance their personal pathways (as required)

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

£150-180 per student per session.

Exact rates would be determined based on further interaction with local authorities and establishing learning needs and outcomes of students, and the type of programmes that will be offered - short-term or longer-term duration.

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.
  • Employability.
  • Reduce anti-social behaviour.
  • Successful work experience placements.

Pastoral Support on Offer:

  • 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.
  • 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:

  • E- Mail, followed by detailed discussion to identify young person’s needs and determine intended outcomes.

What quality assurance processes do you have:

We follow the below QA processes:

  • 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 Specific steps to complete these quality processes have been provided in our set of Learning and Safeguarding policies.

Date quality assured: 6th June 2021 by - Institute of Leadership and Management, City & Guilds.

Young Technicians Academy - Stage 3

Address: 22 Inhams Rd, Whittlesey, Peterborough PE7 1SS

E-Mail: harrisonfuller@youngtechacademy.co.uk

Telephone number: 07946899827

Transport:

Where possible, students are encouraged to make their own way to the facility, however where this is not possible, other arrangements can be made. Young Technicians Academy has access to a mini-bus that can be used for the transport of students. Where funding permit and the need arises, a taxi can also be contracted to bring students to the Academy.

Age range of Learners: Target group: Key stage:

14- 16 and 16-19 Key Stage 4 & 5

Capacity: How many students can be accommodated:

Maximum 45 spread over the three spaces (three groups of 15).

Which students are currently offered provision:

The current cohort of students are predominantly those in mainstream education.

Young Technicians Academy have had students referred to them from behavioural units by Head Teachers. These students are those that are not accessing the main curriculum due to behavioural factors. Many of them are also at risk of exclusion for a variety of factors. 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.):

At present, students will be offered an in-house qualification to run from December through to June. This will give a basic introduction to the disciplines of production arts and prepare students for a BTEC level 2 which will run from September 2022 and be 120 hours over the course of the academic year.

Along-side the in-house qual, we will offer study skills to bring up the students’ levels of English and maths with a view to enrol them on functional skills/GCSE in the September of 2022. This will effectively put the students onto a two-year programme.

The first year will focus on providing a base knowledge of the subject and developing soft skills before enrolment onto the formal qualification. In many cases, this will help to bring students in-line with their peers in mainstream school.

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

At a basic rate, a fee of £90 per hour for ten hours a week for a twelve-week term would be payable. This covers the cost of the high end, specialist technical equipment and staff.

1:1 session, support and transport can be available for an additional fee.

For a full 36-week contract, Bronze Arts Award will be included. For less than a full 36-week contract, Bronze Arts Award will be offered for an additional cost.

Expected outcomes for Students:

By the end of the first year, students will achieve an in-house qualification in the production arts.

By the end of the second year, students will have gained either their GCSE English and maths or functional skills English and maths. Along-side this, they will also have a BTEC level 2 in production arts.

This can allow students to progress onto level 3 courses, either with us at the Academy or another institution should they wish.

The achievement of the Level 2 and the English and maths qualifications will aid employability.

Building wider skills such as team-work, 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.

For the second year (level 2 qual), we will seek work experience outside of the Academy for students. Where this is not possible, students will be able to access in house-work experience to further develop their knowledge of the world of work, the production arts industry and develop their employability skills.

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.

Pastoral Support on offer:

For all students, pastoral support will be offered by a Student Mentor. This role will aid with navigating progression options, aiding with answering any questions or queries regarding transport, assessments, learning support, etc.

The Mentor will also act as a link between the Academy and external stakeholders, including parents, Local Authority, and support services.

The Mentor will also work with teaching staff to support students with their learning and engagement with the course. Study skill will also be part of the offering for the in-house qualification to ensure all students English and maths is developed and brought up to a good standard. The Student Mentor will be part of this support.

Regular one to one session’s with students will be timetabled to allow a confidential dialogue with the Student Mentor, to gather data through student surveys and to discuss the individual’s progression.

Referral process; Is there a specific intake period:

Most referrals are via email. We have members of staff at the Academy with experience working with EHCPs.

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 will undertake and initial assessment to find out their starting point at the beginning of the programme and assessed in accordance with the qualification. These will be conducted within the guidance offered by the awarding body and JCQ.
  • 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.
  • MIS will be implemented through a partner organisation and will be used to track attendance and progress, record information relating to behaviour and run reports for parents/guardians

The Academy will produce a Self-Assessment Report at the end of the academic year, analysing the available data, feeding back into the improving the programme and achievement.

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: Susan Tooze

Telephone number:

Office: 01438 535001

Mobile: 07534 617949 (Susan Tooze)

Email: susan.tooze@academy21.co.uk

Transport: Provision is web based.

Age range of learners:

KS2 (Year 4, 5 and 6): Delivered via our sister school InterHigh

KS3 (Year 7, 8 and 9): Delivered via Academy21

KS4 (Year 10 and 11): Delivered via Academy21

KS5 (Y12 and 13): Delivered via our sister school InterHigh

Both Academy21 and InterHigh are part of the Inspired Education Group.

Capacity: How many students can be accommodated:

Unlimited.

Which students are currently offered provision:

  • Students not accessing mainstream education
  • Excluded students or those at risk of exclusion
  • Students with physical and/or mental health conditions including anxiety disorders
  • Those with poor school attendance and refusing to attend school
  • Those dealing with challenging life circumstances.

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

KS2:

  • English
  • Maths
  • Science
  • STEM
  • Humanities
  • French
  • Creative Media
  • Drama
  • Music

KS3:

  • Maths
  • English
  • Science
  • Humanities/Citizenship
  • PSHE
  • Mental Heath and Wellbeing

KS4:

GCSE

  • Maths
  • English Language
  • English Literature
  • Combined Science (Dual Award/Triple Award)
  • History
  • Citizenship

Functional Skills:

  • English Language (Level 1 and 2)
  • ICT (Level 1 and 2)
  • Maths (Level 1)

Entry Level

  • Everyday Science (Entry Level Science) (WJEC 6430)

Other:

  • PSHE
  • Mental Health and Wellbeing
  • Study Skills

KS5:

  • Biology
  • Business
  • Chemistry
  • Classical Civilisation

Computer Science

  • Economics
  • English Language
  • English Literature
  • French
  • Further Mathematics
  • Geography
  • German
  • History
  • Law
  • Maths
  • Media Studies
  • Physics
  • Politics
  • Psychology
  • Sociology
  • Spanish

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

KS2

  1. a) Annual in Advance: £450.00 + Vat per student per subject

£2,300 + Vat per student for core package

  1. b) Termly in Advance:

£850 + Vat per student for core package

The above prices are shown for the full year/term

KS3 and 4

  1. a) Annual in Advance (38 weeks): £44 + Vat per student per subject per week
  2. b) Termly in Advance: £51 + Vat per student per subject per week
  3. c) Pay As You Go £53 + Vat per student per subject per week
  4. d) Trial (4 weeks): £56 + Vat per student per subject per week

The above prices are shown on a weekly basis

KS5

  1. a) Annual in Advance: £1,900 + Vat for one subject
  2. b) Termly in Advance: £775 + Vat for one subject

The above prices are shown for the full year/term

The per subject cost reduces if multiple KS5 subjects are selected for one student.

Expected outcomes for Students:

  • Successful reintegration to mainstream school
  • Prevention of permanent exclusion
  • Supporting ‘Progress 8’ attainment/measures
  • 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 students’ attitude to learning, motivation, confidence and self-esteem.
  • Improved behaviour (depending on existing conditions – can work well for ASD students)
  • Improved relationships with family and wider community (can help with family but will not have direct impact on community)
  • Improved attendance and punctuality

Pastoral Support on Offer:

  • One to one support: available through Friday support sessions (academic and pastoral)
  • Access to Support Tutor
  • Access to experienced host school/LA mentors: all students have nominated LA/school mentor
  • Home visits to keep parents and carers informed: role of LA/school mentor
  • Monitor behaviour and attendance: extensive reports available 24/7 on Academy21 reporting system
  • Support with transition: normally achieved through close liaison with LA/school mentor
  • Liaison with other professionals working with the Student: very close relationships developed with LA/school mentors
  • Interventions, progress etc. are regularly reviewed: comprehensive reports available on LMS
  • Personal Tutors: role provided by LA/school mentors although very close relationships are maintained by A21 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, Student Information and Advice Page on LMS signposts to wider organisations e.g. ChildLine
  • Support after leaving the provision is provided by LA/school mentor.

Referral process and intake period:

Referral is via an Academy21 enrolment form with process typically taking no more than 2 working days.

What quality assurance processes do you have?

All aspects of teaching and learning practice and associated quality assurance are governed by our Academic Advisory Board (AAB). The AAB's main focus is to ensure that the company's educational standards and operating methods are appropriate, challenging and reflect good practice with a focus on achieving quality outcomes for students and teachers alike.

Quality assurance is centred round an annual School Development Plan and is undertaken at four levels – whole school, departmental, classroom and individual performance management. Meetings take place on a regular basis to monitor and evaluate the progress of the school/departments/individuals toward measuring progress and achievements. All members of our staff are supported in understanding their contribution to the achievements, well-being and ultimate life-chances of the children and young people in the school.

We have the following assessment processes in place that monitor the progress of individual students/groups of students:

Attendance: Lesson by lesson daily registers

Engagement: Individual lesson assessments of individual students using Effort, Understanding and Interaction as key measures of engagement.

Teacher weekly reporting: Weekly student reports to summarise areas of study, engagement and attainment in each individual 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 student progress.

Contract Performance: Regular face to face or online reviews of cohort progress and overall contract performance to ensure best value is achieved.

Academy21, have a comprehensive performance management system which includes lesson observations.

Academy21, provide high quality teaching and learning resources to be used in all lessons. The resources are made available as discreet resources to ensure students can use them for revision and extended learning. All resources are regularly updated and link to specific national examination programmes of study including AQA, Edexcel, CiE and NCFE to ensure common standards.

Academy21 have comprehensive child protection, safeguarding, behaviour and emotional health and well-being policies to ensure that staff have a clear framework for supporting young people in the school. On a day to day basis teachers will provide first line support. Beyond these day to day measures we work closely with nominated LA/school mentors to ensure that any concerns are communicated immediately to ensure local support can be arranged where needed. At the centre of all support is a comprehensive Safeguarding and Child Protection Policy underpinned by all staff receiving Advanced CP training every 2 years for Designated Leads and 3 years basic and updated training for all other staff.

All staff contribute to decision making through weekly education, office and whole-school team meetings. Company policies and processes are reviewed regularly by the Senior Management team culminating in an annual review of the Academy21 Development Plan.

Academy21 end of examination results:

2018/19 GCSE Results:

98% pass rate

37% Levels 9 – 4

63% Levels 3 – 1

These figures are calculated from the number of results forwarded onto us by the student’s host school/LA. We do not receive the results as standard and are reliant on the referring party sharing these with us.

Quality assured by another organisation or Local Authority and the date quality assured?

Academy21 are quality assured through our regular inclusion in local authority frameworks for alternative provision. We are currently approved on over 30 local authority frameworks and we would be pleased to provide more detail on each upon request.

Beats Learning - Stage 3

Address: Beats Learning, 47-51, Norfolk Street, Cambridge, CB1 2LD.

Contact: Simon Gunton

E-Mail: simon@beatslearning.com

Telephone number: T. 020 3925 4845 M. 07885 706456

Age range of learners:

Target group: Ages 11-18:

Capacity: How many students can be accommodated?

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

Referral process: Access to the programme is through an initial referral form. An appointment is then made to complete the IAG and enrolment process. We aim to begin delivery within 1 week of referral

Which students are currently offered provision?

Students who are not accessing mainstream education as a result of:

  • · Experiencing mental health issues
  • · Refusing to attend school completely 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 for 10 days or more
  • · Students with physical health conditions such as 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
  • · Students with EHCP’s
  • · Emotional, 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 curriculum offered: (GCSE’s/A-Levels/Short courses etc.):

No experience necessary

Although we offer accredited courses, the initial aim is to focus on confidence, engagement and attendance. Once learners have settled in and have begun engaging, we then encourage our students to work towards one of the courses listed below. As we are an accredited provider for a number of awarding bodies, we can offer a number of other courses, tailored to the needs of our learner.

Arts award at Explore, Bronze and Silver levels: Arts Award inspires young people to grow their arts and leadership talents: it's creative, valuable and accessible. It can be tailored to suit the individual and allows students to experience different art forms and explore their own interests within the arts.

Level 2 BTEC Award in Music Practice: With the new BTEC Tech Award in Music Practice, learners explore various music products, develop valuable skills and techniques in music creation, performance and production, and explore potential careers in the industry.

or Music Technology

BTEC Level 2 Certificate in Music (Creation, Performance or Production): Equipped with the technical skills to create, produce and promote music and with a good understanding of the roles within the music industry, BTEC-qualified candidates can choose where they go next. The BTEC is an ideal qualification for those wishing to progress to employment, a music industry related apprenticeship or further technical education. The course includes practical, technical projects so learners can create a portfolio of work in any genre of music.

Delivered either online or in our Cambridge classrooms and studios, our friendly and experienced staff will guide and support you to achieve your creative potential through working with Logic/FL Studio.

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

Studio Based Cost = £60 per hour

Online cost = £40 per hour

Admin Cost = £100 per qualification

Expected tuition hours needed per qualification

Explore Arts Award = 20 Hours

Bronze Arts Award = 20 Hours

Silver Arts Award = 30 Hours

BTEC L2 Music/Music Technology

Certificate in Performance Skills = 60 Hours

Certificate in music Technology = 60 Hours

Expected outcomes for students:

  • Successful reintegration to mainstream School.
  • Prevention of permanent exclusion.
  • Acquisition of qualifications.
  • Completion of 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.

Referral process:

Access to the programme is through an initial referral form, which can be found on our website. An appointment is then made to complete the IAG and enrolment process.

If the student is not in school, they will need to do Maths and English assessments. If they are in school, a letter stating the levels working towards would suffice.

We require relevant SEND and safeguarding information to ensure the learners receive the best provision and that their needs are fully met

Enrolment can take place at any point in the year and we offer provision either in term time or all-year round. Sessions in termly blocks to allow the learner to settle-in and develop a rapport with staff.

Transport:

Our Cambridge Centre is within walking distance of Cambridge train station and central bus station. Any other transport needs must be arranged by the commissioning organisation.

Pastoral support on offer:

On enrolment, each student will have a support plan drawn up between Beats Learning, the parent/guardian and 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 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 provide.

What quality assurance processes do you have?

We have our quality assurance strategy which is renewed annually.

These are checked by awarding bodies on their visits, to see whether we are conforming to their guidelines and following their and government procedures. Policies are reviewed and updated or amended.

Staff are observed in their teaching OTL and graded. Support is given if needed and to support them in their teaching and support of learners. All staff do annual INSET and annual staff reviews 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, Safeguarding, PREVENT, British Values

Learner resources are sourced for different programmes. Learner support is given once identified we are able to provide 1-2-1 or additional support to all our learners. This is confidential and documented in reviews and contact sheets.

We have a MIS system called Tango, where all learner information is stored and updated. This is a secure system, which certain staff can access.

We collect data and contact analysis on how to improve programmes. This is also used for our SAR & QIP and used for our Ofsted inspection.

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

We have been quality assured by Ofsted September 2019 and annually by our awarding bodies: OCR, NOCN, Pearson/Edexcel, NCFE, 1st for Sport. Also by the ESFA and any Prime funder we work with eg TCHC.

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

EDClass

New

Renewal

 

1 year

£4500

   

2 years

5% Reduction

   

3 years

10% Reduction

   

EDClass(includes basic EDClass package)
(EDClass Teachers Supporting)

1 Year

New

Renewal

Single Student / Single Seat
(does not include whole school EDClass Package)

£3,500

 

£3,000

2 Seats

£6,750

 

£5,500

3 seats

£8,500

 

£7,250

5 seats

£11,000

 

£10,000

10 seats

£16,950

 

£15,500

Seats 11+

£1,050 each

 

£1,050

EDVirtual (includes basic EDClass package)
(Schools Teachers supporting)

1 Year

New

Renewal

1-10 seats

£2500 + £800 per seat

 

£2000 + £750 per seat

11-19 seats

£2500 + £725 per seat

 

£2000 + £700 per seat

20-29 seats

£2500 + £550 per seat

 

£2000 + £525 per seat

30-39 seats

£2500 + £350 per seat

 

£2000 + £325 per seat

*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

Fireflies Forest School - Stage 2

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

Contact: Jessica Brocklebank

Telephone number: 07558 282 113

E-Mail: Enquiries@firefliesforestschool.co.uk

Age range of learners: Target group: Key stage:

We have no maximum age. Our youngest children who attend are 18 months old and we can support learners up to 19 years old.

KS1, KS2 and KS3

Capacity: How many students can be accommodated?:

Depending on the students’ needs, we can either offer 1:1 programme or we can have small groups. This will depend on their needs and goals; however, group sessions can be as big as 10 in one group. However, this will largely depend on their needs.

Which students are currently offered provision:

We would like to offer a Forest School/nature-based programme for students who are either currently not in formal education, whether this is just not full time or at all, for children who are excluded or temporarily not able to access mainstream or special education.

We are also able to support children and young adults who are suffering from mental health conditions and need some support to improve self-esteem, anxiety, depression or conditions such as PTSD, attachment conditions or for those who have experienced trauma.

We are also able to support school refusers or children/young adults who are transitioning back into education after having periods of time at home for various reasons.

Ultimately, whatever the reason a child or young adult is unable to access mainstream, or special education full time we would love to support them in improving 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. We will focus on building a trusting mutual relationship which we will then build upon depending on the child’s needs.

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

Our Forest School is child led and will follow the interests of the individual. Our core aims is 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 really can 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. 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. Therefore, our curriculum is largely mental health based however can also become skill based quite easily, again depending on the young person’s needs.

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.

The Forest tutor has a wealth of experience working with children and young people who: are autistic, have various mental health conditions, have been excluded or in pupil referral units. The costs would be:

1 child, 1 forest school leader for a 2 hour session would cost £140. If 2 forest school Leaders/staff are needed then the 2 hour cost would be £240.

1 child, 1 forest school leader for a 4-hour session would cost £260, or if 2 forest school leaders/staff were needed this would be £360.

A small group of Up to 6 young people with 2 Forest School Leaders/staff for a 2-hour session would cost £360 or for a 4-hour session £480.

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.

In order to be able to successfully implement the Forest School Ethos sessions would need to be a minimum of 6 sessions, over consecutive weeks.

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 leaders and work together each week on mutual goals. Whether this is to reduce anxiety, improve self-esteem and confidence, whether it is 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. We will also teach safe tool use, how to respect tools and the importance of this. We will also offer the opportunity to learn about fire and will also ensure that we build upon this slowly so the young person understands the respect needed and that no tool or fire is a toy to play with. This is crucial, especially if there is any history of crime or antisocial behaviour. This mutual respect and trust will also support the young person in developing their self-esteem and confidence. 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. The opportunities and activities we can support them with will hopefully also improve their mood, attitude and confidence possibly giving them opportunities or direction for future educational courses or employment (depending on their age).

If appropriate we would 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 would also be able to 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 also can 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.

If the young person is in a transition, we would also be happy to chat to any school or college staff as necessary.

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 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.

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 staff will have appropriate teaching and Forest School qualifications and will have also had some training with Jessica Brocklebank on how to meet the needs of diverse learners.

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.

Kip McGrath –Ely - Stage 1

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: 07551740013

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 £36.00 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: 121 Park Road, Peterborough, PE1 2TR.

Contact: Gill Terry

Telephone number: 01733 425186 / 07775 247049

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:

11 - 18 years

Key Stages 3, 4 and 5

Capacity: How many students can be accommodated?:

In centre: 6 part-time places of up to 15 hours per week – minimum of 1 hour per week.

Online: Unlimited (dependent on availability of tutors - all requests considered)

3 hours per day (3 x 60 minutes teaching sessions)

Monday to Friday (11.00am – 12.00pm, 12.15pm – 1.15pm, 1.30pm – 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).

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

KS3: English, Maths, ICT & Project work (to suit the interests of individual students)

KS4: GCSE Maths, English, other subjects (as requested or to suit learner needs)

Functional Skills Maths, English & ICT (Entry Level to Level 2)

KS5: Resit GCSE Maths & English

Functional Skills Maths, English & ICT (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:

£35 per hour.

Expected outcomes for Students:

  • Successful reintegration into school.
  • Prevention of permanent exclusion.
  • Acquisition of GCSE’s 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.
  • Weekly report and feedback on behaviour, attendance and academic progress.
  • Support with transition.
  • Liaison with other professionals working with the student.
  • Half termly student assessments and progress reviews.
  •  

Referral process: Is there a specific intake period:

Referral via telephone or email. Intake all year round (as requested). Referrals can be turned around in less than 24 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.
  • Annual quality assurance with NOCN (as our awarding body)

Quality assured:

Ofsted 16/04/2021.

National Extension College - Stage 2

Address: Woolpack House, 70 High Street, Sawston, Cambridge, CB22 3HJ

E-Mail: info@nec.ac.uk

Telephone Number: 01223 400210

Transport: NEC is a distance learning provider. All delivery is via our Learning management system learn@nec. We provide online tutor support via a number of different platforms dependent on the learners needs.

Age range of learners: Target group: Key stage:

NEC can provide courses for learners looking to achieve GCSE and A level. We also have vocational courses from Level 2 to Level 5.

KS4 and KS5.

Capacity: How many students can be accommodated:

We can meet the requirements of the school- as we are online we have the capacity to serve a larger number of students.

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.):

Functional Skills in Maths and English Level 1 and Level 2

GCSE- We have a wide-ranging GCSE curriculum which suits a number of students interests:

Maths

English Language

English Literature

Physics

Chemistry

Biology

Science

French

Spanish

Business

Astronomy

Sociology

Psychology

History

Geography

A Level-Our A level curriculum is diverse, allowing students to follow an area of interest which may not be possible with other providers.

