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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  

Alternative Education Provision Commissioning Checklist/Service Level Agreement for Schools

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

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

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

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

Provider Details

Timeframe of Provision

Provision Specification

Performance Monitoring

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

Activity 1

Service Satisfaction

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

Funding Arrangements

Safeguarding

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

Staffing

Example Alternative Provision delivery principles 

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

Targeted work experience

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

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

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

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

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

Work Placement Checklist

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

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

  

EcoCoach PE Solutions – Stage 3

Address: Peterborough Judo & MMA, Unit 1-2, Alpha park, Mallard Rd, Peterborough PE3 8AF
E-Mail: greenteam@eco-coach.co.uk
Telephone: 07857 402115 or 07546 558529
Contact: Mr M Nelson or Mrs L Pires

Type of Provision

EcoCoach PE Solutions offers an extensive range of services designed to meet the diverse needs of students and support their holistic development:

• Sport
• Careers and Skills
• Forest Schools
• Horticulture
• Online Learning
• Therapeutic/Counselling/Soft Outcome Support
• Tutors 1:1 - Small Groups
• Activities
• Learning Centres

Transport Provision

EcoCoach provides flexible transport arrangements to eliminate barriers to participation. Whether sessions are held in schools, at home, or on-site, we ensure accessibility for all students.

Age Range of Learners

Target Group: Ages 4–16
Key Stages: 1, 2, 3, and 4

Capacity

EcoCoach tailors its services to meet the unique requirements of each setting:

• On-Site Gym Sessions: Up to 8 students per session, ensuring personalised attention.
• In-School Support: Flexible arrangements for 1:1, small group sessions, or full-class support.
• At-Home Sessions: Bespoke 1:1 provision in a familiar learning environment.
• Online Learning: Virtual sessions for individual or small group support, providing flexible options for remote learners.

Which Students Are Currently Offered Provision?

EcoCoach specialises in working with students who:

• Are excluded or at risk of exclusion from mainstream education.
• Face challenges such as anxiety, depression, or other mental health concerns.
• Struggle with SEND (Special Educational Needs and Disabilities), including SEMH (Social, Emotional, and Mental Health) issues.
• Have poor school attendance or refuse to attend school.
• Are Looked After Children (LAC) or young offenders requiring targeted interventions.
• Deal with significant life challenges, social isolation, or adverse childhood experiences (ACEs).

Brief Description of Curriculum Offered

Our curriculum is flexible, inclusive, and tailored to each student's needs, combining physical, emotional, and academic development:

Physical Education and Sports Coaching

• Multi-sport coaching, including football, judo, kickboxing, archery, fencing, parkour, and team sports.
• Unique activities like curling, spike ball, orienteering, and traditional childhood games.
• Play Their Way methodology, empowering students through choice-based physical activities.

Therapeutic and Emotional Support

• Lego Therapy: Advanced sessions that encourage problem-solving, persistence, and teamwork through building and repair activities.
• Creative Arts: Engages students in self-expression, emotional regulation, and exploration through arts and crafts.
• ELSA (Emotional Literacy Support Assistant) Sessions: Helps students articulate and understand emotions, fostering resilience and emotional intelligence.
• Outdoor Learning and Forest School: Activities include planting, building, growing projects, and eco-focused outdoor adventures.

Careers and Employability Skills

• Job readiness training, including CV writing, mock interviews, and workplace skills development.
• Leadership programs and opportunities to earn First Aid Certification, officiating badges, and other qualifications.

Academic and Vocational Support

• Core subjects like Maths and English, delivered through trusted educational partners.
• Vocational training in gardening, cooking, childcare, and more, integrated with life skills development.
• Bespoke programs for literacy, numeracy, and personal development.

Holiday Camps and Eco-Inspired Initiatives

• Engaging holiday camps with options for multi-sport activities, eco-friendly projects, and outdoor learning.
• Integration of sustainability principles into all activities.

Cost for Services

EcoCoach’s pricing reflects the quality and tailored nature of its offerings:

• On-Site Gym Sessions: £55/hour
• In-School Services: £45/hour
• At-Home Sessions: £50/hour
• Online Learning: £40/hour
• Group Discounts: Available for block bookings and multi-student sessions.

Expected Outcomes for Students

EcoCoach delivers measurable, meaningful outcomes:

• Successful reintegration into mainstream education.
• Prevention of permanent exclusion and reduced risk of NEET (Not in Education, Employment, or Training).
• Enhanced mental health, emotional resilience, and wellbeing.
• Improved attendance, punctuality, and engagement.
• Positive behaviour changes and strengthened interpersonal relationships.
• Development of employability skills and leadership qualities.
• Achievement of personal, social, and academic goals.

Pastoral Support on Offer

EcoCoach adopts a holistic approach to ensure every student feels supported:

• Ongoing mentoring tailored to individual needs.
• Behaviour management strategies and emotional guidance.
• Regular reviews with families, schools, and other stakeholders.
• Support for transitions back to mainstream or specialist education.

Referral Process

Referrals are accepted year-round through:

• Early Help Assessments (EHA).
• Education, Health, and Care Plans (EHCP).
• Direct referrals from schools or Local Authorities.
• Submission of referral forms via email or other specified channels.

Quality Assurance Processes

EcoCoach prioritises excellence and continuous improvement:

• Progress Tracking: Regular assessment of individual goals and outcomes.
• Stakeholder Feedback: Input from students, families, and schools drives service enhancements.
• Professional Development: Staff receive ongoing training and certifications in the latest methodologies.
• Governance: Adherence to CIMSPA standards and external advisory oversight.
• Audits and Reviews: Independent evaluations ensure compliance with industry best practices.

Governing Body or Management Committee

While EcoCoach does not have a formal governing body, its programs are guided by industry best practices and oversight from external advisors, including The Leadership Academy.

Additional Provision Details

EcoCoach’s innovative and inclusive approach ensures:

• Flexible session times during school hours, evenings, weekends, and holidays.
• Eco-friendly activities integrated into all programs, supporting sustainability.
• Access to professional gym facilities or tailored at-home support.
• A broad range of activities that cater to students of all abilities and interests.

Farm Club Ltd - Stage 4

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

Contact name: Carol Bailey

Telephone number: 07548 466932

Email: office@farmclub.co.uk

Age range of learners: Target group: Key stage:

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

What we do:

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

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

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

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

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

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

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

Expected outcomes for Students:

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

Pastoral Support on Offer:

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

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

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

Our offering

Referral process:

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

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

What quality assurance processes do you have:

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

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

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

 

Kick-Off Sports - Stage 4

Address:
44 Brewton Drive, Deeping St James, Peterborough, PE6 8GR

Contact: Adam Clements

Telephone: 07850000997

E-Mail: kickoffsports@aol.com

Transport provision: No transport provided. Members of staff attending venues available.

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 currently work on a part time timetable
• Students that are not accessing mainstream education.
• Students with EHCP/SEND needs
• 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.):

At Kick-Off Sports our provision will provide a key and focal point for leaners. Our aim is to make our sessions interesting, stimulating for learners to enjoy and feel enriched. To grow and learn leaving with a sense of achievement and focus. At Kick-Off Sports we have the capability to support children in their school setting or offsite at a location close to the learner. Kick-Off Sports sessions are able to facilitate and accommodate work provided in schools from the national curriculum to support ongoing learning.
A Kick-Off Sports bespoke programme is personalised and tailor made to suit each leaners individual needs. We build a personalised rapport with leaners who are motivated by a more physical programme. Our staff members have an extensive range of experience, resources and qualifications to allow us to build/plan a programme for each leaner.
The Kick-Off Sports programme is utilised therapeutically, aiming to impact learners through the following activities:

• Sports Coaching and activities which include: football, boxercise, fitness, athletics, badminton, basketball, golf, hockey, rugby, cricket, archery, fencing, gymnastics, orienteering, outdoor adventurous activities (OAA), yoga and parkour.

• Emotional Education/ELSA
• Lego therapy - developing cognitive understanding of problem solving, persistence and resilience based around the concept of build and repair.
• Outdoor Learning - includes planting, growing, clearing, and designing building projects.
• Problem Solving – through team work with outdoor adventurous activity obstacles, parkour, words and sequences and numbers through map reading and orienteering to name a few.
• Physical education and sports leadership through coaching and mentorship.
• Individual mentoring sessions.
• Small group learning opportunities.
• Intervention programs tailored to learner needs.
• Tutoring services.
• Teaching assistant (TA) support.
• Arts and crafts - activities which explore self-management, creativity and recognition of patterns, designs and colours.

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 Kick-Off Sports skilled coach/mentor who will be a consistent role model to the student(s) throughout the sessions.
• Kick-Off Sports coaches are 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? :

• All learners have a completed referral form
• 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.
• Kick-Off Sports staff are experienced in working with learners and have been supported by relevant courses, training and CPD to ensure they are able to offer the highest standard.
• Supervision through regular team meetings.
• Policies are reviewed and updated annually.
• Management team oversees the quality of intervention we provide.
• Unannounced visits and assessments on Kick-Off Sports staff sessions by managers to ensure quality of delivery of the Kick-Off Sport Programme.
• Kick-Off Sports review and assess our staff termly.
• DSL Lead and DSL Assistant Lead Officers are both in place to raise any concerns.
• OFSTED checks within our day to day school PE delivery.
• Sites/facilities and equipment are regularly maintained and risk assessed.
• Kick-Off Sports are open and transparent with relevant information shared with schools or agencies to ensure the quality of delivery.
• Kick-Off Sports mentors are fully trained and qualified in delivering our programme. A staff handbook is provided and staff follow the code of conduct on all relevant policies. Mentors hold a enhanced DBS, safeguarding, first aid certified.
• Reviews/targets for learners take place at the end of each session for short term targets and every six weeks for medium targets.
  
  

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

Managing director of Kick-Off Sports Adam Clements has worked for Chelsea FC for 15 years as a coach and consultant. Adam has successfully developed many children into professional football as well as players gaining national recognition in representing their country.
Kick-Off Sports coaches are highly experienced in working with children 4-18 years and undergo meticulous training to enable us to perform our roles to the highest standard.

Our staff receive regular supervision and team meetings which offer the opportunity to review programme deliveries and raise any concerns.

To ensure continuous improvement Kick-Off Sports seek comments, feedback, and reviews from leaners, schools and agencies and utilise this information to support changes in the programme delivery and design.
We ensure learning resources are up to date, are age appropriate and relevant.

Cambridgeshire Local Authority 2024
Saint Bede’s Inter-Church School 2024
Richard Barnes Academy 2023
Riverside Meadows Academy 2023
Hampton College Academy 2023
Hampton Gardens Academy 2023

LIMITLESS FUTURES CIC -Stage 3

Address: Stirgess Woodlands and Gardens of Porters Lodge, Cavenham, Bury St. Edmunds, IP28 6DB.

Contact: Catherine Crouch

E-Mail: info@limitlessfutures.org.uk

Telephone number: 07368500749

Type of provision:

Activities, Art, Forest School, Intervention,

Therapeutic/Counselling/Soft Outcome

Support Tutors 1-1/Small Groups.

Age range of learners: Target group: Key stage:

6 to 16 KS1, 2, 3 & 4 and Post 16

We meet children and young people where they are at developmentally.

How many students can be accommodated:

6 per session.

Which students are currently offered provision:

Limitless Futures has been specifically created for children and young people that find school overwhelming leading to emotional based school avoidance and barriers to education.

We primarily work with those experiencing high levels of anxiety (withdrawn/ retreat profile), related to neurodivergence, learning disability, sensory challenges, attachment profiles or big life events.

• Students not accessing mainstream or special needs education.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances
• LAC
• Students with ECHPs
• Reintegration into learning
• High levels of anxiety
• Low levels of emotional resilience
• Low levels of self esteem
• Need to develop social skills.

Brief description of curriculum offered:

What we offer:

Creative and nature-based wellbeing 9:30 – 2:15

We provide support on a 1:1 basis for all attendees.

In our creative, nature-based wellbeing sessions, we fully embrace the therapeutic benefits of being outdoors our 20 acre woodland, 3 acre formal and kitchen gardens and cosy indoor spaces. Through hands-on activities like building, cooking, arts and crafts, gardening, journaling, and music, we offer young people opportunities to succeed, collaborate, and grow. We prioritise emotional safety, sensory integration, and social inclusion for everyone who attends. These experiences help them build self-esteem, develop communication skills, and discover their strengths in a supportive and nurturing environment.

With a trauma-informed perspective, we aim to redefine learning, empowering young people to rebuild confidence, rediscover joy in education, and achieve their potential. We have three phases and participants can join at the one that suits them or work through all three.

Phase 1 - Nature Reconnection, a mindfulness based nervous system reset, which enhances wellbeing and supports building of positive relationships.

• How our brains work
• Mindful awareness
• Exploring our senses
• Living in the now
• Mindful movement
• Connecting

Phase 2 - Brain-Body connection, the foundation to exploring the nervous system to gain an understanding of why we experience a range of emotions, along with useful tools and techniques for everyday life to navigate life’s challenges.

• Understanding the nervous system
• The importance of emotions
• Perspective taking
• Savouring moments of joy
• Gratitude

Phase 3 - Life Crafting for Community Value, which inspires a sense of meaning and purpose, providing an important stepping stone to enable young people to engage with – and play an active and positive role in their community.

• Strengths
• Values
• Acts of kindness
• Taking mindful action in the world.

Expected outcomes for students:

Our nurturing setting provides a flexible, mindful, and trauma-informed approach. The principal outcomes being the key constituents for wellbeing and successful onward transitions:

• Relatedness - Social and environmental connection, improved relationships with family and wider community, development of personal and social skills
• Competence - Openness to enjoyment and learning including completion of short term accredited and non-accredited courses
• Autonomy - Meaning and purpose, confidence and self esteem
• Self-determined motivation – Action, attendance and punctuality

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

• Full day (Monday, Tuesday, Wednesday & Thursday) - £450 - £600 per session
• Costs are based on level of need.
• Other costs:
• Initial assessment - £80
• Reports - £40
• Attendance of reviews - £40/hr
• On site 1 to 1 integrative therapy with trained psychotherapist - £40 per 30 mins.

Pastoral support on offer:

How do we work

At Limitless Futures we integrate both Ryan and Deci’s Self Determination Theory (SDT) and Hughes’ PACE mindset into our evidence-based practice. This creates a holistic approach that fosters both motivation and emotional security. By addressing our young peoples' needs for autonomy, competence, and relatedness through SDT, and creating a safe, accepting, and empathetic environment with PACE, we are equipping participants with the tools they need for personal growth, the ability to struggle well and to thrive.

We provide:

• Support to the school
• Support with transition
• Safe and Inclusive Environment
• Trauma-Informed Approach
• Strong Relationships and Trust Building
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the young person
• Interventions, progress etc. are regularly reviewed.
• Focus on Wellbeing and Mental Health
• Emphasis on Positive Reinforcement
• Signposting and referral to additional support if needed
• Flexible and Adaptive holistic support
• Individualised Support Plans
• Information, advice and guidance to those supporting young person
• Progress is constantly reviewed
• Support with transition from primary to secondary
• Preparing for the Future

Referral process: Is there a specific intake period: What is the intake period:

We accept referrals throughout the year. Ideally children and young people join us at the start of a new half term. - But this is flexible as we understand a quick response is often required.

Referrals can be made vial

• EHCA
• EHCP
• Email
• Telephone
• School referral
• Local Authority
• Self-referrals (parents)

The process follows these steps:

1. Email or telephone enquiry received
2. Referral form/s completed and confirmation of funding stream
3. Any relevant paperwork such as an EHCP, school reports provided
4. Telephone/email communication between a manager and parent/carer or the commissioning body
5. 1 hour induction visit organised and completed
6. Decision made on whether we can meet the needs of the student
7. Bespoke package created
8. SLA including costs and hours will be agreed and signed
9. Young person begins with us
10. Review after an agreed period with a view to renewal if required.

What quality assurance processes do you have:

Our quality assurance processes are designed to monitor, evaluate, and improve the effectiveness of our programs and the outcomes for our students:

1. Regular Monitoring and Evaluation
2. External Quality Reviews
3. Staff Development and Training
4. Student Progress Tracking
5. Safeguarding and Wellbeing
6. Curriculum Review and Adaptation
7. Parent and Community Engagement
8. Incident Reporting and Management
9. Continuous Improvement Plan

Governing Body details:

We have an independent governing body which consists of a retired head teacher, systemic integrative psychotherapist & an NHS compliance consultant.

Their remit is to:

• check procedures in place are robust.
• attend meetings in a reflective capacity regarding Limitless Futures progress in relation to its objectives & effective use of funding
• attend regular safeguarding training to be able to provide sufficient challenge and assure themselves that policies and procedures are effective.
• follow the safeguarding policy if there is a complaint regarding a director of the organisation to ensure accountability.

Date quality assured:

30.06.2024 by Suffolk County Council.

Nurture Space Ltd - Stage 3

Address: Fen Acre, Tick Fen, Near Warboys, Huntingdonshire, PE28 2UF.

Contact: Ruth Moor

E-Mail: ruthmoor22@gmail.com

Telephone number: 0770 695 1052.

Type of provision: Web based provision:

Activities, Art, Intervention, Music, Online learning, Therapeutic/Counselling/Soft Outcome Support Tutors 1-1/Small Groups.

Age range of learners: Target group: Key stage:

5-11 years (Year 7), KS1 and KS2.

How many students can be accommodated:

1:1 and small groups.

Which students are currently offered provision:

Children dealing with challenging life circumstances (ACEs)

Poor school attendance / Emotional based school refusal

Children requiring additional support managing transition.

Children who are subject to a Managed Move.

Students not accessing mainstream education.

Excluded or at risk of exclusion.

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

Children who have experienced trauma, adverse childhood experiences (ACEs) often struggle with their emotions. This may result in difficulties engaging with learning and sometimes displays of challenging behaviours.

Nurture Space offers 121 supports for children who are struggling to access mainstream education. We use the principles of PACE to support our work. With our help, children rebuild their self-esteem, learn to trust and manage emotions in a more constructive way and ultimately begin to re-engage in their learning again. Alongside a range of therapeutic activities, carefully planned integration of national curriculum elements are worked into sessions at each child's development level and at their pace.

Nurture Space recognises the importance of developing children's social, emotional understanding and skills. Classrooms and playgrounds can be a challenging place for children who struggle with the SEMH needs. Nurture Space can provide regular small group interventions that help children build their self-esteem and confidence. We believe in the power of play to support children’s learning and understanding when working with others and practicing key life skills. We also use art and creative activities, to help children explore and develop their emotional literacy.

Nurture Space recognises that training and support is vital for school staff. Nurture Space is committed to ‘Supporting those who support’. Through coaching, mentoring and training, Nurture Space can develop a bespoke program empowering and enabling school staff to further develop their skills and understanding in working with children who display challenging behaviours in school.

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

121 support in school - £55 per hour (minimum 2 hours)

If support is required away from school site, additional charges may apply.

There may be some additional admin charges for the completion of individual assessments such as Boxall® and SDQ’s. These will always be pre agreed before being undertaken.

Small group interventions -

A range of group intervention sessions focusing on social, emotional support and wellbeing. Group sizes range from 2-5 depending upon intervention. Interventions operate on school site – 45 mins weekly.

Packages range from £500 - £600 per half term / 6 week program, depending upon intervention. (equal to £20 per child per week, based on full attendance in each group)

For full details of the range of group interventions on offer see our website: www.nurturespace.co.uk

Staff coaching, mentoring, training and support –

Contact us to discuss your schools bespoke staff training and support needs.

