Holistic Approach to Education
Assessment and Reintegration Centre
At Approach Learning we believe that true education goes beyond academic results. Our approach is holistic, nurturing the intellectual, emotional, social, and moral development of every student.
Our Principles
- Whole-Child Development: We focus on academic progress alongside personal growth, resilience, wellbeing, and character.
- Assessments: We use academic, social, emotional and SEND assessments to gain a holistic understanding of each learner, ensuring support is tailored to the needs of the whole child.
- Balance of Curriculum: Students access a broad range of core academic subjects, therapeutic learning, and enrichment opportunities.
- Individualised Support: We recognise each student’s unique strengths, challenges, and aspirations, tailoring learning pathways to meet their needs.
- Therapeutic and SEMH Practice: Our trauma-informed, therapeutic environment ensures students feel safe, supported, and able to engage fully in learning.
- Values and Community: We embed British Values, SMSC, and inclusive practice across academic life, preparing pupils to make a positive contribution to society.
- Partnership Working: We collaborate with families, referring schools, and external agencies to ensure continuity, wraparound care, and the best outcomes for our learners.
Our Ethos
At Approach Learning, we are an independent alternative provision specialising in working with 11–16-year-olds within the SEMH sector.
We believe every young person deserves the opportunity to succeed, regardless of the barriers they may face. Many of our students have found it difficult to thrive in mainstream education; we provide a safe, nurturing and highly personalised environment where those barriers can be addressed, self-confidence rebuilt, and learning re-engaged.
Our ethos is grounded in respect, resilience, and relationships. We work collaboratively with families, commissioning schools and external agencies to ensure each young person is valued as an individual, supported holistically, and empowered to take control of their future.
Our Aims
- To develop a holistic understanding of each student through academic, social, emotional and SEND assessments enabling us to provide personalised support that addresses the needs of the whole child.
- Provide outstanding alternative education through personalised learning pathways that improve achievement and life chances for all students.
- Offer a student-centred, flexible curriculum that includes core KS3 and KS4 pathways, PSHE, Art, Unit Awards and alongside our therapeutic approach to learning, enabling success in both academic and personal development.
- Support students in re-entering mainstream education wherever possible, while offering a part-time, high-quality alternative route for those who thrive in smaller, specialist settings.
- Foster independence, confidence, and self-worth by providing one-to-one and small group teaching in a safe, friendly and nurturing environment.
- Work in partnership with families, schools and agencies to promote effective inclusion and positive outcomes for every student.
- Release the potential of all our young people, enabling them to succeed in education and life with resilience, ambition and happiness.
Our Vision
Giving every student the power to succeed – breaking down barriers, building confidence, and creating pathways to brighter futures.
We Offer
Explore our key features and accomplishments that set us apart in the educational landscape.
We are dedicated to providing the best support for our students, ensuring their holistic development and success.
For assessments please see our assessment centre (located under important information)
Small groups
1:1 teaching
Flexible timetables
At Approach Learning we believe teaching pupils in small groups of up to six provides a supportive, focused learning environment that encourages participation, builds confidence, and allows for tailored instruction. One-to-one sessions are also available for those who may benefit from more personalized support. Sessions are offered on flexible timetable across three days each week, making it easier to accommodate individual needs and commitments.
Trauma-Informed
and
SEMH Practice Statement
At Approach Learning, we recognise that many young people may face barriers to learning and wellbeing due to social, emotional, and mental health (SEMH) needs or experiences of trauma. We are committed to creating a safe, supportive, and nurturing environment where every student feels valued, understood, and empowered to succeed.
Therapeutic
interventions
and mentoring
Statement
At Approach Learning, we believe that education must go hand-in-hand with the wellbeing and personal growth of our students. For many young people, particularly those with social, emotional, and mental health (SEMH) needs, access to therapeutic support and mentoring is essential to remove barriers to learning and enable them to thrive.
National Curriculum
At Approach Learning, we provide a broad secondary curriculum centred on the core subjects of English, Maths, Science, PSHE, and RSE, enriched by the promotion of British Values and personal development. Our teaching is therapeutic and trauma-informed, supporting the SEMH needs of every learner. We follow the National Curriculum for all students referred by the Local Authority, adapting content to suit age and ability.
Approach Learning – 6 Week Assessment Centre Placement
Assessment-Led Alternative Provision for Secondary Pupils (Ages 11–16)
Overview
Approach Learning provides structured short-term assessment placements designed to identify underlying academic, behavioral and SEMH needs. The placement produces a comprehensive written report to inform provision decisions, EHCP considerations and reintegration planning.
Our trauma-informed and SEMH approach is built on the following principles:
- Safety and Trust: We provide a predictable, consistent environment in which students can feel physically and emotionally safe. Staff are trained to respond calmly and supportively to behaviour, always seeking to build trust and reduce fear or anxiety.
