Starting point
ITN received a referral for a learner following exclusion from school. The Local Authority required education to be established quickly while a longer-term school placement was identified. The family requested consistent session times and felt that a male tutor would provide the strongest match. Historically, the learner had struggled significantly with academic tasks, accepting adult direction and developing relationships with professionals.
Our approach
ITN responded within the required six-day timeframe, identifying a suitably experienced male tutor and establishing the provision. Rather than immediately expecting the learner to comply with conventional lessons, the tutor focused on developing a positive relationship and understanding what motivated him. Structure and boundaries remained important, but these were introduced alongside activities that enabled the learner to experience success.
ITN maintained communication with the family throughout the placement, allowing the tutor and parents to develop a positive working relationship and maintain consistency around expectations. Alongside academic learning, particular emphasis has been placed on emotional regulation and school readiness. The learner is being supported to recognise and understand his emotions, develop appropriate regulation strategies and increase his ability to manage the expectations he will encounter when returning to a school environment.
Progress and outcomes
The learner now has an extremely positive relationship with his tutor and consistently accesses the full 10 hours of funded tuition each week while awaiting his next school placement. The placement demonstrates that exclusion does not need to result in a prolonged loss of education. With rapid mobilisation, appropriate tutor matching and relationship-led intervention, interim tuition can maintain learning while also addressing the barriers that contributed to previous placement difficulties.
