Alternative Provision
Our Aim
Our aim is to provide an environment where children can access educational activities that reflect their individual interests, needs, and strengths.
We deliver vocational and life-skills activities designed to equip young people with practical skills for everyday life. These include, but are not limited to, managing money, understanding emotions, learning about their diagnosis (where appropriate), developing healthy relationships, and building basic cooking skills. In addition, we provide curriculum-based learning; however, this is delivered through engaging, activity-based approaches rather than traditional classroom-style teaching.
We offer a child-led, low-demand approach, while also providing structure, routine, and predictability for children who benefit from this. Emotional well-being, regulation, and confidence-building are at the heart of everything we do.
Our Setting
Children attend in small groups, allowing for:
- Individualised support
- Reduced sensory and social pressures
- Strong, trusting relationships with staff
- A calm, inclusive environment designed to meet the needs of neurodivergent children
- Flexible attendance tailored to each child’s capacity, needs, and education plan
Our provision is suitable for children who:
- Are unable to attend mainstream education
- Are awaiting a specialist or alternative placement
- Require a flexible, nurturing, and low-demand environment
- Benefit from small group learning and therapeutic support
Our Approach
Child-Led Learning
Educational activities are planned around each child’s interests, helping to build engagement, motivation, and positive learning experiences. Activities are also set at each child’s level of attainment to ensure appropriate challenge and support, enabling them to progress at a pace that suits their individual development.
Low Demand with Structure
Expectations are kept flexible and pressure is minimised, while consistent routines are offered to support children who need predictability.
Emotional Regulation & Sensory Support
We recognise that children may become dysregulated or need time away from activities.
- A range of sensory equipment is available to support regulation
- Children can choose to use sensory tools proactively or when they need support
- A dedicated sensory corner is available where children can take themselves away for a break in a safe, calm space.
This approach supports children to develop self-awareness, emotional regulation, and increasing independence.
Therapeutic Support
Children can access Drawing and Talking® Therapy and Lego® Therapy within the setting. These are delivered by a practitioner who is:
- Qualified in assessing autism
- Experienced in delivering pre- and post-diagnosis support
- A registered social worker, with extensive knowledge of safeguarding, emotional well-being, and family support.
Therapeutic support is delivered in a gentle, child-centred, neuroaffirming, and trauma-informed way, and can be integrated alongside educational activities where appropriate. Lego® Therapy supports the development of communication, social interaction, problem-solving, and collaborative skills through structured, play-based activities.