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					Alternative Education
with a Difference




Identifying pupils at risk isn’t always easy...
Could you tell?
                                 WelcometoEducationalWellbeing(EW)            p.3
                                 TheVision                                    p.4
                                 AboutEducationalWellbeing                     p.4
                                 AlternativeEducationwithaDifference          p.5
                                 TheEvidence                                 p.6
                                 TheCycleofInfluence                        p.7
                                 WorkingTogethertoCreateSolutions             p.8
                                 PupilAttainment                               p.9
                                 TheResults–IntheWordsoftheenduser       p.9
                                 EducationalWellbeingServices                  p.10
                                    ~ CoreOffertoPupils,ParentsandSchools
                                    ~ ImportanceofParticipationandPartners
                                 ImportanceofParticipationandPartners
                                                                                     p.11
                                 PersonalisationandInclusion                   p.11
                                 InnovationTeachingMethod                      p.12
                                 PreparingPupilsforRegenerationintoSchools    p.12
                                 QualityAssurance                                p.13
                                   ~ Diversity/EqualOpportunities
                                    ~ OFSTED
                                    ~ Health&Safety
                                    ~ Securityofourpremise,pupils&staff

                                 StudentCamps                                  p.13
                                 OurFacilities                                p.14
                                    ~ NottinghamFacilities
                                    ~ LondonFacilities

                                 OurcurrentPartnershipswithSchools            p.15
                                 ContactUS                                    p.16




“ A smiling face can be a mask
                            “
  hiding deep rooted sadness.
  C G Thomas
Welcome to Educational                          Wellbeing

WelcometoEducationalWellbeing(EW)wherewebelievethateverychild,regardlessofbackgroundandcircumstance,
deservestheopportunitytosucceedinlife.

Our Philosophy is that empowerment, self-management, education and responsibility allows for individuality, personal
growthandlifechoices.

Today’schildrenandyoungpeoplefaceallkindsofchallengesthatthreatentoderailthem,fromgangcultureonourstreets
toabuseathome.Unlesstheyaregiventhemeanstocope,theirfeelingsofsadness,fearandangercaneasilyspilloverin
theclassroom–andinsociety.Andwhilstsomechildrenmaybecomedisruptive,otherswillwithdrawcompletely,shutting
everyoneout.

Our mission is to ensure that every child and family who enters our doors at Educational Wellbeing has an enhanced
experiencethatwillhavealong-termimpactontheirlifeandwellbeing.

Oneofthewaysinwhichwebelievethatthiscanbeachievedisthroughparents/carers,educationalandfamilysupport
agencies working together to develop flexible services around the needs of the child and their family.  Added to that,
effectivesignpostingandreferralrouteswithinschoolsisanessentialingredienttothesuccessofearlyinterventionfor
pupilsatrisk,exclusionanddisadvantage.

Ourservicesempowerandeducatechildren,youngpeopleandfamiliestoworkwithustocreateapersonalisedpackage
ofsupportsothat,together,wecanminimisetherisksofdisadvantageandaswellasprovidetoolsforsocialmobility,life
opportunitiesandwellbeing.

Wealsothinkitisimportanttoenhancechildrenandyoungpeople’slifechancesthroughvocationalexperienceandhave
thereforealsobuildcollaborativepartnershipswithbusinessesandcommunitygroupsinthelocalareawhowouldbewilling
toofferourstudentsthementoring,shadowing,apprenticeshipsandinternships.

AtEducationWellbeing,alternativeeducationwithadifferencemeanstakingaholisticwholefamilyapproachtotackle
disadvantage,inequalityandexclusion.Weareconfidentthatourapproachwillensurethatallchildrenatriskandthose
whoqualifyforPupilPremiumwillhavethechancetoreachtheirfullpotential,beloved,valued,andrespectedregardless
oftheirpersonalcircumstances.

