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Aspire
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Tailoring Our Provision
Learners may be referred to Leading Futures if they have Special Educational Needs and are awaiting confirmation of a specialist school placement. In such cases, we offer temporary, short-stay placements to ensure continued progress towards academic and personal outcomes, preventing disengagement from education
With extensive experience supporting a wide range of Special Educational Needs, including Autism Spectrum Condition (ASC), we are equipped to provide a structured, communication-rich environment with appropriate sensory adjustments to meet individual needs. We will tailor our curriculum to support the development of learners' communication and interaction needs, as well as their academic skills.
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We also recognise that additional challenges, such as mental health difficulties, can contribute to emotional-based school avoidance (EBSA), putting learners at risk of permanent exclusion. Using a cognitive-behavioral approach, we work to reduce anxiety and build resilience, supporting learners who struggle in this area.
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If places are available and it is in the best interest of the learner, we are committed to exploring the possibility of providing support at Leading Futures, regardless of the specific needs involved.
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At Leading Futures, we provide a caring learning environment and, through our highly skilled and compassionate team of staff, seek to create a learning community where everyone can succeed.
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Using the data collated from previous school settings, parents/ carers, the learner themselves, and our ongoing assessment practices, a bespoke curriculum is provided to reflect the additional support that the learner requires. Our curriculum supports academic development, whilst also focusing on personal growth and tackling the additional challenges that our learners face. This is done in a variety of ways, as reflected in our SEND Offer. You can view our 'Leading Futures SEND Offer' by pressing the link below.
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At Leading Futures, we aim to personalise provision so that we can engage learners, improve their self-esteem, encourage emotional regulation, and improve their ability to cope with change, pressure and challenge. We set high expectations and encourage learners to make good choices, both within the classroom and the wider community.
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Where learners continue to struggle, we work with services, such as Health Services, CAMHs, Social Care Services, and the Local Authority to further expand support and, in some cases, explore more appropriate specialist provision.