Biology

Business

Chemistry

Classical Civilisation

Economics

English Language

English Literature

French

Further Maths

History

History of Art

Law

Philosophy

Physics

Politics

Psychology

Psychology

Religious Studies

Sociology

Spanish

NEC also has a range of regulated and unregulated courses which allow students to gain skills and knowledge in the following areas:

A taste of Counselling

Counselling theory

Using Counselling skills

Level 1 Award in an Introduction to Early Years settings, Level 2 Diploma for the Early Years Practitioner, Level 3 Diploma for the Early Years Workforce

Art History, Learn to draw (Formerly Art Techniques), Creative Writing, Writing for Living, Writing Short Stories

Critical Thinking

Latin for beginners

Pre- GCSE Introduction to Maths,

Problem solving.

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

Students can study at their own pace using the NEC online materials.A structured plan is developed to support the student to remain on track.The NEC progress portal will help the sponsor see the students engagement and progress and therefore plan further support or intervention as needed.

KS4 = £1595 for one year per qualification

KS5 =£1850 for one year per qualification

The fee includes:

Access to the Learn@ nec learning platform which holds all the material the student requires to study the qualification

Pastoral Officer support

Regular progress reviews

Access to 121 tutor support including marking, feedback dn face to face tutorials

Expected outcomes for Students:

Successful reintegration to mainstream School.

Prevention of permanent exclusion.

Acquisition of qualifications.

Completion of 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.

Pastoral Support on Offer:

On enrolment, each student will have a support plan drawn up between NEC the parent/guardian and 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 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 provide.

Referral process: Is there a specific intake period:

Access to the programme is through an initial referral, which can be requested from our website contact form or from info@nec.ac.uk An appointment is then made to complete the IAG and enrolment process.

We require relevant SEND and safeguarding information at pre-enrolment to ensure the learners receive the best provision and that their needs are fully met

Enrolment can take place at any point in the year and we offer provision either in term time or all-year round. We operate a roll on- roll off enrolment process for all our qualifications. We have the option of a structured fast track A level which has a start date in September.

What quality assurance processes do you have:

We have an internal quality assurance strategy which is renewed annually by our senior management team. The application of our processes and procedures is checked by awarding bodies on their visits, to see whether we are conforming to their guidelines and following theirs and government procedures. Our tutors are monitored regularly, we follow safer recruiting policies as well as ensure that our tutors are up to date in relevant CPD. Staff have current Enhanced DBS certificates, with training in COSSH, first aid, Safeguarding, PREVENT, British Values.

Student-resources are developed by NEC internally for our different programmes. Student support is given.Once identified we are able to provide 1-2-1 or additional support to all our learners. This is confidential and documented in reviews and contact sheets.

We have an online learning system called learn@nec as well as a Progress Portal. All student information is stored and updated on a secure system, which certain staff can access.

We collect data and contact analysis on how to improve programmes. This is also used for our SAR & QIP and used for external inspections.

Targeted Provision - Stage 2

Address: Targeted Provision Ltd 4 Lonsdale Road London NW6 6RD.

Contact: John Kneale Jones

E-Mail: referrals@targetedprovision.com

Telephone number: 020 7770 9946

Transport: Targeted Provision do not provide transport. Our education is delivered either online or face to face. Face to face provision can take place at home, school settings or approved community venues.

Age range of learners: Target group: Key stage:

7-21 (or 25 with an EHCP) ----- All key stages (1 – 5).

Capacity: How many students can be accommodated:

Our usual method of delivery is 1 to 1 although small group sessions of 1 to 3 can be delivered where appropriate.

Which students are currently offered provision:

Our current offer includes all the listed categories including:

  • Students who are not accessing mainstream education.
  • Students who have been excluded or are at risk of exclusion.
  • Students who are suffering physical or mental health conditions.
  • Students with poor school attendance/refusing to attend school.
  • Students who are dealing with challenging life circumstances.
  • Looked After students including students who are out of county.
  • Students who are in transition between schools.
  • Students who are affected by anxiety or trauma.

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

Tutors develop highly personalised schemes of work for their students, focusing on and incorporating their interests and building a positive relationship with them. Every offer is bespoke to the student and their individual needs. We are able to offer a broad curriculum of subjects and vocational schemes including:

  • Core subjects (Maths, English, Science) from upper KS1 to post 16.
  • A wide variety of other subjects, depending on local tutor experience (including but not limited to MFL, Sociology, History, Art etc).
  • For Post 16 students our tutors offer vocational, careers focused provisions (Construction, health and beauty, childcare)
  • Emotional support, anger management, self-regulation strategies, therapeutic activities (music, art, play).

As a part time provider, our focus is on re-engaging students and supporting them to transition to appropriate full-time education. As such, we do not offer courses ourselves, but collaborate with schools, colleges, and APs. We are able to partner with local exam centres for students who are EOTAS, and to offer online Functional Skills assessments.

We work in a creatively and in a trauma informed manner to provide holistic education packages. We welcome queries regarding other subjects and ideas to meet individual needs. If the list above does not quite meet the needs of individual students, we are happy to be involved in planning and targeted recruitment of specialist tutors.

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

Targeted Provision work on an all-inclusive per hour basis. Depending on individual needs the cost of the provision will be £55-£65 per hour. This includes all reporting, reasonable traveling, and attendance at statutory review/planning meetings.

Expected outcomes for students:

Each individual referral has identified outcomes which are determined at outset but can be expanded or tagged as achieved at any point during the tuition. These outcomes are identified as academic, social/emotional/behavioural or reintegration, most students will be working towards outcomes in all three categories. As an example of our impact of our cohort of 1500 students this year, 93% either made progress towards, or achieved their outcomes, with reports provided by tutors detailing this progress.

Our tutors work in a trauma informed manner and will initially focus on any social/emotional/behavioural outcomes to develop a trusting working relationship. Once the student is ‘learning ready’ then academic and reintegration outcomes will be addressed. All our tutors hold QTS and we match tutor skills/specialities with the student's desired outcomes.

Pastoral Support on Offer:

Alongside holding QTS all our tutors have at least three years’ experience of working with SEND. This ensures they have the right approach to the challenges faced when teaching individuals from this cohort on a 1:1 basis. All our tutors commence tuition by ensuring they build a trusting and meaningful relationship, and part of this process includes a high level of mentor support on most occasions. This mentoring role includes CEIAG where appropriate and supports the students and their families to access additional support both during and after the intervention.

We consult closely with parents/carers from the outset of each referral ensuring they are involved in any decision-making processes and are kept informed throughout the tuition.

Session by session tutor reports track information on engagement, progress and attendance and detail attitude to learning, behavioural concerns and any good news stories. These reports are reviewed every week by our SEND specialist support team and any concerns regarding the intervention; barriers to learning and engagement, poor attendance, lack of progress etc. are identified and strategies are discussed with the individual tutor to improve outcomes. We work very closely with all stakeholders throughout each referral, attending planning meetings, reviews and strategy meetings. Once a student is reintegration- ready we ensure good communication is developed with new placements and our tutors support the process by attending the new placement with their student, if this is an agreed strategy by other professionals.

Referral process: Is there a specific intake period:

Targeted Provision can accommodate referrals at any point during the year. Referrals are made by the commissioning organisation via our online referral form.

The referral form includes the option to upload documents such as EHCP’s and to provide other key information about the young person including desired outcomes, successful strategies for engagement and risk assessments.

What quality assurance processes do you have:

Our Quality Assurance policy identifies the structured process we employ to ensure quality first teaching is in place and all elements of our service are continually reviewed and improved.

Teaching and learning is reviewed via a randomised programme of observations alongside a high level of session scrutiny. Every tuition session is reported on in detail by our tutors who comment on engagement, progress in both academic and social and emotional outcomes, and attendance. In turn these reports are then reviewed by our SEND Specialists who are able to identify any concerns and support tutors to amend strategies, in line with our Quality Assurance Policy. Randomised observations sample all elements of the teaching and learning process and measure tutor performance against teacher standards.

Independent feedback is routinely requested from parents/carers, teachers and pupils themselves which allows all parties to comment freely on tutor performance. We are also in regular contact with each and every school/local authority we work with and respond immediately if they raise any concerns regarding the performance of our tutors. If, as a result of feedback, session scrutiny or any generalised concern, we identify problems with any specific referral or tutor, we will conduct targeted observations and implement additional support strategies.

We also seek out feedback from local authorities, schools, students and tutors in order to identify and pre-empt potential concerns. We have weekly cross-team meetings and internal communication processes in place to ensure that we consider the impact of concerns relating to national or local safeguarding, wider educational updates, or specific tutor performance in relation to all tuition delivered nationally.

As a direct example of how we promote quality-first teaching and thus high-quality tuition, we engage in randomised session observations which measure tutor performance against current teacher standards.

These observations focus on:

1) High expectations.

2) Good progress and outcomes

3) Subject and curriculum knowledge

4) Planning and teaching of well-structured lessons

5) Adaption of teaching style and differentiation

6) Use of assessment to inform next steps.

As a strict requirement of participation as a tutor with Targeted Provision, session content, academic progress made towards desired attainment outcomes, level of engagement (RAG rated to support tracking over time) and pupil/parent/carer/teacher feedback are all reported on by the tutor for each and every session. Any concerns regarding quality of delivery or pupil's academic progress are highlighted and shared with the school/local authorities.

Comparable reporting is thorough as we ensure all reports are monitored to allow accuracy and depth of reporting, in turn allowing comparison across our cohorts, within and between local authorities and schools.

If concerns are identified regarding any element of an intervention, these will be raised at our weekly placement concerns meeting and our SEND Specialists will intervene by working closely with the tutor and school to implement improvement strategies. These strategies are monitored over coming sessions to measure improvements. We can revisit interventions at any time should we identify continued difficulties.

All tutors identify baseline levels at the start of individual interventions. These baselines are informed by existing assessment data (provided by the school or LA), tutor assessments and outcomes identified in supporting documents, including EHCPs and PEPs.

Our processes and systems are driven by policies which ensure we comply with GDPR and the DPA (2018) at all times. We also have in place: access controls over all key systems and devices (giving access strictly to those who require it), anti-virus software, auto-updates on patches and all personal data is encrypted at rest and in transit.

Date quality assured: 6th July 2021.

The E-Learning Service Ltd - Stage 4

Address:

YMCA Aylsham Road, Norwich, Norfolk, NR3 2HF

E-Mail: Jamie Holland, Principal

Email: e-learning@ymcanorfolk.org

Phone: 07849087955

Transport:

Provision is web based.

Age range of learners: Target group: Key stage:

KS4, KS3, KS2, KS1 and post 16

Capacity: How many students can be accommodated:

There is no maximum capacity

Which students are currently offered provision:

  • Students not accessing mainstream education.
  • Excluded or at risk of exclusion.
  • Suffering physical health conditions.
  • Suffering from social, emotional or mental health conditions including anxiety.
  • Poor school attendance/refusing to attend school.
  • Dealing with challenging life circumstances.
  • Students with ASD.
  • Teenage mothers.
  • Students travelling out of county with their family.

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

The E-Learning Service offers individually tailored provision for students based on their learning needs, ability levels and school course.

Lessons are set, marked and commented upon by qualified subject teachers and can be done by the student at any time of the day or week. This allows flexibility where illness or other commitments prevent a fixed schedule. Those with SEMH, ME and ASD particularly value this flexibility and many students with anxiety prefer this option because they can work independently without having to share virtual or class lessons with other students.

Except where noted, all major exam boards can be supported.

Maths: GCSE (including Higher) and iGCSE. Functional Skills (Entry to level 2); KS2 and KS3 Maths

English: GCSE and iGCSE. Functional Skills (Entry to level 2); KS2 and KS3 English

Science: GCSE (including Higher) and iGCSE in Science, Biology, Chemistry, Physics. KS2 and KS3 Science; A Level teaching is also available.

History: GCSE and iGCSE (Edexcel Board preferred). KS2, KS3 History

Geography: GCSE and iGCSE. KS2, KS3 Geography

Languages: French GCSE (including Higher). KS2, KS3 French

ICT: Functional Skills; KS2, KS3 ICT

Business Studies: GCSE and iGCSE ; Short course available. KS2, KS3 Business Studies

Religious Studies: GCSE and iGCSE; Short course available. KS2, KS3 RS.

Sociology: GCSE and iGCSE

Psychology: GCSE and iGCSE

‘Interest’ subjects (for engagement and not leading to a qualification): Small Animal Care; Graphics, Art, History of Art, Politics, Motor Vehicle Maintenance Theory, Equine Care

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

2021-2022: £39.80 + VAT each week (term time only) for a subject. This comprises 4 hours of provision with equipment provided at no extra cost.

Expected outcomes for Students:

  • Successful reintegration to mainstream School
  • Avoidance of permanent exclusion
  • Acquisition of GCSE’s, A-Levels and 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
  • Physical well-being if attendance at school includes physical risk (teenage mothers; those with chronic conditions requiring care)
  • Improvement in mental health and reduction of anxiety by learning out of school or mainstream class
  • Greater attainment for students with ASD who prefer working away from class
  •  

Pastoral Support on Offer:

  • An initial training visit/call by a qualified teacher with supplementary visits an option
  • All computer equipment provided at no charge when needed
  • Weekly access via webinar for students with their subject teachers
  • Safe and secure online email access for students with their teachers
  • Easy access to support, information & guidance for student and families from the office by text, phone and email with signposting to other agencies when appropriate
  • Easy access to support and information for schools by email and phone.
  • Monitoring of work and reports made available to schools via our platform.
  • Half-termly reports for all students in each subject
  • Termly merit certificates when students have worked well
  • Password access to student sites for parents/carers and schools for additional monitoring
  • Liaison with schools regarding curriculum, coursework and other requirements for exam entries

Referral process: Is there a specific intake period:

Referrals can be made at any time in the school year and provision can end at any time with no notice period after an initial 6 week period.

What quality assurance processes do you have:

  • Approval, monitoring and periodic review of programmes and systems

Processes and systems have been improved over the 17 years since the Service started. Programme adapts according to the need of schools with improvements in line with Ofsted and other requirements.

  • Assessment of students

This takes place by subject teachers at the outset and progress is reviewed half-termly by them for reporting purposes.

  • Quality assurance of teaching staff:

Only qualified and experienced teachers are recruited with preference given to those still working part-time in schools. Oversight of work and lessons is carried out in response to student, carer/parent and school queries about level and appropriateness. The core team of qualified teaching staff oversee student lessons and will make changes when required. Teacher training is made available as curriculum and other changes are introduced. Occasional in-depth reviews of lesson take place, with the quality of English and Maths being assessed by Norfolk Advisers in July 2016. As a consequence, an additional staff member and former adviser was recruited to cater for the most able students in English.

  • Management information systems & Collection of data

All data relating to student work, grades and teacher comments is available online. Schools are given password protected access to data which is collected automatically on the site.

Quality assured by another organisation or Local Authority and the date quality assured:

The E-learning Service was originally a Norfolk County Council Service to Schools and was assessed for an Alternative Provision Directory created in 2015 by the Norfolk Short Stay School. It is included in Norfolk’s SEND offer with students continuing to be referred by the Norfolk CC SEND team. In July 2017, it was assessed for the SLA of the trust overseeing all PRU provision – The Short Stay School, for Norfolk, part of the Engage Trust. It continues to be a Trusted Supplier to Educator Solutions, a Norfolk County Council traded enterprise.

July 2015 (NCC; SSSfN); August 2016 (NCC SEND team); July 2017 (SSSfN); August 2017 (SEND team). From 2016 a trusted supplier to Educator Solutions, NCC.

NISAI - The Nisai Virtual Academy - Stage 4

Address: NISAI, Milton Road, Harrow, Middlesex, HA1 1XB

Website: www.nisai.com

Contact name:

Learning Services Manager - Georgina Wark -georgina.wark@nisai.com

Customer & Student Support: Aimi Hellawell – amy.hellawell@nisai.com

Examination officer: Josephine Outhwaite – Josephine.outhwaite@nisai.com

Child Protection Officer: Nick Robin – nick.robin@nisai.com – 07428 544250

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: info@nisai.com

Transport:

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 has been expanded for 2020/21

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 History

KS4:

OCR GCSEs in English Language, English Literature Economics and Business Studies - 2 years

AQA GCSEs in Mathematics, Combined Science (Double Award)

Edexcel GCSEs in History & Psychology

Cambridge International iGCSE Combined Science – 1 year

NOCN Functional Skills Entry Level 3, Level 1, Level 2 in Maths, English & ICT – 1 year

NOCN Employability, PSHE and ESOL – 1 year

AS / A Level

English Language, English Literature, Mathematics, Business Studies, History, Psychology, Physics

Other

Core Curriculum (6 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

The majority of schools use NISAI Learning Credits. They buy a number of NLC’s, which are held in their account. Every subject and course has a price quoted in Nisai Learning credits. For example a GCSE Maths course is 34.45 NLC’s for the academic year. 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.

For short programmes costs can be on a module/session basis.

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?

NISAI is subject to having three Ofsted Inspections

  • Nisai organisations have been inspected by OFSTED 3 times in the last four years.
  • 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.
  • The Nisai Learning Hub in Nottingham was inspected in April 2018 where our blended approach of online academic study and onsite support resulted in an outcome of Good with Outstanding Features
  • We are the only Virtual school 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.
  • Lammas School, part of the Nisai Group also achieved good QA results from there recent ISI inspection

Date quality assured:

Nisai Virtual Academy – Inspected November 2017 – Good in all areas

Nisai Learning Hub – Inspected November 2014 Good in all areas / April 2018 Good with outstanding features.

Prospero Teaching - Stage 4

Contact: Greg Burns

Email: greg@prosperoteaching.com

Telephone numbers: 0207 4046383

Transport:

Locations will be determined by the status of the young person. Tutoring most commonly takes place at the young person’s home, a local library, skype or where possible on school premises depending on which learning environment is most suitable to the learner, school and parental guardian.

Age range of learners: Target group: Key stage:

5 – 18 EYFS, KS1, KS2, KS3, KS4 and KS5.

Capacity: How many students can be accommodated? :

No limitation on numbers, all dependent upon location/subject/key stage, in relation to the tutor skills/qualifications and availability.

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 SEND
  • Learners attending school that have vast gaps in learning and require additional support
  • Young people in preparation for exams to improve attainment levels and reach their full potential

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

We deliver bespoke programmes of work with individual children/young people to ensure all of their educational needs are met. These programmes are delivered on a 1:1 basis and for an agreed number of hours per week.

  • English
  • Maths
  • Functional Skills
  • Science
  • Numicon
  • Reader Recovery
  • Art and Design
  • Citizenship
  • Computing
  • Design and Technology
  • Geography
  • History
  • Music
  • Physical Education
  • Religious Education
  • Modern Foreign Languages
  • Business Studies
  • Psychology
  • Sociology
  • Child Care

Prospero Teaching have specialised programmes designed for students with the following:

  • SEMH
  • UASC with no known education background
  • EAL Students
  • Pupils or excluded pupils who have been out of education for a long period of time.
  • KS2 children transitioning to secondary school
  • Any pupil requiring careers advice or support into work experience and training opportunities
  • 16–18 Young learners aiming to access University or approaching other education transitions
  • Learners of any age requiring a booster in core subjects.

Please contact to discuss in greater detail.

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

£45 per hour 1:1 tuition.

Expected outcomes for Students:

  • 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 self-esteem
  • Improved behaviour
  • Improved relationships with family and wider community
  • Attainment of vocational skills
  • Improved attendance and punctuality
  • Employability
  • Reduce anti-social behaviour

Pastoral Support on Offer:

  • One to one support
  • Access to experienced mentors
  • Feedback will be provided to parent/carer and school if tuition takes place in the home environment
  • Monitor behaviour and attendance. You will be immediately informed if a session does not take place
  • Support with transition
  • Identify barriers and solutions to learning and engaement
  • Liaison with other professionals working with the Student
  • Interventions, progress etc. are regularly reviewed by weekly reporting
  • Personal Tutors
  • Access to Locality Team support
  • Behaviour management
  • Information, Advice and Guidance

Referral process: Is there a specific intake period:

Please email CES@prosperoteaching.com and a referral form will be sent to be completed.

What quality assurance processes do you have?:

  • Our tutors carry out initial and ongoing assessments, monitoring and periodic review of programmes and systems
  • All our tutors have access to online resources and have the support of a training and development team made up of qualified and experienced tutors
  • High quality staff are recruited through “Safer recruitment” processes and via appropriate matching of tutor to pupil needs
  • Effective and rigorous line management by experienced teachers which includes staff appraisal and CPD opportunities
  • Close communication between manager/ staff and access to a network of staff with professional expertise
  • Appropriate and individualised planning and assessment of all pupils
  • Thorough Risk Assessments carried out prior to working with young people which are updated and reviewed regularly. All tutors are recruited to DfE level of compliance
  • All tutors have access to high quality resources to support learning
  • All sessions are recorded including lesson objectives/outcomes; these are regularly monitored by managers and emailed on a weekly basis to school
  • Data on attendance/attainment is monitored, analysed and reported. You will be informed immediately if tuition does not take place
  • Weekly reports written on each young person to record progress towards objectives
  • Feedback from commissioners and service users collected and monitored regularly

Quality assured by another organisation or Local Authority;

We were previously audited by REC. We are now audited by Apsco.

Date quality assured: 16.11.18

Randstad Public Services - Stage 4

Address:    8 Dukes Court, 54-62 Newmarket Road, Cambridge, CB5 8DZ

Email: specialeducationalservices@randstad.co.uk

Telephone number: 0344 880 6033

Contact: Karen Guthrie

Age range of learners: Target group: Key stage: Support is available from early years to higher education

4yrs to 25yrs

Key stage 1-4

Further & Higher Education.

Capacity: How many students can be accommodated?

We can provide support on a 1:1 basis as well as small group delivery up to a maximum of 8.

Which students are currently offered provision:

  • Students not accessing mainstream education.
  • Student needing extra educational support to catch up on missed learning
  • Students with SEN or in receipt of an EHCP
  • Excluded or at risk of exclusion.
  • Suffering physical or mental health conditions.
  • Poor school attendance/refusing to attend school.
  • Dealing with challenging life circumstances.
  • Have special educational needs.

