Quality Assurance for Schools

At Targeted Provision, we have spearheaded a step-change for vulnerable learners in England. In the face of growing challenges in the UK's education sector - such as a shortage of appropriate school places, a lack of available professionals, and a marked increase in young people missing education due to unmet SEMH needs - we saw a pressing need for transformation in Alternative Provision.

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We provide a supportive, understanding, and tailored educational environment for young people facing adversity. We are led by the principles of trauma-informed practice and the profound impact trauma can have on a young person's ability to learn, grow, and engage with the world. Our approach considers these underlying vulnerabilities, providing a supportive educational environment tailored to address and alleviate them. We are here to help young people transition into needs-appropriate provision, empower them to take control of their educational journey, and support them in developing resilience and self-regulation skills.

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Our tutors are qualified teachers, with extensive experience supporting young people with SEND. Every tutor is also paired with a SEND Specialist from our central Support Team, who oversees each lesson, offers strategies tailored to individual needs and consistently monitors and report the attendance and progress of each young person referred to us. Our Support Team are also available to participate in EHCP/PEP/Strategy meetings and collate evidence for EHCNA applications when needed.

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We can also offer examination entries (including GCSEs, A-Levels and Functional Skills) and post-16 life-skills packages, equipping young people with practical skills vital for work, learning and life. Additionally, we deliver English as an Additional Language (EAL) support for unaccompanied asylum-seeking children (UASC), ensuring they feel seen, understood and supported in their educational journey. We also maintain out-of-county consistency, providing reliable support regardless of county barriers.

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In brief, young people referred to TP receive much more than just tuition. They receive comprehensive support from trauma-informed professionals who take into account their individual circumstances, experiences, and emotional needs. This support empowers them with the confidence and emotional security needed to explore new learning opportunities and take positive steps in their educational journey.

Wherever is best for the young person. We can provide support in residential settings, schools, libraries and community settings, or via Zoom.

Once you have submitted a referral to us, we will audit the information and match your young person with a tutor whose experience and skill set are relevant. We aim to have referrals placed within 5-15 days but can look to fast-track the process in some circumstances if there is a tutor available.

We build curricula around the young pepole we support. Sessions can range from practical, sensory, and play activities to academic preparation for Functional Skills, GCSEs and A Levels. We offer young people the chance to complete AQA Unit Award Courses, ASDAN courses and Functional Skills qualifications. We also offer EAL provision with a specific understanding of UASC needs. For young people receiving our support as part of an EOTAS package, we encourage teachers to explore a full range of PHSE topics including life skills, careers advice and RSE.

We do not offer mentors who are distinct from our teachers. Instead, we ensure that teachers are clear about the needs of the young person and their outcomes at the point of referral. Because our teachers follow trauma informed practice, and focus on building positive relationships with young people, they are well placed to adopt a mentoring role. We have numerous teachers working with young people towards purely social and emotional outcomes.

We will approach disengagement or poor attendance with as much flexibility and creativity as possible. Where we identify these concerns we will speak to the teacher, family and professionals involved to identify potential causes. We can explore changes in timetable, teacher and session delivery. We will raise safeguarding concerns where lack of attendance is persistent and we do not have contact with the young person or their primary adult. We understand, ultimately, if it is in the young person's best interest to end sessions, and ask for just 24 hours notice.

We take steps to ensure any existing risks and risk assessments are shared with us at the point of referral. We ensure teachers are made aware of the risks, and are supported to understand strategies to manage risks prior to meeting the young person. Our teachers never lone work, and never engage in physical intervention. If a young person is to receive support in a community setting, such as a library, an additional off-site risk assessment is completed. This risk assessment is also used for planned activities outside the standard way of working for each young person (for example a day trip). You can read our full risk assessment policy here