- Relationships First: Strong, positive relationships between staff and students are at the heart of our practice. We focus on connection before correction, ensuring that students know they are cared for and respected.
- Understanding Behaviour: We see behaviour as communication. Our staff aim to understand the underlying causes of behaviour and respond with empathy, rather than focusing solely on sanctions.
- Support and Intervention: Through targeted SEMH support, mentoring, counselling, and external agency partnerships, we provide students with tailored strategies to build resilience, self-regulation, and confidence.
- Inclusive Learning: Our teaching is adapted to remove barriers and ensure all students, regardless of their needs, can access a broad, balanced, and ambitious curriculum.
- Staff Training and CPD: All staff receive ongoing professional development in trauma-informed and SEMH practice, enabling them to embed strategies consistently across the provision.
- Whole-Provision Culture: Our ethos promotes kindness, respect, and belonging. We embed social, emotional, and mental health development into the curriculum, daily routines, and wider educational life.
By being trauma-informed and embedding SEMH practice throughout Approach Learning, we aim to help every student feel safe, build positive relationships, and develop the skills they need to achieve and progress academically, socially, and emotionally.
Therapeutic Interventions and Mentoring
Therapeutic Interventions
We provide a range of therapeutic approaches designed to meet individual needs, including:
- One-to-one counselling
- Therapeutic interventions
- Targeted SEMH programmes
- Referral pathways
These interventions aim to help students process experiences, build resilience, and develop healthy strategies for managing emotions and relationships.
Mentoring
Alongside therapeutic input, we prioritise mentoring as a key aspect of our provision. Every student has access to trusted adults who:
- Provide consistent guidance and encouragement.
- Act as role models, promoting positive attitudes to learning and personal development.
- Offer one-to-one mentoring sessions to set goals, reflect on progress, and address challenges.
- Support students in building confidence, self-belief, and aspiration for their future.
Our Approach
Therapeutic support and mentoring are embedded within our learning culture. We see these as proactive, not reactive, interventions – ensuring students are supported thus avoiding escalation. Our staff team works closely with refers, families, external agencies, and community partners to ensure every young person receives the right help at the right time.
Through this combined approach, we aim to create a therapeutic, nurturing environment that empowers each student to overcome barriers, succeed academically, and grow into resilient, confident young people.
Curriculum and Therapeutic Learning
Core Academic Provision
We provide access to the National Curriculum core subjects – English, Mathematics, Science (Biology in KS4 unless following refer curriculum), and PSHE/RSE (including British Values) – ensuring students develop strong literacy, numeracy, and subject knowledge in line with national expectations. This forms the foundation to return to mainstream or move forward to alternative education placements, further education, training, and employment.
Therapeutic Learning Environment
Alongside academic teaching, we embed therapeutic learning practices throughout our provision. This includes:
- Trauma-informed approaches to teaching and behaviour management.
- Access to mentoring, counselling, and therapeutic interventions.
- SEMH-focused programmes to develop resilience, emotional regulation, and positive self-identity.
- A nurturing and safe environment where relationships and wellbeing are central to learning.
Working with Referring Schools and Agencies
We work in close partnership with commissioning schools, local authorities, and agencies to ensure each student’s curriculum is personalised and aligned with their home school or referring curriculum. This collaborative approach allows:
- Continuity of learning so students can reintegrate smoothly if appropriate.
- Adaptation of programmes to meet both academic and personal development targets.
- Shared tracking and assessment to evidence progress across settings.
Our Commitment
By combining academic study, therapeutic learning, and partnership working, we aim to remove barriers, promote inclusion, and ensure every student has the opportunity to achieve their potential – both in education and beyond.
Supportive and Safe Learning Environment
Empowering Pupils for Success
Empowering Pupils for Success
At Approach Learning, we place the wellbeing, safety, and personal growth of every student at the heart of our provision. We are committed to creating a supportive, nurturing, and safe environment where young people feel respected, valued, and able to flourish.
- Safety First: We ensure a secure and predictable environment where pupils know they are cared for and protected. Safeguarding, trust, and consistency underpin all of our practice.
- Inclusive and Supportive: We celebrate individuality, remove barriers to learning, and provide personalised support so that every student has the opportunity to achieve.
- Empowerment Through Education: Our curriculum combines core academic study, therapeutic learning, and vocational opportunities, enabling pupils to build resilience, confidence, and the skills they need for lifelong success.
- Positive Relationships: Strong relationships between staff and students provide the foundation for progress. We encourage pupils to take ownership of their learning, behaviour, and future aspirations.
- Success for All: By nurturing the whole child – academically, socially, and emotionally – we empower every pupil to believe in themselves, make positive choices, and succeed in their chosen pathway.