Personalised support & provision (Pathway 1 – Foundation Skills)
- Key adult and daily regulation routines; consistent meet‑and‑greet, check‑in/check‑out.
- Small‑group applied English/Maths with rapid feedback and short, success‑building tasks.
- Creative/enterprise mini‑projects to develop confidence, peer skills, and prosocial behaviours.
- Family contact weekly; graduated reintegration plan co‑designed with the host school.
- VR “Think Ahead” PSHE modules to rehearse decision‑making and consequences in a safe environment.
Safeguarding & wellbeing
Clear behaviour support plan; restorative conversations after incidents; wellbeing walks and movement breaks; structured choice to reduce triggers.
Measured outcomes & next steps
Re‑engagement sustained; improved self‑regulation and readiness for learning. Transition agreed for a phased return to mainstream with RedEverywhere support remaining in place during the handover period.
Academic progress
- Re-engaged with the core curriculum; short, success-building tasks improved fluency in key Y8 strands (e.g., fractions/decimals/percentages, sentence construction, vocabulary).
- Built independent study habits via our digital learning platform; completed targeted AQA UAS units (e.g., Teamwork, Personal Safety, Digital Basics).
- Working towards age-related expectations in agreed focus strands with regular mini-assessments and feedback.
Personal & social development
- Marked improvement in self-regulation and recovery after dysregulation; behaviour incidents reduced and repaired through restorative conversations.
- Increased trust in adults; now initiates help-seeking and participates positively in small-group projects.
- Improved attendance stability and punctuality.
RedEverywhere team contribution
- Key adult check-in/check-out twice daily; co-produced behaviour support plan and trigger map.
- Weekly family contact and joint review meetings with the host school; graduated reintegration plan with clear milestones.
- Trauma-informed practice and VR "Think Ahead" PSHE modules to rehearse choices/consequences in a safe space.
- QA oversight and termly progress review with SENDCo involvement to adapt provision.
Voice of the child
“When I started at RedEverywhere, I’d been excluded from most of the schools around here and tried a few different APs. None of them ‘got me’ or gave me a chance. With Red, I know everyone cares about me. I’ve learned a lot and I can trust them. I don’t want to leave, but they’re helping me return to mainstream in a way that feels comfortable, and I know they’ll always be there for me.”
