I’ve been coming to Active Support for over a year now, the teachers have really been supportive. They help me a lot, I enjoy the activities and I have achieved my tasks and I have completed my sports leadership award which will help me to get into college.
-Young Person
Our Therapeutic Inclusion Unit caters for young people who have been unable to thrive within mainstream school, due to their complex social and emotional needs.
We aim to provide a holistic therapeutic learning environment for young people with complex needs to enable them to develop skills, qualifications and aspirations.
Our team works together to enable learners to feel able to express their interests and motivations. We encourage a greater awareness of self, strengthening connections within themselves and with others. We aim to build resilience and flexibility for improved wellbeing, supporting sustainable change.
All learners are allocated a keyworker who is a member of the staff during their induction period who will provide a weekly report for the school and the parent/carers to help monitor progress.
Active Support also has a bespoke wellbeing monitoring system that can identify “soft skills” areas where individuals need additional help. This may include social skills, resilience, communication and language. The system helps to track progress made in these areas and can be used to report at education and health care plan reviews.
The quote: different colour same as the other tabs.
“The core features enable each young person to become more connected with themselves, their family, their community and their learning by developing their strength, flexibility and resilience for a balanced and positive future.
It is ideal for learners who have:
We work with the family network through regular communication with home. We aim to reflect each families background and diversity through our personalised projects and community discussions. We support parents/carers by signposting local services and work with other agencies to achieve the best outcomes for our learners.
Our focus is to support learners back into mainstream provision. We believe every learner with us is in an transition period. During this period our team develop strategies to inspire, motivate and generate positive attitudes towards education within the learner.
We encourage schools to visit our provision with learners in order to develop a personalised learning programme that meets the needs of the learner.
Our aim is to support our learners to make small changes that will lead to making a big difference in their lives.
-Director
A referral is received from the school and/or the Local Authority with the interest of sending a pupil, which includes a request for a specific programme at Active Support. This could be a full time placement, a dual placement or a part time placement.
If the pupil and parents agree to all the conditions, and are happy for the pupil to start on our programme, we then arrange a start date. On arrival each pupils is given a key worker which they will be allocated to for support, monitoring and evaluating during their time at Active Support.
This involves a member of staff from the school or LEA, the pupil and the parents/carers. We discuss the programme and the nature of the provision, what to expect from us, what we expect from the pupil, and sign a contract to outline the type of support that will be offered.
We carry out online literacy and numeracy assessments in order for us to ensure we offer the appropriate level of education. A lot of the time the school will usually provide this information, however we still carry out our own assessments. Some of these will be based around tutor observations and how students interact with their peers and the staff. We ensure progress is tracked through BKSB assessments and our own online tracking register.
All theory sessions are delivered in small groups usually 1:4 ratio, but students who require additional numeracy and literacy support are often taught 1:1.
| Qualification Success Rate | 98.02% | ||
| No of entries | Achieved | Pass rate |
|
| Passes | 707 |
693 |
98.02% |
| Not achieved | 14 | 1.98% |
|
| Girls success rate | 223 |
216 |
96.86% |
| Boys success rate | 484 |
477 |
98.55% |
|
ATTAINMENT |
PASS RATE |
NO OF PASSES |
NO OF ENTRIES |
|
GCSE English Language |
90.9% |
10 |
11 |
|
GCSE English Literature |
50.0% |
2 |
4 |
|
GCSE Maths |
100.0% |
11 |
11 |
|
GCSE Chemistry |
|
0 |
|
|
GCSE Biology |
|
0 |
|
|
GCSE Physics |
66.7% |
2 |
3 |
|
GCSE Combined Science (Double) |
88.9% |
8 |
9 |
|
AQA Entry level 1 Science single award |
100.0% |
3 |
3 |
|
AQA Entry level 2 Science single award |
100.0% |
1 |
1 |
|
AQA Entry level 3 Science single award |
|
0 |
|
|
Sports Leaders level 1 |
100.0% |
8 |
8 |
|
Sports Leaders level 2 |
100.0% |
1 |
1 |
|
FS English stand alones |
|
|
|
|
FS English stand alones L1 |
100.0% |
7 |
7 |
|
FS English stand alone EL2 |
|
0 |
|
|
FS English stand alone EL3 |
80.0% |
4 |
5 |
|
FS Maths stand alones |
|
|
|
|
FS Maths stand alones Level 2 |
0.0% |
0 |
1 |
|
FS Maths stand alones Level 1 |
70.0% |
7 |
10 |
|
FS Maths stand alone EL1 |
83.3% |
5 |
6 |
|
FS Maths stand alone EL2 |
100.0% |
1 |
1 |
|
FS Maths stand alone EL3 |
60.0% |
3 |
5 |
|
FS Maths full award |
|
|
|
|
FS ICT entry level 3 |
0.0% |
0 |
1 |
|
Beauty Therapy Nail Art level 1 |
|
0 |
0 |
|
Beauty Therapy Make up Level 1 |
100.0% |
1 |
1 |
|
Hospitality entry level 3 |
100.0% |
2 |
2 |
|
Hospitality level 1 |
100.0% |
1 |
1 |
|
Prince's Trust Award E3 |
100.0% |
2 |
2 |
|
Prince's Trust Award L1 |
100.0% |
6 |
6 |
|
Prince's Trust Award L2 |
100.0% |
1 |
1 |
|
Art Award - Explore |
|
0 |
0 |
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