Typical example of costs – 2 term coaching and mentoring program (Approx cost £650):

- 6 face-to-face / online individual coaching and mentoring meetings.

- 4 onsite supportive observations with constructive feedback

- Individual development plan (can feed into performance review targets)

INSET / Staff meeting training sessions - £250 for 90mins. Sessions are bespoke to schools requirements. Contact us to discuss your needs.

Expected outcomes for students:

Our aim is to help children overcome the barriers that are restricting them from engaging in their learning. Our services can provide the following outcomes for children:

• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti-social behaviour.
• Supporting children to self-regulate.
• Understand their emotions and how to deal with them.
• Supporting children to develop their self-confidence.
• Positive changes in student's attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour.
• Successful reintegration to mainstream school.
• Prevention of permanent exclusion.
• Improved relationships with family and wider community.

Pastoral support on offer:

Nurture Space takes a therapeutic approach in the way it works with children and young people. All staff have additional training and demonstrate a good understanding of attachment theory, and the PACE model which influences the way in which they work. We offer a range of pastoral support depending on individual circumstances. This may include one or more of the following:

• Identification of individuals barriers to learning (using proven assessment methods such as SDQ’s and Boxall®)
• One to one support / Personal tutors
• Therapeutic activities and experiences that support children in developing emotional literacy
• Access to experienced mentors.
• Support with transition.
• Liaison with other professionals working with the student.
• Signposting and referral to additional support.
• Support with integration back into mainstream where appropriate.

Referral process:

No specific intake period

Contact us via email, telephone or contact form on website www.nurturepace.co.uk

1. Contact Nurture Space to arrange a face-to-face meeting to discuss needs.
2. Referral form completed at initial meeting.
3. Arrange in introduction meeting with child.
4. Proposal of support and timescale alongside full costings returned and agreed upon.
5. Work undertaken. (Includes pre intervention assessment for 121 support SDQ / Boxall® assessment)
6. Progress record kept throughout intervention with weekly reports forward to commissioning body (as agreed).
7. Interim assessment carried out at midway point of agreed intervention for 121 support.
8. Interim review meetings held with commissioning body.
9. End of intervention report provided which includes, assessment carried out (SDQ/Boxalll®) highlighting child’s progress and further areas of support that may be required.
10. End of intervention planned with commissioning body where further work is agreed including re integration plan.

Nurture Space is committed to providing assessments and detailed plans for support as well as regular updates to the commissioning body so that they can be fully updated on progress against targets of any intervention undertaken.

What quality assurance processes do you have:

Include info relating to approval, monitoring & periodic review of programmes/systems, assessment of students, quality assurance of teaching staff, learning resource/student support, management info systems etc

Staff hold professional qualifications including QTS, Level 4 and level 3 support staff certification.

All staff have proven experience of working with children in a Therapeutic and Trauma informed way.

Date quality assured: October 2024 – by Cambridgeshire Local Authority.

Oak Activities Limited - Stage 4

Business Address and Registered Office:-

Unit 4, Bodsey Farm, Bodsey Toll Road, Ramsey, Cambridgeshire PE26 2XH

Specific AP site addresses:

Yaxley Football Club – Secondary Provision

Leading Drove

Yaxley

PE7 3NS

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Eyrescroft Primary School - Primary Provision

Eyrescroft

Peterborough

PE3 8EZ

Winyates School – Secondary Medical Needs Provision

Orton Goldhay

Peterborough

PE2 5RF

St Ives Rugby Club - Secondary Provision

Somersham Road

St Ives

PE27 3LY

Downing Sports College - Primary Provision

Granchester Road

Cambridge

CB3 9ED

Oak Activities Vocational Hub (KS4/KS5)

Unit 28

Phorpres Close, Hampton

Peterborough

PE7 8EZ

Witchford – Secondary Provision

Manor Road

Witchford, Ely

CB62JA 8

Managing Director

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036029

Office Telephone Number: 01487 465002

Referrals:

Cambridgeshire Operations Manager:

E-Mail: Stuart.nunn@oakactivities.com

Telephone number: 07385472495

Peterborough Operations Manager:

E-Mail: Lindsay.nicholl@oakactivities.com

Telephone number: 07442065348

Age range of learners: Target group: Key stage:

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

Capacity: How many students can be accommodated?

Our Provision offer is flexible dependant on which site the student is accessing and the type of need that needs to be met.

We offer:

• 1-1 at most of our primary and secondary
• We have staff that can support both therapeutically and academically in schools or community settings
• Group sessions can be accommodated at all of our sites and in school settings
• Our Winyates team work with KS3, KS4 students in the home with the view to progress into the Winyates site to access their learning, and then eventually transition back to school
• Hampton is our vocational setting where we offer BTEC’s in Catering, Construction and Hair and Beauty

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.
• Children in Care
• SEMH
• SEN
• Emotional Based School Avoidance
• ASC
• Cognition and Learning needs

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

• KS1 and 2 all subjects
• KS3, KS4, KS5 – core subjects + PE, Art, Drama, History, RE, Geography, PHSE, Design Technology, functional skills, CV writing, , Maths and English functional skills, vocational course – Catering, Construction Multi-skills, and Hair and Beauty

Therapeutic support and Social Skills: Lego, Art and Dog based therapy, mentoring through sports, forestry school, Emotional Literacy and Cooking

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

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

Expected outcomes for Students:

• Work to support reintegration to mainstream school or alternative settings.
• Support reduced risk of permanent exclusion.
• Completion of short term accredited and non-accredited courses including BTEC vocational qualifications, Functional Skills, AQA certificates and PSHE/Wild for Life.
• Lowered risk of NEET, and supported progression to mainstream/post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved self-awareness, self-management, relationships skills, social awareness, ability to work with others, and decision making linked to positive choices.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Support to reduce risks around contextual safeguarding/anti-social behaviour.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• Daily emotional check ins from key workers
• Emotional Literacy curriculum to understand the 5 core competencies
• One to one support
• Cambridgeshire Therapeutic Thinking approach
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

• Make contact with any of the AP Managers directly or Operations Managers for each area via phone or email
• Referrals are made using Oak Activities referral form

What quality assurance processes do you have:

• Internal auditing of behaviour, attendance, safeguarding and, academic outcomes completed by senior management teams
• Continued internal quality assurance around implementation of safeguarding structures, continual professional development of staff and, implementation of Cambridgeshire Therapeutic Thinking approaches, and Emotional Literacy approaches using GL assessments
• Regular senior management board meetings to review progress
• Weekly progress reports to schools and parents
• 6 weekly reviews with school, professionals and parents

Return2Learn - Stage 3

Site Address:

HUB: Ravensthorpe Primary School, Brigstock Court, PE3 7NB

https://justdosport.org/

Contact: Mark Downing/Kieran Blanchard

Telephone Number: 07865058548/07710430014

E-Mail: justdosportoffice@gmail.com

Type of provision: Activities, Sports, Intervention, Mentoring, Tutors 1-1/Small Groups. Working with students to support transition back into school.

Transport provision: No transport provided. Members of staff attending venues available.

Age range of learners:

Ages 4-11 yrs Reception up to Year 6.

Capacity: How many students can be accommodated:

• Maximum of 4 students to 1 adult.
• Maximum of 8-10 students at our HUB, subject to needs.

Which students are currently offered provision:

Our provision is aimed to support and impact children, to ensure equal opportunity is provided. We have designed our programme to support children of whom:

• Currently work on a part time timetable
• Are struggling to access mainstream education consistently
• Poor attendance
• Have an EHCP/SEND needs (subject to referral)
• Have been excluded or are at risk of exclusion
• Require a more bespoke educational package, leaning towards outdoor learning, sport, emotional awareness via ELSA, Lego based therapy and problem solving challenges.
• Have limited techniques to cope with adversity
• Have displayed SEMH problems
• Have displayed behavioural problems.
• Have experienced life challenging circumstances including homelife and environment and ACES.
• Lower self esteem and confidence
• High level anxiety

Brief description of curriculum offered:

Our provision will have an impact led focus. We have the capability to support children in their school setting or at our dedicated AP HUB based in central Peterborough. These sessions will underpin work done in schools from the national curriculum or work set by the class teacher, where our team of positive male and female role models can support the child in their learning. Our programme is designed to operate therapeutically, aiming to impact children through subjects such as:

• Physical Education
• Sports Coaching
• Sports Activities
• Emotional Education (ELSA)
• Outdoor Learning
• Problem Solving
• Arts and Crafts
• Lego based therapy
• Maths
• English

The children will each receive a bespoke programme, designed to hone their strengths and develop their weaknesses. Our activities have specific learning objectives with measurable outcomes. The sessions will include a variety of activities relevant to their hobbies and interests such as:

• Outdoor learning includes building projects, planting, clearing, growing and designing.
• Emotional education including board games, resources, challenges and roleplay through ELSA.
• Problem solving including numbers, words and sequences, experiencing teamwork and persistence through obstacle courses, map reading and more.
• Sports coaching and activities including traditional sports from the national curriculum, rare sports and games such as archery, fencing, boxercise, tri golf and more. Including traditional childhood games such as forty forty in, kingball, search and destroy and others.
• Arts and crafts based activities exploring creativity, self regulation and recognition of colours, patterns and designs.
• Lego based therapy based around the concept of build and repair, developing cognitive understanding of problem solving, persistence and resilience.
• Maths and reading challenges such as real life interaction games and active learning through our outdoor space.
• Social skills through our soft landing, where children will be offered a snack and a drink.

We offer a variety of activities and have the capability to bespoke a programme to each child’s needs. This allows for a more effective programme and a personalised approach, Our positive members of staff have a broad range of resources, qualifications and experience to allow us to bespoke a programme for a student.

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

HUB:

- £50 per hour group discounts are available on the application. Available between 9am and

11am.

Mainstream school:

-£40 per hour for a minimum of 2 hour sessions, group discounts are available on application.

-This two hour session can be divided at your own discretion for example 4 children at 30 minutes each, 2 children at 1 hour each or 1 child for 2 hours.

Expected outcomes for students:

Our AP provision has a focus on having an impact on a child’s journey into reintegration to mainstream education. Our bespoke programme aims for students of all ages and abilities to work towards outcomes such as:

• Reintegration back into mainstream education
• A display of more pro social behaviour
• An understanding of emotions and being able to articulate these.
• An improvement on their engagement, in areas such as attendance, enjoyment, learning, relationships , peers, social and more.
• Develop skills which are transferable.
• Develop techniques to counteract anti or un social behaviour
• Build positive relationships with peers, family, adults and the wider community..
• Have a better understanding of the impact of their choices.
• Understand respect, boundaries and relationships better.
• Have learnt resilience, persistence, tolerance and respect.
• Positive changes in a student's attitude to learning, motivation, confidence and self-esteem.

Pastoral Support on Offer:

Our staff aim to support participants using a variety of relationship building techniques. We can work on a one to one basis with a child, from the moment they arrive at school this allows us to support and monitor attendance.

We can support transitions between new and existing schools, to new classes and teachers.

We build a unique plan of activities for the child, liaising with other professionals, to build a full report

We aim to support participants after the provision, allowing for check ins.

Our staff work closely with the children to imbed emotional awareness into their learning, this allows for the children to be able to articulate how they feel and why they feel a specific way, hopefully reducing anti and unsocial behaviour.

Our coaches are seen as positive role models for all children they work with, allowing for them to mentor and support the child consistently to allow for personal development to be attained.

We signpost children accordingly and offer families and staff support where deemed necessary.

Referral process: Is there a specific intake period:

Our referral process follows our referral policy. No specific intake period.

Step 1: Initial contact with either the LA or the School.

Step 2: An introductory meeting is arranged either face to face or remotely.

Step 3: Referral form is completed by a trusted adult

Step 4: Just Do Sport will process the referral form and outline an offer of support

Step 5: We then agree on a proposed period of work, dates, times and activities.

Step 6: The programme of personal development begins with an agreed student.

What quality assurance processes do you have:

We pride ourselves on taking extreme care with our quality assurance, ensuring that our staff deliver the highest level of support to all students. To ensure that our quality assurance is to a high standard we have the below in place:

• We have a team of governors, including a headteacher, current teacher and a Dr who is the Programme leader of Sports and Fitness of a UK based University.
• We record, refer and report information, ACES and the child’s voice in our unique 12 page impact report, tailored to each child’s journey using the collection of data which is shared regularly with schools and organisations to ensure quality of delivery is open and transparent. This includes pre and post assessment.
• Quality assurance spot checks via an experienced ex Headteacher and current AP provider.
• Regular assessment of delivery via local council HAF programme.
• OFSTED checks within our day to day school PE delivery.
• As a company, we have a received referral form for each child.
• Weekly spot check assessments on staff via managers and team leaders, including termly assessments.
• Staff are experienced in working with young students and have been supported by relevant courses, training and CPD to ensure they are able to offer the highest standard of support.
• Staff are experts in delivering physical education and fun games to ensure all children are engaged. Staff are experienced in outdoor learning, emotional support, ELSA, lego therapy, creative play and art therapy.
• Review policies annually.
• Management team oversees the quality of intervention we provide, supporting staff and students.
• Management and staff meetings regularly to problem solve and to develop new ideas to support children.
• Venues are regularly risk assessed.
• All staff operate within the JDS brand, ensuring they follow the code of conduct, all relevant policies, are enhanced DBS checked, safeguarding and first aid certified.
• Staff have sat courses such as Sports Degrees, Sports Badges, ELSA, Emotional awareness, Teacher assistant awareness, creative play, play therapy with dyslexia, SENSE disability coaching with children and adults, SEN Autism and ADHD awareness, Play therapy, Lego therapy, Art therapy CPD and Sensory circuits.

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

Cambridgeshire County Council

Assessed twice annually for the past four years via the Cambridgeshire county council and the Peterborough city council via the Holiday and Food Programme, most recently 13/08/2024.

Sunnyside Hub - Stage 3

Address: Sunnyside Farm, Kimbolton Road, Stow Longa, CAMBS, PE28 0TR.

Contact: Jolene Pattrick.

E-Mail: office@sunnysidehub.co.uk

Telephone number: 07718175734

Website: www.sunnysidehub.co.uk

Age range of learners: Target group: Key stage:

5 to 18 years old, all key stages.

Capacity: How many students can be accommodated?:

Individual students up to small groups of 6 students depending on the needs of the 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.
• Medical Needs
• Home school

Sunnyside Hub will treat every referral on a case-by-case basis to ensure that the provision on offer is suitable for the individual/group.

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

Sunnyside Hub balances academic progress and creative therapy to provide a positive environment to facilitate learning. The core focus of the hub is to use art and outdoor education based activities to re-engage individuals with their learning and allow them to thrive.

The Hub uses Qualified Teachers to support the learning programme allowing for a smooth transition between school and hub, as well as ensuring that academic demands can be met.

All individuals attending the hub will follow the skillsbuilder programme focusing on developing 8 essential life skills designed to boost academic outcomes, increase employability and improve perseverance, self-belief and well-being.

We offer a variety of non-academic courses/awards that include:

• Art Awards
• First Aid Qualifications
• John Muir Conservation Award
• National Outdoor Learning Award (NOLA)
• Junior Award Scheme for Schools (JASS)
• Sports Leaders Young Leader Award program
• Duke of Edinburgh Award

In addition, the sessions will be planned and assessed against National Curriculum Criteria to provide a framework of progress for individuals attending the setting. The subjects will include English, Maths, Science, Geography and Art.

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

1:1 Sessions.

£65.00 per hour (minimum 3 hours)

3-hour sessions available Monday – Friday (0900 – 1200 or 1230 – 1530)

Please contact us to discuss prices for group sessions.

Expected outcomes for Students:

Sunnyside Hub strives to achieve the following outcomes when working with individuals:

• Completion of at least one qualification/award
• Progression within core academic subjects (English & Maths)
• Development of SEAL skills to support social and emotional needs
• Improved mental health through taking part in mindfulness sessions/activities
• Integration of CREATE Passport (developing employability skills)
• Engagement in education and successful reintegration into mainstream school
• Prevention of permanent exclusion and lowered risk of becoming NEET.
• Positive changes in student’s attitude to learning, motivation, confidence and self-esteem.

Our focus is to provide individuals with a positive experience that combines academic achievement with soft skill development to give them the best chance of success in their future lives. We aim to engage with every child to ensure that they achieve to the best of their ability.

Pastoral Support on Offer:

Depending on the needs of the individual, the following can be offered:

• 1:1 support
• Delivery by Qualified Teachers
• Adapted teaching style, pace, approach, content, and delivery to meet the individual’s needs
• Mindfulness Interventions
• Regular updates and review with professionals involved and parents.

• Liaison with other childcare professionals working with the student
• Support after leaving the provision

• Each individual attending the setting will be provided with a pastoral support plan

Referral process: Is there a specific intake period:

• Referral form to be completed and sent via email with any supporting documents.

• Telephone call or visit arranged with a member of the Sunnyside Hub Team.
• Student referrals are taken throughout the year to suit the referral agency.

• Acceptance of referrals will depend on availability at the setting.

What quality assurance processes do you have:

• Ongoing monitoring of student progress, termly reports and feedback regarding student behaviour, attendance and progress given regularly.
• All of the qualifications/awards delivered at Sunnyside Hub are quality assured by the relevant awarding organisations and staff delivering the awards meet the tutor requirements.
• Policies and procedures are regularly reviewed to keep them updated and following any changes in policies Nationally.
• Regular CPD and training for all our staff team including:- First Aid, Safeguarding and Prevent training, Health and Safety, Conflict Management, and Positive Handling.
• All staff are DBS checked at an enhanced level and are recruited following the safer recruitment guidelines.

Alternative Social Communication (ASC) - Stage 4

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

Contact: Mrs Sam Lee-McCloud MEd SpLD

Phone numbers: 01638 780102 or 07852238551

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

Website: www.alternativesocialcommunication.com

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

Outreach sessions can be delivered in settings where appropriate.

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

Capacity: How many students can be accommodated:

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

Which students are currently offered provision:

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

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

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

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

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

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

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

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

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

Sessions from £75 per hour, with an initial 6 sessions to assess students, develop a bespoke package and review progress. This can be delivered either at my office or at another location suitable for the student and agreed by those involved e.g. on school site.

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

Additional transport costs may apply outside of this radius.

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

Expected outcomes for Students:

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

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

Pastoral Support on Offer:

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

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

Referral process: Is there a specific intake period:

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

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

What quality assurance processes do you have:

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

Area I can support with AP and Special Needs.

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

Alternative Social Communication (ASC)

Contact: Mrs Sam Lee- McCloud MEd SpLD

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

Telephone numbers: 01638 780102 or 07852238551

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

Website: www.alternativesocialcommunication.com

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

Outreach sessions can be delivered in settings where appropriate.

Age range of learners: Key stage: All Key Stages

Capacity: How many students can be accommodated: 1:1, 2:1 or small groups up to 4, or up to 6 with an adult to assist.

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, EBSA, 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 Basic Pet First Aid it is an ideal scaffold to base work on anxiety, anger etc. as the focus is on the animal and not them (Certificate and Rossette issued on completion), or can be based on the students individual needs highlighted by the school. CASSIE is a way of helping individuals especially those with ASD/ASC, ADHD, ADD, EBSA, 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 £75 per hour or part thereof delivered either at another location suitable for the student and dogs agreed by those involved e.g. on school site, at home or secure field

Visit to setting for a 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, EBSA, PTSD, Stress and anxiety, trauma, 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 e.g. Basic Pet First Aid

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.