Weallhavechoicesbutsometimesourchoicesbecomelimitedandimpactonourabilitytosucceedinlife.Weareexcited
thatEducationalWellbeingispositionedtoenhancethosechoicesforchildren,youngpeopleandfamiliesforgenerationsto
comeandlookforwardtosharingthelessonsthatwewillalllearnalongtheway.Wehopethatyouwilltakesometimeto
readaboutEducationalWellbeingandour‘AlternativeEducationProvisionwithaDifference’andbeapartofthatjourney
withus...



Mike Kelly                                  J P Thangavalu
MikeKelly                             JThangavalu

FoundingPartnersofEducationalWellbeing




                                                                              “Education isof key limb
                                                                                           a
                                                                                                                                    “
                                                                               in the body    Wellbeing.
                                                                                   Claire Kelly
The Vision                                                         Asa‘CommunityVoiceandSpecialistSolutionProvider’
                                                                   IOW is a strategic partner with central government
Increase the social mobility and wellbeing of pupils       regularly contributing to policy development.  The IOW
and families through personalised and proactive              is committed to achieving its vision of mainstreaming
‘alternativeeducationprovision’.Throughtheprinciples         wellbeingthrougheducationandworkingwithlike-minded
of education, empowerment, self-management                     organisationstodeliverthehigheststandardsofwellbeing
and strategic partnerships, our goal is enhance life       serviceprovisionsupporttoindividualsandfamilies.
opportunitiesandreducetheriskofexclusiontobreak
thecycleofdisadvantage.
                                                                   Educational Excellence (EE) isanalternativeeducation
About Educational                                                  providerthatofferseducationsolutionsthatarerealistic,
                                                                   focussedanddrivenforpupilswhoareriskofexclusion
Wellbeing                                                          andunderachieving.
Educational Wellbeing is a joint initiative of Institute   EE’s motto is “inspired, motivated and involved”, It was
of Wellbeing and Educational Excellence. We are             establishedin2005byMrThangavalu.Duringhis15years
specialistexpertswithover15yearsexperienceanda            experience gained through teaching children of diverse
proventrackrecordinthefieldofeducation,wellbeing          ethnic backgrounds from across the socio-economic
andFamilySupport.                                              spectrum, Mr Thangavalu’s training and expertise has
                                                                   allowedhimtobringhispassiontoinspire,motivateand
                                                                   involve children to be responsible for their own learning
                                                                   throughtheEducationalExcellencetutorialcollege.

                                                                   EE’s work also includes mentoring and the delivery of
                                                                   individual coping strategies for the many pupils with
                                                                   challenging backgrounds.  This additional support helps
                                                                   pupilstodevelopconfidenceintacklingdailyroutinesina
                                                                   positiveandemotionallybalancedway.




The Institute of Wellbeing (IOW) is a national
organisation specialising in total wellbeing and
family support through a range of lifestyle/personal
development       programmes,         self-management
techniques, private therapies, relationship, parenting
andchildren’sservices.

IOW was established in 1999, as the brainchild
of founder and C.E.O, Mike Kelly, and offers a
unique cultural sensitivity “whole person” approach,
passionate about inspiring people, young and old
to‘bethebestthatyoucanbe’.IOWmottois‘your
life, you way’, its products and services are geared
aroundearlyintervention,empowerment,growthand
balance.


                                                                   “You only stop growing, when
                                                                    you stop raising your standards.
                                                                                                                                        “
                                                                        C G Thomas




