Alternative Approaches to Learning

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Alternative Approaches to Learning

We recognise that one size never fits all. Each young learner we work with often requires patience, sensitivity and care to find out how to unlock the barriers to learning they experience.
We use the Thrive approach and take flexible steps with each individual child or teen to ensure that the end educational goal is achieved. We categorically believe that each and every young person has a right to an education, choices and a good life.

If you would like to discuss how we can support children and young people in your setting, please contact Mandy Ward

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New Way Tuition is a company registered in England and Wales with company number: 13179555.
OFSTED: Our learning platform partners are EDClass who are OFSTED regulated. Company VAT number: 403139437

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M Ward

 5/5

I was a teacher at a PRU for 3 years in Havering. I worked with many children and assessed all pupils in my class as they started the PRU. I contacted professionals to make sure after completing their assessments that referrals was sent to professionals to put in place the right support the children and families need to improve education and better life chances. I worked had a boy L in my class he had autism and always played on his own, he got angry if anyone touch his desk, chair or equipment and books, he didn’t like loud noises either. L played on his own at playtime and this really upset me to see. The plan I put in place for L was to remove triggers and to buddy him up with another student to improve his social skills and to build friendship with other pupils. The other pupil I buddied L up with was confident, funny and friendly, she enjoyed playing with L and encouraging him to make good choices and get rewards for following the class rues. L made a huge amount of progress with his learning and behaviour; he would walk to the school bus holding hands with the other student smiling and skipping. He started his reading and handwriting every day without any anger’s issues, because other children in the class was asked not to move his chair or touch his pens and books on the table, this worked really well, because before when he arrived in the morning if his chair had been moved that would upset him for the whole day. L also wore ear defenders during academic lessons and his levels went up. Parents also supported the changes we made to remove barriers to learning and to improve his behaviour to learning and empathy for other people’s feelings, he has emotional wellbeing lessons everyday and learned how to understand that his actions affect other people’s feelings. L would play with all the children in the playground with the support of the other pupil (peer support) and his outlook on school completely changed. We supported a smooth transition back into mainstream for L and he is still in his mainstream school because the mainstream school followed the plan that was in place for L which supported L to continue to keep progressing and achieving in mainstream. His parents were very grateful and that the techniques we used to help L achieve, we also included the parents in and their life at home and L is completely different as it gave the parents more tips and ideas to use to continue the good behaviour at home.

Alternative Approaches to Learning

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Parent (Holly)

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Deputy head at a secondary school in Southend Essex

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M Ward

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Parent (T mum)

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