Sarah’s Journey to Engagement and Learning Through Tailored Support

Sarah*, 13, was referred to Targeted Provision in 2024 as she required additional learning support alongside mainstream schooling. Sarah experiences social, emotional, and mental health (SEMH) difficulties, which impact her ability to regulate her emotions and behaviour. During periods of distress, Sarah displays self-injurious behaviour (SIB). Recognising these challenges, Sarah was provided with a bespoke educational package tailored to her needs, focusing on core subjects English, Mathematics, and Science, as well as mentoring to support her personal development.

Sarah’s behaviour towards adults can be variable. She may be shy or display rudeness, especially when asked to engage in tasks she finds unappealing. Despite these challenges, Sarah has demonstrated significant potential and interest in certain subjects, particularly Science.

Sarah was matched with Jane*, an experienced English tutor and classroom teacher with over two decades of experience supporting young people since 1999. Jane’s expertise includes behaviour management and differentiating instruction to meet diverse learning needs. Shared interests between Jane and Sarah, such as games, have been utilised to foster engagement and build rapport.

For example, during a Science session, Jane introduced a “Periodic Table Battleships” game, which Jane thoroughly enjoyed. This activity not only captured Sarah’s interest but also informed Jane’s future lesson planning. Sarah’s enthusiasm for this activity highlighted her keen interest in Science.

Sarah has demonstrated excellent retention and understanding of various Science topics. According to Jane, “Sarah continues to show excellent retainment and understanding of the periodic table, elements, compounds, mixtures, properties of metals and non-metals, and atoms.” Sarah was also eager to share her newfound knowledge with her Mum, a moment Jane described as “lovely to see.”

Sarah’s bespoke educational package, combined with Jane’s tailored teaching methods and use of creative, interest-based activities, has contributed to a noticeable improvement in Sarah’s engagement and enthusiasm for learning. The use of games and other interactive methods has not only supported Sarah’s academic progress but also helped build a positive learning relationship between Sarah and her tutor.

As Sarah continues her educational journey, the focus remains on fostering her interests and building her confidence in learning. The ongoing collaboration between Sarah and Jane promises further growth in 2025, particularly in Science, where Sarah has shown remarkable potential.

*names have been changed for privacy reasons