                                                                   4
Alternative Education with a
Difference
EducationalWellbeingaimsto:                               •Ensure Pupil Personalisation-Retainapersonalised
                                                              and flexible service in a nurturing environment in which
• Raise Awareness - To work in partnership with       academic,socialandemotionalneedscanbeaddressed
schools and policy makers to raise awareness on       byhighlytrainedstaffwithspecificexpertise.Webelieve
existingperceptionsaround‘pupilsatrisk’,exclusion      it is possible to improve educational performance and
anddisadvantagesothatschoolscanimplementcost          enhanceayoungperson’ssocialandemotionalwell-being
effective preventative strategies to remove stigmas     by taking a holistic whole person approach around
associated with exclusion, risk and disadvantage.      the primary influence triggers (see section on Cycle of
We know from our case studies that there are a      InfluenceDiagramonpage7).
number of perceptions and stereotypes on how the
educationsystemcurrentlyclassifies‘PupilsatRisk”.
Wethinkthatraisingawarenessonthisissuewillhelp      •Take a Multi-Agency Approach-Workcollaborative
indevelopingtherightsolutions,particularlywiththe     with schools, local communities, businesses and public
emerginggovernmentinitiativePupilPremium.             services to create multi-agency networks for effective
                                                              referral routes and signposting on alternative education
                                                              and the pupil premium provision. We recognise that
                                                              partnershipworkingisanimportantfactorforsuccessful
                                                              deliveryandtobettersupportourpupilsaswellasfuture
                                                              sustainability capability. The overarching outcome of a
                                                              partnership approach means that we increase access
                                                              andchoicefortheenduser,throughthesharingofbest
                                                              practicesandtheworkingtowardajointstrategicservice.


                                                              • Influence Change - Bring about a step change
                                                              to alternative education and wellbeing through
                                                              evidence-based provision on ‘whole person approach’
                                                              forimprovingsocialmobility,reducingrisk,exclusionand
                                                              disadvantage.




• Engage Parents as part of the Solution -
                                                              “ Life affords a parent no greater
                                                                responsibility than raising the     “
Facilitate and sustain parental involvement through          next generation.
parenting and family support interventions by having
a dedicated EW family liaison lead for each young
personwhoseeducationalpathwayshavebeenmost
severelydisrupted.Ourservicesoffervalueformoney
andasocialreturnoninvestmentbyalsoaddressing
challenging circumstances at home and offering
parents/carersanalternativelevelofsupport.




                                                              5
The Evidence
Research tells us that there are a number of factors
that influence a child’s life trigger and their future
outcomes.Thediagrambelowillustrates:


For most children the school is the best place to learn,      There is overwhelming research that shows parenting
but for some children, an education outside of school         outstrips every single other factor: including social class,
can be the most appropriate option. Often the only            ethnicity or disability – in its impact on attainment children’s
provision for education outside of school arranged            outcomes. A Parents’ influence is one of the single most
by LA’s or schools is called alternative provision. It        important factors in shaping a children’s well-being,
can range from pupil referral units (PRUs) and further        achievements and prospects. Furthermore, research also
education colleges to voluntary or private sector             shows that parents’ and carers’ involvement in children’s
projects.                                                     learning and development is a key factor in determining
                                                              children’s attainment, behaviour and attendance. We
It is estimated that over 135,000 young people                know that warm, authoritative and responsive parenting
spend time in alternative provision, a third in PRU’s         is important for building resilience and preventing children
and the remainder in various institutions, depending          from developing behaviour problems. Harsh, negative
on LA provision. Government Guidelines allow up               and inconsistent discipline, lack of emotional warmth
to £6,000 to be withdrawn per                                                         or supervision and parental conflict
expulsion depending on when                                                                 all increase the risk that children
in the school year the pupil is                                                                 will develop emotional and
excluded.                                                                                        behavioural problems. Again
                                                                                                   we can also conclude
                                                                                                    from this that conversely
                                                                                                     if parents are struggling
                                        SChOOl                      PAREnTS                          with their relationships and
                                                                                                     parenting, this will have
                                                                                                     a negative impact and
                                                                                                    is likely to increase the
                                                      ChIlD &                                      chances of pupils being at
                                                  YOung PERSOn                                   risk and exclusion.