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

Tuition and educational support is offered in Maths, English, Science, MFL, ICT and Humanities as well as vocational subjects.

Support is available for Key stage 1-4, preparation for SATs, GCSEs and support for transition to Further Education.

Mentoring and preparation for transition into employment.

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

Support is offered on an hourly basis with costs between £34-38 per hour. Programs are available on a weekly basis with a minimum session time of 2hrs.

Expected outcomes for Students:

  • Successful reintegration to mainstream School.
  • Prevention of permanent exclusion.
  • 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.
  • Development of personal and social skills.
  • Improved attendance and punctuality.
  • Employability.
  • Reduce anti-social behaviour.

Pastoral Support on Offer:

  • One to one support.
  • Access to experienced mentors.
  • Support with transition.
  • Identify barriers and solutions to learning and engagement.
  • Liaison with other professionals working with the Student.
  • Interventions and progress reviews
  • Personal Tutors.
  • Behaviour management.
  • Support after leaving the provision.

Referral process: Is there a specific intake period:

We provide an online referral portal for stakeholders to commission support but can also take referrals via email, phone or from social workers, Sencos, Designated Teachers or as part of a MDT, PEP or EHCP review. We can accept pupils’ referral all 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:
  • Learning resources and student support:
  • Management information systems
  • Collection and analysis of data.
  • Measuring and improving outcomes.

All our processes are underpinned by a robust quality assessment process, we record, monitor and review all support delivered using OPUS, an online support session tracking platform which records which Tutor/Mentor/Educational Specialist is supporting which pupil, what happening in the sessions, what is planned for the next session and if the pupil is engaging and making progress.

Date Quality Assured: 2018, 2019, 2020.

Red Balloon of the Air – Stage 4

Address: Suite 3, Winship House, Winship Road, Milton, Cambridgeshire.CB24 6AP.

Telephone number: 01223 354388

Email: admin@rbair.org.uk

Transport:

Most academic sessions are delivered online in real-time with live teacher support. RBAir provides the IT equipment that a student needs to access our teaching and support throughout the duration of their programme, and students must have a reliable internet connection. Therapy is delivered online or occasionally face-to-face in our centre. Mentoring usually takes place in the student’s home.

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

Provision is predominantly aimed at KS3 students and those working at KS4 level (11 – 16), but we have the capacity and the capability to extend the age range to post-16 students who are considered appropriate for either our online or blended (mixed online and face to face) provision.

Capacity:

We aim to expand according to need – the “model” has been built to enable us to do this. Our only caveats are that:

  • we are given time / notice to set up additional provision;
  • students are appropriate for Red Balloon of the Air and for online learning;
  • students 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 (probably through self-exclusion);
  • are refusing to attend school completely or for much of the time;
  • 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 individualised provision according to student need and demand.

For KS3 students 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 if deemed 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:

We offer combined academic, therapeutic and mentoring provision from £9800 per annum. Bespoke / extended programmes are available at costs that are negotiated according to student need.

RBAir does offer shorter ‘Re-engagement’ programmes starting from 6 weeks duration.

Red Balloon of the Air is a Strand 4 provider in the Cambridgeshire County Council Dynamic Purchasing System (DPS) and contracted hourly costs are found here with individual tuition between £49 and £52 hr. (including staff travel) and group online tuition from £27.40 (2020/2021).

Expected outcomes for students:

Red Balloon of the Air adopts a holistic approach to education. Staff work 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 always identify a transition target e.g. Post-16 college placement or training and identify the qualifications that students will require to make that transition. Careers education and transition support to their next placement is available to all students.

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 intra personal 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 student, family and the new placement to plan for 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 head office (contact details are available on the website: www.redballoonlearner.org); anyone wishing to pursue an enquiry will be asked to complete an enquiry form that will be passed to the admissions team who will then respond within five working days. Presuming that the referral appears appropriate, we seek to access as full a picture of the student and their immediate family/life circumstances as possible to enable us to plan appropriately. We therefore require the completion of the form providing us with all the relevant information and an Admissions person will need to visit.

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 by an Admissions person to the student’s home.

What quality assurance processes do you have:

RBAir 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 Monitoring Alternative Education Self Evaluation (September 2018)
  • Suffolk Quality Assurance (November 2018).
  • Wiltshire Quality Assurance (November 2018).

Additionally we have worked with the Department of Education to develop a quality assurance and safeguarding process for online providers; this DfE scheme is planned to go live at some point in 20-21 academic year.

TLC LIVE - Stage 4

Address:  2 Ducketts Wharf, South Street, Bishops Stortford, Hertfordshire, CM23 3AR.

Contact Name:  Josh Blackburn

Telephone number:  01279 657193

Transport:  Provision is online.

Age range of learners: Target group: Key stage: Age 6 through to GCSE, 12 hour response to fixed term exclusion, Low attainment, Borderline Students, Gifted and Talented, Looked After Children, Long Term Sickness, Year 7 Catch up, Exam Preparation, School Refusers.

Capacity: How many students can be accommodated:

TLC LIVE can run lessons for any multiple of 3 students at a time to suit. Lessons can take place during the school day, after school, from home and across holidays. We can run lessons for any length of time required from short term bookings through to year long support. TLC LIVE has the capacity to run lessons for as many students as required with tutors available to run lessons any time of the week.

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.
  • Continued support for students once integrated back into school.

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

TLC runs live lessons in:

English – KS1, KS2, KS3, KS4

Maths – KS1, KS2, KS3, KS4

Science – KS1, KS2, KS3, KS4

History- KS2, KS3, KS4

Geography- KS2, KS3, KS4

RE- KS2, KS3, KS4

Psychology- KS4

Economics- KS4

EAL- Group Tuition covering A1-C2

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

Lessons cost:

1 student- £40+VAT per hour

2 students- £40+VAT per hour

3 students- £60+VAT per hour

EAL Group Course- £120+VAT per course, per student

Expected outcomes for Students:

  • TLC LIVE uses a way to fill individual student’s skill gaps, with each lesson run individualised to that particular student.
  • We find that not only do students increase in attainment (with one school measuring an average 2.4 points progress in 5 lessons) but also with student’s confidence and behaviour in class.
  • TLC LIVE provide feedback after each lesson, on each student so that the school has a record of the areas worked on, any written work the student did, as well as attendance and engagement.
  • In the first TLC LIVE lesson an adaptive assessment to identify what level the student is currently working and identify skill gaps to target.
  • TLC LIVE will then periodically assess again every 10 lessons to monitor progress. Assessment data is sent through in the summary reports provided on request.

Pastoral Support on Offer:

  • One to one support.
  • Monitor behaviour and attendance.
  • Support with transition.
  • Interventions, progress etc. are regularly reviewed.
  • Personal Tutors.

Referral process: Is there a specific intake period:

Contact TLC LIVE on referrals@tlclive.com with students names, year group and day and time you would like the lessons. TLC LIVE will book this in and then confirm log in details for you. We use referral form, email and telephone.

What quality assurance processes do you have:

TLC LIVE takes great pride in the quality of service which we provide. In order to maintain our high standards within our teaching we monitor our lessons via unannounced observations and session tracking. We train all our tutors and offer regular follow up training to make sure tutors are kept up to date with our best practices. We do regular assessments with students with the data used in house to monitor progress and quality of teaching whilst also sharing this data with school. Tutors all hold Enhanced DBS and are all QTS teachers. All our teachers are also observed termly with feedback on areas of strength as well as where to improve. Any areas of concern are retrained and a review process put in place including more frequent observations.

Quality assured by another organisation or Local Authority:

Currently approved by:

Suffolk County Council.

Havering Borough Council

Essex County Council

Nottingham City Council

Nottinghamshire County Council

Salford Council

Dorset Council

Derby City Council

Tute Education - Stage 4

Address: 11 Edison Court, Ellice Way, Wrexham Technology Park, Wrexham, LL13 7YT

Contact name: For Cambridgeshire area: Kate McCombe

Telephone number: – 07496 732495

General enquiries: 0330 330 9751 info@tute.com

Email: kate.mccombe@tute.com

Age range of learner/key stage: KS1 – KS5

Capacity: There is no maximum capacity.

Which students are currently offered provision:

Tute’s objective is to be the first-choice online teaching partner for LAs, mainstream and non-mainstream settings in ensuring that all children are engaged and are achieving in a high-quality, rich and inclusive curriculum. Tute’s range of products, delivered by our qualified teachers, fill the ever-increasing gaps in provision.

Across all Tute’s lessons, children with different needs and abilities are learning and making progress. Students could be overcoming their personal barriers to learning, striving to achieve academic excellence, or simply enjoying a different way of engaging with education.

Labels might lead students to Tute, but we see beyond them here: MAT, SEND, SEMH, FSM, CLA, EHCP, ASD, ADHD, GRT, UASC, PEX, medical needs, anxiety, young offenders, school refusers, all are welcome!

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

Tute’s provision is used to help personalise learning for individuals in the context of their wider curriculum plan and circumstances. The expertise of our qualified teachers adds capacity where there are gaps in provision.

Tute’s team has worked in partnership with its schools, LAs, and students to package these live lessons into five unrivalled products that provide flexibility, suit different priorities, and work for varying budgets.

​The solution is the lesson; the product is simply the package that delivers it to best suit your needs

Tute provides a private and a shared lesson option:

Learning Programmes

Lessons that are planned bespoke by Tute’s teachers to target specific needs identified by the customer. If we can build it, we will! (Private lessons only)

Virtual School

A timetable of lessons in core subjects with a choice of differentiated programmes, mapped to the National Curriculum. Ideal for short-term provision but can be used longer term whilst finding a suitable placement. (Shared lessons only)

Tute Go

Targeted lessons in hundreds of topics planned to create interventions that support enrichment, extension, catch-up and revision. Ideal for groups of students for whom the desired outcomes are the same. (Private and Shared lessons)

Tute Extra

Lessons covering a wide range of subject areas to enrich curriculum, to develop skills and knowledge beyond core subjects, and to foster in students a love and respect for learning for its own sake. (Private and Shared lessons)

Tute Courses

A qualification in a choice of subjects at Level 1 and 2, GCSE, AS and A Level. Tute teachers deliver the specification in one or two years. Ideal as an additional curriculum option and to enable those outside of mainstream to attain accreditation. All you need to do is take care of the exam arrangements and textbooks and we do everything else. Students enrolled into Tute Courses also have access to careers advice and upon completing their course, will be given a Tute leavers hoodie. (Private and Shared lessons)

Tute’s team of teachers can build a course in any subject where the specification lends itself to online delivery, the subjects listed below are already available:

Levels 1 & 2: Functional Skills English and maths

GCSE: English language, English literature, maths, single award science, double award science, biology, chemistry, physics, computer science, French, Spanish, German, RE, history, geography, business studies, psychology, sociology, travel and tourism, media studies

AS & A Level: English language, English literature, maths, biology, chemistry, physics, French, Spanish, German, RE, history, geography, classic civilisation, ancient history, film studies, law, psychology, sociology, economics, travel and tourism, media studies

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

Our one page ‘What is Tute’ document is available upon request and provides a comprehensive overview of our products, pricing and what’s included.

Shared Provision:

  • Our 2020 Virtual Summer School timetable costs £8.00 per student, per lesson
  • For all other provision, the price is from £11.00 to £20.00 per student, per lesson depending upon the programme taken
  • Weekly costs start from £22.00/student

Private Provision:

  • Price per lesson from £75 to £100
  • Price per student £6.25 - £8.33 (based on a group of 12 students)
  • The commissioner dictates the number of lessons and therefore the associated annual/termly/weekly cost

Expected outcomes for Students:

The purpose of Tute’s intervention, outcomes and targets for learners are always agreed in advance with the commissioning body and can include:

  • Re-engagement with education
  • Reintegration to mainstream school
  • Prevention of permanent exclusion
  • Achieving qualifications
  • Completion of accredited and non-accredited programmes
  • Lowered risk of NEET and progression to post 16 provision
  • Positive changes to attitude, learning, motivations, confidence, self-esteem
  • Improved behaviour, attendance and punctuality
  • Increasing employability prospects
  • Improved progress and attainment.

Pastoral Support on Offer:

Pastoral support is intrinsic to Tute’s pedagogy, platform and practice though this is not a defined service offered. Tute teachers work with other professionals responsible for the students’ outcomes to provide the best possible education, but the pastoral support is delivered by the commissioner.

Tute is committed to creating a positive learning environment underpinned by high-quality teaching, aspirations for all, and a culture of praise, recognition and self-discipline. We expect everyone in our learning community to work together positively to create a calm environment where pupils and adults may work purposefully, feel secure, happy and confident.

We have partnered with Team Mental Health to pioneer our Mental Health and Wellbeing programme. The programme is a basic introduction to understanding mental health, promoting positive mental health, the challenges faced by adolescence, possible early warning signs of difficulties and how to seek support if you are concerned.

Through our research partnership with The University of Chester, we can demonstrate Tute students experience high levels of emotional well-being in or lessons, with 96% confirming they feel safe and 95% feeling valued:

Focus area

Statement

Positive response rate 2017-18

Positive response rate 2018-19

Engagement and Interest/ Enjoyment

I enjoy Tute sessions.

87%

88%

Safety and Wellbeing

I feel safe in Tute lessons.

96%

96%

Feeling Valued / Confidence and Self-Esteem

I feel I make progress in Tute lessons

87%

88%

Feeling Valued / Confidence and Self-Esteem

My responses are valued in Tute sessions

98%

95%

Behaviour for Learning and Focus

My behaviour during Tute lessons has allowed me to make progress.

94%

94%

Engagement and Interest/ Enjoyment

I do/would enjoy learning online with others

83%

86%

Engagement and Interest/ Enjoyment

How does learning online compare with learning in a classroom?

Better 63%

The Same 19%

Not as good 18%

Better 66%

The Same 18%

Not as good 16%

Engagement and Interest/ Enjoyment

How would you rate the quality of what your teacher delivered?

Excellent 55%

Good 34%

Satisfactory 7%

Poor 4%

Excellent 54%

Good 37%

Satisfactory 7%

Poor 2%

Engagement and Interest/ Enjoyment

Would you recommend Tute lessons to others?

88%

88%

Our virtual classrooms overcome many barriers to education faced by vulnerable children and young people. They offer a comfortable degree of anonymity that raises confidence and reduces distractions for those who may not successfully engage in traditional teaching situations. Those who may otherwise be isolated by their circumstances can be presented with opportunities to participate alongside others logging on from different locations and to socialise in our fully moderated classroom environment.

Referral process / specific intake period:

Students can be enrolled into Tute’s shared provision within 48 hours. Private provision can be arranged within 2 weeks, usually much less.

Enrolments are made via booking forms, exchanged by secure email. Unless the student has an EHCP, the booking form should be accompanied by a Cambridgeshire IAEP

Fixed timetables commence in September and run for the duration of the academic year. There is no specific intake period; enrolments are accepted throughout the year. Commissioned provision is flexible and scheduled in accordance with requirement.

Quality assurance processes:

The quality of what we deliver to our customers is our absolute priority and we recognise that this is holistic with customers deserving excellent service from beginning to end. Be it the sales process, IT assistance, quality reporting, timely enrolment, or quality teaching and learning; Tute takes quality assurance and continuous improvement very seriously.

We recognise that the quality of teaching, and not the technology that supports it, is central to our success and learner outcomes. We would argue that, given we won the 2017 BETT Award for learning, teaching and assessment – whole school aids, that Tute is the best quality provider in the marketplace currently.

To quote the judges:

“I would like to congratulate the team at Tute; its constant determination to achieve excellence in design, delivery and support helps to ensure that the outcomes for pupils across the world are the very best.”

We measure our quality and outcomes in a variety of ways:

  • Through independent research with the University of Chester, a programme now in its fourth year
  • By contracting an outstanding school (Shireland Collegiate Academy Trust) to review 50 lessons every year randomly, to assess the quality of our teaching using OFSTED standards
  • By garnering feedback from pupils and schools as to our impact, and by publishing case studies
  • Via our ‘Tute Standards’ programme

University of Chester research programme

In addition to gathering the informal feedback constantly volunteered by our students, we operate a regular cycle of requesting formal feedback from students at regular intervals. This exercise is co-ordinated and is a fundamental part of one of Tute’s teacher’s role who is undertaking a PhD with the University of Chester. At the end of each programme or half term (whichever is sooner), a survey is administered via an online questionnaire and responded to anonymously, with pupils indicating their school, subject and Key Stage, but not their names. This is to enable pupils to feel that they could respond more honestly and reflect their experiences more accurately.

Shireland Collegiate Academy Trust

Tute retains Shireland Collegiate Academy Trust to support our quality assurance process and ensure the impact of our services. The principal areas in which Shireland engages with Tute are:

  • Shireland’s SLT provide an independent check on the quality of Tute’s teaching by reviewing 50 online lessons per year. In this respect Shireland acts as our OFSTED providing grading and reporting upon our delivery. This output to determine our internal CPD and development plans for our online school.
  • Sir Mark Grundy and his SLT review and provide feedback on Tute’s wider strategic direction, and where we should be orientating our school’s delivery. This aspect is intended to assist in our wider business development, ensuring our pedagogy is designed and developed to respond to DfE strategy.

Case Studies

Tute measures its impact in schools and LAs to develop case studies to highlight best practice and areas of particular innovation. We try to refine and evolve our pedagogy to ensure the best possible outcomes, and to continue to evolve new ways of learning online which underpin better progress. A selection of case studies can be found on our website.

Tute Teacher Standards

We undertake close monitoring of planning and delivery, by motivating colleagues to update their skills and to improve their performance; all against the “Tute Standards” model.

The process is supportive and developmental, designed to ensure that all our teachers have the skills and support they need to carry out their role effectively. Teachers will build up a record of evidence supporting self-judgments against the Tute Standards and the Quality Team utilises this evidence to moderate and quality-assure our output.

We have cleared due diligence procedures to secure our place on numerous local authority DPS frameworks across the country. Tute has repeatedly been successfully assessed against safeguarding criteria, statutory business requirements, quality of provision, outcomes delivered and cost.

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

In January 2017, Tute’s provision was independently assessed by the judges of the BETT award. We subsequently won the BETT award for best whole school teaching, learning and assessment aid.

Tute has been vetted by BESA and is listed on the BESA LendEd Directory. This BESA initiative is supported by the DfE and referenced in their EdTech strategy and the DfE has recently signposted schools to BESA’s LendEd Directory as a source of high-quality resources to support students during school closure.

In July 2019 Tute completed a rigorous quality assurance process with Warwickshire County Council. During a site visit by the QA team, we were measured against a detailed SEF co-authored with the DfE and lesson observations took place. The resulting report is extremely positive and is due to be published on Warwickshire County Council’s website.

Surrey County Council have quality assured and commissioned Tute to deliver the Surrey Online School, their local authority level solution to improve outcomes and lower the costs of alternative provision across the county.

OfSTED have made positive references to Tute in the context of their inspection reporting.

Tute has successfully cleared quality assurance procedures required to be listed upon numerous provider frameworks and DPS systems across the UK.

Cambridge Sports Development Foundation - Stage 3

Address: c/o Cambridge Rugby Club, Grantchester Road, Cambridge, CB3 9ED.

Contact Name: Richie Williams – Director of Rugby

Telephone number: 07766 571262

Email: dor@crufc.co.uk

Transport: Transport is available for off-site activities and transport to the club venue if needed.

Age range of learners: Target group: Key stage:

13 – 19 - KS4.

Capacity: How many students can be accommodated? :

Up to 6 students per day (10am – 3pm per day, maximum of 3 days per student per week)

Up to 3 students per half day (10am – 12:30pm or 1pm - 3:30pm including travel time)

provision at Cambridge Rugby for students within a 5 mile radius of the club (transport

included). Up to 4 students per hour for the 1:1 and small group mentoring/career development sessions.

Please note, the numbers of students that we can accommodate will grow as we develop.

Which students are currently offered provision:

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

  • Students needing a more practical programme of activities, those motivated by sport and those in need of more vocational approach to learning in order to achieve their next steps, post 16 in particular.
  • Students who are at risk of exclusion.
  • Students refusing to attend school.
  • Young people displaying emotional, social and behavioural problems (as long as they do not pose significant risk, i.e. extreme violence or inappropriate sexual behaviour towards their peer group).
  • Students who are dealing with challenging life circumstances, such as difficulties in the home environment.

Further education opportunities for post 16 learners and a continued pathway after school, including support post 18 as well.

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

We offer NCFE certified qualifications from Entry Level to Level 2 as well as individual unit certification and short courses.

We will have a focus on the following subjects:

Sports Coaching and Sports Leadership

Health and Fitness including Gym Instructing

Personal and Social Development, including Money Management

Work Skills, Careers and Employability

We will have access to additional value adding qualifications…

The Duke of Edinburgh Award (pending application to deliver)

First Aid at Work

Sports Coaching Qualifications

Sports Officiating Qualifications

We will also offer non accredited courses based around…

Sporting Values such as Discipline, Respect, etc.

Further leadership and volunteering opportunities.

All of our work includes access to various sporting activities including –

Rugby Union

Football

Gym

Ten Pin Bowling

Mountain Biking

Cycling

Swimming

Rock Climbing

Kayaking 46

Basketball

Tennis.

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

The day rate for our provision (10am – 3pm) from September 2020 is £85 per student per day. (Maximum 3 days per week per student).

The half day rate, including transport (within a 5 mile radius of Cambridge Rugby Club) is £50 per student per half day.

One on One and small group mentoring and career guidance sessions £50 per hour per student (maximum of 4 students per hour at specific times through the week).

Expected outcomes for Students:

While it is important to understand the outcomes, I think it is also important to explain HOW we will arrive at these outcomes.

The key is the right people in our organisation working with your students. We will provide consistent and reliable role models for the young people involved in our programmes. We have a passion and the experience to help make a difference to these young boys and girls using sport and its values to engage them in our activities. We realise that this is a journey for them, and we want to help them on that path. We recognise that this journey will take time but we are ready to adapt, change and take risk to meet the student needs.

Outcomes -

The acquisition of nationally recognised qualifications which add value to each individual and can be tailored specifically to each learner will be a clear outcome of our programmes.