  

Oak Activities Limited - Stage 4

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

Contact: Tom Milner

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036 029

Age range of learners: Target group: Key stage:

All ages – Primary and Secondary

Capacity: How many students can be accommodated?

Ratio: 1 staff to 6/8 students

1:1 is available on request.

Which students are currently offered provision:

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

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

PE and sports leadership/coaching and mentoring

Lego Therapy

Dog Therapy

Intervention

Beauty Therapy

Cooking

Arts and Crafts

Tutoring

TA support

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

£50-£70 p/h

Expected outcomes for Students:

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

Pastoral Support on Offer:

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

Referral process: Is there a specific intake period:

Referral form and email.

What quality assurance processes do you have:

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

Staff weekly reports to schools.

Sessions observations – including resources, sessions plans etc…

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

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

Participation Dogs Ltd – Stage 4

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

Email: admin@participationdogs.co.uk

Telephone number: 07877 613681

Age range of learners: Target group: Key stage:

Ages 4-25 All key stages.

Capacity: How many students can be accommodated:

We offer two to one work with students

Which students are currently offered provision:

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

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

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

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

Individual: £90 per hour session.

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

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

We work in Cambridge City and surrounding areas.

Expected outcomes for Students:

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

Pastoral Support on Offer:

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

Referral process: Is there a specific intake period:

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

What quality assurance processes do you have :

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

Uplift Education - Stage 3

Contact: Katie Rushton

Telephone number:07764759295

E-Mail: katie.rushton@uplift-ed.co.uk

Website: uplift-ed.co.uk

Type of provision: Animal assisted intervention – dogs/small animals, tutor 1:1 and small group, interventions

Areas Covered: We cover an area within 40 minutes travel radius from St Ives, Cambridgeshire, distances outside this area will be considered but an extra charge for travel may be applicable

Age range of learners: Target group: Key stage:

Students in key stages 1, 2, 3, 4 and 5 (ages 6 to 18 years)

Which students are currently offered provision:

Students with poor attendance

Students at risk of exclusion

Students suffering mental health conditions including school anxiety

Students suffering with challenging life circumstances

SEMH.

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

Uplift Education offers bespoke alternative provision programmes that look to build resilience in children and young people - looking at the five pillars of mental well-being and helping them to develop a resilience tool kit that they can draw upon.

Where appropriate, to help children associate success with school, certificates and qualifications may form part of the offer such as Pawprint Trust badges for younger students through to short course ASDAN and Bronze Arts Awards for older students which will be tailored to the interests of the young person.

There is a growing body of research to suggest that interactions with animals can support a wide range of development (Lewis (2017) ‘Puppy Dog Tales: Working with Children and Animals’ in eye) as such each session will be supported by animal input either dog therapy or small animal (guinea pigs). Students will get the opportunity to build a bond with the animals and build confidence through teaching tricks, grooming and learning about how animals can support mental health.

Uplift Education also offers a reluctant readers programme which aims to boost confidence in and enjoyment of reading for young people. There have been a number of animal assisted reading interventions that have shown that the presence of animals when reading can work to reduce reading anxiety in young people and boost their enjoyment of reading. Sessions are an hour long and a maximum of four students can be seen within the hour with each student receiving a minimum of 15 minutes 1:1 time playing reading games as well as reading and interacting with the animals (either dog or guinea pigs).

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

Alternative provision 1:1 sessions cost £65 per one hour session - sessions to be booked in 5 week blocks with a four week notice period for cancellation.

Reluctant readers with up to 4 students seen within the session are £45 per one hour session with each child receiving at least 15 minutes 1:1 session, to be booked in 5 week blocks with a 4 week notice period for cancellation.

Expected outcomes for Students:

All expected outcomes will be bespoke to the young person and agreed with the school at the point of referral/commencement of provision.

General expected outcomes include:

• Improvement in self-confidence and resilience including positive changes in attitude to learning and motivation
• Increased attendance to school
• Successful completion of certificates/awards (Short Course ASDAN/Bronze Arts Awards)
• Improved behaviour
• Development of personal and social skills

Outcomes for the reluctant reader programme include:

• Increased confidence in reading
• Increased enjoyment in reading
• Reduction in reading anxiety
• Improved reading age
• Improved reading comprehension skills

Pastoral Support on Offer:

One to one support

Monitor behaviour and attendance

Liaison with other professionals working with the student

Interventions regularly reviewed

Signposting and referral to additional support.

Referral process; Is there a specific intake period:

For alternative provision sessions initial contact with Uplift Education should be via email or phone, an initial conversation will take place to ensure that the offer is able to support the young person and then a referral form will need to be completed and emailed to Uplift Education along with any supporting documentation such as an EHCP.

For the reluctant readers programme please contact Uplift Education via email or phone.

Referrals can be made throughout the year subject to availability.

What quality assurance processes do you have:

Uplift Education is committed to delivering a service of the highest quality and regular review and evaluation of services offered is central to this. As such end of provision feedback from student and referring school will be collected and analysed, where relevant this feedback will feed into Uplift Education’s development plan. Where the provision is longer term this feedback will be collated at regular intervals to ensure that the offer is fit for purpose and of the highest possible standard.

Student outcomes will be monitored and reviewed in line with the desired outcomes outlined during the referral process in conjunction with the young person and the referring school. Where applicable students will be assessed through the completion of short course ASDAN or Bronze Arts Award. Where students haven’t made the expected progress towards the agreed outcomes, evaluation of the provision will take place with a view to make any necessary improvements.

Regular external training opportunities are used to develop skills and expertise of staff.

Full details can be found in Uplift Education’s Quality Assurance Policy.

Vision Learning (Therapeutic Farm) – Stage 4

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

Contact: Rebecca Ward

Telephone number: 07522 816111

E-Mail: visionlearningfarm@gmail.com

Age range of Learners: 6-14 yrs

Target Group: KS1-KS3

What we offer?

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

We offer pony and dog therapy.

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

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

Capacity: How many students can be accommodated?:

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

Which students are currently offered provision:

Students not accessing mainstream education.

Suffering physical or mental health conditions.

Poor school attendance/refusing to attend school.

Excluded or at risk of exclusion.

Brief description of curriculum offered:

Working with animals including dog therapy

Range of horticultural activities

Arts and Crafts Learning Zone

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

Accelerating Progress: English

Accelerating Progress: Maths

Employability Skills Development

Life skills challenge

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

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

Is there a specific Referral Intake period:

There is no specific intake period.

Email or Telephone if you have a referral in mind.

Expected outcomes for Students:

Successful reintegration to mainstream school.

Prevention of permanent exclusion.

Completion of short term accredited and non-accredited courses.

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

Improved behaviour.

Improved relationship with family and wider community.

Development of personal and social skills.

Improved attendance and punctually.

Employability.

Reduced anti social behaviour.

Pastoral Support on Offer:

Therapeutic support, working with animals.

One to one support

Access to experienced mentors

Monitoring of behaviour and attendance

Support with transitions

Liaising with parents and other professionals working with the student.

Referral process: Is there a specific intake period:

Please contact Rebecca Ware in the first instance.

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

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

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

What quality assurance processes do you have:

Quality assurance of teaching staff.

Social Farms and Gardens

Quality Assured by Cambridgeshire County Council

Berry Fields Animal Assisted Education and Consultancy – Stage 4

Address:  

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

Contact Name:  Mrs Rachel Hartopp

Telephone Number:  07809 445596

Email: Rachel.hartopp@berryfieldsanimalassistededucation.co.uk

Transport:

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

Age range of learners: Target group: Key stage:

5 years upwards EYFS, KS1, KS2 & KS3

Capacity: How many students can be accommodated:  6

Which students are currently offered provision:

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

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

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

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

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

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

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

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

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

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

Why choose Equine Facilitated Learning?

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

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

When can it help?

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

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

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

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

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

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

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

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

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

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

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

School outreach packages 6 visits per school year £1200

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

Expected outcomes for Students:

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

Pastoral Support on Offer:

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

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

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

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

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

Referral process: Is there a specific intake period:

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

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

What quality assurance processes do you have:

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

Cambridge EAL (Equine Assisted Learning) - Stage 4

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

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

Contact: Sophie Keene

Telephone numbers: 01954 252578 / 07920 804907

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

Age range of Learners: Target Group: Key stage:

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

Capacity: How many students can be accommodated?

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

Which students are currently offered provision:

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

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

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

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

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

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

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

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

From £65.00 per hour per learner.

Expected outcomes for Students:

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

Successful reintegration into mainstream or special schools or college.

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

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

Improved relationships with peers or family.

Completion of nationally-recognised qualifications.

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

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

Pastoral Support on Offer:

One to one support with a named key worker.

Strong links with commissioning organisations to understand and support learners.

Support during transitional periods and after leaving the provision.

Signposting and referral to additional support.

Referral process: Is there a specific intake period:

Referrals can be discussed via telephone or made via email.

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

What quality assurance processes do you have:

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

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

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

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

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

Keysoe Cuddle Therapy Centre - Stage 3

Address:

Keysoe International Ltd, Church Road, Keysoe, Bedford, MK44 2JP.

Contact: Kaylea Jackson

Telephone number: 01234 708400

E-Mail: info@keysoetherapycentre.com

Type of provision: Horses.

Web based provision:

Age range of learners: Target group: Key stage:

7 plus no upper age limit. KS2 to higher education.

How many students can be accommodated:

Students not accessing mainstream education

Excluded or at risk of exclusion

Suffering physical or mental health conditions

Poor school attendance/or refusing school

Dealing with challenging life circumstances

Other.

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

Haddon Training Level 1 (GCSE level equivalent), Level 2 (GCSE level equivalent),

Level 3 (GCSE level equivalent).

BHS Changing lives through Horses-Personal Development programme focussing on fundamental life skills (Communication, Confidence, Teamwork, Responsibility, Building relationships and Perseverance) – 2 programmes (age 7-11, age 12-25) Accredited short course.

1:1 Keysoe Bespoke programme -Personal development-focussing on targets from EHCP, parents, guardians, carers, referring organisation-short course.

Subjects offered:

Maths

English

Other.

Maths and English can be offered as part of the Haddon Training Programme.

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

Sept 24 Academic Year - Haddon Training from £35,550.04 for full academic year (payment slip across 3 terms).

BHS CLtH from £585.00 + VAT per 6 week block.

1:1 Keysoe Bespoke from £180 + VAT per 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 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.
• SEND/SEMH.

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.
• Personal Tutors.
• Access to Locality Team support.
• Behaviour management.
• Information, Advice and Guidance.
• Signposting and referral to additional support.
• Support after leaving the provision.

We feel it is very important to build trusting relationships with parents and provide all the support we can for them.

Referral process: There is no specific intake period:

Via EHCP

Referral form

PSP

Email

Other.

Initial meeting is carried out for every new participant, followed by a referral form.

Where available our Education Specialists review an EHCP (or similar document) to ensure they are enrolled onto the most suitable programme.

What quality assurance processes do you have:

Initial meeting, programme monitoring, periodic programme reviews, student assessments, QA and CPD for staff.

Date quality assured: 11.08.2023 by Central Beds and Beds Boroughs.

Little Gems Wellbeing Centre

Address: North Angle Farm, Angle Common, Soham, Ely, CB7 5HX.

Contact: Hayley James

Telephone number: 07500781873

E-Mail: Littlegemswellbeing@outlook.com

Type of provider:

Animals-Horses.

Transport provision:

Transport not provided.

Age range of learners: Target group: Key Stage:

7 – 18 KS2, KS3, KS4

How many students can be accommodated:

Max 4 at a time currently (this very much depends on the needs of the individuals).

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 an EHCP

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

Little Gems improves physical and emotional wellbeing through the healing power of horses:

Growth * Education * Mindful * Supportive

The curriculum has been specifically designed to provide a logical and progressive system of training in equestrian care and handling. This is a structured programme of realistic stepping stones that achieve equestrian goals that are accessible to all.

The Curriculum is linked to ABRS tests and awards.

We are also able to offer City & Guilds Level 1 (for an additional cost).

All sessions are linked to the National Curriculum.

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

1hr session 1to1 = £65, 2hr session 1to1 = £105

1hr Small group £40 each (3-4 children), 2hr small group £60 each (3-4 children).

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 through self regulation and identifying emotional triggers.

Improved relationships with family and wider community

Completion of Nationally recognised qualifications. s

Development of personal and social skills

Improved attendance and punctuality

Reduce anti-social behaviour.

Emotional and Physical Wellbeing

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

Behaviour management.

Referral process:

Contact Hayley in the first instance for availability.

Via EHCP

Referral form.

Is there a specific intake period:

No.

What quality assurance processes do you have:

Cambridgeshire County Council Quality Assurance

Association of British Riding Schools

KIETS Training Services Ltd

Regular CPD, regular staff meeting and training, student progress will be monitored and reviewed. Staff have been carefully selected for their roles. We are using a system called academy to monitor the students.

Newmarket Pony Academy at the British Racing School - Stage 3

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

Contact: The British Racing School

Telephone number: 01638 501839

Email: carol.bramhill@brs.org.uk (manager) or npa@brs.org.uk

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

Age range of Learners: Target group: Key stage: 9-16 AP key stage 3 & 4 Schools programme upper key stage 2.

Capacity: How many Students can be accommodated: Group sizes are no more than 4, dependent on needs and risk assessment.

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

Brief description of curriculum offered: (GCSE’s/A-Levels/Short courses etc.): With our AP package we offer a level 1 BTEC in animal care. We also offer PC badges/tests, weeklong schools programme in equine care. (The wider BRS offer apprenticeships in racehorse care and management level 1 diploma and level 2 apprenticeship).

Cost for an academic year/term/weekly or sessional basis: Current cost for AP group up to 4 (level 1 BTEC in animal care) is £400 per session (4hrs) including riding.

Expected outcomes for Students:

• Level 1 BTEC animal care.
• Positive changes to confidence, resilience, self-esteem.
• Promote engagement at school and prevention of exclusion/ reintegration into mainstream.
• Promote possible career opportunities and post 16 options to improve employability.
• Attainment of vocational qualification.
• Improved social skills.
• Reduce antisocial behaviour.
• Break down barriers for the young people.

Pastoral Support on Offer:

• Access to experienced instructors and volunteers.
• One teacher to accompany them to help promote good behaviour.
• Identify barriers to learning and come up with solutions.
• Work with learners on a case-by-case basis.
• Work closely with the school to identify needs and support to the best of our ability.
• Designated pastoral team including nurse and 3 DSLs onsite.
• Regular emotional regulation check ins.

Referral process: Is there a specific intake period: Referrals are taken by school or social worker.

What quality assurance processes do you have:

• Regular observations of teaching are carried out by the manager to review and assess quality of sessions and we provide a dynamic learner focused session.
• Regular checks to ensure learning has met the objectives.
• Regular feedback ensures that student, teacher, and parents are happy with our performance.
• All staff are first aid trained, safeguarding certificated, prevent trained and have coaching/competency for the content they are delivering.
• There is a specific work scheme and resources tailored to the qualification.
• Staff undergo standardisation, regular staff training and CPD.
• We are Ofsted and ISI regulated with Ofsted rating of ‘good’ 2023 and ISI ‘Excellent’ 2023.
• Processes are regulated by the NPA committee which is overseen by the BRS board of trustees who regularly audit and review process.

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

Stable & Wild - Stage 4

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

Contact: Rachael Frossell

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

Email: rachael@stableandwild.co.uk

www.stableandwild.co.uk

Transport:

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

Age range of learners: Target group: Key stage:

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

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

Capacity: How many students can be accommodated:

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

Which students are currently offered provision:

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

Brief description of curriculum offered:

Stable & Wild have created a natural, wild and supportive environment to help young people to overcome their barriers to learning and help them to grow and thrive. We offer a unique combination of experiences with horses, small animals and the natural world to enable individuals to develop transferrable skills that help them to cope in their everyday life. Alongside the therapeutic support we also offer a qualification in Employability Level 1 through the Prince’ Trust.

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

One to One

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

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

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

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

Duration: Sessions run for 1 hour 15 minutes

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

Monday – Friday

Age Group: Key Stage 1 – 4

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

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

PALS Programme (Peer assisted learning)

This specific re-engagement programme is designed to support Key stage 1, 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 programme can also be a progression route for young people who have been working on a 1-1 programme. PALS supports a small group (maximum 6 students) to develop essential life skills, including but not limited to; • Interaction with others,

• Understanding own behaviour, its effect on themselves and others.
• Managing anger and challenging situations;
• Improving confidence and self-esteem,
• Team working and cooperation
• 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.

Cost & Duration 6 week course, sessions are half day per week

Timings: Flexible hours to suit commissioner/school from 9:30-12pm or 12:30-3pm Monday – Friday

Age Group: Key Stage 2 – 3 Cost: Half Day: £720 per day for group of 6 / £120 per person half day rate.

Princes Trust Level 1 Award, Certificate, or Diploma in Personal Development & Employability Skills

This programme develops transferrable skills through working with animals, nature and the outdoors. This environment ensures client engagement and delivers academic outcomes. It is a 38 week course, with small group sizes (maximum learners 6). The young people will gain a Princes Trust Achieve qualification in Personal Development & Employability Skills, whilst increasing their motivation, self-confidence and selfesteem. This qualification is designed to support Key Stage 3 & 4 learners to successfully engage in training, further education or employment. It will facilitate their progress in a chosen field, prepare them for further study and support the development of techniques that are required for successful independent living and improved life chances. 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

1 day per week for full academic year (38 weeks) Timings: Flexible hours to suit commissioner/school from 9.30am to 2.30pm, Monday – Friday

Age Group: Key Stage 3-4 Cost: £7265.00 per learner per 38 week programme, including our in house early intervention/ reengagement programme. Please note we require a minimum of three students in order to facilitate this programme.

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, Prince’ Trust 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.

Quality assured by another organisation or Local Authority:

Yes we are an approved provider for Luton Borough Council & Central Bedfordshire 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 Prince’ Trust into our accreditation.

We have an annual external H & S and Quality Audits who we commission externally.

Art Ed - Stage 4

Address:

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

Contact: Linton Bocock

Telephone numbers: 01480 216708 mobile: 07885 670378

E-Mail: linton.bocock@gmail.com

Age range of learners: Target group: Key stage:

11 -16 KS3/KS4

Capacity: How many students can be accommodated?

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

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

Which students are currently offered provision:

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

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

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

My provision currently offer sessions that cover:

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

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

£45.00 per hour.

Expected outcomes for Students:

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

Pastoral Support on offer:

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

Referral process: Is there a specific intake period:

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

No specific intake period.

Bedazzle Arts Ltd - Stage 4

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

Contact: Helen Feather – SEND Operations manager

E-Mail: helenfeather@bedazzlearts.org

Telephone: 07494091077

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

Age range of learners; Target group; Key stage:

14 plus. Key Stage 3 and 4

Capacity: How many students can be accommodated:

Individual students and small groups of up to 6.

Which students are currently offered provision:

● Students not accessing mainstream education.

● Students at risk of exclusion.

● Students experiencing physical or mental health conditions.

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

● Students dealing with challenging life circumstances.

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

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

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

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

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

● Arts Award qualifications in creative and expressive arts.

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

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

Expected outcomes for Students:

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

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

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

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

● Lowered risk of becoming NEET.