The effects of social media          MEDIA &                               PEERS                  Teens are faced with peer
and commercialisation on       COMMERCIAlISATIOn                                                  pressure on a daily basis.
young people have been                                                                            Depending upon what type
paid more attention in recent                                                                    of peer pressure they’re
years. It has been suggested                                                                    being faced with, there
that materialistically minded                                                                  could be dire consequences
children and those heavily                                                                   increasing the chances of risk
influenced by social media                                                                 and exclusion.
tend to do less well at school. The
Government has picked up these concerns and has                     Teenage is the phase of beginning to become
commissioned an analysis of evidence on the effects                 independent in life; the years of forming ideals and
of commercialisation on children to understand                      principles, the years that shape personality and the years
more fully the benefits and downsides of children’s                 that introduce you to your own self.
exposure to the commercial world
                                                                    It is that phase of life when young people are exposed
                                                                    to the world outside. These are the years when young
                                                                    people spend most of their time with their friends.

                                                                    Adolescents often spend most of their daily time with
                                                                    friends and owing to this vulnerable age, they tend to
                                                                    imitate their friends. The people around them are bound
                                                                    to influence them. Parents and teachers have a vital role
                                                                    to play during this phase of a person’s life because the
                                                                    effect of the influences of the masses is greater during
                                                                    teen years.




                                                                    6
The Cycle of Influence?
There is substantial evidence built up over more          This evidence shows that complex social problems
than a decade that shows that young people who           can be addressed by educational and social reform.    
have been permanently excluded from school are             We recognise that such is the complexity; severity and
at greater risk of a variety of negative outcomes,       deep-rooted nature of the difficulties faced by many
including prolonged periods out of education                youngpeoplethatitisunlikelythatpermanentexclusion
and/or employment; poor mental and physical                 istheanswer.
health; involvement in crime; and homelessness
(Audit Commission, 1996; Donovan, 1998; Social              Illustrated another way, we have further explored the
Exclusion Unit, 1998; Lyon et al, 2000; Berridge          evidenceandanalysedthatthesecyclesofinfluencehave
etal,2001;Colesetal,2002;Danielsetal,2003;             apowerfulaffectonourchildrenandyoungpeopleand
Ofsted,2004;Ofsted,2005).Onlyabouthalfofthe              can create a number of risks highlighted in the diagram
141 young people tracked by Daniels et al (2003)         below:
were in education, training or employment two
yearsaftertheirpermanentexclusion.




                                                                lack of mental and emotional
                                                                 support, positive role models
                                                                   or mentoring/coaching
                                                                  opportunities all impact on
                                                                  educational performance


                                                                                                           negative socio-economic
                                                                                                              external influences
                                                                                      RISkS
                                                                                                          (housing situation, parent/s
                                                                                   WIThIn ThE
                                                                                                           unemployment, home life,
                                                   negative Peer Pressure           CYClE Of
                                                                                                           lack of parental influence
                                                     and the impact of             InfluEnCE
                                                                                                          and lack of leisurely activity
                                                    poverty on thoughts,                                    or creative stimulation)
                                                     behaviours values,
                                                       life aspirations




                                                                         A school intervention strategy
                                                                        on risk and exclusion that lacks
                                                                            appropriate educational
                                                                         stimulation. Incomprehensive
                                                                               school reintegration
                                                                            strategy. lack of external
                                                                        educational support, emotional
                                                                          understanding and parental
                                                                            engagement as partners




                                                              “ The greatest is to continually fear
                                                                make in life,
                                                                              mistake you can
                                                                                                                “
                                                                  that you will make one.
                                                                  Elbert Hubbard