The development of strong personal values using sport as the catalyst while providing opportunities to benefit from being part of a team and working with consistent strong role models.

Successful reintegration into mainstream education where possible.

Improved social interaction and confidence 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 life and social skills.

Employability through preparing students for working life through a comprehensive programme of employability activities including but not limited to, looking for a job, applying for a job, interview techniques, writing a CV, presentation skills, etc.

Pastoral Support on Offer:

  •  Close monitoring of behaviour and attendance given to referral agencies/schools on a daily basis.
  • Support with transition along with good communication with parents and carers.
  • Continual tracking of student progress and attainment, which can be requested as part of a termly or yearly report.
  • Positive behaviour management
  • One on One support opportunities and low numbers to staff ratios but with a consistent group of staff members.
  • Continual training and good practice learning from other providers, schools and
  • professionals from this area.
  • A well thought out Personal and Social Development programme including visits to and from outside agencies such as the emergency services, etc.

Referral process: Is there a specific intake period:

CSDF referral form online or via post along with any supporting documents.

Student visits, direct contact with schools and referral units for discussions prior to placement.

Student referrals are taken throughout the year and packages can be tailored to suit the individual and/or the referral agency or school.

What quality assurance processes do you have:

NCFE will also quality assure our provision of the specific course and our site, including external and internal assessments.

Regular staff CPD and ‘Golden Hour’ good practice meetings to ensure standards are high and that we all maintain qualifications in First Aid, Child Protection, Safeguarding, Prevent, Mentoring.

Kick-Off Sports - Stage 3

Address:

11 Bushy Court, Hampton, Peterborough, PE78GD

Contact: Adam Clements

Telephone: 07850000997

E-Mail: kickoffsports@aol.com

Age range of learners: Target group: Key stage:

4-11 years of age in a Primary School setting

11 -18 years of age in a Secondary School setting.

Capacity: How many students can be accommodated?

Depending on individual needs 1 at any time. Up to 4 at a time with TA support, provided that it can be demonstrated that the students pose no risk to each other.

Which students are currently offered provision? :

  • Students needing a more practical programme of activities who are motivated by sport to support their education.
  • Students that are not accessing mainstream education.
  • Students that are excluded or at risk of exclusion.
  • Students suffering physical or mental health conditions.
  • Students with poor school attendance or refusing to attend school.
  • Students dealing with challenging life circumstances.
  • Students experiencing low self-esteem and lacking confidence
  • Students experiencing emotional, social and behavioural problems.
  • Young Offenders.

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

Sports Coaching
Football
Boxercise
Fitness
Athletics
Badminton
Basketball
Hockey

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

£55 per hour.

Expected outcomes for Students:

  • Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
  • Improved behaviour and reduced anti-social behaviour
  • Improved relationships with family and wider community.
  • Improved personal, social and life skills.
  • Improved attendance and punctuality.
  • Decrease in anti-social behaviour.
  • Increased interpersonal skills and improved relationships
  • Improved mental health
  • Improved wellbeing and resilience
  • Engagement in positive activities
  • Engagement in physical activity
  • Positive reintegration or maintenance in school
  • Improved attainment during lessons
  • Development of team work and leadership skills.
  • Instil key values.

Pastoral Support on Offer:

  • Students are coached 1-1, 1-2, 1-3 or 1-4 by a personal skilled coach/mentor who will be a consistent role model to the student(s) throughout the sessions.
  • The sports coach is highly experienced and skilled in creating a fun and positive environment for different age ranges to engage in. Whilst guiding providing boundaries with behaviour and helping young people develop life skills in the agreed activities.
  • Behaviour and attendance will be monitored whilst also liaising with professionals that work with the student(s) at each session.
  • Positive behaviour management.
  • A discussion and personalised development targets will be introduced to meet individual needs.
  • Meetings with parents and teachers.
  • Support can be provided in helping the student find outside sports clubs and interests after leaving the provision.

Referral process: Is there a specific intake period? :

Email or telephone.
Student referrals are taken throughout the year and packages can be specified to suit the individual, school or referral agency.

What quality assurance processes do you have? :

  • Once students have been assessed and targets set. Performance against these will be monitored and reviewed regularly at each session to adapt to suit the needs of the individual.
  • The sports coach is highly experienced having over 18 years’ experience in child development from foundation through to the highest elite level.
  • Staff Code of Conduct, Safeguarding policy and Data Protection policy.
  • DBS Screened.
  • Emergency Aid Trained
  • Safeguarding Children Certified.

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

Adam Clements has worked for Chelsea FC for 13 years as a coach and scout. Adam has successfully developed many children into professional football as well as players gaining national recognition in representing their country. Adam Clements in the past has worked with the Peterborough Youth Offending Service as well as SEN children in schools developing to meet individual needs in sport.

Shredder Skate School - Stage 3

Address: 93 North Street, Burwell, Cambridge, CB25 0BB

Contact: Maximilian Jamieson

Email: shredderskateschool@gmail.com

Telephone number: 07706 702858

Transport: No transport is necessary if taking place at school. Students will need to provide their own transport if the provision is taking place elsewhere i.e. skate park.

Age range of learners: All ages.

Capacity: How many students can be accommodated? : Up to 10 per group. Full skateboarding equipment can be provided for all.

Which students are currently offered provision:

We offer provision for all at Shredder Skate School. Skateboarding is an extremely inclusive sport that can be practiced by anyone, no matter their background, disability, gender, race or sexual orientation etc.

Skateboarding is unlike traditional sports, as there are no 'rules'. It is an independent sport that can be practiced alone or with others. It allows for freedom of expression and creativity. It can really help those that struggle with anxiety, depression and mental health issues.

We encourage everyone to take part and experience the benefits and joys skateboarding can bring.

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

Our skateboarding courses teach the very basics of skateboarding, all the way through to more advanced tricks. We can provide portable ramps which can be set up to create a custom skate park on location.

Our courses can also integrate skateboarding to help with the student's communication, simple mathematics, problem solving and art. This can be suited to each individuals needs, and can be discussed with the host school prior to any sessions taking place.

Skateboarding is a fast paced energetic sport which benefits all muscle groups and coordination skills. It breaks down social barriers and allows people from all backgrounds toconnect, play and encourage each other to learn new skills.

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

1-1 Session - £50ph.

2-1 Session - £80ph.

Small Group Session (3-5 people) - £120ph.

Large Group Session (5-10 people) - £160ph.

Mileage Costs (If coaches need to travel) - £0.50p per mile.

Prices are negotiable depending on session.

Expected outcomes for Students:

Our skateboarding sessions will provide students with various skateboard skills, from simple to expert tricks. Other curricular subjects can be integrated through skateboarding (I.e mathematics, art) to suit an individual's specific needs.

We will liaise with the host school prior to any sessions taking place, to discuss the expected outcomes for each individual, and create a program for how we can meet these needs.

Skateboarding provides many positive benefits to people of all ages. It is a hugely rewarding sport that promotes self esteem, positive behavioural changes, motivation, focus, social skills and reduces anti social behaviour.

We have lots of testimonials from parents praising the positive changes skateboarding has brought to their children's lives. One stated, that since their child with mild learning disabilities had taken up skateboard lessons, they no longer required stabilisers on their bike, was excelling in school and their overall behaviour was much more positive.

Pastoral support on offer:

Shredder Skate School will liaise closely with the host school and any professionals involved. We will meet with any potential students at the host school prior to sessions taking place. This gives us a chance to meet with teachers and the student to build rapport with all those involved, make the student feel comfortable and discuss what will take place on the sessions provided.

We will keep and record individual feedback forms for each student after each session takes place, create a program for each student to keep and record the expected outcomes of the individual, and carry out full risk assessments for each student. All this information will be provided to the host school on a regular basis as and when it is updated.

All coaches will act as positive role models to those in their care, and make sure all participants are feeling included, involved and having fun in the sessions we provide.

Referral process: Referral is via email.

What quality assurance processes do you have :

All our coaches are Skateboard England accredited, DBS checked, First Aid Trained and Safeguarding trained professionals.

We provide a full risk assessment of where the sessions take place prior to offering our services. This is to see if the playgrounds/halls/skateparks etc are suitable for safe skateboarding to take place.

Vogue Athletics CIC - cheerleading, tumbling, parkour and dance - Stage 4

Address: Vogue Athletics C.O. Rick Rodgers, 11 Regal Lane, Soham, Ely, CB7 5BA.

Contact: Rick Rodgers

Email: info@vogueathletics.co.uk

Telephone numbers: Gym phone: 07717 081164 or Rick’s personal Phone – 07515 443625.

Age range of learners: Target group: Key stage:

3 – 18 years Key stage 1, 2 and 3.

Capacity: How many students can be accommodated? :

Under usual conditions: up to 24 per class

Under COVID-19 precautions - 13 per session.

Which students are currently offered provision? :

Extra-curricular physical activities and sport based learning.
Provision also available for people with physical and sensory disabilities.

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

P.E. based activities. Science through sport if specially requested. (Biology, Physics).

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

6 weeks term: £78 - £96 per student/athlete, depending on requirements. This is one session of 2-3 hours per week.

Expected outcomes for Students:

  • Development of personal and social skills.
  • Improved attendance and punctuality.
  • Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
  • Improved behaviour
  • Improved relationships with the community.

Pastoral support on offer:

  • Monitor behaviour and attendance.
  • Support with transition.
  • Identify barriers and solutions to learning and engagement.
  • Liaison with other professionals working with the Student.
  • Information, Advice and Guidance.

Referral process: Is there a specific intake period:

Intake each term:

  • Referral form
  • Email
  • Direct from A.P. section of council.

What quality assurance processes do you have :

  • Approval, monitoring and periodic review of programmes and systems
  • Quality assurance of teaching staff:
  • Management information systems
  • 2-4 class / staff reviews per year by a senior instructor.

Alternative Approaches UK Ltd - Stage 4

Address: 9 Ramsey Road, Warboys, Cambridgeshire, PE28 2RW.

Contact: Dawn Warwick:

Creative Psychotherapeutic Counsellor

Specialising in 1-1 children & young people’s therapy using Sandplay; clay; and animal assisted therapeutic approachesSmall group children & young people’s therapy

Systemic family therapy

For professionals: Clinical Supervision; Staff well-being; team building workshops and 1-1’s available

Telephone number: 07712 759704

Email: alternativeapproachesuk@gmail.com

dawnwarwick66@gmail.com

Transport: N/A

Age range of learners – Target Group – Key Stage:

  • Target Group age 4-18 years – Key stage 1, 2 & 3
  • Primary and senior school students
  • All staff/professionals

Capacity: How many students can be accommodated?

  • 1:1
  • Some focused group programs for up to 4 students available
  • Family Groups
  • Staff workshops and therapeutic support available

Which students are currently offered provision:

  • Students not accessing mainstream education
  • Students at risk of or excluded from education
  • Students with poor school attendance/refusing to attend school/separation anxiety
  • Students having experienced trauma; abuse; witness to domestic abuse etc. which may prevent engagement in education
  • Students experiencing a wide variety of social, emotional, behavioural, and learning challenges which impact on their learning
  • Students unable to remain in class/engage due to anxiety; depression; attention deficit hyperactivity disorder (ADHD), and conduct disorders etc
  • Students suffering physical conditions; hospitalisation which impact on education

-One to One therapy

  • Small groups providing therapeutic support for anxiety; depression; anger; parental separation/divorce which have impacted on students ability to fully engage in education

-Group therapeutic provisions

  • Students and their family when undergoing challenges that impact on students ability to access education

-Family therapy

  • Staff workshops on well-being & self-care and one to one therapeutic support and supervision available

-School staff

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

  • Sessional costings
  • £50:00 per hour-One to one sessions
  • Block bookings may be available with some discount-Call for details
  • Specialist therapies and Group therapy; Family therapy & School/Staff workshops/therapy-Charges on request

Expected outcomes for Students:

Alternative Approaches aims to provide the following desired outcomes:

  • Reintegration to mainstream School
  • Prevention of permanent exclusion
  • Improved attendance and punctuality
  • Sustained positive changes in student’s attitude to learning, motivation, confidence and self-esteem
  • Development of personal and social skills
  • Improved behaviour
  • Reduction of anti-social behaviour
  • Support student to be able to gain qualifications
  • Employability
  • Improved relationships with family and wider community
  • Staff support to provide support around impact stress can have on the student and a better understanding of students needs in school environment

Pastoral Support on Offer:

Alternative Approaches offers the following:

  • One to one creative therapeutic support
  • Group and family therapeutic interventions
  • Parent/carer review meetings and regular contact offering strategies and suggestions for continued support at home and in the community
  • Monitor behaviour and attendance
  • Support with transitions
  • Identify barriers and solutions to learning and engagement working close with staff to effectively implement these
  • Liaise with other professionals working with the student to provide holistic support
  • Regular reviews to evaluate progress and impact of interventions
  • Information, advice and guidance to those supporting student
  • Signposting and referral to additional support identified

Referral Process-Is there a specific intake period:

  • Referral form
  • Email
  • Intake period dependent on availability

What quality assurance processes do you have:

Quality Assurance process (all forms provided to referrer):

  • Initial assessment form completed with relevant information including desired outcomes and goals with starting point marker
  • SDQ for student; teacher/school & parent to be completed at start and end to show progress
  • Regular updates and review by email with professionals involved and parents
  • SDQ/goals at intervals to measure and monitor progress during provision if required
  • Alternative Approaches will be available for discussion on student progress when required outside review periods
  • Closing assessment completed and provided at end of involvement
  • Closing goal progress monitoring form and closing SDQ to evaluate overall impact

Provision Specification-What type of Provision is being provided (e.g. On Line Learning)

  • One to one creative Psychotherapeutic Counselling
  • Group therapeutic interventions
  • Student and family therapeutic interventions

What is the aim of the Provision being provided:

  • Provide one to one creative psychotherapeutic counselling; therapeutic activities; and therapeutic programs geared around positive engagement in education
  • Provide a safe therapeutic space for the student to explore and process the challenges they face, helping them to understand, express, learn strategies and develop positive coping mechanisms for sustained change
  • Provide support and therapeutic provision to overcome or manage their difficulties in order to access/remain in education
  • Develop interests, stimulate and motivate in order to provide incentives to re-access education; encourage a return to an education provision and prevent further exclusions or risk of exclusion
  • To improve attendance
  • Improve learning outcomes
  • Support student to understanding the challenges they face and for them to have the ability to implement strategies to manage these and encourage resilience
  • Help develop continued positive mental well-being
  • Reduce classroom disruptive behaviours and bullying
  • Improve health, social and emotional skills

Due to the nature of provision and programs provided this would be a therapeutic support/intervention that would run alongside a tutor provision.

Who is the Provision being provided for –Name of Student.

  • Target Group age 4-18 years – Key stage 1, 2 & 3
  • Primary and senior school students

Where will the Provision be provided?

  • At students school
  • If needed due to anxiety/depression/panic attacks initially at students home
  • Suitable local venue

Are there any principles Providers need to adhere to (for examples see Appendix A)?

Does the Provider have its own written policies and procedures which are effective in providing its services?

  • Updated safeguarding policies in place
  • Updated health and safety policies in place
  • All counsellors working on behalf of Alternative Approaches are appropriately qualified; registered members of a governing body equivalent to The National Counselling Society(NCS); are fully insured; access regular supervision and CPD to the standard agreed by their governing body; have up to date enhanced DBS & up to date safeguarding training

Will the Provider be expected to attend any meetings as a result of this contract? If so, which meetings and how often?

  • Brief report can be produced for meetings if requested.

Will the Provider be expected to produce any reports? If so, what, who to and how often?

  • Brief report will be provided at close of support. Due to confidential nature of therapeutic provision this will be brief and reflect engagement and impact only. It will not provide any detail of what is discussed within therapy.
  • Brief review can be provided midway if requested.

Subconquest Ltd - Ollie and his Super Powers - Stage 4

Provider of Ollie Coaches (emotional therapists), who are all trained in the Ollie therapeutic Model, and Ollie services.

Address: 4 Colne Road, Bluntisham, Hunts, PE28 3LU

Contact Name: Caroline Chipper

Telephone Number: 07816 661460

Transport:  Provision has transport available

Age range of learners: Target group: Key stage:

From 4 years old EYFS to Key Stage 5

Capacity: How many students can be accommodated:

Ollie Coaches would normally work for half a day (4 hours). Students would be seen individually for up to 1 hour (depending on age) by an Ollie Coach, and depending on the individual we recommend seeing the student on a bi-weekly basis. The number of sessions a student has with an Ollie Coach will be dependent on the individual needs of the student. Ollie Coaches can be available every day depending on the requirements of the school or organisation.

Which students are currently offered provision:

All types of students would be able to seen as most of them are dealing with challenging life circumstances or circumstances that are difficult for them.

Ollie Coaches work with the emotion that drives the behaviour empowering the student to manage their emotions rather than be controlled by them. Examples of issues we work with are stress, anxiety, low self-worth, depression, attachment disorder, ADHD, high functioning autism: ARBD, ODD, PDA.

The presenting behaviour isn’t necessarily the actual emotion i.e. children that display anger outbursts may actually be sad or scared etc. This can result in being excluded, poor school attendance or refusal to attend school etc.

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

Ollie Coaches - Subconquest supply Ollie Coaches that provide emotional wellbeing therapy on a 1-2-1 basis

Ollie Kids - lunchtime or afterschool groups for children that need that extra level of support to understand resilience, self-worth, gain confidence, improve communication skills all working in a team environment.

Different levels are offered on this depending on the age range of the students and presenting issues i.e. this could be run for children who are expected to have issue with transition

Staff training - Subconquest runs training days for school staff in the Ollie Model.

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

  1. Ollie Coaches – Cost dependent on requirement of the school or organisation and the needs of students. The number of sessions a student has with an Ollie Coach is based on the individual’s requirements.
  2. Ollie Kids – cost dependent on age range of students and mental aptitude
  3. Staff training – cost dependent on level of training and staff numbers.

Expected outcomes for Students:

  • Positive changes to student’s attitude to learning, motivation, confidence and self-esteem.
  • Improve relationships with family and wider community
  • Development of personal and social skills
  • Reduced anti-social behaviour
  • Improved attendance and punctuality.

Pastoral Support on Offer:

Depending on what is required we can provide:

  • 1-2-1 support through emotional talking therapy
  • Liaison with parents, to reinforce 1-2-1 work with student
  • Liaison with other professionals with reference to 1-2-1 work
  • Progress is constantly reviewed
  • Support with transition
  • Attending meetings for student review with other agencies or support workers

Referral process: Is there a specific intake period:

Referrals to come through the organisation we are working with via secure email on agreed documentation that gives the Ollie Coaches the background information they require. All referrals are assessed on an individual basis before agreeing to work with the individual.

What quality assurance processes do you have:

  • Referral process with risk assessment if required
  • Initial, interim and final progress reports on each student
  • Specific measurables completed for each student
  • Ollie Coaches are all trained to an agreed standard, are in regular supervision, are insured, have enhanced DBS check, and have safeguard and prevent training.

Quality assured by another organisation or Local Authority:

Approval process for working with

Thanet KCC, February 2018

Suffolk CC - Nov 2018

Coram Adoption Services – Cambridgeshire July 2018

Yorkshire and Humber Adoption Consortium February 2020

Warwickshire CC July 2020

Willow Tree Counselling Services - Stage 4

Address:  47 Asplin Avenue, March, Cambridgeshire. PE15 9HA.

Contact Name:  Neill Summers – Counsellor – Service Manager – BACP Registered member – AQA Advanced Diploma in Counselling.

Telephone number:  07949 856673

Website:  www.willow-tree.website

Email:  willow-tree.cs@outlook.com

Transport:  Not applicable.

Age range of learners: Target group: Key stage:

Schools both primary and Secondary Students excluded or not accessing mainstream school. Adults and Family work.

Capacity: How many students can be accommodated? :

Dependent on need and therefore negotiable.

Which students are currently offered provision:

  • We are able to cover all the educational establishments across the region and specialise in a variety of areas including; transition, bullying, family/relationship issues, bereavement, social skills, mental health issues, substance misuse, abuse, self- harm, suicidal thoughts and sexuality to name a few.
  • We are flexible and able to offer the service outside of the school settings.
  • By using our service students have the opportunity to explore their thoughts, feelings and emotions in a confidential safe environment by an independent body outside of their natural family/school setting that offers them the chance to be heard, not judged and actually felt listened to.

It will offer them the opportunity to make changes by looking at the negatives that they are experiencing with a different perspective that will allow them to focus on the

  • positives showing them that change is possible and that not all life’s experiences are as bad as they perceived them to be.
  • Most importantly it gives them the chance to manage their choices by looking at and using new coping strategies that will encourage them to make better decisions especially when faced with difficult and challenging life situations in life.

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

Single session - £50 per session

Block of 6 -12 sessions - £45 per session

Long term or multiple student counselling support – £40 per session

Staff counselling – Please discuss with service.

Expected outcomes for Students:

  • School based counselling enhances young people’s capacity to engage with studying and learning by bringing about improvements in students’ mental health and emotional wellbeing.
  • Offers a cost effective, accessible and convenient service to enable teachers, pastoral carers to support young people experiencing difficulty in their lives.
  • Operates within or outside of the timetable and delivers a closer working relationship between staff and counsellors and enables dialogue on how students are progressing or identify any risk issues concerning the young person or to the school.
  • Increases the extent to which all young people have an independent, supportive professional to talk to about difficulties in their lives.
  • Sometimes students just need to be heard in a non- judgemental environment by people they trust that are easily accessible who operate independently.
  • By sharing and voicing their concerns it allows them to normalise their feelings and this brings about a new found confidence which leads to happier motivated self - accepting young person.
  • We work closely with the students to identify the source of their unhappiness once they can separate this and explore it, it allows them to be able to rationalise their feelings and the impact of how they project their unhappiness on their family and close relationships. This in turn leads to a healthier outlook and increased confidence to re-engage slowly within class, with friends and family.
  • The students very often lose the need to attract attention good and bad when they have consistent support with their life in a period that they are struggling with around friendships, learning, family issues, self- image and coping with cross over from child to adolescence. We can be that solid, accepting, challenging support.
  • This ongoing or short term support allows the young person to view their issues and frustrations within life from a different perspective, giving them the opportunity to turn negative outlooks to a more positive view, enabling them to look at and take responsibility for their actions that will not only benefit them in terms of education but also within their social environment or future employment opportunities that in turn will also benefit their local communities in the long term scheme of things.

