- Who it is for
- Young people excluded or at risk of exclusion from mainstream education.
- Setting
- Schools, PRUs and alternative provision settings.
- Funding stream
- Alternative provision · SEMH and inclusion budgets · early-help spend
What this work is
Exclusion is often the visible end of a longer story: unmet need, disrupted relationships and behaviour that makes sense once you understand what sits beneath it. A young person on the edge of exclusion is rarely helped by another sanction. They are helped by an adult who stays.
We support young people who are excluded, or at risk of exclusion, from mainstream education — working to keep them connected to learning, to purpose and to a relationship that does not end when the timetable gets difficult.
How we deliver it
Our trauma-informed approach treats behaviour as communication. Through Presence · Power · Purpose we build trust first, provide consistent relational support, and then help a young person rebuild a sense of agency and standard that makes re-engagement possible.
We work inside schools, pupil referral units and alternative provision settings, alongside the staff who know the young person — not as a replacement for the school relationship but as a steady addition to it.
What this looks like in practice
- In-school and AP-based one-to-one support
- Reintegration and transition planning
- Trusted-adult mentoring through crisis points
- Close work with pastoral and SENCO teams
Commissioning and referral
Schools and local authorities most often fund this work through alternative provision, SEMH and inclusion budgets, or early-help spend. We can be commissioned for a named pupil, for a small cohort at risk of exclusion, or as in-school capacity that catches young people before a managed move or permanent exclusion becomes the only option.
Referrals usually come from pastoral leads, SENCOs, AP coordinators or the local authority. We agree the role we will play alongside the school’s existing plan, keep information sharing appropriate and clear, and report back in a way that supports the decisions a school or commissioner has to make.
Every service runs through our Presence · Power · Purpose programme model. You can also see the externally recognised Making Hayes Safer case study for an example of community youth-violence work in practice.
Frequently asked questions
Can you work with a young person before exclusion happens?
Yes — early, preventative work is where this support is most effective. We work with young people at risk of exclusion to keep them connected to learning and to a trusted adult before a permanent exclusion becomes likely.
Do you replace the school’s pastoral team?
No. We work alongside pastoral, SENCO and AP staff as a consistent additional relationship, sharing information appropriately and supporting the plans the school already has in place.
What settings do you deliver in?
Mainstream schools, pupil referral units and alternative provision settings, depending on where the young person is and what the commissioning school or local authority needs.
Related services
To discuss commissioning this service, or to refer a young person, get in touch — we acknowledge every message within one working day.
Enquire about commissioning