We begin by listening to the young person, their family and, where appropriate, their school or commissioner. We explore strengths, interests, previous experiences and what currently makes learning difficult.
Our small groups allow staff to get to know students and respond to their needs during a session. Grouping takes account of the learners involved, their goals and how they may experience learning alongside others.
Students can ask questions, practise skills and take part at a manageable pace. Clear routines, adapted communication and regulation breaks support participation. For some students, individual teaching provides a more suitable starting point.
We discuss the proposed group and staffing arrangements before a place is agreed.
A familiar starting point when this is appropriate
Home learning may be suitable when a child is unable to access a setting or when home delivery forms part of an agreed education package. We consider the learner's needs, the purpose of the sessions and the practical arrangements before agreeing support.
Early sessions may focus on getting to know a trusted adult and establishing a manageable routine. Teaching can build gradually around interests and agreed goals. We keep in contact with the family and commissioner and review the next steps together.
Online tuition can provide access to teaching where travel, location or individual circumstances make remote learning suitable. We consider the student's communication needs, attention, confidence and access to technology before recommending this option.
Sessions are planned around agreed learning goals, with resources and activities adapted for online delivery. We explain safeguarding expectations and arrangements for support at home. Online work can form part of a wider programme when this is appropriate.
Previous experiences can influence how a young person responds to adults, unfamiliar places and educational demands. We take time to understand these responses and build predictable, respectful relationships.
Staff use calm communication, explain what is happening and offer manageable choices. When a student becomes overwhelmed, we consider what they need to feel safe and regulate before expecting them to return to learning.
Our approach includes clear boundaries and individual support plans, with opportunities to reflect and repair relationships when the learner is ready.
Addressing the barriers behind difficulty attending
For children experiencing emotionally based school avoidance, attending education can involve significant anxiety. We work with the young person and the adults around them to understand what is making attendance difficult.
Support may include a familiar adult, a predictable arrival routine, shorter starting sessions, sensory adjustments or an agreed approach to demands. The starting point and pace are planned individually.
A familiar adult
Shorter starting sessions
Sensory adjustments
An agreed approach to demands
We review attendance alongside the child's wellbeing and engagement. When a step is too difficult, we explore why and adjust the plan with the family and commissioner. Where transition is the goal, we work towards the conditions the learner will need in the receiving setting.
Life skills can form part of an individual programme, giving students opportunities to work towards greater independence in ways that matter to them. Goals may relate to managing money, planning a task, using community facilities, personal organisation or preparing for further education.
Social learning can include communicating needs, understanding boundaries, asking for help and recognising safe relationships. We respect different communication styles and support students to advocate for themselves.
Practical tasks and community learning are planned around the learner's readiness, interests and support needs.
We help students work towards learning and qualification goals that match their starting point and future plans. Sessions may support GCSE study or Functional Skills preparation, depending on the programme agreed.
We discuss the qualification, specification, teaching priorities and likely timescales before work begins. Exam entry, the examination venue and any access arrangements need to be confirmed with the responsible examination centre as part of that planning.
Helping students feel understood and ready to engage
Wellbeing is part of everyday practice at Gateways. We consider the effect of anxiety, communication differences, sensory experiences and previous difficulties in education.
Support may include trusted relationships, predictable routines, regulation breaks and help to recognise or communicate needs. We work towards goals that matter to the individual, such as feeling comfortable in a session or being able to ask for help.
Where a student has support from other professionals, we seek to use relevant recommendations within their education programme.
Whether you are a school seeking alternative provision, a local authority planning an EOTAS package, a parent seeking tuition or a parent exploring support for your child, we would be pleased to hear from you.