Pastoral Support on Offer:

  • The service offers continued 1-2-1 Counselling Support.
  • We are happy to work closely with school/pastoral support staff to identify and help students with behaviour and attendance issues, to look at barriers and identify solutions with young people to improve their educational engagement.
  • Offer support to those experiencing difficulties with transition from primary to secondary education and onward through to college and university.
  • We are able to refer students on to other local support or more specialised services once we identify students as having additional needs or requirements.
  • Supports after Counselling for those who require it – through links with locality teams and other professionals.
  • We encourage widening of the student’s network through after school, clubs and encouraging them to gain new skills, friends and increased confidence.

Referral process: Is there a specific intake period:

The service operates by using a referral form process that can be emailed or posted. Referrals can be made via CAF, internally by the schools or professional organisations working alongside the schools. GP referrals can be made as well as other organisations. There is no specific intake period.

What quality assurance processes do you have:

Approval monitoring and periodic review of programmes and systems;

  • We continually monitor and discuss the service by holding monthly meetings looking at areas of improvements to our operational programmes and systems.
  • We always have a third eye for us with our own personal supervision exploring new ways of working with our clients and allowing us to reflect on what has been voiced in the counselling session. This brings new insight and sometimes a new approach to issues.

Assessment of students:

  • All students are initially assessed allowing the service to identify any concerns around safeguarding or for those who may be at high risk or in need of additional or specialised support outside of counselling that again allows us the opportunity to refer, signpost or help those individuals gain the necessary support they require.

Management Information systems:

  • All student’s details are input and kept safe on a database that is held confidentially within the Counselling team.
  • All counsellor’s caseloads are kept updated on a daily basis by them returning a daily schedule of their client work which is supported by a monthly return confirming this information.

Collection and Analysis of data:

If required the service can collect and analyses the following data:

  • Age
  • Ethnicity
  • Gender
  • Disability
  • Location
  • Presenting Issue
  • Complexity Factors

Measuring and improving outcomes:

  • Counsellors will complete core assessments with all students in the initial and end assessments allowing the service to measure distance travelled in terms of improvement to a student’s wellbeing.
  • The service encourages students to complete an end of counselling evaluation form that enables the service to focus on negative and positive feedback given of their experience and this helps us look at continually improving the service.

Quality Assurance of Counsellors:

  • Counsellors are expected to have a minimum of a Level 4 Diploma or in their final year working towards the qualification within a recognised training establishment.
  • Must be a registered member of the British Association for Counselling and Psychotherapy (BACP) and work within their ethical framework and guidelines.
  • Counsellors must undertake a monthly minimum 1.5 hours of 1-2-1 Clinical Supervision with a qualified and registered BACP Supervisor.
  • Counsellors are expected to undertake a minimum of 30 hours CPD per annum in accordance with the BACP.
  • Counsellors receive regular management support and are expected to engage in monthly team meetings and undertake any training opportunities that are on offer.

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

No.

YMCA Trinity - Stage 4

Address: The Cresset, Bretton Centre, Bretton, Peterborough, PE3 8DX.

Contact: Ryan Armes

Telephone numbers: 01733 373187

Email: Ryan.armes@ymcatrinity.org.uk

Website: www.ymcatrinitygroup.org.uk

https://ymcatrinitygroup.org.uk/jobs-training/support-schools-menu-services/

Age range of learners: Target group: Key stage:

4 -11 years of age in a Primary School setting

11 -18 years of age in a Secondary School setting

18 + in Colleges and University settings

Staff and Parents

Capacity: How many students can be accommodated?

As many as required.

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
  • Whole school well-being provision
  • Staff wellbeing
  • Parent wellbeing

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

N/A. However, we do provide accredited Health & Well-being Qualifications such as Level 1 Young Health Champion Award (50 GLH) or Body Image & Wellbeing Award (9 GLH).

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

Interventions = £44-49 per credit

1to1 sessions (face to face or virtual) – drop-ins, counselling, therapy, mentoring for students, staff or parents = 1 credit per session

Group work and family work = 1.5 credits per session per worker

Day Rate - £230 per day (6.5hrs) Half Day - £125 per day (3.5hrs)

Parent Workshops – From £200 per session

PHSE Sessions or Student Workshops & Assemblies – From £100 per session

Staff Training – From £20 per person

Staff Supervision – From £100 for groups of up to 4; from £55 1to1

Presentations/Key Note Speakers re mental health and well-being: From £375

Train The Trainer Courses – From £199 per person.

Thrive App – From £2+VAT per user (staff or student) for a 12 month licence

Whole School Well-Being Consultation Programme: 2 day programme from £400 per school.

Anti-Stigma and Body Confidence campaigns and resources – FREE

Discounts plus FREE added value support and webinars for partner schools

Expected outcomes for Students:

  • Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem
  • Improved relationships with family and wider community
  • Improved behaviour, attainment and achievement
  • Development of personal and social skills
  • Improved Wellbeing and resilience
  • 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.
  • Attainment of vocational skills.
  • Development of personal and social skills.
  • Improved attendance and punctuality.
  • Employability skills
  • Reduce anti-social behaviour Increase awareness and coping strategies
  • Address staff wellbeing – reducing absence, stress
  • Increase staff knowledge of emotional wellbeing and how to support young people.

Pastoral Support on Offer:

  • One to one in-school support for ages 4+ – appropriate counselling or therapy according to need e.g. play or art therapy, Cognitive Behavioural Therapy, Solution Focused Therapy or other talking therapies.
  • Drop-In sessions
  • Staff or Parent counselling, supervision or drop-ins
  • Building Resilience Group Work – for ages 5-18 in various areas such as emotional management, social skills, self-esteem & confidence and transitions.
  • Access to experienced mentors – outcomes focussed and goal setting.
  • Family Work - Potential for home visits, 1to1 or group mentoring, bespoke to needs
  • Student Well-Being Qualifications
  • Parent or Student Workshops – Introduction to Mental Health, Emotional Management, Self- Harm, Anxiety, Depression, Reislience, etc
  • Parent/Carer involvement in progress and outcomes as appropriate
  • Support with transition from primary to secondary through group work or 1to1 support for any transition needs
  • Identify barriers and solutions to learning and engagement
  • Liaison with other professionals working with the Student e.g. Child In Need, Team Around Family, etc. plus mid-term review meetings to identify progress.
  • Clinical assessment and monitoring tools used to measure impact and outcomes
  • Sessional Feedback and reports provided as appropriate
  • Information, Advice and Guidance
  • Signposting and referral to additional support as appropriate

Staff Training:

In order to help you decide upon the most appropriate training we have worked with local services to develop a competency framework which categorises our training according to its content and depth of learning. We also hope that this will simplify the often complex picture of mental health training in a structured and methodical way, and provide a clear framework to equip the whole setting with appropriate skills to support young people’s

mental health. We believe that everyone working with young people should have a foundation level of training and these trainings are listed under Stage One (Core or Universal) of the competency framework. From here, individuals can identify trainings from Stage Two (Enhanced) and Stage Three (Targeted) according to their role in their setting and developmental need.

Available as face to face, virtual or recorded sessions:

  • Core (All staff): An Introduction to Mental Health, Staff Well-Being, Building Resilience – 2hr workshops
  • Enhanced (young people facing roles e.g. Teachers and TAs) Building Resilience, Self-Harm, Anxiety & Depression, Body Confidence, Risk Taking Behaviour, Substance Misuse, Sexual Health, Attachment, Managing Challenging Behaviour, Classroom Strategies for Mental Health Support – 2hr workshops.

Mentoring: A Solution Focussed Approach – a 1-day course to learn theories behind Motivational Interviewing and Solution Focused Therapies to support one to one work with young people and a separate course for Mentoring Adults

Eating Disorders – a 1 day course delivered by a young person with a lived experience

  • Targeted (SLT, pastoral teams and SENCOs)
    • Delivering Early Interventions Train the Trainer (1 day) – to learn about the theories behind what works and access our tried and tested materials to deliver your own programmes
    • Mental Health Champions Train the Trainer (3 days) – to train staff to cascade staff training in 7 mental health modules to their colleague
    • Delivering Parent & Student Workshops Train the Trainer (1 day) – to train staff to deliver student and parent workshops to raise awareness across provision or for the PSHE curriculum
    • Reflective Supervision Skills – Senior Leaders Programme (2 days) –To learn from clinical professionals about how you can apply evidence-based interventions to facilitate reflective practice. The skills learned will help staff to gain awareness of self and others to improve decision-making, develop informed practice, and promote an organisational culture that fosters and maintains positive mental health. Reflective supervision is offered to all delegates as part of the programme.

Referral process: Is there a specific intake period:

Referrals normally involve a YMCA Referral Form, clinical assessment tool (e.g. SDQ or CORE) and assessment session to ascertain the most appropriate intervention. Some professional referrals are also available through Single Point Access and adult helplines.

What quality assurance processes do you have:

Approval, monitoring and periodic review of programmes and systems-

  • Monthly internal meetings are held to review progress and analyse impact
  • All therapists undertake clinical supervision to review provision and provide the best care for young people
  • Annual plans with quarterly reviews enable strategic priorities to be monitored
  • School Reports are developed on request to measure impact on attainment, behaviour and well-being
  • Wellbeing audits enable bespoke plans to be developed for each school
  • Members of local strategic mental health partnerships such as the CYP Emotional Health & Wellbeing Collaborative Group to raise standards and align provision to local priorities
  • Founding member of Fullscope – a consortium of mental health charities working together to increase the quality of provision, create system change and clarity of access to mental health services, as well as needs-led services

Assessment of students:

  • Students / Clients are assessed using Clinical Assessments which allows the service to identify levels of risk, including any safeguarding issues and need, including any additional needs outside of Counselling and Therapy.
  • On-going assessment takes place after each session with formal mid-term reviews providing additional assessment opportunities. Post interventions are also completed.
  • YMCA operates within the Local Authority Safeguarding Policy. It ensures that all of its staff receive compulsory Protection from Abuse training and follow the correct procedure. This also includes liaising on a multiagency level with appointed key personnel in schools, the YMCA, Social Care and / or the Police.
  • YMCA has robust pathways with the Local Authority to allow those with higher risk levels or additional needs to receive a greater level of support and care.

Management Information Systems:

  • Students / client details are inputted on a database which is kept confidential within the service and Unique Identifiers assigned to each child to comply with Data Protection.
  • Therapists submit ‘On the Day Returns’ which keeps a daily track of progress, for example cancellations and sessions attended, as well as regular reports and assessment tools.

Collection and analysis of data:

The service routinely measures the following data and trends for all its clients;

  • Age
  • Ethnicity
  • Gender
  • Location
  • Presenting Issue(s)
  • Parent and Teacher perspectives
  • Complexity Factors
  • Strengths & Difficulties
  • SDQ and CORE Results
  • Session Feedback Data.

It presents its findings on a quarterly basis and with a comprehensive Annual Report.

Measuring and improving outcomes:

  • Students / clients undertake clinical assessments completed which allow the service to measure distance travelled. This also allows us to measure any patterns in performance with individual Counsellors. As a service we consistently demonstrate progress across all 12 CORE areas, demonstrating an improvement for the vast majority of clients.
  • Students / clients and schools are also encouraged to completed evaluation forms which allow the service to capture feedback on experience.
  • YMCA adopts methods from the Child Outcomes Research Consortium (CORC) to help ensure effective monitoring and evaluation tools are used.

Quality Assurance of Counsellors:

  • Counsellors and Therapists are expected to have a minimum of a Level 4 Diploma or equivalent Therapy qualification
  • All counsellors must adopt the BACP code of ethics and also be members of BACP or an equivalent nationally recognised professional organisation
  • Counsellors and Therapists are expected to have already accrued a minimum of 120hours of clinical experience prior to being appointed
  • A thorough recruitment process is undertaken involving applications, interviews, checking of qualifications, references and DBS checks, induction, etc.
  • Counsellors and Therapists are expected to receive regular clinical supervision
  • Counsellors and Therapists are expected to undertake a minimum of 30 hours CPD per annum. Counsellors and Therapists receive regular management support, offers of team meetings and training.
  • Trainers are all clinically trained, with many courses approved through the local authority and DfE

Quality assured by another organisation or Local Authority:

IIP (investors in People) Silver Award – 2017

BACP Membership – yearly.

Member of the Children and Young People’s Emotional Health & Wellbeing Collaborative Group and Fullscope (mental health charities consortium).

Training commissioned and recognised by DfE and Cambridgeshire County Council.

1-2-Achieve LTD Stage 4

Address: 9 Coronation Avenue, Nordelph, Downham Market. PE38 0BN

Contact: Joanne Carlton

E-Mail: joanne.Carlton72@outlook.com

Telephone number: 07790466505

Age range of learners: Target group: Key stage:

4 years to 16 EYFS, KS1 to KS4

Capacity: How many students can be accommodated:

Children with an EHCP will be 1:1.

Without an EHCP from 5 to 15 students. This will depend on the age of the child/children, and the risk of working with the child/children and the venue.

Which students are currently offered provision:

We specialise in providing for students who are:

  • Looked after Children
  • Not accessing mainstream education through being excluded or at risk of exclusion because of persistent poor behaviour.
  • Dealing with challenging life circumstances
  • Suffering physical or mental health & Anxiety conditions. – Long term, short term, ME & CFS
  • Poor school attendance/refusing to attend school leading to NEET (Not in Education employment or training).
  • Learners attending school that have vast gaps in learning and require additional support
  • Young people in preparation for exams to improve attainment levels and reach their full potential
  • Children in transition and/or in a planned managed move
  • Children exhibiting anti-social Behaviour / supporting attitude to learning
  • Special Education Needs including Autism, Aspergers and Dyslexia
  • Teenage Mums
  • Young carers.
  • Permanently excluded Students.

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

We provide a full curriculum in all school-based subjects, from early learning foundation stage,

EYFS programme including –

  • literacy including phonics,
  • mathematics,
  • personal social and emotional development,
  • supporting physical development,
  • communication and language,
  • understanding the world
  • expressive arts and design
  • Transitional support to class-based learning.

KS1/KS2 Programmes including-

  • alternative provision, linked to the National Curriculum, based on the child’s needs and interests
  • Subject specific learning covering all compulsory national curriculum subjects including core subjects English, Mathematics, Science and ICT.
  • identifying learning gaps and providing infill support
  • social and emotional support, including self-regulation
  • SATS preparation work
  • Transitional support to KS3 high school learning through the lift off programme

KS3/KS4 Programmes including-

  • alternative provision, linked to the National Curriculum, based on the child’s needs and interests
  • Subject specific learning covering all compulsory national curriculum subjects including core subjects English, Mathematics, Science and ICT.
  • identifying learning gaps in preparation for examinations, including GCSE
  • social and emotional support, including self-regulation and coping with anxiety
  • Provision of Asdan course programmes, including short achievable courses based on Life skills and pupil interests.

We offer a full service, via “outreach” at home, either in person face-to-face or using the team’s platform, in schools in small groups or one to one, or we have the ability to source alternative venues.

However we are not an Ofsted registered provision, so if the child is to do GCSE exams, they will need to be done at the main school.

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

Quality qualified teaching from early year’s foundation stage to GCSE level

£75.00 per hour on a 1:1 basis.

Therapeutic approach and behaviour strategies

£50.00 per hour.

All remuneration and cost will be calculated on individual bases linked to resources and services required.

Expected outcomes for Students:

  • Our pupil centred approach is designed to support children and young people in developing their personal academic skills, and attitude to learning. Allowing them to focus within the mainstream provision.
  • Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem
  • Improved relationships with family and wider community
  • Improved behaviour, attainment and achievement
  • Development of personal and social skills
  • Improved Wellbeing and resilience
  • 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.
  • Attainment of vocational skills.
  • Development of personal and social skills.
  • Improved attendance and punctuality.
  • Employability skills
  • Reduce anti-social behaviour Increase awareness and coping strategies
  • Children working at age expected levels.

Pastoral Support on Offer:

Our company Core values and therapeutic principles are designed to promote a positive attitude to learning and improved behavioural strategies. Team-work with schools to support early intervention, identify barriers and solutions to learning and engagement, as well as managing complex and challenging behaviour through the use of consistency, de-escalation, behaviour analysis and differentiated planning.

We as a team have extensive Special Education Needs (SEN) and pride ourselves in our ability to provide an inclusion experience while providing inspirational and individual supported learning.

We support children and young people through the stages of transition, change of school, change of year groups, as well as the integrating back into mainstream educational settings following long-term exclusion.

We can offer support on a 1-2-1 basis providing restorative support for schools, carers/ guardians, other professionals and pupils, we are able to do this, by either home visits or group meetings.

Referral process: Is there a specific intake period:

We are happy to accept referrals via - telephone call; Joanne Carlton 07790466505.

Referral form; through our web site 1-2Achieve.online

Or via email; joanne.carlton@1-2Achieve.online

We have no specific intake period and will accept students at any point during the academic year.

What quality assurance processes do you have:

As a team we pride ourselves on providing excellence, we do this by ensuring we have the correct management programmes and systems in place to ensure we meet OFSTED standards. We collect and analyse data to help improve the quality of our services and outcomes for our children and young people.

Assessment of our Children, young people

We monitor students with regular updates using ‘Milestones’ and regulate student performance and progression.

Milestones are to support teachers to track the progression of learners. They do not provide an alternative curriculum for children and young people with complex additional support

Needs. Planning for such learners should continue to be based on the Experiences and Outcomes from Curriculum for Excellence, with personalisation where required. In addition, we have the ability to provide regular performance meeting with potential to include key stakeholders such as parents, and other professionals working with the students

Assessment of teaching staff and quality learning

Our tutors are experienced and have all worked within a mainstream OFSTED registered provision, providing quality lessons and support. All our tutors have regular supervisions, agreed review meetings with schools and other stakeholders as well as lesson observations with senior and external professionals to monitor their effectiveness, standards of teaching and progress of agreed outcomes. CPD (Continuing professional development)

  • Our tutors are experienced and trained CBT (Cognitive behavioural Therapy) and Thrive practitioners.
  • Each tutor has received training and have a unique understanding of attachment theory
  • All tutors are trained in the practice of pivotal behaviour management.

Please note we are not an Ofsted registered provision.

1st Staff Tuition – Stage 4

Address:

Warlies Park House, Bachelor Wing, 1st floor, Horseshoe Hill, Upshire, Essex

EN9 3SL

Contact Name:

Richard Brown

Telephone number:

01992 610870 / 07581 533863

E-Mail: Richard@1ststaff.co.uk

Transport:

The outreach service can provide transport without additional charge. Every case is individually risk assessed. All teaching and tutoring staff who are able to provide transport will hold the correct business insurance and valid MOT certificate.

Age range of learners: Target group: Key stage:

Early Years – Key stage 5. (up to and including 25 years old with an EHCP)

Capacity: How many students can be accommodated:

As an outreach service there is no limit to the number of students we can accommodate.

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 that could benefit from therapeutic input, Art/Drama/Music Therapy.
  • Students with Dyslexia or those undiagnosed.
  • Students disengaged from education.
  • Children in care.
  • Unaccompanied minors

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

We can provide the following qualifications:

  • Core curriculum subjects
  • Arts Award
  • GCSEs (registration for exams to be arranged by the referrer)
  • Functional Skills
  • Short Courses: Academic & Vocational accredited courses
  • Accompanied Work Placements (16yrs +)
  • Online learning

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

The service cost is:

£45 -55 per hour on a 3 hours a day minimum booking charged termly for one to one support. Depending on staffing level required

£70 per hour for therapeutic input 12 week minimum booking 1 session per week more if required.

Expected outcomes for Students:

  • 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 self-esteem
  • Improved behaviour
  • Improved relationships with family and wider community
  • Attainment of vocational skills
  • Improved attendance and punctuality
  • Employability
  • Reduce anti-social behaviour
  • Successful work experience placements
  • Acceptance into college.

Pastoral Support on Offer:

We are able to offer:

  • One to one support
  • Arts awards
  • Inclusion within schools for small groups of pupils at risk of exclusion
  • Access to experienced mentors
  • Assistance with writing EHCP
  • Home visits to keep parents and carers informed
  • 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
  • Clinical interventions
  • Therapeutic learning conditions.

Referral process: Is there a specific intake period:

Our referral process:

Referrals come via commissioning schools or the local authority. This can be via email or phone call. We will send our referral form for child and parent details. In collaboration with the referring school once we have the child information, we produce a risk assessment and aim to visit the home within 48 hours. Pupils and their families are visited by the head of service and tutor tuition can then begin. Referrals can be receive at any point of the school year.

What quality assurance processes do you have:

All members of staff employed by 1st Staff are subject to a rigorous documentation verification procedure in accordance with our Safer Recruitment Policy.

By using data from the baseline assessments specialist teachers provide work to the tutors overseen by the head of service. Weekly reports are compiled by tutors and sent to the head of service. These measure the success of learning objectives and behavioural targets. The head of service visits all pupils and tutors and gives regular recorded supervision to tutors. Weekly reports are forwarded to local authorities and regular review meetings held.

Quality assured by another organisation or Local Authority and the date quality assured:

We have been quality assured by Essex County Council, LBBD (London Borough of Barking and Dagenham), Norfolk County Council, Wolverhampton City Council, Nottingham city Council, London Borough of Southwark, Southend on sea Borough Council.

Date quality assured:

Essex County Council October 2017. London Borough of Barking and Dagenham April 2016. Norfolk County council July 2019, Wolverhampton City Council march 2019, Nottingham City Council October 2018, London Borough of Southwark November 2018

BDP Social Care Ltd – “Vision – Out of School Provision” - Stage 4 

Address:

Centre 7, 7 Melbourne Avenue, March, PE15 OEN.

Contact Name:

George O’Brien or Lesley Dahle

Telephone number:

01354 655105 (Office)/07775 614099 (Mobile)

Office opening times:

Monday to Friday – 08.45 to 17.15.

