BrightTeach | Specialist SEND Tuition and Alternative Provision

Monday to Friday

Our offer

BrightTeach provides specialist one-to-one SEND tuition and alternative provision for children and young people who require a personalised approach to accessing education.

We support learners with SEND and those whose education has been disrupted by prolonged absence, Emotionally Based School Avoidance (EBSA), exclusion, medical needs or placement breakdown. Our aim is to help learners re-engage with education, make meaningful progress and prepare for their next stage of learning.

Our SEND team reviews each referral and carefully matches the learner with a tutor whose skills and experience are suited to their individual needs. We begin by understanding the learner's strengths, interests, needs and views, establishing an appropriate starting point and agreeing outcomes with the family and commissioning school or local authority.

Provision is personalised and flexible. Tutors adapt the pace, content and structure of sessions as the learner's confidence, engagement and readiness for learning develop.

Learning and qualifications

Each learner has an individual tuition plan setting out their needs, intended outcomes and areas of learning. Where applicable, the learner's Education, Health and Care Plan (EHCP) or SEN Support Plan informs the provision and helps shape individual goals.

Learning can include English, maths, science, creative and practical subjects, life skills and Preparation for Adulthood. Depending on individual needs and goals, learners can work towards Functional Skills in English and maths from Entry Level 3 to Level 2 and AQA Unit Awards.

We can also support learners with GCSE curriculum content where appropriate. BrightTeach is not an examination centre, so examination registration and entry would need to be arranged through the commissioning school, local authority or another approved examination centre.

For secondary aged and Post 16 learners, provision can include developing independence, communication and life skills alongside preparation for further education, training, employment and greater participation in their community.

SEND provision

We support learners with a wide range of additional needs, including autism, ADHD, speech, language and communication needs, learning difficulties, social, emotional and mental health (SEMH) needs, anxiety and medical needs.

Our approach is relationship-led and learner-centred. Tutors focus initially on establishing trust and understanding the individual learner, particularly where previous experiences of education may have affected their confidence or engagement.

Learning is adapted to reflect the learner's needs, strengths, interests and agreed outcomes. Alongside academic progress, individual goals may focus on communication, emotional regulation, confidence, social interaction, independence and readiness to engage with education.

Learner voice is central to our approach. We encourage children and young people to help shape their provision and use their feedback, alongside observations from families, tutors and other professionals, to review goals and adapt support.

Progress and outcomes

We record attendance and engagement and monitor progress against each learner's agreed outcomes. Regular progress information is shared with the commissioning school or local authority, and provision is reviewed and adapted where required.

We work collaboratively with families, schools, local authorities and other professionals involved in the learner's education and support to promote consistency and ensure that tuition contributes towards wider outcomes.

Progress is considered individually. For some learners this may include academic attainment and qualifications; for others, progress may initially be demonstrated through increased engagement, improved confidence, communication, independence, emotional regulation or readiness to access a wider range of learning.

Transition and next steps

Planning for the learner's next step begins from the start of provision.

Where the intended outcome is reintegration into school or another education setting, BrightTeach can work collaboratively with the learner, family, school, local authority and other professionals to support a gradual and carefully planned transition.

This may include increasing engagement with education, preparing for routines and expectations, supporting visits to a new or existing setting, gradually increasing time within that setting and reducing alternative provision as the learner becomes more settled.

For learners moving into post-16 education or adulthood, support can focus on the skills, confidence and independence required for further education, training, employment and adult life.

Transition plans are personalised and reviewed according to the learner's progress, needs and readiness rather than following a single approach for every learner.

Times and availability

Sessions are available Monday to Friday. The frequency, duration and timetable of tuition are agreed individually according to the learner's needs and the provision commissioned by the school or local authority.

Provision may begin at a manageable level for learners who have experienced significant disengagement from education, with engagement and learning developed progressively where appropriate.