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

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

Pastoral Support on Offer:

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

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

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

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

Referral process. Is there a specific intake period:

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

What quality assurance processes do you have:

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

● Assessment of students (underpinned by courses).

● Quality Assurance of teaching staff.

● Learning resources and student support.

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

● Measuring and improving outcomes.

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

Address: Butcher’s Row, Ely, CB7 4NA.

Email: creative.life.epb@gmail.com

Telephone number: 07704 065442

Age range of learners: Target group: Key stage:

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

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

Capacity: How many students can be accommodated?:

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

Numbers depend on need, and therapeutic work requested.

Which students are currently offered provision:

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

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

Through expressive art modalities:

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

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

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

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

Sessions are £45/ hour.

Expected outcomes for Students:

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

We work with children and young people to:

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

Pastoral Support on Offer:

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

Referral process: Is there a specific intake period:

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

Email: CambridgeshireExpressiveArtsandCounsellingCentre@mail.com

Website: www.ceaacc.com

Waiting lists may apply.

What quality assurance processes do you have :

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

All CYP staff are First Aid trained.

LIMITLESS FUTURES CIC -Stage 3

Address: Stirgess Woodlands and Gardens of Porters Lodge, Cavenham, Bury St. Edmunds, IP28 6DB.

Contact: Catherine Crouch

E-Mail: info@limitlessfutures.org.uk

Telephone number: 07368500749

Type of provision:

Activities, Art, Forest School, Intervention,

Therapeutic/Counselling/Soft Outcome

Support Tutors 1-1/Small Groups.

Age range of learners: Target group: Key stage:

6 to 16 KS1, 2, 3 & 4 and Post 16

We meet children and young people where they are at developmentally.

How many students can be accommodated:

6 per session.

Which students are currently offered provision:

Limitless Futures has been specifically created for children and young people that find school overwhelming leading to emotional based school avoidance and barriers to education.

We primarily work with those experiencing high levels of anxiety (withdrawn/ retreat profile), related to neurodivergence, learning disability, sensory challenges, attachment profiles or big life events.

• Students not accessing mainstream or special needs education.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances
• LAC
• Students with ECHPs
• Reintegration into learning
• High levels of anxiety
• Low levels of emotional resilience
• Low levels of self esteem
• Need to develop social skills.

Brief description of curriculum offered:

What we offer:

Creative and nature-based wellbeing 9:30 – 2:15

We provide support on a 1:1 basis for all attendees.

In our creative, nature-based wellbeing sessions, we fully embrace the therapeutic benefits of being outdoors our 20 acre woodland, 3 acre formal and kitchen gardens and cosy indoor spaces. Through hands-on activities like building, cooking, arts and crafts, gardening, journaling, and music, we offer young people opportunities to succeed, collaborate, and grow. We prioritise emotional safety, sensory integration, and social inclusion for everyone who attends. These experiences help them build self-esteem, develop communication skills, and discover their strengths in a supportive and nurturing environment.

With a trauma-informed perspective, we aim to redefine learning, empowering young people to rebuild confidence, rediscover joy in education, and achieve their potential. We have three phases and participants can join at the one that suits them or work through all three.

Phase 1 - Nature Reconnection, a mindfulness based nervous system reset, which enhances wellbeing and supports building of positive relationships.

• How our brains work
• Mindful awareness
• Exploring our senses
• Living in the now
• Mindful movement
• Connecting

Phase 2 - Brain-Body connection, the foundation to exploring the nervous system to gain an understanding of why we experience a range of emotions, along with useful tools and techniques for everyday life to navigate life’s challenges.

• Understanding the nervous system
• The importance of emotions
• Perspective taking
• Savouring moments of joy
• Gratitude

Phase 3 - Life Crafting for Community Value, which inspires a sense of meaning and purpose, providing an important stepping stone to enable young people to engage with – and play an active and positive role in their community.

• Strengths
• Values
• Acts of kindness
• Taking mindful action in the world.

Expected outcomes for students:

Our nurturing setting provides a flexible, mindful, and trauma-informed approach. The principal outcomes being the key constituents for wellbeing and successful onward transitions:

• Relatedness - Social and environmental connection, improved relationships with family and wider community, development of personal and social skills
• Competence - Openness to enjoyment and learning including completion of short term accredited and non-accredited courses
• Autonomy - Meaning and purpose, confidence and self esteem
• Self-determined motivation – Action, attendance and punctuality

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

• Full day (Monday, Tuesday, Wednesday & Thursday) - £450 - £600 per session
• Costs are based on level of need.
• Other costs:
• Initial assessment - £80
• Reports - £40
• Attendance of reviews - £40/hr
• On site 1 to 1 integrative therapy with trained psychotherapist - £40 per 30 mins.

Pastoral support on offer:

How do we work

At Limitless Futures we integrate both Ryan and Deci’s Self Determination Theory (SDT) and Hughes’ PACE mindset into our evidence-based practice. This creates a holistic approach that fosters both motivation and emotional security. By addressing our young peoples' needs for autonomy, competence, and relatedness through SDT, and creating a safe, accepting, and empathetic environment with PACE, we are equipping participants with the tools they need for personal growth, the ability to struggle well and to thrive.

We provide:

• Support to the school
• Support with transition
• Safe and Inclusive Environment
• Trauma-Informed Approach
• Strong Relationships and Trust Building
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the young person
• Interventions, progress etc. are regularly reviewed.
• Focus on Wellbeing and Mental Health
• Emphasis on Positive Reinforcement
• Signposting and referral to additional support if needed
• Flexible and Adaptive holistic support
• Individualised Support Plans
• Information, advice and guidance to those supporting young person
• Progress is constantly reviewed
• Support with transition from primary to secondary
• Preparing for the Future

Referral process: Is there a specific intake period: What is the intake period:

We accept referrals throughout the year. Ideally children and young people join us at the start of a new half term. - But this is flexible as we understand a quick response is often required.

Referrals can be made vial

• EHCA
• EHCP
• Email
• Telephone
• School referral
• Local Authority
• Self-referrals (parents)

The process follows these steps:

1. Email or telephone enquiry received
2. Referral form/s completed and confirmation of funding stream
3. Any relevant paperwork such as an EHCP, school reports provided
4. Telephone/email communication between a manager and parent/carer or the commissioning body
5. 1 hour induction visit organised and completed
6. Decision made on whether we can meet the needs of the student
7. Bespoke package created
8. SLA including costs and hours will be agreed and signed
9. Young person begins with us
10. Review after an agreed period with a view to renewal if required.

What quality assurance processes do you have:

Our quality assurance processes are designed to monitor, evaluate, and improve the effectiveness of our programs and the outcomes for our students:

1. Regular Monitoring and Evaluation
2. External Quality Reviews
3. Staff Development and Training
4. Student Progress Tracking
5. Safeguarding and Wellbeing
6. Curriculum Review and Adaptation
7. Parent and Community Engagement
8. Incident Reporting and Management
9. Continuous Improvement Plan

Governing Body details:

We have an independent governing body which consists of a retired head teacher, systemic integrative psychotherapist & an NHS compliance consultant.

Their remit is to:

• check procedures in place are robust.
• attend meetings in a reflective capacity regarding Limitless Futures progress in relation to its objectives & effective use of funding
• attend regular safeguarding training to be able to provide sufficient challenge and assure themselves that policies and procedures are effective.
• follow the safeguarding policy if there is a complaint regarding a director of the organisation to ensure accountability.

Date quality assured:

30.06.2024 by Suffolk County Council.

Nurture Space Ltd - Stage 3

Address: Fen Acre, Tick Fen, Near Warboys, Huntingdonshire, PE28 2UF.

Contact: Ruth Moor

E-Mail: ruthmoor22@gmail.com

Telephone number: 0770 695 1052.

Type of provision: Web based provision:

Activities, Art, Intervention, Music, Online learning, Therapeutic/Counselling/Soft Outcome Support Tutors 1-1/Small Groups.

Age range of learners: Target group: Key stage:

5-11 years (Year 7), KS1 and KS2.

How many students can be accommodated:

1:1 and small groups.

Which students are currently offered provision:

Children dealing with challenging life circumstances (ACEs)

Poor school attendance / Emotional based school refusal

Children requiring additional support managing transition.

Children who are subject to a Managed Move.

Students not accessing mainstream education.

Excluded or at risk of exclusion.

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

Children who have experienced trauma, adverse childhood experiences (ACEs) often struggle with their emotions. This may result in difficulties engaging with learning and sometimes displays of challenging behaviours.

Nurture Space offers 121 supports for children who are struggling to access mainstream education. We use the principles of PACE to support our work. With our help, children rebuild their self-esteem, learn to trust and manage emotions in a more constructive way and ultimately begin to re-engage in their learning again. Alongside a range of therapeutic activities, carefully planned integration of national curriculum elements are worked into sessions at each child's development level and at their pace.

Nurture Space recognises the importance of developing children's social, emotional understanding and skills. Classrooms and playgrounds can be a challenging place for children who struggle with the SEMH needs. Nurture Space can provide regular small group interventions that help children build their self-esteem and confidence. We believe in the power of play to support children’s learning and understanding when working with others and practicing key life skills. We also use art and creative activities, to help children explore and develop their emotional literacy.

Nurture Space recognises that training and support is vital for school staff. Nurture Space is committed to ‘Supporting those who support’. Through coaching, mentoring and training, Nurture Space can develop a bespoke program empowering and enabling school staff to further develop their skills and understanding in working with children who display challenging behaviours in school.

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

121 support in school - £55 per hour (minimum 2 hours)

If support is required away from school site, additional charges may apply.

There may be some additional admin charges for the completion of individual assessments such as Boxall® and SDQ’s. These will always be pre agreed before being undertaken.

Small group interventions -

A range of group intervention sessions focusing on social, emotional support and wellbeing. Group sizes range from 2-5 depending upon intervention. Interventions operate on school site – 45 mins weekly.

Packages range from £500 - £600 per half term / 6 week program, depending upon intervention. (equal to £20 per child per week, based on full attendance in each group)

For full details of the range of group interventions on offer see our website: www.nurturespace.co.uk

Staff coaching, mentoring, training and support –

Contact us to discuss your schools bespoke staff training and support needs.

Typical example of costs – 2 term coaching and mentoring program (Approx cost £650):

- 6 face-to-face / online individual coaching and mentoring meetings.

- 4 onsite supportive observations with constructive feedback

- Individual development plan (can feed into performance review targets)

INSET / Staff meeting training sessions - £250 for 90mins. Sessions are bespoke to schools requirements. Contact us to discuss your needs.

Expected outcomes for students:

Our aim is to help children overcome the barriers that are restricting them from engaging in their learning. Our services can provide the following outcomes for children:

• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti-social behaviour.
• Supporting children to self-regulate.
• Understand their emotions and how to deal with them.
• Supporting children to develop their self-confidence.
• Positive changes in student's attitude to learning, motivation, confidence and self-esteem.
• Improved behaviour.
• Successful reintegration to mainstream school.
• Prevention of permanent exclusion.
• Improved relationships with family and wider community.

Pastoral support on offer:

Nurture Space takes a therapeutic approach in the way it works with children and young people. All staff have additional training and demonstrate a good understanding of attachment theory, and the PACE model which influences the way in which they work. We offer a range of pastoral support depending on individual circumstances. This may include one or more of the following:

• Identification of individuals barriers to learning (using proven assessment methods such as SDQ’s and Boxall®)
• One to one support / Personal tutors
• Therapeutic activities and experiences that support children in developing emotional literacy
• Access to experienced mentors.
• Support with transition.
• Liaison with other professionals working with the student.
• Signposting and referral to additional support.
• Support with integration back into mainstream where appropriate.

Referral process:

No specific intake period

Contact us via email, telephone or contact form on website www.nurturepace.co.uk

1. Contact Nurture Space to arrange a face-to-face meeting to discuss needs.
2. Referral form completed at initial meeting.
3. Arrange in introduction meeting with child.
4. Proposal of support and timescale alongside full costings returned and agreed upon.
5. Work undertaken. (Includes pre intervention assessment for 121 support SDQ / Boxall® assessment)
6. Progress record kept throughout intervention with weekly reports forward to commissioning body (as agreed).
7. Interim assessment carried out at midway point of agreed intervention for 121 support.
8. Interim review meetings held with commissioning body.
9. End of intervention report provided which includes, assessment carried out (SDQ/Boxalll®) highlighting child’s progress and further areas of support that may be required.
10. End of intervention planned with commissioning body where further work is agreed including re integration plan.

Nurture Space is committed to providing assessments and detailed plans for support as well as regular updates to the commissioning body so that they can be fully updated on progress against targets of any intervention undertaken.

What quality assurance processes do you have:

Include info relating to approval, monitoring & periodic review of programmes/systems, assessment of students, quality assurance of teaching staff, learning resource/student support, management info systems etc

Staff hold professional qualifications including QTS, Level 4 and level 3 support staff certification.

All staff have proven experience of working with children in a Therapeutic and Trauma informed way.

Date quality assured: October 2024 – by Cambridgeshire Local Authority.

Oak Activities Limited - Stage 4

Business Address and Registered Office:-

Unit 4, Bodsey Farm, Bodsey Toll Road, Ramsey, Cambridgeshire PE26 2XH

Specific AP site addresses:

Yaxley Football Club – Secondary Provision

Leading Drove

Yaxley

PE7 3NS

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Eyrescroft Primary School - Primary Provision

Eyrescroft

Peterborough

PE3 8EZ

Winyates School – Secondary Medical Needs Provision

Orton Goldhay

Peterborough

PE2 5RF

St Ives Rugby Club - Secondary Provision

Somersham Road

St Ives

PE27 3LY

Downing Sports College - Primary Provision

Granchester Road

Cambridge

CB3 9ED

Oak Activities Vocational Hub (KS4/KS5)

Unit 28

Phorpres Close, Hampton

Peterborough

PE7 8EZ

Witchford – Secondary Provision

Manor Road

Witchford, Ely

CB62JA 8

Managing Director

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036029

Office Telephone Number: 01487 465002

Referrals:

Cambridgeshire Operations Manager:

E-Mail: Stuart.nunn@oakactivities.com

Telephone number: 07385472495

Peterborough Operations Manager:

E-Mail: Lindsay.nicholl@oakactivities.com

Telephone number: 07442065348

Age range of learners: Target group: Key stage:

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

Capacity: How many students can be accommodated?

Our Provision offer is flexible dependant on which site the student is accessing and the type of need that needs to be met.

We offer:

• 1-1 at most of our primary and secondary
• We have staff that can support both therapeutically and academically in schools or community settings
• Group sessions can be accommodated at all of our sites and in school settings
• Our Winyates team work with KS3, KS4 students in the home with the view to progress into the Winyates site to access their learning, and then eventually transition back to school
• Hampton is our vocational setting where we offer BTEC’s in Catering, Construction and Hair and Beauty

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.
• Children in Care
• SEMH
• SEN
• Emotional Based School Avoidance
• ASC
• Cognition and Learning needs

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

• KS1 and 2 all subjects
• KS3, KS4, KS5 – core subjects + PE, Art, Drama, History, RE, Geography, PHSE, Design Technology, functional skills, CV writing, , Maths and English functional skills, vocational course – Catering, Construction Multi-skills, and Hair and Beauty

Therapeutic support and Social Skills: Lego, Art and Dog based therapy, mentoring through sports, forestry school, Emotional Literacy and Cooking

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

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

Expected outcomes for Students:

• Work to support reintegration to mainstream school or alternative settings.
• Support reduced risk of permanent exclusion.
• Completion of short term accredited and non-accredited courses including BTEC vocational qualifications, Functional Skills, AQA certificates and PSHE/Wild for Life.
• Lowered risk of NEET, and supported progression to mainstream/post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved self-awareness, self-management, relationships skills, social awareness, ability to work with others, and decision making linked to positive choices.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Support to reduce risks around contextual safeguarding/anti-social behaviour.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• Daily emotional check ins from key workers
• Emotional Literacy curriculum to understand the 5 core competencies
• One to one support
• Cambridgeshire Therapeutic Thinking approach
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

• Make contact with any of the AP Managers directly or Operations Managers for each area via phone or email
• Referrals are made using Oak Activities referral form

What quality assurance processes do you have:

• Internal auditing of behaviour, attendance, safeguarding and, academic outcomes completed by senior management teams
• Continued internal quality assurance around implementation of safeguarding structures, continual professional development of staff and, implementation of Cambridgeshire Therapeutic Thinking approaches, and Emotional Literacy approaches using GL assessments
• Regular senior management board meetings to review progress
• Weekly progress reports to schools and parents
• 6 weekly reviews with school, professionals and parents

  

Remedy Recruitment Group Ltd - Stage 3

Address: Suite F101, Sterling House, Langston Road, Loughton, Essex.

Contact: Simone Smith

E-Mail simone@remedytutors.co.uk

Telephone number: 0204 505 5505 or 07967705402

Age range of learners: Target group: Key stage:

Ages 5yrs – 21yrs KS1 – KS5.

Capacity: How many students can be accommodated:

As many as requested.

Which students are currently offered provision:

• (Looked After Children) – Including specialist tuition for disengaged children
• (Unaccompanied asylum- seeking children)- Language specialising in teaching English as a foreign language including Pashto speaking tutors and native language tutors.
• Students with Special Educational Needs & Learning Disabilities in need of a personalised education plan.
• Students not accessing mainstream education/ Excluded or at risk of exclusion.
• Suffering from physical or mental health conditions
• Students with EHCP’s
• Young people dealing with challenging life circumstances
• Poor School attendance/ Emotional School Based Avoidance students.
• Specialist Subject tuition from early years up to A-Level covering all UK curriculum
• MFL & Language Specialists
• Dyslexia & Numeracy & Literacy specialists
• Behaviour Mentors
• Behaviour Specialists skilled at re-engaging children in learning

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

All Subjects and all levels.

GCSE and A Level.

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

SEN Tuition: £57 (Exc VAT)

Tuition: £45 (Exc VAT)

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.
• 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.

Referral process: Is there a specific intake period:

We have our own Referral form.

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.

Date quality assured: 2024 – Croydon SEN and VS.

Sunnyside Hub - Stage 3

Address: Sunnyside Farm, Kimbolton Road, Stow Longa, CAMBS, PE28 0TR.

Contact: Jolene Pattrick.

E-Mail: office@sunnysidehub.co.uk

Telephone number: 07718175734

Website: www.sunnysidehub.co.uk

Age range of learners: Target group: Key stage:

5 to 18 years old, all key stages.

Capacity: How many students can be accommodated?:

Individual students up to small groups of 6 students depending on the needs of the 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.
• Medical Needs
• Home school

Sunnyside Hub will treat every referral on a case-by-case basis to ensure that the provision on offer is suitable for the individual/group.

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

Sunnyside Hub balances academic progress and creative therapy to provide a positive environment to facilitate learning. The core focus of the hub is to use art and outdoor education based activities to re-engage individuals with their learning and allow them to thrive.

The Hub uses Qualified Teachers to support the learning programme allowing for a smooth transition between school and hub, as well as ensuring that academic demands can be met.

All individuals attending the hub will follow the skillsbuilder programme focusing on developing 8 essential life skills designed to boost academic outcomes, increase employability and improve perseverance, self-belief and well-being.