Other: 24 hour Duty Manager and On Call service in place. Services are delivered 365 days of the year.

Service Availability:

Daily at times to meet individual needs but predominantly during school hours 8.30 to 16.30 hours, Monday to Friday.

Email: admin1@bainanddahle.co.uk

Transport:

Is provided according to need/as required.

Age range of learner/key stage:

All key stages.

Capacity:

We deploy staff to meet referral demand, where able.

Mission Statement

To provide a quality service; our mission is to support and safeguard children, work in partnership with parents and professionals to promote independence and empower individuals towards achieving positive outcomes for vulnerable young people in our society.

Vision – Out of School Provision

By valuing others we value ourselves; we challenge others and then together we can achieve anything. We believe you can achieve, succeed and be happy and that happy, successful people respect and value others.

Parents, Carers, Tutors and Referrers are a vital part of our 'togetherness' and success can only be achieved when we work in partnership.

Which students are currently offered provision:

Students not accessing mainstream education. Education packages provided are individualised to meet the needs of the young people. We aim to re-engage the students in education and this is a great strength of our service. 'Vision' works with pupils referred by Local Authorities, up to 25 hours weekly.

We are able to work flexibly alongside schools where young people are attending part time; either with or alongside existing provision.

We have a flexible approach and work with new placements to support the transition process; making it as positive an experience as possible for the young person.

The service completes individual risk assessments for each student, providing advice to staff as to how to minimise risk. Behaviour management guidance is also included in the assessments. We work with students who are experiencing physical and or mental health issues or have poor attendance in more mainstream education provision.

Brief description of curriculum offered: (GCSE’S/A- Levels/Short courses etc). Type of Provision – general description:

Our experience of supporting Education Other Than at School (EOTAS) has enabled us to use a range of strategies to engage children and young people positively and to work with them, referrers and tutors to support them to understand the value and importance of receiving and engaging with their education provision.

We accept and understand that the higher proportion of referrals made to our service are for children and young people who have been or who are on the edge of exclusion or transitioning to an alternative provision.

Our ethos, therefore, is to work to support students and to build upon their self - esteem to enable them to accept input from tutors and schools. We find that, working inclusively and being clear that our involvement is to assist them in accessing educational input and learning, students engage more positively with school or project work set for them.

Support is tailored to the individual needs of the students and aims to meet the needs of each child's plan, where in place. We work with referrers and tutors when drawing up the objectives of our support.

Where possible we work closely with parent(s)/carers encouraging their engagement with support services. We aim to meet with parents and carers once referrals are received and seek their agreement to work closely with the support being offered.

Our approach is generally tasked and child centred; aims to bring about change by focusing on the problem, not the person.

In school support:

We work with pupils displaying challenging behaviour within their school setting, offering them and their teachers the support they need to promote more positive behaviour.

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

£47.50 per hour, all inclusive.

Expected outcomes for Students:

Successful reintegration into mainstream school. As a service we work well with schools and as/when requested support a young people in transition to their permanent school.

  • One to one support
  • Prevention of permanent exclusion
  • Completion of short term accredited or non-accredited courses, e.g. ASDAN
  • Lowered risk of NEET, progression to mainstream post 16 provision
  • Positive changes in students’ attitude to learning, motivation, confidence and self-esteem
  • Signposting and referral to additional support, liaison with other professionals working with the student
  • Enable integration to mainstream provision and support with transition. ·

Referral process/Specific intake period:

Referrals are accepted from LA, Education, Health and Social Care, and individuals referring

privately. Enquiries and Referrals should be sent to:

admin1@bainanddahle.co.uk

Tel: 01354 655105

For attention of: George O’Brien or Lesley Dahle.

Quality assured by another organisation or Local Authority:

Cambridgeshire County Council.

Date quality assured:

September 2018

Bridge Education (AP) Ltd Stage 2

Address: 21 John Bends Way, Wisbech, PE13 4PS.

Email: infoatbridgeeducation@googlemail.com

Phone: 07535887764

Age range of learners:

KS1 – KS5

Capacity: How many students can be accommodated?

1:1 or 2:1 tuition.

Which students are currently offered provision?

  • Students who are not accessing mainstream education as a result of:
  • Experiencing mental health issues
  • Refusing to attend school completely 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 for 10 days or more
  • Students with physical health conditions such as ADHD, ADD, SEMH, BESD plus others
  • 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
  • Students with EHCP’s
  • Emotional, 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 curriculum offered:

1:1 tuition,

  • Functional Skills Maths, English and ICT level 1 and 2
  • AQA Short courses
  • Step up to English
  • GCSE English language
  • GCSE English literature
  • GCSE Maths
  • GCSE Science-combined Trilogy
  • GCSE Child development
  • BTEC Health and Social care
  • E-Safety
  • English as an additional language
  • Preparation for Working Life
  • PSHE
  • ASDAN
  • Life skills
  • PE
  • IT
  • Cooking skills
  • Art

Cost for an academic term/week/day/session:

  • 1:1 tuition: £45 per hour at students’ home address/alternative address (where available) where there is an alternative address used, there could be additional costs which will be discussed at source.

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 a service according to the 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.
  • To have a safe, accessible, differentiated, supported provision

We have the following assessment processes in place that monitor the progress of individual students/groups of students:

Attendance: Session by daily registers, calls will be made for non-attendance daily

Engagement: Individual lesson assessments of individual students using effort, understanding and participation as key measures of engagement.

Teacher weekly reporting: Weekly student reports to summarise areas of study, engagement and attainment in each individual subject.

End of module assessment: Targeted activities/tasks to measure progress over time. Summary group report:

Report to all parties: This report enables senior managers to easily measure effectiveness of provision.

Termly reports: Collation of objective assessment data over time summarised with teacher qualitative comments providing an in-depth overview of student progress.

Contract Performance: Regular face to face or online reviews of cohort progress and overall contract performance to ensure best value is achieved.

Expected outcomes for students:

  • Reintegration to mainstream School
  • Positive changes to student’s attitude to learning, motivation, confidence, and self-esteem
  • Improve relationships with family and wider community
  • Development of personal and social skills
  • Improved behaviour
  • Improved attendance and punctuality
  • Employability
  • Reduce anti-social behaviour
  • Greater aspirations and motivation
  • Reduced anti-social behaviour
  • Improved attendance and punctuality
  • Acquisition of GCSEs (KS4) or Functional Skills, and other external accreditation
  • Lowered risk of NEET, progression forward into post 16 provisions
  • Development of personal and social skill
  • Lowered anxiety levels in education setting
  • Successful reintegration to mainstream School (as required).

Pastoral support on offer:

We can provide:

  • 1:1 support for anger management
  • Liaison with parents, to reinforce
  • 1:1 work with student including key working sessions
  • Liaison with other professionals with reference to 1:1 work
  • Progress is constantly reviewed
  • Attending meetings for student review with other agencies or support workers 1:1 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 (as required) and key workers
  • Careers advice
  • Information, Advice and Guidance
  • Access to Locality Team support where required
  • Behaviour management
  • Signposting and referral to additional support
  • Support after leaving the provision
  • Individual personal learning plans

Home visits/meetings to keep parents/carers informed and offer support and guidance where required.

Referral process: is there a specific intake period

Referral form needed, email contact

No specific intake periods. Can happen any time of the year as long as there is space with a tutor available.

Policies:

  • Safeguarding
  • Equality and Diversity
  • Health and Safety
  • Data Protection
  • Induction Policy
  • GDPR

What quality assurance processes do you have:

  • SDQ for student; teacher/school & parent to be completed at start and end to show progress
  • Approval monitoring and periodic review of programmes and systems
  • Assessment of students
  • Quality assurance of all staff
  • Learning resources and student support
  • Measuring and improving outcomes
  • Constant qualitative reviews
  • Our staff carry out initial and ongoing assessments, monitoring and periodic review of programmes and systems
  • All our staff have access to online resources, books and worksheets and have the support of a training and development team made up of qualified and experienced staff
  • Effective and rigorous line management by experienced teachers which includes staff appraisal and CPD opportunities
  • Close communication between manager/ staff and access to a network of staff with professional expertise
  • Appropriate and individualised planning and assessment of all pupils
  • Thorough Risk Assessments carried out prior to working with young people which are updated and reviewed regularly. All tutors are recruited to DfE level of compliance
  • All staff have access to high quality resources to support learning
  • All sessions are recorded including lesson objectives/outcomes; these are regularly monitored and emailed on a weekly basis to school
  • Data on attendance/attainment is monitored, analysed and reported. You will be informed immediately if tuition does not take happen and what measures have been put in place.
  • Weekly reports written on each young person to record progress towards objectives.

Quality assured:

Staff have current Enhanced DBS certificates, with training in COSSH, first aid, Safeguarding, PREVENT, Food Hygiene, Qualified Teachers and Teaching assistants/support staff.

Staff delivering sessions are fully qualified for service delivery, including current industry experience. CPD is recorded and monitored.

Appropriate insurances are in place. Copy of insurance certificates are available upon request. Robust policies and procedures are in place. Risk assessments are updated and monitored on an ongoing basis and are provided before beginning any sessions. 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.

Fresh Start in Education Ltd - Stage 4

Address: Head Office: Castle House, Castle Hill Avenue, Folkestone, Kent. CT20 2TQ.

Contact name: Debrah Wilson– Education & Assessment Manager
Jenny Blackwell – Referrals Manager

Telephone number: 0203 409 6410

Email: referrals@freshstartedu.co.uk or debrah.wilson@freshstartedu.co.uk

Transport:

Transport arrangements vary for each individual provision. Some students are able to make their own way to the identified venue for their session, and this would be agreed with the parents/carer prior to the sessions starting.

If the Education Specialist is required to transport the student in their own car they must be cleared for driving with a student by the Company and have provided all information required to do this, including current MOT certificate and business insurance. In addition to these documents, the Education Specialist would also be required to complete a risk assessment for driving with students.

The cost of transportation is generally covered within the hourly rate unless exceptional circumstances require specialist transport to be arranged by the Local Authority.

Age range of learner/key stage:

5 – 18+ years (up to and including 25yrs old with an EHCP).

Capacity:

Due to the nature of our work being 1:1 with students in local community settings, or within the home environment, there is no limit to the numbers of students we are able to accommodate.

Which students are currently offered provision?

  • NEET
  • SEND
  • SEMH
  • LAC
  • Permanently Excluded
  • At risk of exclusion
  • Medical, including life limiting illness
  • PMLD
  • Young Offenders
  • Victims of offence
  • School refusers
  • CSE
  • Unaccompanied Minors

Fresh Start in Education can work with any student who is unable to access a permanent place of education. Our aim is to support the student in the interim period whilst a new school place, residential setting or college is identified and prepare them for the transition both in terms of engagement and education.

We can support students who demonstrate significant risk behaviours, requiring a higher staffing level. Our Education Specialists are MAPA (Management of Actual or Potential Aggression) trained, and skilled in de-escalating challenging behaviours and or situations.

We offer Accompanied Work Placement programme for students who require support to gain meaningful employment, training or to achieve the entry criteria for a College of Further Education. Students who have had gaps in their education, for a variety of reason, can often struggle to find a good job or training that they will enjoy. We provide support in filling the gaps in English and mathematics, alongside teaching relevant employability skills. With support from a full time Workplace Mentor we will help the student identify a career pathway and potential Employer best suited to their interests and aspirations.

For students who are willing and able to engage in education, we offer online learning. Sessions are provided via a secure platform, where students will meet face to face with their tutor for academic tuition.

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

Fresh Start are able to deliver any subject that a student needs including:

  • Core curriculum subjects
  • GCSEs (registration for exams to be arranged by referrer)
  • A Levels (registration for exams to be arranged by referrer)
  • NCFE Functional Skills – English, mathematics, and ICT
  • ASDAN Short Courses: Academic & Vocational
  • Accompanied Work Placements
  • Online learning

Each student will have a Person-Centred Intervention Plan with identified bespoke Personal Learning Plan targets that will be reviewed and updated every 6-weeks.

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

£52 - £82 per hour for 1:1 session

We charge for a minimum of 3 hours for any given session and costs for student’s requiring a higher staffing level is per staff member and will be in agreement with the Client.

£40 per hour for online learning

£52 Child and Adolescent Mental Health Online Counselling Service

Fresh Start can support small cohorts of students, online or face to face, and the costs for this can be given upon request.

There are no upfront charges and you are not tied into termly or yearly payments. You pay for the sessions you commission and give 7 days’ notice if the provision needs to end earlier than expected.

Expected outcomes for Students:

Each student receives a Personal Learning Plan with targets created to their learning, behaviour and social needs, generally covering the following areas:

  • Communication
  • Personal, Social & Health Education Development
  • Life Skills & Careers
  • Sciences/Computing/The Arts
  • English
  • Mathematics

The following outcomes can be expected for all students:

  • Successful preparation for reintegration to a permanent education provision
  • Completion of courses or qualifications offered to the student
  • Improved attendance and punctuality
  • Improved levels of engagement with education
  • Development of life skills enabling the student to progress towards their future goals and aspirations
  • Personal skills and strategies developed to overcome the previous barriers and challenges to accessing education
  • Increased resilience, self-esteem, and motivation
  • Skills to make a positive contribution to the local & wider community
  • Reduction in anti-social behaviour
  • Strategies to manage known challenges, i.e. anxiety, ADHD, ASD and associated social communication difficulties etc.

Pastoral Support on Offer:

  • Pen Portrait – Person Centred Intervention plans created for each student, identifying the needs and strategies suited to them as an individual.
  • 1:1 support for students
  • Personal Learning Plan (PLP) – reviewed every 6-weeks
  • Individual bespoke programmes for each student, taking into consideration their social and emotional needs and long-term outcomes
  • Close liaison with the family/carers and commissioners to work in partnership with each other
  • Education Specialists, (tutors), who are individually matched on the basis of relevant experience, qualifications, interests, and ability so that the student needs are fully met
  • Regular reporting on engagement and education progress, including attendance and punctuality
  • High level of Safeguarding
  • Access to additional support within the Company
  • MAPA trained staff, (Management of Actual or Potential Aggression) who are skilled in de-escalation techniques

Referral process / Specific intake period:

Referrals can be made by using our referral form at any point during the year.

Initial enquiries can be made by contacting the office on:

0203 409 6410

referrals@freshstartedu.co.uk

Quality Assurance Processes:

We have a clear Quality Assurance Process to manage the ongoing effectiveness of each provision and the company overall.

Staff going through the recruitment process are subject to a high level of checks in accordance with our Safer Recruitment Policy.

Each placement is overseen by an Education Coordinator in the office, with attendance, engagement and session content monitored on a daily basis.

Staff are regularly supervised, and session observations are carried out in line with Ofsted guidelines.

Fresh Start in Education use external consultants, including an Advisory Board that is made up of external professionals, to review policies, procedures and working practice within the company.

All data is logged on a secure online management information system that allows for accurate tracking of information.

Quality Assured by another organisation or Local Authority?

Fresh Start in Education works across the UK and has been Quality Assured by different Local Authorities including:

  • Havering (incorporating North East London Strategic Alliance)
  • Tri-Boroughs (Westminster, Hammersmith & Fulham and Kensington & Chelsea)
  • Cambridge
  • Nottingham
  • Croydon
  • Bromley
  • Doncaster
  • Warwickshire
  • Dorset

Home-School Tutoring - Stage 4

Address: 23 Russell Hill, Thornhaugh, Cambridgeshire. PE8 6HL.

Contact: Dr Yvonne Birch

Email: yvonne.birch@homeschooltutoring.com

yjbirch@gmail.com

Telephone number: 07985579159.

Transport: Almost all tuition is 1:1 and tutors travel to the child.

Age range of learners: Target group: Key stage: 4-19 – All key stages

Capacity: How many students can be accommodated? :

Tuition is almost always 1:1 so there is no limit to the number children that can be supported.

Which students are currently offered provision:

  • Children and young people who are at risk of exclusion with a focus on maintaining rates of progress towards SATs, GCSE subjects or reaching other academic targets.
  • Looked after Children who need patient and focused support to build confidence, skills and knowledge following disruption to their access to learning.
  • We provide 1:1 EAL support for children who need skilled, sensitive support to access their learning and build confidence and self-esteem.
  • Children who refuse to attend school. We are currently supporting children and families through the transition from mainstream school to home-school and going forwards. We are also supporting children through their reintegration programme back to school after a period of school refusal making sure that they have built confidence in their academic competence and have closed any gaps in their curriculum knowledge and learning skills.
  • Students who are unable to access school as a result of challenging life circumstances. The focus is on securing the maximum possible academic outcomes at GCSE/A-Level or appropriate progression steps.
  • We are supporting children who are unable to access school as a result of physical or mental health conditions. This includes youngsters who have very little contact with school but are working towards exams. It also includes children who have flexi-timetables where their 1:1 tuition is carefully managed to support a complementary and/or supplementary curriculum.
  • Students who attend school part-time following major illness or injury including brain trauma.

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

We provide 1:1 tuition for all ages and all levels.

All tutors are graduates. Most are qualified teachers.

Tutors engaged in the secondary sector are experts in their specialism through their first degree or practitioner experience.

Tutors in the primary sector are qualified teachers and matched according to phase, subject or SEND specialism.

Many tutors have additional qualifications in e.g. Dyslexia, Mental Health, EAL, Autism and are matched accordingly.

Curriculum provision:

Primary literacy and numeracy

GCSE and iGCSE in:

English, Maths, Science, Spanish, French, German, History, Geography, Music, IT and Computer Science, Economics, Business, D&T, Art, Latin, RE, Psychology, Sociology, Child-Care, PE, Sports Studies and others.

A-Level in:

English Literature, English Language, Maths, Further Maths, Physics, Chemistry, Biology, Economics, Business, History, Spanish, French, German, Music, Music technology, Art, Psychology, Sociology and others.

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

£40 - £55 per hour inclusive.

Primaryà GCSE (or equivalent) is usually charged at £40 per hour except where specialist tutors are travelling very long distances when an additional charge is made for travel.

A-Level is usually charged at £50 per hour except where specialist tutors are travelling very long distances when an additional charge is made for travel. A-Level tuition is usually provided for a minimum of 2-hour sessions except where this does not accord with the particular needs of the student.

Expected outcomes for Students:

  • Achievement of end of primary Key Stage targets, GCSEs or A-Levels to agreed targets
  • Successful reintegration to mainstream school as a result of:
    • Improved academic knowledge and skills
    • Improved learning skills
    • Increased motivation and enjoyment of learning
    • Raised confidence and self-esteem
  • Increased likelihood of engagement with mainstream post-16 education
  • Significantly decreased likelihood of NEET
  • Increased family engagement with the child’s learning and learning outcomes.

Pastoral Support on Offer:

  • 1:1 tuition is a holistic, bespoke approach to raising the attainment, confidence and all learning outcomes for an individual child. It is grounded in skilled, sensitive and patient engagement with the child using constant feedback to help improve all learning outcomes, confidence and self-esteem. It requires constant review and identification of existing and emerging barriers to learning and seeks to ameliorate them in partnership with other adults and professionals involved with the child’s education
  • Liaison with other professionals working with the child.
  • Mutually effective systems of communication with parents and carers.
  • As a national organisation with a local presence we are able to draw upon a wide range of resources to provide support for individuals.

Referral process: Is there a specific intake period:

The process for referral is by any appropriate means and requires a thorough exchange of information prior to engagement with the family and the child. There is no intake period. Our provision is responsive to the immediate needs of young people who are referred to us.

What quality assurance processes do you have:

  • Effective, personal communication within agreed protocols between all adults supporting the child.
  • Bespoke programmes of study that are shared with schools, students and parents.
  • Analysis of summative assessment data
  • Rigorous registration procedure that ensures that all tutors are highly qualified, thoroughly professional and understand quality assurance procedures at every level
  • Centralised resources including electronic, interactive websites that provide feedback on students’ engagement, attainment and progress.
  • Weekly reporting to schools.

Inspire EHC Ltd - Stage 3

Address: 340 The Crescent, Highwoods, Colchester. CO4 9AD

Contact: David Robson – Director

Telephone numbers: 0333 577 3772 / 07985 200979 

Email: drobson@inspireehc.co.uk

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

Tuition centres will be dependent on the location and needs of the pupil. Tutoring most commonly takes place at the young pupil’s home, local library, suitable hall/room, on school premises or video call. All the previously mention will be depending on which learning environment is most suitable to the learner, school and parent or carer.

Age range of learners: Target group: Key stage: 4 – 25 EYFS, KS1, KS2, KS3, KS4 and KS5

Capacity: How many students can be accommodated?

As an education agency we have no limitations on numbers. Numbers will be subject to location and staff availability.

Which students are currently offered provision:

We are currently looking to support you with:

  • 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.
  • Preparing pupils for exams
  • Pupils with SEND.

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

We would offer specifically designed education programs ensuring the needs of the pupil/s we are working with are met accordingly. We would regularly monitor progress and adjust accordingly. Subjects available:

  • English
  • Maths
  • Functional Skills
  • Science
  • Art and Design
  • Citizenship
  • Computing
  • Design and Technology
  • Geography
  • History
  • Music
  • Physical Education
  • Religious Education
  • Modern Foreign Languages
  • PE
  • Business Studies
  • Psychology
  • Sociology
  • Child Care
  • PSHE

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

TA, Tutor, Mentor, Teacher cost will be set on an hourly basis ranging from £25 - £60 per hour. There will be a minimum 3 hours charge per day

Expected outcomes for Students:

  • 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 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:

  • One to one support
  • Access to experienced mentors
  • Feedback will be provided to parent/carer and school if tuition takes place in the home environment
  • Monitor behaviour and attendance. You will be immediately informed if a session does not take place
  • 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 by weekly reporting
  • 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:

Please email enquiry@inspireehc.co.uk and a referral form will be sent to be completed. Or alternatively contact 0333 577 3772

What quality assurance processes do you have:

  • Our assigned staff will carry out initial and ongoing assessments, monitoring and periodic reviews
  • All our staff have access to regular CPD
  • We ensure all our staff are recruited through our “Safer recruitment” processes and ensure we match the needs of all the pupils we work with
  • We have regular visits to each of our tuition settings
  • Regular communication between all our staff is paramount to ensure all our staff, pupil’s, service user’s needs are meet
  • Appropriate and individualised planning and assessment of all pupils
  • Thorough Risk Assessments carried out prior to working with young people which are updated and reviewed regularly.
  • All our staff have access to high quality resources to support learning
  • We ensure a weekly report is completed and emailed to the relevant person/s to ensure all education, attendance and behaviours are monitored
  • Feedback from commissioners and service users collected and monitored regularly
  • A half termly report can be offered to the parents or carers
  • Regular communications between the pupil’s school (if applicable), LEA, Parents and Carers.

