Starting point
This learner was referred to ITN for interim home tuition through the Local Authority. His EHCP described a highly challenging presentation, including a history of significant physical behaviour towards peers and education professionals. As our tutors developed a relationship with him, it became increasingly apparent that the historic documentation no longer accurately represented the young person we were supporting.
Our approach
We worked closely with his parent and initially adopted a gentle, low-pressure approach. Sessions incorporated regular learning breaks and projects based around his interests, enabling education to become achievable rather than confrontational. As engagement increased, expectations were gradually developed from interest-led activities towards structured academic learning and ultimately Functional Skills examination preparation. Throughout the placement, ITN shared evidence of the learner’s progress and supported the review process around his EHCP. We felt it was important that professional documentation reflected his current strengths, regulation and aspirations rather than continuing to define him by historical behaviours.
Progress and outcomes
The learner developed a clear aspiration to attend college and access a vocational course of his choice. This provided a meaningful purpose for his academic learning. He subsequently achieved Entry Level 2 Functional Skills in both English and Maths and is now progressing to college. This learner’s journey demonstrates the importance of reviewing what a young person can do now, rather than allowing previous incidents or outdated assessments to determine expectations for their future. The outcome was not simply improved engagement with tuition: it was recognised qualifications, an updated understanding of need and a clear progression route into further education.