We offer a variety of non-academic courses/awards that include:

• Art Awards
• First Aid Qualifications
• John Muir Conservation Award
• National Outdoor Learning Award (NOLA)
• Junior Award Scheme for Schools (JASS)
• Sports Leaders Young Leader Award program
• Duke of Edinburgh Award

In addition, the sessions will be planned and assessed against National Curriculum Criteria to provide a framework of progress for individuals attending the setting. The subjects will include English, Maths, Science, Geography and Art.

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

1:1 Sessions.

£65.00 per hour (minimum 3 hours)

3-hour sessions available Monday – Friday (0900 – 1200 or 1230 – 1530)

Please contact us to discuss prices for group sessions.

Expected outcomes for Students:

Sunnyside Hub strives to achieve the following outcomes when working with individuals:

• Completion of at least one qualification/award
• Progression within core academic subjects (English & Maths)
• Development of SEAL skills to support social and emotional needs
• Improved mental health through taking part in mindfulness sessions/activities
• Integration of CREATE Passport (developing employability skills)
• Engagement in education and successful reintegration into mainstream school
• Prevention of permanent exclusion and lowered risk of becoming NEET.
• Positive changes in student’s attitude to learning, motivation, confidence and self-esteem.

Our focus is to provide individuals with a positive experience that combines academic achievement with soft skill development to give them the best chance of success in their future lives. We aim to engage with every child to ensure that they achieve to the best of their ability.

Pastoral Support on Offer:

Depending on the needs of the individual, the following can be offered:

• 1:1 support
• Delivery by Qualified Teachers
• Adapted teaching style, pace, approach, content, and delivery to meet the individual’s needs
• Mindfulness Interventions
• Regular updates and review with professionals involved and parents.

• Liaison with other childcare professionals working with the student
• Support after leaving the provision

• Each individual attending the setting will be provided with a pastoral support plan

Referral process: Is there a specific intake period:

• Referral form to be completed and sent via email with any supporting documents.

• Telephone call or visit arranged with a member of the Sunnyside Hub Team.
• Student referrals are taken throughout the year to suit the referral agency.

• Acceptance of referrals will depend on availability at the setting.

What quality assurance processes do you have:

• Ongoing monitoring of student progress, termly reports and feedback regarding student behaviour, attendance and progress given regularly.
• All of the qualifications/awards delivered at Sunnyside Hub are quality assured by the relevant awarding organisations and staff delivering the awards meet the tutor requirements.
• Policies and procedures are regularly reviewed to keep them updated and following any changes in policies Nationally.
• Regular CPD and training for all our staff team including:- First Aid, Safeguarding and Prevent training, Health and Safety, Conflict Management, and Positive Handling.
• All staff are DBS checked at an enhanced level and are recruited following the safer recruitment guidelines.

EcoCoach PE Solutions – Stage 3

Address: Peterborough Judo & MMA, Unit 1-2, Alpha park, Mallard Rd, Peterborough PE3 8AF
E-Mail: greenteam@eco-coach.co.uk
Telephone: 07857 402115 or 07546 558529
Contact: Mr M Nelson or Mrs L Pires

Type of Provision

EcoCoach PE Solutions offers an extensive range of services designed to meet the diverse needs of students and support their holistic development:

• Sport
• Careers and Skills
• Forest Schools
• Horticulture
• Online Learning
• Therapeutic/Counselling/Soft Outcome Support
• Tutors 1:1 - Small Groups
• Activities
• Learning Centres

Transport Provision

EcoCoach provides flexible transport arrangements to eliminate barriers to participation. Whether sessions are held in schools, at home, or on-site, we ensure accessibility for all students.

Age Range of Learners

Target Group: Ages 4–16
Key Stages: 1, 2, 3, and 4

Capacity

EcoCoach tailors its services to meet the unique requirements of each setting:

• On-Site Gym Sessions: Up to 8 students per session, ensuring personalised attention.
• In-School Support: Flexible arrangements for 1:1, small group sessions, or full-class support.
• At-Home Sessions: Bespoke 1:1 provision in a familiar learning environment.
• Online Learning: Virtual sessions for individual or small group support, providing flexible options for remote learners.

Which Students Are Currently Offered Provision?

EcoCoach specialises in working with students who:

• Are excluded or at risk of exclusion from mainstream education.
• Face challenges such as anxiety, depression, or other mental health concerns.
• Struggle with SEND (Special Educational Needs and Disabilities), including SEMH (Social, Emotional, and Mental Health) issues.
• Have poor school attendance or refuse to attend school.
• Are Looked After Children (LAC) or young offenders requiring targeted interventions.
• Deal with significant life challenges, social isolation, or adverse childhood experiences (ACEs).

Brief Description of Curriculum Offered

Our curriculum is flexible, inclusive, and tailored to each student's needs, combining physical, emotional, and academic development:

Physical Education and Sports Coaching

• Multi-sport coaching, including football, judo, kickboxing, archery, fencing, parkour, and team sports.
• Unique activities like curling, spike ball, orienteering, and traditional childhood games.
• Play Their Way methodology, empowering students through choice-based physical activities.

Therapeutic and Emotional Support

• Lego Therapy: Advanced sessions that encourage problem-solving, persistence, and teamwork through building and repair activities.
• Creative Arts: Engages students in self-expression, emotional regulation, and exploration through arts and crafts.
• ELSA (Emotional Literacy Support Assistant) Sessions: Helps students articulate and understand emotions, fostering resilience and emotional intelligence.
• Outdoor Learning and Forest School: Activities include planting, building, growing projects, and eco-focused outdoor adventures.

Careers and Employability Skills

• Job readiness training, including CV writing, mock interviews, and workplace skills development.
• Leadership programs and opportunities to earn First Aid Certification, officiating badges, and other qualifications.

Academic and Vocational Support

• Core subjects like Maths and English, delivered through trusted educational partners.
• Vocational training in gardening, cooking, childcare, and more, integrated with life skills development.
• Bespoke programs for literacy, numeracy, and personal development.

Holiday Camps and Eco-Inspired Initiatives

• Engaging holiday camps with options for multi-sport activities, eco-friendly projects, and outdoor learning.
• Integration of sustainability principles into all activities.

Cost for Services

EcoCoach’s pricing reflects the quality and tailored nature of its offerings:

• On-Site Gym Sessions: £55/hour
• In-School Services: £45/hour
• At-Home Sessions: £50/hour
• Online Learning: £40/hour
• Group Discounts: Available for block bookings and multi-student sessions.

Expected Outcomes for Students

EcoCoach delivers measurable, meaningful outcomes:

• Successful reintegration into mainstream education.
• Prevention of permanent exclusion and reduced risk of NEET (Not in Education, Employment, or Training).
• Enhanced mental health, emotional resilience, and wellbeing.
• Improved attendance, punctuality, and engagement.
• Positive behaviour changes and strengthened interpersonal relationships.
• Development of employability skills and leadership qualities.
• Achievement of personal, social, and academic goals.

Pastoral Support on Offer

EcoCoach adopts a holistic approach to ensure every student feels supported:

• Ongoing mentoring tailored to individual needs.
• Behaviour management strategies and emotional guidance.
• Regular reviews with families, schools, and other stakeholders.
• Support for transitions back to mainstream or specialist education.

Referral Process

Referrals are accepted year-round through:

• Early Help Assessments (EHA).
• Education, Health, and Care Plans (EHCP).
• Direct referrals from schools or Local Authorities.
• Submission of referral forms via email or other specified channels.

Quality Assurance Processes

EcoCoach prioritises excellence and continuous improvement:

• Progress Tracking: Regular assessment of individual goals and outcomes.
• Stakeholder Feedback: Input from students, families, and schools drives service enhancements.
• Professional Development: Staff receive ongoing training and certifications in the latest methodologies.
• Governance: Adherence to CIMSPA standards and external advisory oversight.
• Audits and Reviews: Independent evaluations ensure compliance with industry best practices.

Governing Body or Management Committee

While EcoCoach does not have a formal governing body, its programs are guided by industry best practices and oversight from external advisors, including The Leadership Academy.

Additional Provision Details

EcoCoach’s innovative and inclusive approach ensures:

• Flexible session times during school hours, evenings, weekends, and holidays.
• Eco-friendly activities integrated into all programs, supporting sustainability.
• Access to professional gym facilities or tailored at-home support.
• A broad range of activities that cater to students of all abilities and interests.

 

 

Inspire 2 Ignite CIC - Stage 3

Address: 8 Beeson Close, Little Paxton, St Neots, Cambs, PE19 6NE

Contact: Christine Griffey

E-Mail: Christine@inspire2ignite.co.uk

Telephone Number: 07748705049

Transport:

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

Provision is delivered onsite or can be offered as web based

Age range of learners: Target group: Key stage:

11-19 Years 7-13 (Key stages 3,4 and 5)

Capacity: How many students can be accommodated?:

Our programmes are generally delivered in groups of 6-12 depending on the programme. We also offer 1 to 1 coaching and bespoke work based around the themes of our programmes.

Which students are currently offered provision:

• Students not accessing mainstream education.
• Excluded or at risk of exclusion
• Students on reduced timetables
• SEN Students
• SEMH students
• Poor school attendance/refusing to attend school
• Dealing with challenging life circumstances
• Those at risk of NEET.

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

Our programmes are meticulously designed to offer a multitude of benefits and outcomes, aligning with the Gatsby Benchmarks and fostering essential core skills in participants. Each activity is thoughtfully crafted to provide comprehensive industry insights and practical experience. By engaging in our programmes, students not only explore various industries and entrepreneurial ventures but also develop critical soft skills such as communication, teamwork, problem-solving, and leadership. This holistic approach ensures that participants are well-prepared for their future careers and personal growth.

At Inspire 2 Ignite, we understand that each school and participant has unique needs. Therefore, we are committed to making reasonable adjustments to all of our programmes to ensure they are inclusive and accessible to everyone. By tailoring our approach and providing necessary support, we strive to create an environment where all young people can fully engage and benefit from our transformative experiences.

Programmes Offered:

Inspire 2 Succeed

Sessions: 5

Learners: 8-12 per cohort

Location: Onsite, with one offsite visit

Description: Inspire 2 Succeed is a dynamic 6-Session programme designed to inspire students by exposing them to the world of work and entrepreneurship. Delivered in 4-hour sessions, the programme blends interactive workshops, an industry visit, and hands-on activities to broaden students' understanding of the world of work. Highlights include a visit to a local business providing real-world insights into the world of work. By the end of the programme, students will have a newfound spirit of the world of work, along with a better understanding of what it is they can aim for.

Introduction 2 Entrepreneurship

Sessions: 1

Learners: 8-14 per cohort

Location: Onsite

Description: "Introduction 2 Entrepreneurship" is an immersive and dynamic programme designed to empower young people with the tools, skills, and confidence to explore entrepreneurship. Over the course of one day, participants will delve into the process of creating, designing, branding, marketing, and selling their own products or services. This programme is specifically crafted to be inclusive and engaging for students, providing a supportive environment for creativity and collaboration.

Discovering the World of Work

Sessions: 5

Learners: 6-8 per cohort

Location: Onsite, with three offsite visits

Description: Discovering the World of Work, offers young people a unique opportunity to explore various industries, gain real-world insights, and develop a better understanding of career possibilities. Running over five sessions, including external visits to local businesses and organisations, this programme is designed to provide practical experiences and inspire future career paths. The programme offers flexibility in delivery and is available either as a one-day-a-week option or as an intensive whole-week programme to best fit your school's scheduling needs and preferences.

Curious About...

Sessions: 6

Learners: 6-10 per cohort

Location: Onsite

Description: The "Curious About.." programme is an innovative initiative designed to introduce young people to the fundamentals of entrepreneurship through engaging mediums such as ice cream or tshirt-design. This hands-on programme combines practical business experience with creative marketing and product development, offering students a comprehensive insight into starting and running a small business. By managing their own ventures, participants will not only learn about the intricacies of these industries but also gain valuable skills applicable in various aspects of life and future careers.

Additional Services

Bespoke Alternative Provision:

At Inspire 2 Ignite, we are committed to enhancing alternative provision to re-engage young people with their education and raise their aspirations. Our vision is to support schools in providing high-quality education through alternative provisions that prepare students for life and employment.

In partnership with established Alternative Provision and mainstream schools, we deliver our transformative programmes to small, focused groups of young people. Using our programme frameworks, we can work with individual settings to create a bespoke programme to suit the needs of your school and students. This can include adjustments to the frequency of delivery, length of delivery, and whether the programme is conducted onsite or offsite.

1-2-1 or Small Group Coaching:

We offer personalised coaching sessions for individuals or small groups, with a primary focus on personal development. These sessions aim to build confidence and self-esteem, empower students to believe in their abilities and potential, enhance resilience by equipping them with the skills to overcome challenges and setbacks, and develop emotional intelligence to help them understand and manage their emotions effectively. Additionally, our coaching sessions strive to improve motivation and engagement by fostering a positive attitude towards learning and future aspirations and assist students in setting and achieving personal goals through identifying their objectives and creating actionable plans.

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

The cost is based per programme and range from £750 - £1100 dependant on the choice of programme. This means our programmes are costed the equivalent of £30-£90 an 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 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 where appropriate
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the student/s
• Information, advice and guidance
• Signposting and referral to additional support
• Support after leaving the programme through ongoing access to Inspire 2 Ignites wider service

Referral process: Is there a specific intake period:

We can accommodate participants throughout the whole of the academic year via:

• An EHA
• EHCP review
• Direct school referral
• Email contact

What quality assurance processes do you have:

• Policies and procedures are reviewed to keep them updated and following any changes in policies nationally on a regular basis
• Assessment of students
• Learning resources and student support
• Measuring and improving outcomes.
• Feedback from students, parents, and partner organisations.
• Staff ongoing training and performance monitoring.
• Analysis of performance data to measure success and improve programmes

 

NACRO – PETERBOROUGH - Stage 3 

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

Contact: Jacqueline Knight

Telephone numbers: 01733 561596 07483 090094

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

Age range of learners: Target group: Key stage:

AP Schools – 13-16

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

Capacity: How many students can be accommodated?

Schools 20 Study Programme 75

Which students are currently offered provision? :

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

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

Study Programme:

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

Maths and English – GCSE

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

Work Ready Employability (L1 and L2)

The Schools Programme 13-16:

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

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

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

Expected outcomes for Students:

The Schools Programme 13-16:

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

The Study Programme 16-19 -

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

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

Pastoral Support on Offer:

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

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

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

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

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

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

Referral process: Is there a specific intake period

Both programmes enrol throughout the year.

Referral routes include:-

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

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

What quality assurance processes do you have :

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

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

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

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

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

Quality assured by another organisation or Local Authority:

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

Awarding Bodies – external quality assurance audits

Internal Contract and compliance audits

Ofsted inspection – Good.

Ofsted Inspection – March 2019

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

Cambridge Regional College - Stage 4

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

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

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

Telephone:01223 418472

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

14-16 (Year 10 and Year 11)

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

Capacity: How many students can be accommodated:

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

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

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

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

We offer the following qualifications:

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

• **Huntingdon Campus Multiskills and Hair and Beauty only

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

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

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

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

Expected outcomes for Students:

We have high retention and high attendance, leading to:

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

Pastoral Support on Offer:

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

Referral process: Is there a specific intake period?

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

What quality assurance processes do you have?

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

 In Toto Ed Cambridgeshire In Toto Ed Peterborough - Stage 3

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

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

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

Email: referrals@in-toto-ed.com

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

Age range of students:

Target group: Ages 14-18:

Capacity: How many students can be accommodated?

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

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

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

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

Which students are currently offered provision?

Students who are not accessing mainstream education because of:

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

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

No experience necessary

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

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

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

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

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

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

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

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

-Custom pricing available for complex pathways

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

Years 7-9:

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

Years 10 and 11 (E1-L2)

GCSE:

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

Arts Award:

Bronze, Silver and Gold

Vocational Qualifications:

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

Functional Skills:

English, Maths and ICT

Post-16 (E1-L3)

GCSE re-takes

Functional Skills:

English, Maths and ICT

Arts Award:

Bronze, Silver and Gold

Vocational Qualifications:

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

A Level:

English, Maths, Art, Music and EPQ

Expected outcomes for students:

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

Transport:

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

Pastoral support on offer:

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

There will be a mixture of

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

What quality assurance processes do you have?

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

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

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

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

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

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

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

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

Peterborough College – Stage 4

Address: Park Crescent, Peterborough, PE1 4DZ.

Contact name: Laura Rees & Melissa Gauntlett

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

E – Mail:

laura.rees@stamford.ac.uk

Melissa.Gauntlett@peterborough.ac.uk

Transport:

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

Age range of learner/key stage:

14 – 19 plus Post 16

Capacity:

No limit.

Which students are currently offered provision? :

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

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

Learner Engagement a two day programme consisting of:

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

School Links Programme:

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

Construction skills

Motor-Vehicle*

Hospitality and Catering

Hair and Beauty

Animal Care*

*planned for 23/24

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

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

The Schools Link programme is negotiated individually depending on class numbers

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

Expected outcomes for Students:

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

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

Pastoral Support on Offer:

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

Referral process: Is there a specific intake period:

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

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

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

Quality assurance processes:

• Ofsted inspections

Cross College quality assurance cycle that includes;

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

Quality assured by another organisation or Local Authority:

• Ofsted
• Range of awarding bodies
• Local authority checks

Red Balloon of the Air – Stage 4

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

Telephone number: 01223 354388

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

Transport

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

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

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

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

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

Capacity:

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

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

Which students are currently offered provision?

Students who are attending RBAir are those who:

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

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

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

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

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

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

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

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

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

Expected outcomes for students:

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

Outcomes we have commonly seen are:

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

Pastoral Support on Offer:

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

Referral process: Is there a specific intake period:

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

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

What quality assurance processes do you have:

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

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

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

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

Yes we have completed:

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

TCHC Peterborough - Stage 4

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

Telephone number: 07803243266

Age range of learners: Target group: Key stage:

15-24

Capacity: How many students can be accommodated:

20

Which students are currently offered provision:

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

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

Functional skills Maths E1 – L2

Functional skills English E1- L2

Health and social care

Personal social development

Customer service

Employability

IT user skills.

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

Funded by ESFA by eligibility.

Expected outcomes for Students:

Self-employment

Moving into own place

Increasing confidence

Building social skills

Interaction

Prevention of permanent exclusion.

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

Completion of short term accredited and non-accredited courses.

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

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

Improved behaviour

Improved relationships with family and wider community.

Attainment of vocational skills.

Development of personal and social skills.

Improved attendance and punctuality.

Employability.

Reduce anti-social behaviour.

Successful work experience placements.

Pastoral Support on Offer:

Support

Signposting to correct support when needed

One to one support when needed

Monitor behaviour and attendance.

Support with transition.

Identify barriers and solutions to learning and engagement.

Liaison with other professionals working with the Student.

Interventions, progress etc. are regularly reviewed.

Personal Tutors.

Access to Locality Team support.

Behaviour management.

Information, Advice and Guidance.

Signposting and referral to additional support.

Support after leaving the provision.

Referral process: Is there a specific intake period:

Referral form currently be devised

Made directly through us

Phone

Email.

What quality assurance processes do you have:

Awarding bodies

Teaching Staff DBS checked

Qualifications and experience

IQA process in place

Support visit in place

IQA reports

EQA reports

Destination tracking.

Quality assured:

April 2017 by Ofsted.