Kip McGrath Education Centres Peterborough North – Stage 4

Address: 121 Park Road, Peterborough, PE1 2TR.

Contact: Gill Terry

Telephone number: 01733 425186 / 07775 247049

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:

11 - 18 years

Key Stages 3, 4 and 5

Capacity: How many students can be accommodated?:

In centre: 6 part-time places of up to 15 hours per week – minimum of 1 hour per week.

Online: Unlimited (dependent on availability of tutors - all requests considered)

3 hours per day (3 x 60 minutes teaching sessions)

Monday to Friday (11.00am – 12.00pm, 12.15pm – 1.15pm, 1.30pm – 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).

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

KS3: English, Maths, ICT & Project work (to suit the interests of individual students)

KS4: GCSE Maths, English, other subjects (as requested or to suit learner needs)

Functional Skills Maths, English & ICT (Entry Level to Level 2)

KS5: Resit GCSE Maths & English

Functional Skills Maths, English & ICT (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:

£35 per hour.

Expected outcomes for Students:

  • Successful reintegration into school.
  • Prevention of permanent exclusion.
  • Acquisition of GCSE’s 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.
  • Weekly report and feedback on behaviour, attendance and academic progress.
  • Support with transition.
  • Liaison with other professionals working with the student.
  • Half termly student assessments and progress reviews.
  •  

Referral process: Is there a specific intake period:

Referral via telephone or email. Intake all year round (as requested). Referrals can be turned around in less than 24 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.
  • Annual quality assurance with NOCN (as our awarding body)

Quality assured:

Ofsted 16/04/2021.

NTAS - The National Teaching and Advisory Service - Stage 4

Address: Summerfields Village Centre, Dean Row Court, Dean Row Road, Wilmslow, SK9 2TB.

Contact name: Lisa Williamson

Telephone number: 0845 373 6886

Email: Lisa.williamson@ntas.org.uk

Age range of learner/key stage:  5 to 18 - KS 1 to 4

Capacity:  NT&AS worked with 192 pupils in Cambridgeshire last year.

Which students are currently offered provision:

NT&AS provides individual teaching programmes for young people through KS 1, 2, 3, 4 and Post 16. We work to a young person’s strengths/needs, while following national curriculum learning objectives. NT&AS prioritises the need for young people to perform at similar levels to their peers and to have appropriate skill sets. Locations will be determined by the status of the young person. For example young people without a school place may be taught at home or in a local library/community centre.

We work with the following young people:

Students not accessing mainstream education; excluded or at risk of exclusion; suffering physical or mental health conditions; children with poor school attendance or dealing with challenging life circumstances; children with medical needs which prevent them from attending school.

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

We deliver bespoke programmes of work with individual children/young people to ensure all of their educational needs are met. These programmes are delivered on a 1:1 basis and for an agreed number of hours per week.

AQA examination entries in the following subjects:

Maths (Functional Skills GCSE, entry Level Certificates, GCSE)

English (Functional Skills GCSE, Entry Level certificates, GCSE)

Science GCSE

ICT

Art

Preparation for Working Life (PfWL)

PSHE

ASDAN

Arts Award

Other GCSE course subjects may be provided on request

We offer support to parents/carers

Dyslexia screening and assessment

Multi-sensory teaching programmes

SEN consultancy and advice

Education sessions for excluded pupils

Support transition to new schools

Assessment for Examination Access Arrangements

Submission of reports and advice for Annual Reviews.

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

NT&AS offer bespoke packages of support, prices vary depending on need and number of hours required.

Expected outcomes for Students:

  • Successful reintegration to mainstream school or otherwise.
  • Prevention of permanent exclusion.
  • Acquisition of GCSEs, or other qualifications
  • Completion of short term accredited and non-accredited courses.
  • Lowered risk of NEET, progression to 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.
  • Reduction in anti-social behaviour.

Pastoral Support on Offer:

  • All support is on a 1-1 basis.
  • Thorough Risk Assessment completed with the family, young person and any other agencies involved.
  • Home visits to keep parents/carers informed.
  • 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.
  • SEAL programmes delivered and incorporated into teaching programmes.
  • Information, advice and guidance offered to student and family.
  • Signposting and support for referral to additional support.

Referral process: Is there a specific intake period:

Via NT&AS Referral form. Referrals will be accepted at any point in the year.

Quality Assurance Processes:

High quality staff are recruited through “Safer recruitment” processes and via appropriate matching of teacher to pupil needs.

All staff must use secure Intranet system to record work and access information regarding young people.

Effective and rigorous line management by experienced managers with QTS and other teaching qualifications.

Staff appraisal and CPD opportunities.

Close communication between manager/ staff and access to a network of staff with professional expertise.

Lesson observations carried out as a part of CPD.

Appropriate and individualised planning and assessment of all pupils.

Thorough Risk Assessments carried out prior to working with young people which are updated and reviewed regularly.

All teachers have access to high quality resources to support learning.

All sessions are recorded including lesson objectives/outcomes; these are regularly monitored by managers.

Data on attendance/attainment is monitored and analysed.

Half termly reports written on each young person to record progress towards objectives.

Feedback from commissioners and service users collected and monitored regularly.

Quality assured by another organisation or Local Authority?

We are subject to ongoing quality assurance processes in a number of Local Authorities. More recently these have included Staffordshire County Council and Essex County Council.

Shine Inside Out - Transformation Life Coach - stage 1

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 4 students.

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.):

Bespoke programmes around improving mindset, healthy relationships, CSE, self-esteem, confidence and resilience.

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

1:1- £40 per hour

group work - 12 week programme 1hr a week @ £420 per student / £35 per hour.

Expected outcomes for Students:

  • Excluded or at risk of exclusion.
  • Suffering physical or mental health conditions
  • Poor school attendance/refusing to attend school.
  • Dealing with challenging life circumstances.
  • 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.

Pastoral Support on Offer:

  • One to one support.
  • Home visits to keep parents and carers informed.
  • 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.
  • Access to Locality Team support.
  • 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
  • Measuring and improving outcomes.

 Teaching Personnel - Stage 2

Address: Cambridge + Peterborough Primary

Compass House, Vision Park, Chivers Way, Histon, Cambridge CB24 9AD

Cambridge + Peterborough Secondary

Victory House, 400 Pavilion Dr, Northampton NN4 7PA.

Contact: Alison Lincoln (lead) Megan Savage (secondary) Daisy Biamonti (primary)

E-Mail:

Alison.lincoln@teachingpersonnel.com

Megan.savage@teachingpersonnel.com

Daisy.biamonti@teachingpersonnel.com

Telephone numbers:

Alison – 07718050906

Megan – 01604 376814

Daisy – 01223 778494

Transport:

Majority of our delivery would take place at the pupil’s home, virtual (online) or at a suitable community venue such as a library. Transport is not provided as standard – can be agreed on a case by case if required. School premises can also be used where appropriate.

Age range of learners:

4 – 18 (Reception to Year 13).

Target group: Key stage:

EYFS, KS1, KS2, KS3, KS4, KS5.

Capacity: How many students can be accommodated?

N/A – bespoke programmes offered on an individual case basis

No capacity.

Which students are currently offered provision:

  • Pupils not in school or not accessing mainstream education
  • Pupils at risk of exclusion and/or excluded
  • Pupils requiring part time AP
  • Pupils with additional special educational needs who require bespoke AP
  • Pupils who are disengaged with education/school refusers
  • LAC pupils
  • Pupils with mental health issues
  • Unaccompanied Asylum-Seeking Children
  • Pupils requiring supplementary academic tuition/support
  • Pupils with challenging and/or extreme behaviours and/or SEMH
  • Pupils who have recently moved placements/school – support with transition
  • Pupils with medical conditions.

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

  • All core subjects for secondary age, and all subjects in line with mainstream national curriculum - English/Maths/Science/MFL/Humanities/Music/Art/Sport/ICT/Drama/RS/Business Studies/DT
  • Vocational subjects on a case by case basis including Engineering, Mechanics, Construction, Hair + Beauty, Child Care, Carpentry

Teaching Personnel tutors and support staff will work alongside the schools to prepare students for examinations and/or accreditations including GCSEs, A Levels, short courses, Functional Skills and any others. Teaching Personnel would require the school where the pupil is on roll to submit the application for the accreditation as we are not a registered education provider and therefore not able to do so.

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

1:1 tutor face to face - £45.00 per hour

1:1 tutor online - £42.00 per hour

LSA/TA/support staff - £20 per hour

Expected outcomes for Students:

  • Academic progress and attainment - meeting academic learning objectives, which may or may not result in the acquisition of qualifications and accreditations, or vocational skills/accreditations
  • Re-engagement in education/learning
  • Successful transition or reintegration into mainstream or special school
  • Prevention of fixed term and permanent exclusions
  • Access for all to education and to reach their learning potential, particularly for those with additional needs and/or physical or mental health issues which prevent them from attending mainstream school full time
  • Meeting self- development, pastoral, life and social objectives
  • Improved attendance
  • Increased confidence in ability, increased self- esteem and motivation
  • Improvement in behaviour, removal of barriers to learning.

Pastoral Support on Offer:

  • One to one pastoral and wellbeing support
  • Behaviour mentors to work one to one to overcome barriers to learning and work on personal development objectives including social, emotional, behavioural and communication.
  • Engagement mentors to identify barriers to engagement and work with teacher/school to provide a bespoke programme to reengage the learner
  • Attendance support
  • Specialist intervention with a support worker or teacher
  • Tutors to work on personal development
  • Tutors to provide creative or vocational sessions to reengage the learner

One to one transition to support the learner back into school or into a new setting

Referral process: Is there a specific intake period:

Referral form or email

Referrals can be made at any point during the academic year.

What quality assurance processes do you have:

Teaching Personnel (TP) will work closely with the Council and schools to implement a robust quality assurance model that will promote information sharing between tutor, Council & TP. The Council or school would make the decision to extend or end an agreed tuition plan based on the progress rate, relationship and engagement. The tutor will have a case worker or named contact at the Council or school to keep in touch with about the placement and to contact if there are any challenges or absence. The TP candidate will agree to update on progress and the quality of sessions at an agreed timeframe, usually weekly feedback and termly reports. TP will work with the Council to agree the best template to capture and share information and data from tuition sessions and feedback. This could be captured on a Council secure portal, an agreed working template that is logged or emailed into a designated account, or by use of TPs’ purpose built tuition feedback and tracking system called LEAP. The software enables the TP tutor to log each tuition session, comment on attendance, engagement, content covered, progress made and any other feedback. The TP tutor can also use the assessment tool to complete a baseline assessment at the start of the tuition package, and again at the end of the agreed period, which will measure progress made. A Council/school representative will be able to securely access the LEAP software and track the progress and feedback for each child.

TP would request a referral form containing relevant information on the pupil, including the current academic levels they are performing at. The TP tutor will then complete their own baseline assessment of the academic ability and report back after the first week, and then provide weekly feedback thereafter. If the pupil did not attend the session or if a session was ended early, the tutor is required to report why so that all parties are aware, and this can be monitored closely. When requested, usually in line with an upcoming PEP review, the TP tutor will provide a progress report, commenting on engagement, behaviour and academic achievement, and can, upon request, also provide an end of assignment progress report of similar ilk. This could then be passed on to the school the pupil is placed at. The feedback is accessible to TP and the Council, who then review and monitor the progress being made, and act accordingly. A final assessment will take place at the end of the programme, and impact can be recorded on attainment as well as engagement, attendance and personal development goals.

Teaching Personnel are currently recruiting for a new Quality Assurance Manager who will oversee and implement improved strategies across the company for QA.

Teaching Personnel regularly review its systems and programmes and make necessary changes (at least twice per annum), using pupil feedback, school and council feedback and feedback from our tutors as to how we can improve the service delivery. Our new LEAP system is currently in year 1 and there are further scheduled developments to enhance the offering, particularly with feedback, tracking and impact. Our newest feature will be capturing the pupil’s voice.

Date quality assured:

Various dates between 2018 and present for each individual LA. Most recently Doncaster Feb 2021, Essex Feb 2021, Derby City March 2021 and Thurrock May 2021.

NTP/EEF – November 2020

 Tutor Doctor Cambridge - Stage 4

Address:  30, Borough Lane, Saffron Walden, CB11 4AG

Contact:  Rob Kerrison – Director – Tutor Doctor Cambridge.

Lindsaye Costen – Schools Liaison Manager – Tutor Doctor Cambridge

Email:  schoolscambridge@tutordoctor.co.uk

Telephone number: 01223 430432 

Transport:

Tutors have their own transport or use public transport to get to student sessions.

Age range of learners: Target group: Key stage:

Typically 6 to 18 years but also some adult learners. Key stage 1 to 5.

Capacity: How many students can be accommodated:

We provide 1:1 support or small group work (typically up to 3 students, but by agreement). Total capacity across all clients – private and school – is approximately 500 students.

Which students are currently offered provision:

We are a local, Cambridge-based service and work with schools, colleges, sixth form and alternative provision in and around the city. Since we started the business in 2010 we’ve worked with approximately 30 different schools, providing tutors for students from a wide range of backgrounds including:

  • Students outside mainstream education
  • Excluded, at risk of exclusion, and suspended pupils
  • Suffering physical and or/mental health conditions
  • Students in receipt of the Pupil Premium Grant
  • Students struggling to settle in school
  • Students dealing with challenging life circumstances
  • Students accessing sixth form/KS5 provision but who have not passed English and/or Maths GCSE.
  • Students who do not have English as a first language and require supplementary support
  • Sessions are typically in-person, but on-line tuition has recently become a major part of our offering, delivered on secure platforms via our local, Cambridge tutors

We hope and expect to be actively involved in the National Tutoring Programme in 2020..

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

Most subjects can be covered, but the majority of our service is linked to core subjects – Maths, English and Science as well as Foreign Languages and Humanities.

All of the following subjects are possible to teach, given an appropriate timeframe and logistical flexibility.

  • Maths
  • English (including ESOL)
  • Science
  • History
  • Geography
  • Languages
  • Business Studies
  • Religious Studies
  • Psychology
  • Sociology

Provision is given for SATS, GCSE and IGCSE, Functional Skills, A-Level and IB Diploma.

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

Current rates excluding VAT are from £48 per hour to GCSE Level and from £52 per hour to A-Level – minimum of 1 hour sessions. Rates could be higher for certain assignments, including larger groups and for more unusual subjects e.g. Russian, Chinese. There may be a travel supplement required for assignments away from Cambridge city.

All costs would be formally agreed in writing during the planning stage with the client and ahead of the programme getting under way.

Expected outcomes for Students:

Each assignment is different and we respond to the individual requirements of the school and the student but include:

  • Continuing education, supporting reintegration into school
  • Acquisition of or improved attainment grades within GCSE’s, A-Levels, iGCSE, IB Diploma
  • Acquisition of Functional Skills supporting ongoing apprenticeship/employment
  • Positive changes in student’s attitude to learning, motivation, confidence and self-esteem
  • Improved employability or continuation in education.

Pastoral Support on Offer:

Each programme will be tailored and agreed to have the appropriate approach in terms of contact with parents, teachers, social workers (etc.) and the project owner responsible for provision. Our service extends well beyond school hours and we strive to do the right thing by the students in every instance.

  • Tuition is either carried out in the home environment with a family member/guardian present or at a school site with school supervision to hand.
  • Reports are completed after each session including commentary on behaviour, attendance etc. Any issues with behaviour or attendance are flagged immediately to the designated person at the provision and to the office at Tutor Doctor Cambridge. If there are any safeguarding concerns the tutor will notify the Designated Safeguarding Lead in the Tutor Doctor Office who will take ownership of the situation and connect with the designated person at the provision and, as required, to Children’s Services at Cambs CC.
  • Tuition is mostly supplied as 1:1 learning but can also be small groups (typically 2-3 students) within a school setting.

Referral process: Is there a specific intake period:

There is no specific intake period, though requests are usually within the academic year, during term times, but outside of term times is no problem. Typically for GCSE support, tuition starts in the Autumn term and continues to the exam period, we have also been asked to support Y10 students at the end of the Summer term with a view to continuing into Y11.

What quality assurance processes do you have:

Working with schools is a strategic priority for Tutor Doctor in Cambridge. We have recruited a dedicated School Liaison Manager to be the point person for the schools we work with in Cambridge. They work in combination with the Directors of the business in Cambridge to ensure we maintain the highest levels of service to the schools we work with: -

  • All assignments are logged and tracked via our on-line customer management system
  • Reports are recorded and reviewed by the office after each session and shared with the client to an agreed timetable which is usually monthly or half-termly
  • We are longstanding corporate members of The Tutors’ Association and adhere to their published Code of Conduct
  • Where there is any cause for concern because of attendance, behaviour or progress, this is communicated by the tutor back to the office and then onto the client. Safeguarding concerns will be reported and progressed immediately via the Designated Safeguarding Lead.
  • Tutor Doctor Cambridge is committed to ensuring safer recruitment practices and this reflects statutory responsibilities, Government Guidance and complies with Best Practice. All tutors have been through a four-stage recruitment process: application form, telephone interview, face to face interview and reference/DBS/right to work validation.
  • Should there be any issues with assigned tutors, they are replaced without charge
  • Targets and outcomes required are established at the outset with the client and monitored throughout the programme, and at its conclusion
  • At the end of each programme we conduct a full review with the client on how the programme has gone and any learnings for the future. We review necessary elements on both educational progress, tutor performance, logistics, administration and communication. 

We can provide prospective clients with case studies on the work we deliver with schools and specific references from existing and former clients. We are also able to share our comprehensive School’s Service Level Agreement which we issue to all prospective partners and sign together ahead of the commencement of the programme. We always share our Safeguarding Policy with all new clients.

Tutor Doctor Peterborough Huntingdon Stamford – Stage 4

Address: 3 Brook Close, March, Cambridgeshire, PE15 9UR

Contact: Piyush Gupta – Director Tutor Doctor Peterborough Huntingdon Stamford

Telephone number: 07500 498845; 01733 645788

Email: pgupta@tutordoctor.co.uk

Age range of learners: Target group –Key stage;

5 to 18 years but can also tutor adult learners; covering all Key Stages (1 to 5).

Capacity: How many students can be accommodated?

Student to tutor ratio from 1:1 to 1:3 with current capacity for 200+ students. Tuition can provided in-person or online using our bespoke tuition tool. Post Covid-19, we have also designed online courses that can be provided in a virtual classroom setting,

Which students are currently offered provision:

We are a locally based organisation covering Peterborough, Huntingdon, and Stamford. We work extensively with schools and provide alternative provision for the following:

  • Supplementary education to students within education
  • Looked After Children
  • Home schooled students
  • Excluded students or with poor / part time attendance
  • Students eligible to Pupil Premium funding
  • Students with special educational needs
  • Students with physical or mental disabilities
  • Students dealing with challenging life circumstances
  • Students within charity care

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses, Functional Skills):

All subjects for GCSE and A Level including:

  • Maths
  • English (Literature, Language, ESOL)
  • Sciences
  • MFL
  • Humanities
  • Social Sciences
  • Business studies, Economics and Computer Science

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

£40 to £50 (ex VAT) per hour, minimum of 1 hour and dependent on level and the number of hours.

Expected outcomes for Students:

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

  • Achievement of GCSE’s, A-Levels, or other qualifications
  • Mentoring based approach, ensuring positive changes in attitude to personal development, learning, motivation, and self-esteem
  • Continuing education supporting transition and reintegration into school
  • Improvement in employability skills

Pastoral Support on offer:

Tuition is performed in-home (or a public place) with a family member/guardian always present, or at a school within a supervised environment; or online.

Tuition provided on a 1:1 basis or in small groups within schools (1:3).

Reports are completed by tutors after each lesson to include commentary on progress, behaviour, attendance and any additional work given. These reports are reviewed by Tutor Doctor management for approval and action, before being forwarded on to all necessary stakeholders. A Tutor Doctor planning tool is provided where necessary to improve organisational skills, goal setting and time management, with tutor acting in a mentoring capacity.

Referral process: Is there a specific intake period:

Enquires made directly to Tutor Doctor office or website. There is no specific intake, although referral volume is closely related to school / exam timetable. Tuition is also provided during holiday periods.

What quality assurance processes do you have:

Goals and objectives are set for all students at the onset with the Tutor Doctor team. Within a school environment we meet with members of the SLT to agree objectives, reporting and to tailor a programme to suit. Monitoring is continuous with regular calls or visits to ensure tuition quality and to make any necessary adjustments to the programme.

Reports completed after each lesson are logged and recorded on Tutor Doctor CRM system. These are reviewed by Tutor Doctor management prior to approval and circulation to all student stakeholders. Such reports remain accessible to assigned tutors for reference purposes, or to facilitate handovers should a tutor need to leave our team.

Regular reviews are encouraged to ensure predetermined goals are being achieved with bespoke reporting provided. A post programme “lessons learned” review is requested with all clients.

Tutors can be changed if not performing to school’s or Tutor Doctor’s satisfaction.

At Tutor Doctor student safety is at the core of our provision and we are committed to student safeguarding and protection, ensuring safer recruitment practices that reflect statutory responsibilities, best practice and Government Guidance.

To ensure the quality of our tutors, each applicant must go through our rigorous recruitment process:

  1. CV
  2. Application form
  3. Phone interview
  4. Face-to- face interview
  5. Necessary regulatory checks (enhanced DBS, right to work)
  6. Two positive professional references

Date quality assured:

From October 2019 we have been providing services for Lincolnshire County Councils and have worked with Virtual School Cambridgeshire and Wandsworth (within a secured facility within Cambridgeshire).

