Childhood Matters 1-1 Mentoring and Resilience Building
Why Childhood Matters Alternative Provision?
Above all else, our ethos and approach to everything is one of empathy towards our children and young people!
We listen to their story, their thoughts, needs and interests; and aim to provide them with bespoke packages centred around content that supports and speaks to them directly.
We recognise that many of our children and young people will have experienced difficulties and challenges in the educational environments from which they have come, and so we have designed our AP with wellbeing, trusted relationships and re-engagement at its core.
We pledge to provide trained staff who are committed to building supportive, enabling relationships that encourage children and young people to explore their own strengths and interests, engage with learning and the world and take steps towards discovering, developing and achieving their aspirations.
We pledge to design bespoke 1-1 support to ensure trusted relationships are established and content and learning supports engagement and reflects the real world, with skills for life and personal growth considered at all times.
Our Ethos and Intent
Vision
To provide outstanding provision through a creative, therapeutic and individualised approach to re-engagement with learning, centred around well-being, in order to build self-belief and skills for independence.
’’Developing confidence, resilience and independence and encouraging intrinsic motivation through caring, connection, communication and creativity.”
Aims
To help students to overcome their individual challenges and barriers to learning and the world
around them, in order that they develop self-belief, feel a greater sense of wellbeing and achieve personal growth.
This means that from the time a student arrives, we work with them to identify a longer-term goal for themselves, and we then build activities within an agreed framework of provision that ensures that they are making clear steps towards being able to achieve and succeed in reaching this goal.
Approach
To utilise animal assisted therapeutic interactions, together with PACE, therapeutic thinking and trauma informed approaches and resources to ensure both personal and collaborative progress and achievement for each student.
Our Approach and Curriculum Implementation
Our provision centres around an individual student’s identified outcomes or needs and we carefully work to construct and combine layers that support individual development in a flexible and holistic way in order to maximise their engagement, progress, and achievement.
Engage
Wellbeing and Engagement:
We support each student’s social, emotional and physical wellbeing to ensure that they re-engage with people, life and learning.
- Students work collaboratively, recognising, celebrating, and encouraging diversity
- Students discover about, and become educated citizens of, their world, and are encouraged to engage with and positively contribute to local, national, and global issues
- Students participate in activities designed to increase their awareness and develop their sense of responsibility
Ignite and Inspire
Knowledge, Skills, Metacognition, and Independence:
With students re-engaged, we then equip them with the confidence, knowledge and skills to allow them to successfully transition back into an educational setting where possible.
We ensure that they understand how to learn, develop independence in their learning and lives and are able to explore the different pathways available to them.
- Students develop their self-belief and confidence and are prepared and assisted into the next step in their educational journey
- Students understand how to learn and how learning applies to all aspects of their lives
- Students are supported and empowered to develop their commitment, intrinsic motivation, and independence
Influence
Collaboration, Community and Responsibility:
As students develop in confidence and independence, we encourage and support more collaborative learning, to expand their understanding of community and responsibility and to engender an appreciation of human creativity and achievement.
- Students develop their self-belief and confidence and are prepared and assisted into the next step in their educational journey
- Students understand how to learn and how learning applies to all aspects of their lives
- Students are supported and empowered to develop their commitment, intrinsic motivation, and independence
Our Provision
Our student mentors adapt approaches, activities and resources considering the engagement and social, emotional needs of each student, and any provision or specific outcomes identified.
Accurate baselining and effective formative assessment, together with a reflective and adaptive approach ensures progress throughout each student’s journey towards re-engagement and in preparation for adulthood with us.
Resilience Building Provision
1-1 provision will be planned and implemented that provides pro-social opportunities that help develop a child/young person’s sense of achievement, resilience, wellbeing, and engagement. A high level of flexibility and adaptability, with a focus on relationship building and interest led learning, will be required to ensure the sessions remain accessible. Regular reports of sessions will be made available. These sessions will include entry to activities, refreshments, transport to and from child/ young person’s home/school.
Mentoring Provision
1-1 mentoring through engaging activities focused on SEMH/C&I EHCP outcomes, PSHE curriculum, preparing for adulthood and developing life skills. The child/young person’s progress will be monitored using appropriate tools, emotion cards and wellbeing assessments. Mentoring will incorporate emotional awareness sessions in a direct or discreet format, social skills, ‘check-ins’, and explicit circle of trust or equivalent work in order to achieve outcomes. Regular reports of sessions will be made available. These sessions will take place in the child/young person’s home or school or out in the community.
Referrals
Referrals can be made by schools, parents (EOTAS / home schooling) or the LA throughout the year to:
operations@childhoodmatters.co.uk