 New Meaning Foundation - Stage 3

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

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

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

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

Telephone Number: 07778 928123 (John)

Age range of learners: Target group: Key stage:

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

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

Capacity: How many students can be accommodated:

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

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

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

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

Which students are currently offered provision:

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

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

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

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

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

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

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

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

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

Expected outcomes for Students:

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

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

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

Pastoral Support on Offer:

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

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

Referral process: Is there a specific intake period:

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

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

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

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

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

What quality assurance processes do you have:

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

Quality Assured:

External quality assurance from our awarding bodies.

Internal quality assurance completed regularly.

Oak Activities Limited - Stage 4

Business Address and Registered Office:-

Unit 4, Bodsey Farm, Bodsey Toll Road, Ramsey, Cambridgeshire PE26 2XH

Specific AP site addresses:

Yaxley Football Club – Secondary Provision

Leading Drove

Yaxley

PE7 3NS

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Eyrescroft Primary School - Primary Provision

Eyrescroft

Peterborough

PE3 8EZ

Winyates School – Secondary Medical Needs Provision

Orton Goldhay

Peterborough

PE2 5RF

St Ives Rugby Club - Secondary Provision

Somersham Road

St Ives

PE27 3LY

Downing Sports College - Primary Provision

Granchester Road

Cambridge

CB3 9ED

Oak Activities Vocational Hub (KS4/KS5)

Unit 28

Phorpres Close, Hampton

Peterborough

PE7 8EZ

Witchford – Secondary Provision

Manor Road

Witchford, Ely

CB62JA 8

Managing Director

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036029

Office Telephone Number: 01487 465002

Referrals:

Cambridgeshire Operations Manager:

E-Mail: Stuart.nunn@oakactivities.com

Telephone number: 07385472495

Peterborough Operations Manager:

E-Mail: Lindsay.nicholl@oakactivities.com

Telephone number: 07442065348

Age range of learners: Target group: Key stage:

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

Capacity: How many students can be accommodated?

Our Provision offer is flexible dependant on which site the student is accessing and the type of need that needs to be met.

We offer:

• 1-1 at most of our primary and secondary
• We have staff that can support both therapeutically and academically in schools or community settings
• Group sessions can be accommodated at all of our sites and in school settings
• Our Winyates team work with KS3, KS4 students in the home with the view to progress into the Winyates site to access their learning, and then eventually transition back to school
• Hampton is our vocational setting where we offer BTEC’s in Catering, Construction and Hair and Beauty

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.
• Children in Care
• SEMH
• SEN
• Emotional Based School Avoidance
• ASC
• Cognition and Learning needs

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

• KS1 and 2 all subjects
• KS3, KS4, KS5 – core subjects + PE, Art, Drama, History, RE, Geography, PHSE, Design Technology, functional skills, CV writing, , Maths and English functional skills, vocational course – Catering, Construction Multi-skills, and Hair and Beauty

Therapeutic support and Social Skills: Lego, Art and Dog based therapy, mentoring through sports, forestry school, Emotional Literacy and Cooking

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

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

Expected outcomes for Students:

• Work to support reintegration to mainstream school or alternative settings.
• Support reduced risk of permanent exclusion.
• Completion of short term accredited and non-accredited courses including BTEC vocational qualifications, Functional Skills, AQA certificates and PSHE/Wild for Life.
• Lowered risk of NEET, and supported progression to mainstream/post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved self-awareness, self-management, relationships skills, social awareness, ability to work with others, and decision making linked to positive choices.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Support to reduce risks around contextual safeguarding/anti-social behaviour.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• Daily emotional check ins from key workers
• Emotional Literacy curriculum to understand the 5 core competencies
• One to one support
• Cambridgeshire Therapeutic Thinking approach
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

• Make contact with any of the AP Managers directly or Operations Managers for each area via phone or email
• Referrals are made using Oak Activities referral form

What quality assurance processes do you have:

• Internal auditing of behaviour, attendance, safeguarding and, academic outcomes completed by senior management teams
• Continued internal quality assurance around implementation of safeguarding structures, continual professional development of staff and, implementation of Cambridgeshire Therapeutic Thinking approaches, and Emotional Literacy approaches using GL assessments
• Regular senior management board meetings to review progress
• Weekly progress reports to schools and parents
• 6 weekly reviews with school, professionals and parents

Oak Activities Limited - Stage 4

Business Address and Registered Office:-

Unit 4, Bodsey Farm, Bodsey Toll Road, Ramsey, Cambridgeshire PE26 2XH

Specific AP site addresses:

Yaxley Football Club – Secondary Provision

Leading Drove

Yaxley

PE7 3NS

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Eyrescroft Primary School - Primary Provision

Eyrescroft

Peterborough

PE3 8EZ

Winyates School – Secondary Medical Needs Provision

Orton Goldhay

Peterborough

PE2 5RF

St Ives Rugby Club - Secondary Provision

Somersham Road

St Ives

PE27 3LY

Downing Sports College - Primary Provision

Granchester Road

Cambridge

CB3 9ED

Oak Activities Vocational Hub (KS4/KS5)

Unit 28

Phorpres Close, Hampton

Peterborough

PE7 8EZ

Witchford – Secondary Provision

Manor Road

Witchford, Ely

CB62JA 8

Managing Director

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036029

Office Telephone Number: 01487 465002

Referrals:

Cambridgeshire Operations Manager:

E-Mail: Stuart.nunn@oakactivities.com

Telephone number: 07385472495

Peterborough Operations Manager:

E-Mail: Lindsay.nicholl@oakactivities.com

Telephone number: 07442065348

Age range of learners: Target group: Key stage:

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

Capacity: How many students can be accommodated?

Our Provision offer is flexible dependant on which site the student is accessing and the type of need that needs to be met.

We offer:

• 1-1 at most of our primary and secondary
• We have staff that can support both therapeutically and academically in schools or community settings
• Group sessions can be accommodated at all of our sites and in school settings
• Our Winyates team work with KS3, KS4 students in the home with the view to progress into the Winyates site to access their learning, and then eventually transition back to school
• Hampton is our vocational setting where we offer BTEC’s in Catering, Construction and Hair and Beauty

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.
• Children in Care
• SEMH
• SEN
• Emotional Based School Avoidance
• ASC
• Cognition and Learning needs

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

• KS1 and 2 all subjects
• KS3, KS4, KS5 – core subjects + PE, Art, Drama, History, RE, Geography, PHSE, Design Technology, functional skills, CV writing, , Maths and English functional skills, vocational course – Catering, Construction Multi-skills, and Hair and Beauty

Therapeutic support and Social Skills: Lego, Art and Dog based therapy, mentoring through sports, forestry school, Emotional Literacy and Cooking

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

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

Expected outcomes for Students:

• Work to support reintegration to mainstream school or alternative settings.
• Support reduced risk of permanent exclusion.
• Completion of short term accredited and non-accredited courses including BTEC vocational qualifications, Functional Skills, AQA certificates and PSHE/Wild for Life.
• Lowered risk of NEET, and supported progression to mainstream/post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved self-awareness, self-management, relationships skills, social awareness, ability to work with others, and decision making linked to positive choices.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Support to reduce risks around contextual safeguarding/anti-social behaviour.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• Daily emotional check ins from key workers
• Emotional Literacy curriculum to understand the 5 core competencies
• One to one support
• Cambridgeshire Therapeutic Thinking approach
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

• Make contact with any of the AP Managers directly or Operations Managers for each area via phone or email
• Referrals are made using Oak Activities referral form

What quality assurance processes do you have:

• Internal auditing of behaviour, attendance, safeguarding and, academic outcomes completed by senior management teams
• Continued internal quality assurance around implementation of safeguarding structures, continual professional development of staff and, implementation of Cambridgeshire Therapeutic Thinking approaches, and Emotional Literacy approaches using GL assessments
• Regular senior management board meetings to review progress
• Weekly progress reports to schools and parents
• 6 weekly reviews with school, professionals and parents

Farm Club Ltd - Stage 4

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

Contact name: Carol Bailey

Telephone number: 07548 466932

Email: office@farmclub.co.uk

Age range of learners: Target group: Key stage:

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

What we do:

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

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

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

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

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

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

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

Expected outcomes for Students:

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

Pastoral Support on Offer:

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

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

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

Our offering

Referral process:

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

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

What quality assurance processes do you have:

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

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

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

Keysoe Cuddle Therapy Centre - Stage 3

Address:

Keysoe International Ltd, Church Road, Keysoe, Bedford, MK44 2JP.

Contact: Kaylea Jackson

Telephone number: 01234 708400

E-Mail: info@keysoetherapycentre.com

Type of provision: Horses.

Web based provision:

Age range of learners: Target group: Key stage:

7 plus no upper age limit. KS2 to higher education.

How many students can be accommodated:

Students not accessing mainstream education

Excluded or at risk of exclusion

Suffering physical or mental health conditions

Poor school attendance/or refusing school

Dealing with challenging life circumstances

Other.

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

Haddon Training Level 1 (GCSE level equivalent), Level 2 (GCSE level equivalent),

Level 3 (GCSE level equivalent).

BHS Changing lives through Horses-Personal Development programme focussing on fundamental life skills (Communication, Confidence, Teamwork, Responsibility, Building relationships and Perseverance) – 2 programmes (age 7-11, age 12-25) Accredited short course.

1:1 Keysoe Bespoke programme -Personal development-focussing on targets from EHCP, parents, guardians, carers, referring organisation-short course.

Subjects offered:

Maths

English

Other.

Maths and English can be offered as part of the Haddon Training Programme.

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

Sept 24 Academic Year - Haddon Training from £35,550.04 for full academic year (payment slip across 3 terms).

BHS CLtH from £585.00 + VAT per 6 week block.

1:1 Keysoe Bespoke from £180 + VAT per 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 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.
• SEND/SEMH.

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.
• Personal Tutors.
• Access to Locality Team support.
• Behaviour management.
• Information, Advice and Guidance.
• Signposting and referral to additional support.
• Support after leaving the provision.

We feel it is very important to build trusting relationships with parents and provide all the support we can for them.

Referral process: There is no specific intake period:

Via EHCP

Referral form

PSP

Email

Other.

Initial meeting is carried out for every new participant, followed by a referral form.

Where available our Education Specialists review an EHCP (or similar document) to ensure they are enrolled onto the most suitable programme.

What quality assurance processes do you have:

Initial meeting, programme monitoring, periodic programme reviews, student assessments, QA and CPD for staff.

Date quality assured: 11.08.2023 by Central Beds and Beds Boroughs.

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

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

Contact: Katie Bristow

Email: info@peopleandanimals.org.uk

Telephone Number: 07541 402354

Transport:

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

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

Age range of learners/Target group: Key stage:

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

Key stages 1-5

Capacity: How many students can be accommodated?

121 sessions avaliable

Can also accommodate group sizes of up to 8 students.

Which students are currently offered provision:

Currently provide provision to:

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

This may include people those affected by;

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

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

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

http://www.peopleandanimals.org.uk

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

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

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

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

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

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

Expected outcomes for Students:

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

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

Pastoral Support on Offer:

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

Referral process/Is there a specific intake period:

Email or telephone if you have a referral in mind.

There is no specific intake period.

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

Quality assurance processes:

Key memberships and Quality Assurances include;

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

Staff information:

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

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

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

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

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

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

Quality assured by another organisation or Local Authority:

Also quality assured by Norfolk County Council.

Vision Learning Therapeutic Farm - Stage 4

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

Contact: Rebecca Ward

Telephone number: 07522 816112

E-Mail: visionlearningfarm@gmail.com

Age range of Learners: 6-16 yrs

Target Group: KS1 KS2 KS3

What we offer?

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

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

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

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

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

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

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

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

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

Capacity: How many students can be accommodated?:

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

Which students are currently offered provision:

Students not accessing mainstream education.

Students needing to break up the school week.

Suffering physical or mental health conditions.

Poor school attendance/refusing to attend school.

Excluded or at risk of exclusion.

Brief description of curriculum offered:

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

Accelerating Progress: English

Accelerating Progress: Maths

Employability Skills Development

Life skills challenge

.

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

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

Is there a specific Referral Intake period:

There is no specific intake period.

Email or Telephone if you have a referral in mind.

Expected outcomes for Students:

Successful reintegration to mainstream school.

Prevention of permanent exclusion.

Completion of short term accredited and non-accredited courses.

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

Improved behaviour.

Improved relationship with family and wider community.

Development of personal and social skills.

Improved attendance and punctually.

Employability.

Reduced anti social behaviour.

Pastoral Support on Offer:

Therapeutic support, working with animals.

One to one support

Access to experienced mentors

Monitoring of behaviour and attendance

Support with transitions

Liaising with parents and other professionals working with the student.

Session reports sent to schools after each session.

Referral process: Is there a specific intake period:

Contact Rebecca Ward in first instance.

What quality assurance processes do you have:

Quality assurance of Teaching Staff.

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

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

Quality Assured by Cambridgeshire County Council.

Creative Mindset – Woodland Wellbeing- Stage 3

Address: Abington Woods

Contact: Sharon Collins or Danielle Barker

E-Mail: DBarker@creativemindset.uk or SCollins@creativemindset.uk

Telephone number: Sharon- 07909339352 or Danielle – 07429446302.

Age range of learners: Target group: Key stage:

KS2

Which students are currently offered provision:

• Students not accessing mainstream or special needs education.
• Excluded or at risk of exclusion.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances
• LAC
• NEET
• Students with ECHPs
• Reintegration into learning
• High levels of behaviours that challenge
• High levels of anxiety
• Low levels of emotional resilience
• Low levels of self esteem
• Need to develop social skills.

Brief description of curriculum offered:

Woodland Wellbeing 9:30 – 2:30

During our Woodland wellbeing sessions, we use a woodland space to its full therapeutic advantage. Using practical forest-based activities such as building, cooking, art, jounalling, and music we will provide young people with opportunities to succeed, work with others, build their self-esteem and communication skills.

We will apply the 5 pillars of Wellbeing:

- Connect.

- Be active

- Take notice

- Keep learning

- Give back

And the 5 Pillars of Nature connectedness:

• Contact
• Beauty
• Meaning
• Emotion
• Compassion

Our education pedagogy places intrinsic value and importance upon the benefits of the natural environment and the interconnectedness between health, well-being, being outside. We promote the importance of emotional safety, sensory integration, and social inclusion for all attendees. We’d achieve this through the value that we place upon our attachment to nature, fostering connectedness to peers and trusted adults. We aim to redefine learning and take a trauma informed approach to support young people back to achieving.

Alongside this each young person would have time 1:1 for bespoke behaviour and wellbeing support.

• Emotional Literacy
• Self-Regulation
• Relationships
• Anxiety
• Mental Health Support
• Behaviour
• Building trust
• Support Skills for work

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

£250 per student per session

Expected outcomes for Students:

• Successful reintegration into the classroom or school
• Prevention of permanent exclusion.
• Improved access to Acquisition of GCSE’s, A-Levels or other qualifications.
• Completion of short term accredited and non-accredited courses.
• Lowered risk of NEET, progression back into education
• Positive changes in Student’s attitude to learning, motivation, confidence, and self-esteem.
• Improved behaviour and resilience
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Reduce anti-social behaviour.
• Successful work experience placements.

Pastoral Support on Offer:

• Support to the school
• Training and upskilling for staff
• Support to implement the wellbeing curriculum
• Monitor behaviour
• Support with transition
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the Student
• Interventions, progress etc. are regularly reviewed.
• Signposting and referral to additional support if needed
• One to one creative holistic support
• Information, advice and guidance to those supporting young person
• Progress is constantly reviewed
• Support with transition from primary to secondary
• Information, Advice and Guidance.

Referral process: Is there a specific intake period:

Referral via

• EHCP
• Email
• Telephone
• School referral
• Local Authority
• NEET team
• Self-referrals (parents)

Please note these referrals can be submitted at any point in the academic year.

What quality assurance processes do you have:

• Clear goals and objectives are set with families/school at the onset
• Reports completed upon request at an additional cost
• Student observation, assessment to be completed by school
• Scaling tools used at beginning, middle and end of programme. With young person’s consent, these can be shared with school/outside agencies.
• Regular reviews, initially once a week leading onto monthly
• Ongoing support as and when needed to ensure things are working well
• Email and telephone support
• Measuring and improving outcomes.
• Regular and updated policies and procedures
• Safeguarding to a minimum level of level 3

 

EcoCoach PE Solutions – Stage 3

Address: Peterborough Judo & MMA, Unit 1-2, Alpha park, Mallard Rd, Peterborough PE3 8AF
E-Mail: greenteam@eco-coach.co.uk
Telephone: 07857 402115 or 07546 558529
Contact: Mr M Nelson or Mrs L Pires

Type of Provision

EcoCoach PE Solutions offers an extensive range of services designed to meet the diverse needs of students and support their holistic development:

• Sport
• Careers and Skills
• Forest Schools
• Horticulture
• Online Learning
• Therapeutic/Counselling/Soft Outcome Support
• Tutors 1:1 - Small Groups
• Activities
• Learning Centres

Transport Provision

EcoCoach provides flexible transport arrangements to eliminate barriers to participation. Whether sessions are held in schools, at home, or on-site, we ensure accessibility for all students.

Age Range of Learners

Target Group: Ages 4–16
Key Stages: 1, 2, 3, and 4

Capacity

EcoCoach tailors its services to meet the unique requirements of each setting:

• On-Site Gym Sessions: Up to 8 students per session, ensuring personalised attention.
• In-School Support: Flexible arrangements for 1:1, small group sessions, or full-class support.
• At-Home Sessions: Bespoke 1:1 provision in a familiar learning environment.
• Online Learning: Virtual sessions for individual or small group support, providing flexible options for remote learners.

Which Students Are Currently Offered Provision?

EcoCoach specialises in working with students who:

• Are excluded or at risk of exclusion from mainstream education.
• Face challenges such as anxiety, depression, or other mental health concerns.
• Struggle with SEND (Special Educational Needs and Disabilities), including SEMH (Social, Emotional, and Mental Health) issues.
• Have poor school attendance or refuse to attend school.
• Are Looked After Children (LAC) or young offenders requiring targeted interventions.
• Deal with significant life challenges, social isolation, or adverse childhood experiences (ACEs).

Brief Description of Curriculum Offered

Our curriculum is flexible, inclusive, and tailored to each student's needs, combining physical, emotional, and academic development:

Physical Education and Sports Coaching

• Multi-sport coaching, including football, judo, kickboxing, archery, fencing, parkour, and team sports.
• Unique activities like curling, spike ball, orienteering, and traditional childhood games.
• Play Their Way methodology, empowering students through choice-based physical activities.

Therapeutic and Emotional Support

• Lego Therapy: Advanced sessions that encourage problem-solving, persistence, and teamwork through building and repair activities.
• Creative Arts: Engages students in self-expression, emotional regulation, and exploration through arts and crafts.
• ELSA (Emotional Literacy Support Assistant) Sessions: Helps students articulate and understand emotions, fostering resilience and emotional intelligence.
• Outdoor Learning and Forest School: Activities include planting, building, growing projects, and eco-focused outdoor adventures.

Careers and Employability Skills

• Job readiness training, including CV writing, mock interviews, and workplace skills development.
• Leadership programs and opportunities to earn First Aid Certification, officiating badges, and other qualifications.

Academic and Vocational Support

• Core subjects like Maths and English, delivered through trusted educational partners.
• Vocational training in gardening, cooking, childcare, and more, integrated with life skills development.
• Bespoke programs for literacy, numeracy, and personal development.

