We believe in a holistic approach to education because:
- The effective development of social and emotional skills as well as academic skills is essential for young people to become successful citizens;
- social and emotional skills, like academic skills, need to be explicitly taught and nurtured;
- young people need access to a wide range of opportunities and experiences to develop their social, emotional skills and promote their self-confidence, self-esteem and aspirations.
We believe that alternative provision should be highly personalised to the individual needs of students because:
- every young person is unique and complex. They have their own personalities, personal circumstances, experiences, interests, aspirations; abilities and barriers to learning;
- to maximise engagement and accelerate social, emotional and academic progress, learning programmes need to recognise all of the above and be designed around the individual person.
We believe that alternative provision should provide students with high quality academic learning opportunities because:
- the acquisition of good literacy and numeracy skills and GCSEs in English and Maths are absolutely essential to success in education and life;
- the acquisition of a range of GCSEs and GCSE equivalent qualifications is essential to young peoples’ self-esteem and their progression onto post 16 qualifications and employment.
We believe that alternative provision should provide students with high quality vocational learning opportunities because Vocational Learning enables students to:
- raise their achievement and accreditation rates;
- enhance their practical skills and knowledge;
- engage in learning that is directly relevant to the world of work;
- interact better within the adult community, thus increasing their opportunities within FE and the labour market;
- progress successfully onto post-16 opportunities as pathways are already established.
We believe that supporting parents/carers to engage with their childrens’ learning is essential because:
- the attitudes and aspirations of parents/carers impact on that of their children and therefore on their children’s success at school and in later life;
- children spend significantly more time at home than at school. Schools therefore need to work closely with parents/carers to develop a shared approach to educating and supporting young people.