1 to 1 Support & Interventions

• Using a combination of assessments, determine baselines and understand their interests, differences, triggers and comfort zones
• Determine anxiety and trauma levels relating to educational experiences and social contexts and provide a specialist intensive provision of mentoring. 
• We use passions to unlock potential, unpick barriers, capture a spark and develop a progression plan, Linking knowledge and understanding with progression and achievement. 
• Create a different view and way of thinking about education, incorporating metacognition skills, outdoor education and vocational experiences.
• Create enabling environments that promote the well-being of each individual in a safe and secure setting where they can live, work and develop their potential, incorporating practical, discovery and problem-solving skills.
• All sessions will include a mentor, teachers and experts ranging from outdoor education to artists, imparting their knowledge through the discovery and joy of learning.
  • Day 1 - Outdoor Project, learning and experiences
  • Day 2 – Indoor Project, learning and experiences
  • Day 3 – Guided project work using skills to achieve outcomes

Achievements at the end of Phase 1 will demonstrate learning and achieving can be accomplished in many different ways, increasing the young person's self-esteem and confidence.  

•  Use their newfound skills to aim towards supported academic, vocational or work placements to enhance the independent skills of the young person.
• Develop in each young person a greater understanding and awareness of themselves, their community and the world in which they live
• Build on the strengths and celebrate the achievements of all our young people
• Teach all students new personal, social and practical skills that will help them in later life, including providing opportunities for work experience and involvement in accredited learning where possible
• Develop communication skills and use language (whenever possible) with confidence to communicate effectively, using Information and Communications Technology and preferred      modes of communication
• Develop the appropriate skills to participate in a suitably differentiated, broad and balanced curriculum, including, for Formal learners, the National Curriculum for transition to mainstream or alternative provisions.
• Develop self-confidence and capacity for emotional and sensory regulation, communicative competence, independence, pride in self and their learning, and an interest in their activities
• Establish an effective and mutually supportive working partnership between home and education

The development of Phase 2 will be determined throughout Phase 1 as professionals and stakeholders use the information and data from the action research, reporting and fluid curriculum.