Holiday Camps and Eco-Inspired Initiatives

• Engaging holiday camps with options for multi-sport activities, eco-friendly projects, and outdoor learning.
• Integration of sustainability principles into all activities.

Cost for Services

EcoCoach’s pricing reflects the quality and tailored nature of its offerings:

• On-Site Gym Sessions: £55/hour
• In-School Services: £45/hour
• At-Home Sessions: £50/hour
• Online Learning: £40/hour
• Group Discounts: Available for block bookings and multi-student sessions.

Expected Outcomes for Students

EcoCoach delivers measurable, meaningful outcomes:

• Successful reintegration into mainstream education.
• Prevention of permanent exclusion and reduced risk of NEET (Not in Education, Employment, or Training).
• Enhanced mental health, emotional resilience, and wellbeing.
• Improved attendance, punctuality, and engagement.
• Positive behaviour changes and strengthened interpersonal relationships.
• Development of employability skills and leadership qualities.
• Achievement of personal, social, and academic goals.

Pastoral Support on Offer

EcoCoach adopts a holistic approach to ensure every student feels supported:

• Ongoing mentoring tailored to individual needs.
• Behaviour management strategies and emotional guidance.
• Regular reviews with families, schools, and other stakeholders.
• Support for transitions back to mainstream or specialist education.

Referral Process

Referrals are accepted year-round through:

• Early Help Assessments (EHA).
• Education, Health, and Care Plans (EHCP).
• Direct referrals from schools or Local Authorities.
• Submission of referral forms via email or other specified channels.

Quality Assurance Processes

EcoCoach prioritises excellence and continuous improvement:

• Progress Tracking: Regular assessment of individual goals and outcomes.
• Stakeholder Feedback: Input from students, families, and schools drives service enhancements.
• Professional Development: Staff receive ongoing training and certifications in the latest methodologies.
• Governance: Adherence to CIMSPA standards and external advisory oversight.
• Audits and Reviews: Independent evaluations ensure compliance with industry best practices.

Governing Body or Management Committee

While EcoCoach does not have a formal governing body, its programs are guided by industry best practices and oversight from external advisors, including The Leadership Academy.

Additional Provision Details

EcoCoach’s innovative and inclusive approach ensures:

• Flexible session times during school hours, evenings, weekends, and holidays.
• Eco-friendly activities integrated into all programs, supporting sustainability.
• Access to professional gym facilities or tailored at-home support.
• A broad range of activities that cater to students of all abilities and interests.

Farm Club Ltd - Stage 4

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

Contact name: Carol Bailey

Telephone number: 07548 466932

Email: office@farmclub.co.uk

Age range of learners: Target group: Key stage:

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

What we do:

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

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

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

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

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

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

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

Expected outcomes for Students:

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

Pastoral Support on Offer:

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

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

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

Our offering

Referral process:

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

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

What quality assurance processes do you have:

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

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

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

Fenland Forgers Forest School - Stage 3

Contact: Hayley Dolbear

Address: Twenty Foot Farm, Twenty Foot Road, March. PE15 0BE

Site 1: St. John Church, March PE15 8NH

Telephone: 07962337988

Email: hdolbear@aol.com

Alternative email: fenlandforagersfs@gmail.co.uk

Transport:

Sessions can be run on your site or at our Outdoor site. We do not offer transport currently.

Age range of learners: Target group:

3 -15 years Key stage:1,2,3 & EYFS

At Fenland Foragers Forest school, our goal is to help children and young people rediscover their love for learning.

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

 

Working with us the children will also learn how to care for nature, plants and the environment whilst learning about themselves and others as well as covering key progress indicators from the national curriculum.

We believe that children and young people are naturally curious and interested. At Fenland Foragers, we foster that curiosity and enable children and young people to grow in confidence and independence in a safe and natural environment.

How can a young person be referred?

Young people can be referred to Fenland Forager Forest School by teachers or parents for different reasons. It could be learning difficulties, anxiety, school refusal or mental ill health. The provision is open to those who attend school but find being in school every day hard, as well as pupils not enrolled in a school. The young person doesn’t need to have an Education, Health and Care Plan (EHCP) but this can help with funding.

The Alternative Education provision placements run term time only and each young person comes for set mornings or afternoons each week.

Session Times:

Session can be from 2 hours to 5 hours per day between these times;

9.30am – 2.30pm

 

Capacity: How many students can be accommodated?

Currently up to 6 children

Depending on the students’ needs, we can offer a 2:1 programme or we can offer small group sessions of up to 5 in a group.

This can be at one of our two sites in March, Cambridgeshire or, in an outdoor space as school or Home.

We suggest a 6 week programme to be reviews after 3 weeks. If successful, the SLA can be renewed for a further 6 week programme on going until needs are met.

 

Which students are currently offered provision?

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

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

Brief description of curriculum offered: 3 Offers:

1) Forest School sessions with ‘Nature Learner Journal’

All our Learning programmes are bespoke and designed to meet the exact needs of the learners we work with. The sessions are predominantly child led sessions however we have targets that the children will be supported to achieve.

We have two sites; one is our woodland community setting, with sensory garden and natural structures fulfilling learning experiences that foster a love of nature and learning through play. The second site is next to a nature reserve. A private piece of land that is designed to facilitate a calm and peaceful learning environment. Alternatively, programmes can be run in a green space on your site or at the child’s home.

Our 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.

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. These learning objectives will be agreed and set out in each session plan and evidence towards targets are written at the end of each session by the tutor.

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

Forest School sessions with ‘Nature Learner Journal’

• Individual student: 2 tutors for two hours £195,00 total.
• One of our tutors a TA from the school £135.00 total for a two-hour session.
• individual student: 1 child for a 5-hour session (9.30-2.30pm) £435 per 5-hour session.
• One forest school tutor £325 with a school TA.
• Small group up to 5 students: 2 tutors £360 per session (2 hours)
• Day booking: 2 tutors for a group of up to 5 pupils Cost £600 per day.

Our outdoor programmes are designed to support both academic and holistic needs of the students, alongside the physical and mental health benefits of being 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 design.

2) Bush craft:

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 practical survival skills.

Cost per session basis:

Bush craft:

• Individual student: 2 tutors for two hours £195,00 total.
• One of our tutors a TA from the school £135.00 total for a two-hour session.
• individual student: 1 child for a 5-hour session (9.30-2.30pm) £435 per 5-hour session.
• One forest school tutor £325 with a school TA.
• Small group up to 5 students: 2 tutors £360 per session (2 hours)
• Day booking: 2 tutors for a group of up to 5 pupils Cost £600 per day.

Each student will have their session evaluation/journal updated weekly according to agreed outcomes which can be shared with the school/parents/careers to showcase achievements, success and any progress.

3) Horticulture Education.

Short term sessions that focus on developing the student’s positive mental health and wellbeing through a range of practical activities in the garden such as growing flowers and vegetables. They will learn about the environment, changing seasons, natural crafts and materials and a range of gardening skills.

Cost on a per session basis:

Gardening:

• Individual student: 2 tutors for two hours £165.00 total.
• One of our tutors a TA from the school £115.00 total for a two-hour session.
• individual student: 2 tutors for a 5-hour session (9.30-2.30pm) £412.50 per 5-hour session.
• One forest school tutor £325 with a school TA.
• Small group up to 5 students: 2 tutors £360 per session (2 hours)
• Day booking: 2 tutors for a group of up to 5 pupils Cost £537.50 per day. (107.50 per child per day).

Each child will have a nature journal to capture and record their interests. Each child will have a weekly session assessment to show evidence progress according to any goals that have been set these can be sent to the school/parent/career.

 

Expected outcomes for our students.

Our Learning opportunities aim to support positive changes in our 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 have autonomy and make increasingly responsible choices, reflect on their successes and develop their own personal goals alongside their tutor. A specific learning programme is developed with input from other professionals, parents and the pupil and leads to the completion of a personalised ‘learners journal’.

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, resilience and positive socialisation are promoted and encouraged with a focus on a growth mindset.

Many of the skills practiced in our 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 tutors and mentors.
• We design bespoke programmes tailored to individual needs.
• Sessions focus on building self-esteem and self-confidence
• 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 leaders, Level 2 Forest school leaders and Level 1 forest school leaders. Outdoor Learning Practitioners, CBT practice, Lego Therapy, Mindfulness and Meditation, experience supporting EAL and LGBTQ+ community. Behaviour and emotional regulation training.
• 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:

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

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

(Shorter programmes are also available).

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 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 paediatric 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).

Fireflies Forest School - Stage 4

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

Contact: Jessica Brocklebank

Telephone number: 07557282113

E-Mail: Enquiries@firefliesforestschool.co.uk

Age range of learners: Target group: Key stage:

Secondary 11 – 16 years

Primary 5 – 11 years

All key stages.

Capacity: How many students can be accommodated?

Depending on the students’ needs, we can offer a 2:1 programme or we can offer small group sessions of up to 6 in a group.

This can be at our main forest school site at Hinchingbrooke Country park, or on occasions and in situations when a learner may not be able to travel or leave their home, we may be able to visit school or home locations.

Which students are currently offered provision?

We offer a Forest School/nature- outdoor programme for learners who:

• Are excluded or temporarily finding it difficult to access school for any reason
• Are suffering from mental health conditions and need some support to improve self-esteem, suffer with anxiety, depression, PTSD, attachment conditions or for those who have experienced trauma.
• Are school refusers or children/young adults who are transitioning back into education after having periods of time at home or who are struggling to engage in formal education and therefore refusing to attend their provision.
• Have poor attendance or at risk of exclusion
• Are unable to attend their current provision or are awaiting a space in a specialist provision.

(this list is not exclusive, and we can support learners based on almost any situation).

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

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

Our Forest School site is based in the beautiful woodlands at Hinchingbrooke Country Park, Huntingdon. We have access to a vast amount of natural space as well as our more structured Forest School site. Our sessions are predominantly child led and will follow the interests of the individual, with the Forest School practitioner responding to their interests. Planning is flexible and dynamic and each learners sessions are carefully planned and created for them based on their current needs and targets.

Our core aims are to support the young person to develop:

• Self-esteem and confidence through carefully planning opportunities and activities which scaffold their learning and ensure a feeling of celebration, success and progress.
• Build independence and resilience by planning activities and opportunities that encourage self help skills, independent thinking and independent doing, and by ensuring they are exposed to all weathers and activities which may take more than one try to succeed!
• A feeling of safety and trust, to support them to have autonomy. Our main focus is on building a positive relationship with the tutors which then creates foundations of trust and genuine nurturing to ensure that the learner feels listened to and respected.
• Offer opportunities to develop problem solving and risky play whereby the young person is part of risk assessing. We will plan and create play spaces and opportunities which expose the learner to an element of risk, this will support them to risk assess themselves and also enhance their physical development including sensory input.
• Create a rich sensory experience whereby opportunities are set up and created to meet a learners sensory needs. Whether this is through spinning, swinging, mindfulness, proprioceptive input of heavy lifting and transporting as well as all the benefits of the great outdoors in terms of sounds of nature, various textures and environments and of course smells, including natural and those such as the campfire. We can also complete sensory observations to create maps of sensory seeking and the effect various sensory input has on the learner’s autonomy and behaviour.
• 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, bushcraft, campfire cooking and more.

Upon referral we will discuss a learners needs and what the goals are for their Alternative Provision, and tailor design the programme for them.

We can follow a more curriculum led programme with adult led activities if preferred and if this is best for the learner. The programme is tailor designed for each individual learner. If the learner is also attending school alongside Alternative Provision we can work closely with the school staff to ensure there is consistency between the plans followed in the classroom and in our provision, as well as having tight communication around progress.

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

Our costs are:

3-hour session for 1 learner and 2 forest school practitioner’s costs £390

A full day (9.30-2.30pm or 9am-2pm) for a learner and 2 forest school practitioner’s costs £650 (£325 per Forest school practitioner needed, minimum of 2)

A small group of up to 6 young people can be discussed and quoted upon request and shorter sessions can also be discussed if needed.

All our sessions are facilitated by a minimum of 2 qualified and experienced practitioners. This is due to the nature of the activities we offer as well as for safeguarding reasons.

All sessions will include a variety of campfire snack and drinks, all required resources including their Wild Passport booklet for each child.

These prices are also inclusive of: a manager or the learners staff attending review meetings with the LA or schools, annual reviews, site initial visits, new learner registrations and initial consultation meetings. No additional charges will be incurred.

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 their allocated Forest School practitioners and work together each week on mutual goals. Whether this is to; reduce anxiety, improve self-esteem and confidence, to support them in a transition or to re integrate into school or to support them to engage in adult led tasks to support their re integration to formal education.

• Our intervention will offer a learner a place where they can explore various skills and interests. For those interested, we can teach safe tool use, how to respect tools and the importance of this as well as providing the opportunity to learn and create a safe fire, among other bushcraft skills.
• We will create an environment which encourages the young person to have the opportunity to talk about what their interests are, and we will then plan our sessions accordingly, this may mean teaching bushcraft or woodwork skills, insect and wildlife identification, knots and ropes or building a creative project in line with the learners current interests.
• 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. Even if a child is working 2:1 with adults there are always opportunities for peer interactions with other learners on site. All learners can maintain their own private space to retreat to if needed but peer interactions can be managed for those who would benefit or seek this.
• We also have staff trained in various other therapies such as hypnotherapy, solution-based hypnotherapy, Lego Therapy and Mindfulness and Meditation.
• We can also enrol the young person in the Wild Passport scheme, which is a skills-based progression curriculum, if this was something they were interested in.

With our focus being on supporting the young person’s well-being and mental health we hope for our provision to also support improvements in their family life, overall happiness and therefore ability to engage and achieve in education. We firmly believe that unless a child feels safe, listened to and has positive mental health, they will not be able to meet their potential or engage in formal learning successfully.

We create a welcoming space for learners in a beautiful woodland setting, surrounded by nature and tranquillity. They have access to hammocks, swings, tools, fishing, pond dipping, ropes and campfires under the wonderful Oak tree canopy. The skills we support them to learn can be applied to all areas of their life to support them to reach their full potential and most of all, have positive mental health.

Our sessions provide them with aspects of choice and flexibility which focus on their strengths and talents. We scaffold learning so that they feel success at every session, but are advancing their learning at every opportunity but through their interests and so naturally derived.

Once a learner is ready for their next step in their journey, whether this is to return to formal education or school, or whether this is another provision, we have a wealth of experience in supporting positive transitions and this can be discussed to create a fail proof plan.

We have successfully supported many learners to transition and re integrate back into mainstream school, into SEND specialist provisions and onto their next journey where ever this may be, but now, equipped with a deeper level of resilience, happiness and confidence to apply to their learning. There are some parent testimonials on our website.

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. Before a learner would begin their session the family and the learner would be invited for a initial site visit to have a little tour and meet some of our staff.

Every session has a written evaluation which will include photos and comments about what they did each week. We record any progress made towards targets and any WOW! moments, along with an opportunity to describe any triggers or activities that are not recommended to re try.

At the end of each session there is an opportunity (for those able) to reflect upon the session and some choose to have a journal that they add drawings, comments, or photos to if they wish. This journal can then be shown to any family members or school staff if the young person was happy for this also.

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. We can also support the learners with reflecting upon situations that may have happened in their week, supporting them with feelings, emotional literacy and their reactions.

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 to access our services. They do not necessarily need any diagnosis or formal EHCP as long as the sessions can be funded. We feel passionate that our woodland gates are open to all. Upon referral we will of course meet to ensure that funding has been confirmed.

We can start a block of sessions at any time of the year, and do not need to wait until an official start of a term.

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

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

(Shorter programmes are also available)

What quality assurance processes do you have:

Students’ progress will be continuously monitored. Staff meet regularly to discuss a learner’s journey and what progress or barriers are being made or faced.

Each session has a detailed evaluation written which monitors progress and documents their journey. We also encourage the learners to have a journal or to take part in the Wild Passport skills assessment programme, however, also recognise not all learners will be ready for this or it may not be appropriate.

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. We also have tight and close communication with the commissioning body and parents/carers, so they are kept informed.

The Forest Tutor will make a note in the journals/lesson evaluations 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.

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

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

All our staff have had a DBS check completed prior to working with us and we have a safer recruitment process which is diligently followed.

All of our Alternative Provision tutors have an extensive experience in supporting learners with various SEND needs, many are qualified teachers or Sendco’s and they are all passionate about offering a safe and nurturing environment to all children so they can flourish and have their strengths celebrated. We also have a member of staff who is a qualified therapist and can connect with other local therapists to collaborate in our provision if needed.

Fireflies Forest School tutoring support

For those learners who require dedicated academic support Fireflies Forest School can offer tutoring across Early Years, Primary and Key Stage 3, including:

• Early number
• Phonics
• EYFS curriculum
• Reading fluency and comprehension
• Writing
• Mathematics
• Science
• Geographical and environmental studies
• Art and the creative arts
• Design and technology

We tailor our teaching to the child’s interests and developmental stage and EHCP targets as appropriate. We are experienced in supporting children who have had gaps in their learning journey and those for whom traditional classroom environments are difficult.

We have qualified teachers onsite who can tailor academic support to suit the learning style of the child, including;

• Indoor classroom based teaching *coming soon*
• Outdoor exploratory and play-based learning
• Enquiry-led learning
• A blended approach to enable re-integration into a classroom environment.

Our location means that we can easily foster a curiosity lead approach to teaching and learning and incorporate topics that catch learners interest as they explore the environment. These sessions are currently outdoors and offer creative, exciting and hands on experiences.

Tutoring would be offered for part of the day with the rest of the time being spent at Fireflies Forest school so that the child can get the benefit of focused academic support as well as the holistic and wellbeing benefits offered by a Forest School experience.

  

Girton Glebe AP with SmartKidz Forest School - Stage 3

Type of provision: Forest School

Site Address: Girton Glebe Primary, Cambridge Road, Girton, CB3 0PN

Contact: Chris Butler

Telephone Number: 01223 276 484

E-Mail: forestschool@gg.tela.org.uk

Transport provision: None

Age range of learners: 7-11

Capacity: 10

Which students are currently offered provision:

Key Stage 2

Brief description of curriculum offered:

Girton Glebe AP provides a range of hands-on experiences designed to build confidence and self-esteem, alongside improving skills in concentration and focus through tangible achievement within an outdoor setting. The curriculum is informed by the principles of Forest School (Full principles and criteria for good practice | Forest School Association) and curriculum content/ Scheme of Work based on WILD Passport. The wild passport curriculum is broken down into 5 key skill areas: woodcraft, shelters, fire, nature and rope use. Each skill area is then broken down into beginners, advanced beginners, intermediate, proficient, and expert. Although these correlate to age groups, all children will start beginners’ level when joining the AP, as this would help with improving confidence. This approach also means learners will start with simpler activities that are quicker to complete, which would support improved concentration. The focus would also enable us communicate rules and boundaries in a proficient way. The skills learnt at beginner level are utilised in other activities as learners progress within the levels, so it is important all participants have the prerequisite efficiency and understanding of all the skills.

The wild passport gives a mix of simple experiences and more challenging experiences which can be managed to support children in building confidence and self-esteem, as well as improving skills in concentration and focus with hands-on projects. The curriculum also gives a clear way of recording progression and links to the national curriculum (where needed). Furthermore, the success criteria and extension ideas and activities are provided within this to ensure a curriculum that can also stretch the learner. Each level gives an objective and activity ideas; however it also facilitates autonomy for Forest School leaders to adapt the learning to ensure all learners have the best opportunity to achieve the learning objectives.

