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Isla*, a 16-year-old student, was referred to Targeted Provision in 2023 after being out of formal education since 2021. This extended absence was largely due to frequent placement changes, as Isla is a Looked After Child (LAC).
Isla has a diagnosis of autism and presents with challenges with communication, sensory processing, and managing transitions. These needs have been compounded by adverse childhood experiences, including trauma and neglect.
Despite these challenges, Isla shows a clear interest in activities outside the home, particularly swimming and badminton. She requires a high level of support to access educational settings, so a bespoke, home-based educational programme was implemented. This included tailored instruction in English, Maths, and Science, alongside dedicated mentoring sessions.
Isla was paired with tutor Helena*, who brings a diverse skill set to the role, including fluency in multiple languages such as Punjabi and Makaton, and a personal interest in cooking, board games, and mindfulness. Initially, Isla displayed anxiety around engaging with Helena, but over time, she became more comfortable. She began to express her interests, particularly around cooking, games, and books, which Helena used to inform future session planning.
To build their relationship and encourage communication, sessions often began with a game of Dobble, which quickly became a favourite of Isla's. Helena used this as a low-pressure way to engage Isla while developing her verbal communication skills. The pair also regularly engaged in baking activities, an enjoyable and meaningful way to further support Isla’s communication development and routine building.
To prepare Isla for the eventual transition back into a school environment, sessions were increasingly held in the education room at her residential setting. These sessions served to simulate a classroom environment and help Isla gradually adapt.
On her first visit to a school setting, Isla showed some initial hesitation getting off the bus but displayed remarkable courage and composure once inside. She confidently walked to the classroom, greeted a group of seven students, and responded positively to their enthusiastic greetings. When asked if she wanted to stay longer, Isla agreed and fully engaged in the lesson. She even enjoyed watching a dance break at the end of the session. Although she found it difficult to leave at the end of the visit, the other students supported her transition out by giving her space in a nearby music room.
The Care Home Manager reflected on the experience, saying:
“To see Isla engaging and enjoying being in school was beyond delightful, and a few tears were shed by us!”
Helena has also observed Isla’s growing enthusiasm, commenting that “Isla is very motivated with activities which involve school.” This is a heartening indication of her progress and a strong foundation for her continued reintegration into formal education.
We are proud of Isla’s journey so far and remain committed to supporting her as she continues to build confidence, independence, and a love of learning.
*names have been changed for privacy reasons
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