Case studies

Anonymised examples

The examples below are anonymised composites drawn from the kinds of cases we work with. They illustrate the shape of our provision, not specific individuals. Real, signed-off case studies are available to commissioners on request.

Note: the examples below are anonymised composites for illustration only. They are not testimonials and do not represent specific named pupils, families or commissioners.

Anonymised composite · Local Authority commission

Y9 pupil with EBSA — phased return over two terms

After an extended period out of school, a Year 9 pupil with EBSA worked towards rebuilding a structured learning week and a phased return to her mainstream secondary, where appropriate to her readiness.

· Sustained engagement across an agreed weekly timetable
· Predicted GCSE grades supported in English and Maths
· Family reported reduced morning distress over the placement

Anonymised composite · Local Authority Section F delivery

EOTAS package for an autistic Y7 pupil

A bespoke EOTAS package designed around the pupil's interests, sensory profile and a PDA-aware approach, following a previous specialist placement breakdown.

· Section F provision delivered as agreed at panel
· Sustained engagement across the agreed weekly sessions
· Annual review supported with documented evidence

Anonymised composite · School commission

KS4 SEMH tuition — supporting GCSE entry

A Year 11 pupil at risk of leaving school with no qualifications was supported through 1:1 KS4 tuition, with access arrangements coordinated alongside the commissioning school where appropriate.

· Pupil entered for GCSE examinations they would otherwise have missed
· College application supported by mentor
· Pupil sat exams at an agreed partner centre

Anonymised composite · Family & Local Authority

Primary to secondary transition with SEND

A multi-month transition programme for a Y6 pupil with complex SEND, including familiarisation visits and joint planning with the receiving SENCo, paced to the young person's readiness.

· Supported first half-term at secondary
· Receiving SENCo briefed on pupil's profile
· Continued mentor presence through the early settling period

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