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

£125 per 1 hour session

£250 per 2 hour session

Expected outcomes for students:

At Smartkidz Forest School Additional Provision, the expected outcomes for children with Special Educational Needs (SEN) and other individual specific needs, such as anxieties, are built on the foundation of the Forest School principles, ethos, and the Wild Passport framework. These outcomes focus on fostering personal growth, emotional resilience, social development, and a strong connection with nature, tailored to meet the unique needs of each child.

1. Improved Emotional Well-being and Anxiety Management

The calming and sensory-rich natural environment of the Forest School helps reduce stress and anxiety. Through consistent, positive outdoor experiences, children learn to manage their emotions more effectively, build self-regulation skills, and feel more at ease. The supportive atmosphere encourages students to express their feelings, work through challenges at their own pace, and experience a sense of accomplishment, promoting mental and emotional well-being.

2. Boosted Self-esteem and Confidence

Children with SEN or specific anxieties often face obstacles that affect their confidence. Forest School’s non-competitive and individualised approach allows children to achieve success on their terms. By engaging in hands-on, practical tasks such as tool use, shelter building, or nature exploration guided by the Wild Passport framework, students experience repeated successes, which build resilience and significantly boost their self-esteem and confidence.

3. Holistic Development Tailored to Individual Needs

Forest School fosters physical, emotional, social, and cognitive development through a child-centred, nature-based approach. The adaptable nature of Forest School activities allows each child to engage at their level, accommodating different abilities and learning styles. Practical tasks like tool handling or nature crafts help develop fine and gross motor skills, while nature-based exploration encourages cognitive curiosity and creativity, promoting holistic development in a nurturing and inclusive environment.

4. Increased Resilience and Independence

Forest School encourages children to take manageable risks and face challenges in a safe environment. Over time, they develop resilience by learning to cope with difficulties, find solutions, and recover from setbacks. As they progress through the Wild Passport activities, they build independence by taking responsibility for tasks, making decisions, and managing their learning. This fosters a sense of autonomy and achievement, crucial for children with specific needs or anxieties.

5. Social Skills and Positive Peer Relationships

The small group dynamic in Forest School promotes collaboration and peer support, essential for children who may struggle with social interaction. Group activities, such as team-based problem-solving or cooperative nature projects, foster communication, empathy, and teamwork. Students learn to work with others, share experiences, and build positive relationships, which enhances their social confidence and ability to engage in cooperative learning.

6. Connection with Nature and Enhanced Sensory Experiences

Children with SEN or anxieties often benefit from sensory-rich environments. The natural setting of the Forest School offers calming sensory experiences—such as tactile interactions with natural materials, the soothing sounds of nature, and the freedom to move and explore. Over time, children develop a stronger connection with nature, which can serve as a grounding tool for managing anxieties and fostering mindfulness. They also learn to care for the environment, gaining a sense of responsibility and stewardship through the Wild Passport activities.

7. Self-directed Learning and Intrinsic Motivation

Forest School encourages self-directed learning, allowing children to explore their interests and take ownership of their learning. The flexible and supportive approach fosters intrinsic motivation, where students feel empowered to set personal goals and follow their curiosity. This sense of agency helps children with specific needs, including anxieties, to build a positive attitude towards learning, increasing engagement and fostering a lifelong love for exploration and personal growth.

These expected outcomes reflect Girton Glebe’s AP commitment to supporting the unique needs of children with SEN and specific anxieties, providing a nurturing, inclusive environment that fosters emotional resilience, holistic growth, and a deep connection with the natural world.

Pastoral Support on Offer:

Girton Glebe AP uses its Forest School Alternative Provision to offer tailored support for children with SEND, other specific needs, focusing on holistic learning, well-being, and self-esteem. By providing hands-on, nature-based learning, the provision engages children in physical, emotional, and intellectual development through outdoor activities that allow them to learn at their own pace.

The calming, natural environment helps reduce stress and anxiety, promoting emotional regulation and enhancing well-being. Children are encouraged to explore, reflect, and express themselves in a safe, supportive setting, which fosters resilience and confidence. Through this approach, students develop autonomy, problem-solving skills, and a stronger belief in their own abilities, which boosts their self-esteem.

Smartkidz Forest School’s pastoral care ensures that each child feels valued and supported, creating an inclusive space where students can thrive and grow in a way that respects their individual needs.

Students benefit from small group learning with consistent adults who are trained in child-centred practices and all transition work in and out of our provision is done through bespoke strategies and planning based on the children’s needs and profile.

Referral process: Is there a specific intake period:

Enquiries to be emailed to forestschool@gg.tela.org.uk. Sessions arrangements organised on a case-by-case basis.

Quality Assurance:

Girton Glebe AP operates as part of the Primary school, with all quality assurance measures in place with the school’s senior leadership and wider Eastern Learning Alliance Trust expertise.

LIMITLESS FUTURES CIC -Stage 3

Address: Stirgess Woodlands and Gardens of Porters Lodge, Cavenham, Bury St. Edmunds, IP28 6DB.

Contact: Catherine Crouch

E-Mail: info@limitlessfutures.org.uk

Telephone number: 07368500749

Type of provision:

Activities, Art, Forest School, Intervention,

Therapeutic/Counselling/Soft Outcome

Support Tutors 1-1/Small Groups.

Age range of learners: Target group: Key stage:

6 to 16 KS1, 2, 3 & 4 and Post 16

We meet children and young people where they are at developmentally.

How many students can be accommodated:

6 per session.

Which students are currently offered provision:

Limitless Futures has been specifically created for children and young people that find school overwhelming leading to emotional based school avoidance and barriers to education.

We primarily work with those experiencing high levels of anxiety (withdrawn/ retreat profile), related to neurodivergence, learning disability, sensory challenges, attachment profiles or big life events.

• Students not accessing mainstream or special needs education.
• Suffering physical or mental health conditions.
• Poor school attendance/refusing to attend school.
• Dealing with challenging life circumstances
• LAC
• Students with ECHPs
• Reintegration into learning
• High levels of anxiety
• Low levels of emotional resilience
• Low levels of self esteem
• Need to develop social skills.

Brief description of curriculum offered:

What we offer:

Creative and nature-based wellbeing 9:30 – 2:15

We provide support on a 1:1 basis for all attendees.

In our creative, nature-based wellbeing sessions, we fully embrace the therapeutic benefits of being outdoors our 20 acre woodland, 3 acre formal and kitchen gardens and cosy indoor spaces. Through hands-on activities like building, cooking, arts and crafts, gardening, journaling, and music, we offer young people opportunities to succeed, collaborate, and grow. We prioritise emotional safety, sensory integration, and social inclusion for everyone who attends. These experiences help them build self-esteem, develop communication skills, and discover their strengths in a supportive and nurturing environment.

With a trauma-informed perspective, we aim to redefine learning, empowering young people to rebuild confidence, rediscover joy in education, and achieve their potential. We have three phases and participants can join at the one that suits them or work through all three.

Phase 1 - Nature Reconnection, a mindfulness based nervous system reset, which enhances wellbeing and supports building of positive relationships.

• How our brains work
• Mindful awareness
• Exploring our senses
• Living in the now
• Mindful movement
• Connecting

Phase 2 - Brain-Body connection, the foundation to exploring the nervous system to gain an understanding of why we experience a range of emotions, along with useful tools and techniques for everyday life to navigate life’s challenges.

• Understanding the nervous system
• The importance of emotions
• Perspective taking
• Savouring moments of joy
• Gratitude

Phase 3 - Life Crafting for Community Value, which inspires a sense of meaning and purpose, providing an important stepping stone to enable young people to engage with – and play an active and positive role in their community.

• Strengths
• Values
• Acts of kindness
• Taking mindful action in the world.

Expected outcomes for students:

Our nurturing setting provides a flexible, mindful, and trauma-informed approach. The principal outcomes being the key constituents for wellbeing and successful onward transitions:

• Relatedness - Social and environmental connection, improved relationships with family and wider community, development of personal and social skills
• Competence - Openness to enjoyment and learning including completion of short term accredited and non-accredited courses
• Autonomy - Meaning and purpose, confidence and self esteem
• Self-determined motivation – Action, attendance and punctuality

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

• Full day (Monday, Tuesday, Wednesday & Thursday) - £450 - £600 per session
• Costs are based on level of need.
• Other costs:
• Initial assessment - £80
• Reports - £40
• Attendance of reviews - £40/hr
• On site 1 to 1 integrative therapy with trained psychotherapist - £40 per 30 mins.

Pastoral support on offer:

How do we work

At Limitless Futures we integrate both Ryan and Deci’s Self Determination Theory (SDT) and Hughes’ PACE mindset into our evidence-based practice. This creates a holistic approach that fosters both motivation and emotional security. By addressing our young peoples' needs for autonomy, competence, and relatedness through SDT, and creating a safe, accepting, and empathetic environment with PACE, we are equipping participants with the tools they need for personal growth, the ability to struggle well and to thrive.

We provide:

• Support to the school
• Support with transition
• Safe and Inclusive Environment
• Trauma-Informed Approach
• Strong Relationships and Trust Building
• Identify barriers and solutions to learning and engagement
• Liaison with other professionals working with the young person
• Interventions, progress etc. are regularly reviewed.
• Focus on Wellbeing and Mental Health
• Emphasis on Positive Reinforcement
• Signposting and referral to additional support if needed
• Flexible and Adaptive holistic support
• Individualised Support Plans
• Information, advice and guidance to those supporting young person
• Progress is constantly reviewed
• Support with transition from primary to secondary
• Preparing for the Future

Referral process: Is there a specific intake period: What is the intake period:

We accept referrals throughout the year. Ideally children and young people join us at the start of a new half term. - But this is flexible as we understand a quick response is often required.

Referrals can be made vial

• EHCA
• EHCP
• Email
• Telephone
• School referral
• Local Authority
• Self-referrals (parents)

The process follows these steps:

1. Email or telephone enquiry received
2. Referral form/s completed and confirmation of funding stream
3. Any relevant paperwork such as an EHCP, school reports provided
4. Telephone/email communication between a manager and parent/carer or the commissioning body
5. 1 hour induction visit organised and completed
6. Decision made on whether we can meet the needs of the student
7. Bespoke package created
8. SLA including costs and hours will be agreed and signed
9. Young person begins with us
10. Review after an agreed period with a view to renewal if required.

What quality assurance processes do you have:

Our quality assurance processes are designed to monitor, evaluate, and improve the effectiveness of our programs and the outcomes for our students:

1. Regular Monitoring and Evaluation
2. External Quality Reviews
3. Staff Development and Training
4. Student Progress Tracking
5. Safeguarding and Wellbeing
6. Curriculum Review and Adaptation
7. Parent and Community Engagement
8. Incident Reporting and Management
9. Continuous Improvement Plan

Governing Body details:

We have an independent governing body which consists of a retired head teacher, systemic integrative psychotherapist & an NHS compliance consultant.

Their remit is to:

• check procedures in place are robust.
• attend meetings in a reflective capacity regarding Limitless Futures progress in relation to its objectives & effective use of funding
• attend regular safeguarding training to be able to provide sufficient challenge and assure themselves that policies and procedures are effective.
• follow the safeguarding policy if there is a complaint regarding a director of the organisation to ensure accountability.

Date quality assured:

30.06.2024 by Suffolk County Council.

Sunnyside Hub - Stage 3

Address: Sunnyside Farm, Kimbolton Road, Stow Longa, CAMBS, PE28 0TR.

Contact: Jolene Pattrick.

E-Mail: office@sunnysidehub.co.uk

Telephone number: 07718175734

Website: www.sunnysidehub.co.uk

Age range of learners: Target group: Key stage:

5 to 18 years old, all key stages.

Capacity: How many students can be accommodated?:

Individual students up to small groups of 6 students depending on the needs of the 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.
• Medical Needs
• Home school

Sunnyside Hub will treat every referral on a case-by-case basis to ensure that the provision on offer is suitable for the individual/group.

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

Sunnyside Hub balances academic progress and creative therapy to provide a positive environment to facilitate learning. The core focus of the hub is to use art and outdoor education based activities to re-engage individuals with their learning and allow them to thrive.

The Hub uses Qualified Teachers to support the learning programme allowing for a smooth transition between school and hub, as well as ensuring that academic demands can be met.

All individuals attending the hub will follow the skillsbuilder programme focusing on developing 8 essential life skills designed to boost academic outcomes, increase employability and improve perseverance, self-belief and well-being.

We offer a variety of non-academic courses/awards that include:

• Art Awards
• First Aid Qualifications
• John Muir Conservation Award
• National Outdoor Learning Award (NOLA)
• Junior Award Scheme for Schools (JASS)
• Sports Leaders Young Leader Award program
• Duke of Edinburgh Award

In addition, the sessions will be planned and assessed against National Curriculum Criteria to provide a framework of progress for individuals attending the setting. The subjects will include English, Maths, Science, Geography and Art.

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

1:1 Sessions.

£65.00 per hour (minimum 3 hours)

3-hour sessions available Monday – Friday (0900 – 1200 or 1230 – 1530)

Please contact us to discuss prices for group sessions.

Expected outcomes for Students:

Sunnyside Hub strives to achieve the following outcomes when working with individuals:

• Completion of at least one qualification/award
• Progression within core academic subjects (English & Maths)
• Development of SEAL skills to support social and emotional needs
• Improved mental health through taking part in mindfulness sessions/activities
• Integration of CREATE Passport (developing employability skills)
• Engagement in education and successful reintegration into mainstream school
• Prevention of permanent exclusion and lowered risk of becoming NEET.
• Positive changes in student’s attitude to learning, motivation, confidence and self-esteem.

Our focus is to provide individuals with a positive experience that combines academic achievement with soft skill development to give them the best chance of success in their future lives. We aim to engage with every child to ensure that they achieve to the best of their ability.

Pastoral Support on Offer:

Depending on the needs of the individual, the following can be offered:

• 1:1 support
• Delivery by Qualified Teachers
• Adapted teaching style, pace, approach, content, and delivery to meet the individual’s needs
• Mindfulness Interventions
• Regular updates and review with professionals involved and parents.

• Liaison with other childcare professionals working with the student
• Support after leaving the provision

• Each individual attending the setting will be provided with a pastoral support plan

Referral process: Is there a specific intake period:

• Referral form to be completed and sent via email with any supporting documents.

• Telephone call or visit arranged with a member of the Sunnyside Hub Team.
• Student referrals are taken throughout the year to suit the referral agency.

• Acceptance of referrals will depend on availability at the setting.

What quality assurance processes do you have:

• Ongoing monitoring of student progress, termly reports and feedback regarding student behaviour, attendance and progress given regularly.
• All of the qualifications/awards delivered at Sunnyside Hub are quality assured by the relevant awarding organisations and staff delivering the awards meet the tutor requirements.
• Policies and procedures are regularly reviewed to keep them updated and following any changes in policies Nationally.
• Regular CPD and training for all our staff team including:- First Aid, Safeguarding and Prevent training, Health and Safety, Conflict Management, and Positive Handling.
• All staff are DBS checked at an enhanced level and are recruited following the safer recruitment guidelines.

 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.

Oak Activities Limited - Stage 4

Business Address and Registered Office:-

Unit 4, Bodsey Farm, Bodsey Toll Road, Ramsey, Cambridgeshire PE26 2XH

Specific AP site addresses:

Yaxley Football Club – Secondary Provision

Leading Drove

Yaxley

PE7 3NS

Paston Ridings Primary School – Primary Provision

Paston Ridings

Peterborough

PE4 7XG

Eyrescroft Primary School - Primary Provision

Eyrescroft

Peterborough

PE3 8EZ

Winyates School – Secondary Medical Needs Provision

Orton Goldhay

Peterborough

PE2 5RF

St Ives Rugby Club - Secondary Provision

Somersham Road

St Ives

PE27 3LY

Downing Sports College - Primary Provision

Granchester Road

Cambridge

CB3 9ED

Oak Activities Vocational Hub (KS4/KS5)

Unit 28

Phorpres Close, Hampton

Peterborough

PE7 8EZ

Witchford – Secondary Provision

Manor Road

Witchford, Ely

CB62JA 8

Managing Director

E- Mail: Tom.milner@oakactivities.com

Telephone number: 07342 036029

Office Telephone Number: 01487 465002

Referrals:

Cambridgeshire Operations Manager:

E-Mail: Stuart.nunn@oakactivities.com

Telephone number: 07385472495

Peterborough Operations Manager:

E-Mail: Lindsay.nicholl@oakactivities.com

Telephone number: 07442065348

Age range of learners: Target group: Key stage:

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

Capacity: How many students can be accommodated?

Our Provision offer is flexible dependant on which site the student is accessing and the type of need that needs to be met.

We offer:

• 1-1 at most of our primary and secondary
• We have staff that can support both therapeutically and academically in schools or community settings
• Group sessions can be accommodated at all of our sites and in school settings
• Our Winyates team work with KS3, KS4 students in the home with the view to progress into the Winyates site to access their learning, and then eventually transition back to school
• Hampton is our vocational setting where we offer BTEC’s in Catering, Construction and Hair and Beauty

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.
• Children in Care
• SEMH
• SEN
• Emotional Based School Avoidance
• ASC
• Cognition and Learning needs

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

• KS1 and 2 all subjects
• KS3, KS4, KS5 – core subjects + PE, Art, Drama, History, RE, Geography, PHSE, Design Technology, functional skills, CV writing, , Maths and English functional skills, vocational course – Catering, Construction Multi-skills, and Hair and Beauty

Therapeutic support and Social Skills: Lego, Art and Dog based therapy, mentoring through sports, forestry school, Emotional Literacy and Cooking

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

£60 p/h 1:1 support at school or home

£65 p/h 1:1 support at venue

£70 p/h – online up to 6 students

Expected outcomes for Students:

• Work to support reintegration to mainstream school or alternative settings.
• Support reduced risk of permanent exclusion.
• Completion of short term accredited and non-accredited courses including BTEC vocational qualifications, Functional Skills, AQA certificates and PSHE/Wild for Life.
• Lowered risk of NEET, and supported progression to mainstream/post 16 provision.
• Positive changes in Student’s attitude to learning, motivation, confidence and self-esteem.
• Improved self-awareness, self-management, relationships skills, social awareness, ability to work with others, and decision making linked to positive choices.
• Improved relationships with family and wider community.
• Attainment of vocational skills.
• Development of personal and social skills.
• Improved attendance and punctuality.
• Support to reduce risks around contextual safeguarding/anti-social behaviour.

Pastoral Support on Offer:

• Interventions, progress etc. are regularly reviewed.
• Daily emotional check ins from key workers
• Emotional Literacy curriculum to understand the 5 core competencies
• One to one support
• Cambridgeshire Therapeutic Thinking approach
• Access to experience mentors
• Monitor behaviour and attendance.

Referral process: Is there a specific intake period:

• Make contact with any of the AP Managers directly or Operations Managers for each area via phone or email
• Referrals are made using Oak Activities referral form

What quality assurance processes do you have:

• Internal auditing of behaviour, attendance, safeguarding and, academic outcomes completed by senior management teams
• Continued internal quality assurance around implementation of safeguarding structures, continual professional development of staff and, implementation of Cambridgeshire Therapeutic Thinking approaches, and Emotional Literacy approaches using GL assessments
• Regular senior management board meetings to review progress
• Weekly progress reports to schools and parents
• 6 weekly reviews with school, professionals and parents