Tutor My Kids - Stage 4

Address:  56 The Wyches, Little Thetford, Ely, CB6 3HG

Contact Name:  Rachel Law

Telephone number:  01223 858421

Email: hello@tutormykids.co.uk

Transport:

Provision is usually at the student's home, school or a 'neutral' location such as a café. Where appropriate, our tutors can also conduct tuition remotely via online conferencing platforms.

Age range of learners: Target group: Key stage: KS1 to KS5 (6-18 years)

Capacity: How many students can be accommodated: 1 to 1 tuition or small groups

Which students are currently offered provision:

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

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

We mostly offer maths, English and science, but can also provide other academic subjects. We can provide tutors for Maths and English Functional Skills Groups and GCSE Booster Groups.

Expected outcomes for Students:

  • Reintegration into school
  • Permanent tuition to support health needs
  • GCSE and A Level tuition
  • Lowered risk of NEET
  • Progression to mainstream post 16 provision

Pastoral Support on Offer:

  • One to one support
  • Identifying barriers and solutions to learning and engagement
  • Liaison with other professionals working with the Student
  • Interventions, progress etc. are regularly reviewed

Referral process and intake period:

By telephone or email. Intake all year when required.

What quality assurance processes do you have:

  • Tutors provide reports to Tutor My Kids, parent/carers, schools and other professionals involved to show the plan and outcomes of each session taught
  • Progress and approach are regularly reviewed with parents and professionals
  • With occasional exceptions, all our tutors are qualified teachers, who are reference checked (including safeguarding references), have DBS checks and are also checked against the prohibition of teacher register
  • Attendance logging, monitoring and regular reporting

Quality assured by another organisation or Local Authority and the date quality assured:

No.

Winchmore Tutors Ltd - Stage 4

Address:  Operations Office: 1st Floor, James House, Dedmere Road, Marlow, RG9 6JA.

Head office: Carlton House, 19 West Street, Epsom, Surrey, KT18 7RL

Contact name: Laura Hunter

Telephone number: 01628 617 004

Email: laura@winchmoretutors.com

Please send referrals to: referrals@winchmoretutors.com

Transport:

We provide tutors for 1:1 and small group tuition requirements. Tutoring most commonly takes place at the Parents/Carers home, or where possible on School premises. If neither of these options are viable then we can arrange tuition to take place in a library.

Age range of learner/key stage:

Reception aged 4 up to age 16 – KS1 to KS4 – Further Education.

Capacity:

No limitation on numbers, all dependent upon location/subject/key stage, in relation to the tutor skills/qualifications and availability.

Which students are currently offered provision:

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

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

We predominantly offer core subjects Maths, English and Sciences but do have tutors qualified to offer other subjects. We offer bespoke 1:2:1 and small group tuition to students across all Key Stages as well as across all abilities. This could be to support the young person in preparation for exams, to improve attainment levels/to reach their full potential, to try to re-engage a young person back into the world of education, or to bridge gaps where they have missed periods of schooling. We do a lot of work with those with SEN and offer alternative provision to both Schools and local Authorities.

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

Tuition for Cambridgeshire is currently £40 per hour plus 1-hour planning and preparation for every 5 hours delivered for one to one; group tuition is one to one rate and £5 per additional student per hour for the academic year 2019-20

One to one online tuition is £40 per hour plus one hour planning and preparation for every five hours completed. We also have group online sessions for core subjects (KS2-4) and ESOL (Pre-entry to Level 2) and charges for those are £10-12/session/pupil dependent on the number of pupils referred. A session is 1 hour.

Expected outcomes for Students:

  • Successful reintegration to mainstream School.
  • Prevention of permanent exclusion.
  • Acquisition of GCSE’s, A levels or other qualifications.
  • Completion of short term accredited/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.
  • 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:

  • One to One support.
  • If tuition takes place in the home environment, then feedback provided to parent/carer.
  • We monitor behaviour and attendance and all Winchmore Tutors are required to inform of any issues and in turn we would inform the client.
  • We support students with transition and identify barriers and solutions to learning and engagement.
  • We liaise with other professionals working with the Student and tutors complete an online lesson summary after each session, which gives an overview of topics covered, child’s engagement….. The Client has access to these with their own log in details.
  • We provide access to locality Team support.

Referral process: Is there a specific intake period:

Referral process – Send referral form at any point during the year and we will respond with an appropriate tutor within 48 hours.

Our tutors carry out risk assessments, monitoring and periodic review of programmes and systems. All tutors are recruited to DfE level of compliance, and Winchmore staff will carry out observations of tutor. All our tutors have access to online resources via the Winchmore website. Online lesson summaries, progress, and impact data are completed by all tutors and available online.

Quality assured by another organisation or Local Authority:

No. 

Alternative Curriculum Education Centre CIC (ACE) – Stage 4

Address: Unit 2, New England Complex, Lincoln Road, Millfield, Peterborough, Cambridgeshire, PE1 2PE

Contact Name: Marie Carrick

Telephone number: 01733 897919

Email: marie-acetraining@hotmail.co.uk

Age range of learner/key stage:

11-16 years KS 3 & 4

Capacity: 18 students per day (am and pm)

Part time places available up to 18 hours provision per week either 3 full days, 9.30am to 3pm or mixture of morning, 9.30am to 12.pm and afternoon sessions, 1pm to 3pm totalling 18 hours.

Group sessions (4 to 6 students per group) available in the afternoons 1pm to 3pm.

Which students are currently offered provision:

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

Students needing a more practical programme of activities

Students who are excluded or at risk of exclusion

Students refusing to attend school

Those students suffering physical or mental health conditions requiring a nurturing environment

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

Those with poor school attendance/refusing to attend school who require a short placement

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

Brief description of curriculum offered:

We offer BTEC and Edexcel qualifications through the Skilled for Life programme from Entry level to level 2 and offer individual unit certification.

Edexcel Functional Skills in Maths and English from entry level to level 2.

The core accredited subject areas are:-

Edexcel functional Mathematics and English from Entry to level 2

Construction including;- Woodwork, Painting & Decorating, Bricklaying, Health & Safety and basic DIY skills.

Safe Road Skills and Road Safety incorporating basic vehicle maintenance

Sport, Health & Fitness

Personal and Social Development

Work skills, ICT, Careers & Employability

Public Services

Catering & Hospitality

Additional certificated courses offered:-

Food Hygiene

First Aid

Health & Safety

Conflict Resolution

Anger Management

Non accredited courses include:

BMX & Bicycle maintenance and repair

Motorcycle repair and maintenance

Model Making & Model car racing

Arts & Crafts, Photography and Animation

Various sporting activities including;- Gym, Ten Pin bowling, Ice Skating, Football, Bicycle Riding, Pool and Table Tennis.

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

The Day Rate (9.30am to 3pm) from September 2020 is £80.00 per day.

Group rates (minimum of four students, maximum of 6 students) are also available in most subject areas. Bespoke group sessions can be offered to suit your requirements.

(Price on application).

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

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

Expected outcomes for Students:

Acquisition of BTEC and Edexcel qualifications including functional skills in Mathematics and English up to level 2 to facilitate entry to further education and apprenticeship programmes.

  • 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
  • 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 and 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 and visits to places of interest.

Referral process:

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

A visit with student, referral agency and parent/carer prior to placement

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

Quality Assurance:

Quality Assurance is carried out by referral agencies. We have quality assurance systems including an annual quality assurance visit by Edexcel our main qualification awarding body.

Ongoing monitoring of student progress.

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

Quality assured by another organisation or Local Authority:

Cromwell Community College – March 2018

The Short Stay School for Norfolk – May 2018

Sawtry Village College – June 2018

Peterborough Pupil Referral Service – June 2019

Marshfields School – September 2019

Thomas Deacon Academy – September 2019

Heltwate School – November 2019

Cromwell Community College September 2019

KICK – Stage 4

Address: 1st Floor Chapel House, Chapel Lane, St Ives, Cambs, PE27 5DX

Contact Name: Louise McCoy

Telephone number:  07500 236550

Email: louise@kickyouth.org

Transport:  KICK uses community transport via HACT when needed.

Age range of learners: Target group: Key Stage:  11-16 KS3 & 4

Capacity: How many students can be accommodated:  1:1

Small groups - 4 maximum per session

Which students are currently offered provision:

  • Students experiencing low self-esteem and lacking confidence
  • Students not accessing mainstream education
  • Students excluded or at risk of exclusion
  • Students suffering mental health conditions
  • Students with poor school attendance or refusing to attend school
  • Students dealing with life challenging circumstances.

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

ASDAN Short Courses

Arts Awards – Bronze and Silver awards

Bespoke programmes around self-esteem and confidence building.

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

Sessional - £65 per hour.

Expected outcomes for Students:

  • Completion of short term accredited and non-accredited courses
  • Lowered risk of NEET, progression to mainstream and 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
  • Employability
  • Reduce anti-social behaviour.

Pastoral Support on Offer:

  • One to one support
  • Monitor behaviour and attendance
  • Liaison with other professionals working with the student
  • Access to locality team support
  • Behaviour management
  • Signposting and referral to additional support

Referral process: Initial enquiries can be made by telephone or email, after which a KICK referral form must be completed.

Is there a specific intake period: No, we accept referrals throughout the academic year.

What quality assurance processes do you have:

Monitoring and periodic review and reflection of programmes and activities.

Assessment of students.

Collection and analysis of data.

Measuring and improving outcomes.

Romsey Mill – Stage 4

Address: Romsey Mill, Hemingford Road, Cambridge, CB1 3BZ.

Contact name: Jon Sanders

Telephone number: 07798858302

Email: jon.sanders@romseymill.org

Transport:

No transport is available but provision can take place away from the Romsey Mill centre, i.e. in schools/local venues.

Age range of learner/key stage: 10 – 21 - KS3 & KS4 mainly.

Capacity:

We have 15 youth workers operating throughout Cambridge City, South Cambs (including Cambourne & Sawston) and Hampton, Peterborough, with capacity to offer alternative education group and one-to-one work to local schools. This capacity is limited – with youth workers continuing to deliver significant amounts of community based youth provision – and demand outstrips our levels of resource. Therefore, the further in advance schools can start discussions about provision the more likely it is we will be able to accommodate their needs.

Which students are currently offered provision:

We focus on young people aged 10-21 who need extra support to overcome challenges in their lives. This is likely to include young people who:

  • Are exposed to difficult home situations and may be on the radar of Social Services
  • Struggle with mental health issues including self-harm, low self-esteem, anxiety and depression
  • Have been or are involved in the criminal justice system
  • Have issues with drugs or alcohol
  • Are engaged in anti-social or risk-taking behaviour
  • Are at risk of exclusion, excluded, or disengaged from mainstream education
  • Are at risk of becoming, or are already NEET
  • Are young carers

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

One-to-one:

  • Pastoral care (wellbeing, self-esteem, emotional intelligence and character development through a range of activities including music production)
  • Accredited (Level 1 & 2 Home Cooking Skills, Level 1 Arts Award, Enterprise
  • Core curriculum (functional skills maths and English and GCSE delivery)

    Group:
  • Primary school group work and transitions support
  • ‘Step-up’ personal and social development course (team work, adventurous activities, enterprise, youth culture, RSE and accredited courses incl. L1 Arts Award, L1 Home Cooking Skills, L1 Enterprise Award)

Expected outcomes for Students:

The young people should experience the following outcomes:

  • Improved confidence and self esteem
  • Improved ability and willingness to take responsibility for their futures and make informed post 16 choices
  • Development of a range of skills that will help their transition into adult life including personal and interpersonal skills
  • An enhanced and realistic view of themselves and their capabilities
  • Achievement of nationally recognised qualifications
  • Improved ability to engage positively with the community and to stay safe from crime and anti-social behaviour
  • A more developed understanding of their spiritual beliefs, values, ethics and the morals by which they live
  • Improved engagement with and attitudes towards, education and learning

Pastoral Support on Offer:

One to one pastoral support can include a range of topics including; self-harm, anger management, coping with stress, healthy eating, drugs and alcohol, sex and relationships. Youth workers can also look to overcome barriers to learning and non-engagement with school. Monitoring and tracking procedures are in place with youth workers keeping a record of attendance, distance travelled (including using a bespoke self-assessment tool), and anecdotal progress reports. Specific reporting procedures can be negotiated with each school on an individual basis. Youth workers, work in partnership with other organisations, are able to refer to specialist support where appropriate, e.g. CAMH where required. Youth workers are also well used to EHA and TAF meetings. Young people accessing one to one support are also made aware of other Romsey Mill groups and services including open–access youth clubs, sports sessions etc.

Referral process: Is there a specific intake period:

Referrals are made firstly via a conversation between the referring agency and the relevant area-based Youth Development Worker or Programme Coordinator (Jon Sanders).

We have our own referral form available to schools.

There is no specific intake period.

What quality assurance processes do you have:

Policies and Procedures:

Romsey Mill operates robust policies and procedures that pertain both to the organisation as a whole and specifically to the provision of alternative education. A list of policies is given below:

Generic policies:

  • Safeguarding
  • Equality and Diversity
  • Health and Safety
  • Data Protection
  • Induction Policy

Alternative Education specific policies:

  • Teaching and learning
  • Behaviour management
  • Tracking and reporting
  • Controlled Assessments
  • Reasonable Adjustments and Special Consideration Policy
  • Appeals Procedure
  • Registration and certification
  • Referral and induction policy
  • Staff practices and behaviour
  • Quality Assurance Cycle

Policies pertaining to the delivery of vocational qualifications:

  • Recognition of prior learning
  • Assessment policy
  • Assessment malpractice policy
  • Internal verification policy

Qualification and Competencies of staff:

Pastoral care, Personal and Social Development (PSD) and vocational sessions are delivered by specialist Youth Development Workers with relevant vocational experience and/or training. Core Curriculum GCSEs and Functional Skills delivery in maths or English are delivered by qualified tutors.

Assessment and data tracking:

Romsey Mill adopts rigorous self–assessment procedures. In particular the following key performance indicators are monitored:

  • Student achievement, attainment and progress: This includes measuring progression through formal qualifications, baseline assessments, formative and summative assessments in core subjects and the implementation of a bespoke “Distance Travelled” protocol.
  • Student attendance: Registers of attendance are in operation for all sessions.
  • Quality of teaching and learning: To monitor the levels of teaching core curriculum lessons are subject to observations, in accordance with OFSTED criteria. Teachers of vocational subjects can also expect to be observed by the Internal Quality Reviewer (IQR), who will ensure students are making progress towards their vocational award.
  • Behaviour and safety: Romsey Mill has a behaviour management policy and serious incidents are recorded on incident forms.
  • Feedback from the schools, Local Authority and associated organisations: Schools, the Local Authority and any other organisations involved with the centre are asked to contribute to the self-assessment process on an annual basis.

Quality Assurance of Vocational Qualifications:

The quality of vocational qualifications is overseen by a qualified IQA (currently the IQA holds the Level 4 Award in Internal Quality Assurance of assessment Processes and Practices). The IQA ensures that Romsey Mill adheres to the “Quality Assurance Cycle” outlined in the internal verification Policy and that delivery of vocational qualifications meets the standards required by the relevant awarding bodies including:

  • Edexcel – Pearson
  • NOCN
  • NCFE
  • Arts Award/Trinity College

    Turtle Dove Cambridge - Stage 4 

    Address: Church of the Good Shepherd, Mansel Way, Cambridge, CB4 2ET

    Contact: Kate Nation (Managing Director)

    Telephone Number: 07902851151 / 01223 300804

    Email: kate@turtledovecambridge.com

    Age range of learners: Target group: Key stage:

    14-23 (young women only) KS3 & KS4

    Capacity: How many students can be accommodated?

    Approximately 5-8 per 6 – 10 week period

    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.):

    • Work experience combined with youth support at events across the city
    • Turtle Dove Cambridge’s bespoke entry/foundation level personal development programme “Your Journey to Life” exploring emotional resilience, personal strengths and skill sets, team work, communication, aspirations and overcoming challenges
    • Food Safety Level 1
    • The Hospitality Service Introductory Course (Part of the IH Licence to Work Programme)
    • Casual Dining Course (Part of the IH Licence to Work Programme).

    Please note we will be continually reviewing and adding to our offer – Our main aim is to equip the young women we work with essential soft, transferrable skills that employers look for - the Hospitality Industry provides us with an avenue to do so. The above training/qualifications will be relevant to the events we work at where the young women gain work experience and therefore this also has the aim to enable them to feel more confident and knowledgeable when they are there.

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

    1:1 sessions working towards any of the above outcomes = £40 an hour (minimum 2 hours a week per young woman)

    £35 per young woman administration fee per online course listed

    £100 per young woman for supported work experience per event during school hours (average event = 4 hours).

    Expected outcomes for Students:

    • 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:

    • To date we have worked with various referring agencies who support young women with complex needs such as: CCC YPWs, Social Care, Housing Providers, Centre 33, CPFT, Women’s Aid, CWRC, Cornerstone Care in Confidence, Romsey Mill and faith groups all of whom are engaging with young women who are on the edge of or not engaging with society
    • One to one support.
    • Home visits to keep parents and carers informed.
    • 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.
    • Access to Locality Team support. We could refer if needed and best placed to do so
    • Behaviour management.
    • Information, Advice and Guidance.
    • Signposting and referral to additional support.
    • Support after leaving the provision. Through being able to access the on-going work experience at events we offer alongside emotional support.

    Referral process: Is there a specific intake period:

    Student referral form to be filled out by schools.

    Please note - permission from parents/guardians would need to be obtained through schools/referring agencies for school aged young women.

    What quality assurance processes do you have:

    • Approval, monitoring and periodic review of programmes and systems – YES, through our Directors board meetings, strategy meetings and staff meetings and supervisions
    • Assessment of students – in regards to whether they are able to engage with our service and the support we offer
    • Quality assurance of teaching staff – All our staff have a background and training specialising in youth work and counselling skills having worked with organisations such as locality teams, the NHS, Social Care and Youth Charities. All our staff have relevant up to date training that we periodically review and add to – this year we aim to have all our staff trained in relevant modules of ELSA and Trauma Informed working
    • Learning resources and student support – This is being developed in consultation with the Institute of Hospitality who recognise our need for bespoke learning resources and student support
    • Management information systems – UpShot (https://www.upshot.org.uk/),
    • Sync (https://www.sync.com) and Xero (http://xero.com/)
    • Collection and analysis of data – YES, through the below and using the above
    • Measuring and improving outcomes - YES, on referral and through reviews by using a LikertScale “distance travelled” measuring: communication skills, applying for jobs or voluntary work, teamwork ability, amount of experience for your CV, network of friends / support, confidence
    • We are going to carry out a long-term research project with our Supervisor, Miriam Craddock, who is an Educational Psychologist and lecturer at UEA, on our outcomes. This will start to take shape in 2020 and it will provide schools/other organisations referring to us to be a part of the research project.

    Quality Assured:

    We have been awarded various grants from both local and national organisations.

    We have under-gone due diligence as a result of being a part of the Cambridgeshire and Peterborough’s Women’s Consortium. March 2017.

    Young People March - Stage 3 

    Address: The Centre City Rd, March, Cambridgeshire, PE15 9LS

    Telephone: 01354 650645

    Email: admin@ypm.org.uk

    Age range of learners: Target group: Key stage:

    7 to 18 plus.

    Capacity: How many students can be accommodated?:

    One to one basis.

    Which students are currently offered provision:

    Any student can be offered support at YPM.

    Staff and volunteers at YPM are responsible for offering the facility and the activities.

    Should any student attending sessions have any reported violent behaviour issues or are a

    Flight risk this must be outlined prior to their visit.

    If it is decided any behaviour poses a risk to either staff or other students who are attending sessions with other professionals at YPM, we would be requesting the student is accompanied by another teacher, tutor, or TA.

    We have a zero-tolerance approach to violent behaviour to ensure our sessions and space remain safe for all involved. Should an incident occur we would require the teacher, tutor or TA to escort the student from the premises immediately and therefore have their own means of transport, members of YPM staff are not restraint trained.

    We have a positive facility to offer with a court yard, multi-use sports court, computer suite and social areas.

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

    We can provide a safe setting for young people to feel relaxed and confident to engage in soft learning.

    We can provide activities and sessions that are tailored to suit the young person’s needs.

    If schools or tutors provide academic requirements, we can support students and implement their requirements with the help of IT references supplied from teachers.

    We can provide art and craft sessions.

    Health and fitness including sports.

    Socialising to gain trust, self-esteem, and confidence building.

    We can build on life skills.

    Independent life skills.

    Volunteering opportunities.

    Peer mentoring.

    Basic cooking

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

    Price is based on an hourly charge @ £45.00 + vat per student this includes facility, staff and materials.

    Expected outcomes for Students:

    Reintegration into school

    Prevention of exclusion.

    Positive changes in attitude

    Learning motivation.

    Improved behaviour.

    Improved Confidence and self esteem

    Respecting others and the environment they are working in

    Working independently and following clear instructions.

    Improved relationships and friendship groups.

    Development of personal and social skills.

    Improved attendance and punctuality.

    Employability skills

    Independent living skills.

    Reduce anti – social behaviour.

    Introduction into volunteering.

    Pastoral Support on Offer:

    One to one support

    Access to peer mentors

    Meetings with parents and teachers to feedback positive or negative changes.

    Support with transition.

    Identify barriers, challenges and create solutions to improve effective learning and engagement.

    Liaison with other professionals working with the student

    Interventions, progress are regularly reviewed.

    Access to locality support.

    Advice and guidance

    Signposting to additional support

    Support after leaving the provision.

    Referral process: Is there a specific intake period:

    Referrals are via email, telephone. There is no specific intake period.

    What quality assurance processes do you have:

    Members of staff are very experienced in assisting with young people in the community and at the centre which is a young person friendly environment. We have vast experience of working with young people and are dedicated to helping young people in our care. We support young people with any life changing issues and support any development needs.

    We can provide feedback, monitoring and assessments on the young people we will capture any changes and report any positive and negative behaviours.

    We have a governing body of 6 directors.