A voice in their own learning
Interests, preferences and aspirations help shape the plan. We make space for the young person to explain what feels difficult and what they would like to try.
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Alternative provision · A supported way forward
A reason to reconnect.
A way back into learning.
When a young person has disengaged from education, the starting point matters. We take time to understand what has made learning difficult, recognise their strengths and build a manageable route forward.
Listen to the young personConnect learning with purposeBuild towards a next step
Who it may suit
Young people who have disengaged from education and need a manageable route back into learning.
What support can include
Subject teaching, mentoring and practical skills, shaped around agreed priorities.
How it is arranged
Discuss the learner’s needs, suitable setting and format, timetable and responsibilities before provision begins.
Understanding the starting point
Before we plan the learning,
we get to know the learner.
Disengagement can look like absence, silence, frustration or a loss of confidence. The reasons behind it are individual.
A young person may have missed learning, found an environment difficult, experienced repeated setbacks or lost sight of why education matters to them. We begin with their experience, alongside family insight and relevant information from the referring professionals.
The aim is a clear starting picture: what they can do, what gets in the way, what helps them participate and what they would like to work towards.
Why choose Reconnect Learning?
A different experience
needs practical differences.
Our approach brings supportive relationships and purposeful teaching together. The individual plan connects the learner’s voice with clear goals, suitable challenge and a reason to keep going.
A manageable first step
A predictable introduction and achievable activity give the learner somewhere to begin. We discuss the pace, communication and adjustments that could help.
Learning with a purpose
English, maths and agreed subjects can connect with projects, practical decisions and future goals. Confidence grows alongside knowledge and skills.
Progress that leads somewhere
We bring together learning evidence, participation and learner reflection so families and referrers can understand what is changing and plan the next step.
A reason to take part
Start with an interest.
Build something meaningful.
A practical project can give a learner a reason to read, calculate, communicate and solve problems. It also gives us opportunities to teach specific skills and recognise what the learner can do.
Plan and create
Develop an idea, make a resource list and explain the choices behind a design.
Use English and maths
Read a brief, compare costs, measure accurately or present a proposal.
Reflect and move forward
Recognise a strength, respond to feedback and identify a skill to practise next.
Picture the first session
A welcome.
A small challenge.
Something to build on.
The first experience should help a learner understand what to expect and give the educator a chance to listen. Here is one way an introductory session could work.
Settle in
A calm introduction, a clear outline and an agreed way to ask a question or request a pause.
Get to know each other
Talk about interests, previous experiences and what the learner would like adults to understand.
Try something achievable
Use a short, suitable activity to explore strengths and starting points without making the session feel like a test.
Choose a next step
Reflect together: what felt manageable, what helped and what could we work on next?
An illustrative introduction. The actual session, level of support and delivery arrangements are agreed around the learner.
Real learning. Meaningful progress.
Notice the small changes.
Keep the bigger purpose.
Beginning a task, asking for help or returning to a difficult topic can be meaningful changes. We consider these alongside subject knowledge, completed work and the level of independence.
Reviews should make the next decision clearer: what is helping, what needs to change and what the learner needs to approach the next stage.
Before provision starts, we agree learning priorities, the purpose of the placement, communication and review arrangements with the relevant adults.
The right combination of support
One learner.
A plan built around their needs.
Alternative provision can combine academic teaching with mentoring, practical skills and preparation for transition. The balance, timetable and delivery are agreed individually.
Teaching and tuition
Rebuild foundations in English, maths and agreed subjects with teaching matched to starting points.
Explore tuition →Confidence and direction
Recognise strengths, explore possibilities and turn a conversation into manageable actions.
Explore mentoring →A supported transition
Prepare routines, effective support strategies and a practical handover for the next setting.
Explore reintegration →Our flagship transition programme
Reconnect 12™
A personalised twelve-week framework to understand the starting point, build learning and confidence, review progress and prepare a supported next step.
Before you begin
Clear information.
A considered decision.
Families, schools and local authorities can contact us to explore suitability and the arrangements a learner may need.
Ask a questionWhat is agreed before support begins?
We discuss suitability, learning priorities, the delivery setting, timetable, fees, relevant access and support needs, and the responsibilities of the adults involved. Any qualification entry or external activity is confirmed separately.
Who could this support?
Learners who need a different approach to access education, are returning after time away or need a personalised pathway alongside other support. Suitability is considered individually.
What would the timetable include?
The balance of teaching, mentoring and practical activity reflects the learner’s assessed starting points, agreed needs, commissioned hours and intended outcomes. Delivery, costs and review points are confirmed before provision begins.
How will we know whether it is helping?
We agree what progress should look like and review learning evidence, participation, learner voice and support needs. Reviews should identify the next actions and any changes needed.
How do we make a referral?
Start with a referral enquiry. We discuss the support required, suitability and practical arrangements, then agree how detailed learner information will be shared securely.
Can we request your policies?
All policies are available on request through our policy request form.
Let’s understand the learner.
Then plan the way forward.
Tell us what is happening and the support you are looking for.