                                                                  7
Working Together to Create                                           Today’s children and young people face all kinds of
                                                                     challengesthatthreatentoderailthem,fromissuesthat
Solutions                                                            rangefromgangcultureonourstreetstoabuseathome.        
                                                                     Unless they are given the means to cope, their feelings
Over the years, the evidence from DfE research
                                                                     of sadness, fear and anger can easily spill over in the
conducted from interviews with young people,
                                                                     classroom – and in society.  And whilst some children
their parents and a large range of service providers
                                                                     maybecomedisruptive,otherswillwithdrawcompletely,
suggeststhatwhatmakesthedifferencetoalternative
                                                                     shuttingeveryoneout.
educationisthequalityofthepersonalrelationships.
It is these, rather than the search for more perfect
                                                                     In considering the evidence, it is clear that parents and
forms of accountability and education methods that
                                                                     teachers need to be careful while dealing with children
ultimatelymakethedifferenceforsomeyoungpeople.
                                                                     and young people at risk.  We need to have a clearer
                                                                     understandingonwhatrisksareouttherethatinfluence
Added to that, we believe that it isn’t just the pupils
                                                                     achild’slifeandtakeajointupapproachtotacklingthat
who are failing, but also the system, surroundings,
                                                                     risk.
and communities in which they are taught and
labelled.Fromthevastamountofevidenceavailable
                                                                     A strong support from family and school, an ability to
werecognisethatour‘hardtoreach’childrenrequire
                                                                     differentiate between the positive and the negative, as
aseriesofalternativesupportmethodsinalternative
                                                                     well as the skills to choose friends from the peers is a
educationtoavoidthedownwardspiralintheirlife.
                                                                     three-pronged strategy that presents educators with a
                                                                     costeffectiveframeworkinwhichtominimisetheriskand
                                                                     negativepressures.

                                                                     A growing body of research has shown that early
                                                                     interventioncanresultinmeasurablereductionsinyouth
                                                                     crime,anti-socialanddelinquentbehaviour,childabuse,
                                                                     school behavioural and attendance problems and child
                                                                     and adolescent mental health problems.  But if families
                                                                     havefeweropportunitiestoaccesstheappropriatecost
                                                                     effective early support, this will lead to higher potential
                                                                     coststothestate.Thisraisestheveryimportantquestion      
                                                                     - ‘Why is parenting support not a common feature of
                                                                     alternative education provision?’

                                                                     The current cost ratio of up to £6,000 per child for
                                                                     exclusion does not offer Value for Money because
                                                                     unfortunatelymostofthetimetheseinterventionstendto
                                                                     primarilyfocusonimprovingeducationalattainmentand
                                                                     performance. When considering success measures, we
                                                                     mustaskourselvesthequestion- ‘When these children
                                                                     grow up, as adults– how many of them will go onto to
                                                                     become ‘adults at risk’ and therefore further excluded /
                                                                     disadvantaged in society?’

                                                                     WeknowfromeconomicanalysisonFamilySupportthat
                                                                     approxevery£1investedinearlyandtargetedintervention
                                                                     potentially equate to millions of pounds in health and
                                                                     socialcaresavingstotheState.

                                                                     EW offers a more cost effective model of alternative
                                                                     educationthatencompassessupportandchallengewithin
                                                                     theareasofinfluenceinachild/youngperson’slife.By
                                                                     workinginpartnershipwithschools&parents,Educational
                                                                     Wellbeing maximises the support through interventions
                                                                     that tackle a larger proportion of the underlining risk
                                                                     factors. This means that we stand a greater chance in
                                                                     minimising the risk to those children and young people
                                                                     becomingtomorrow’s‘adultsatrisk’.EWoffersasolution
                                                                     thatprovideslongertermsocialreturnoninvestmentby
                                                                     asreducesburdensontheState.


                                                                     8
National Pupil            Attainment                             Our Course        Feedback
Pupil attainment in PRUs, care and alternative            “Verywellputtogether,thoughtprovokingandIenjoyed
education is (by almost every threshold indicator),       theinteraction”
considerablybelowthenationalaverageforallpupils          -PositiveParentingCourse-LocalAuthorityOfficer
includingpupilsincare.
                                                                 “Yes.Thiscoursewouldbeveryhelpfulforparentswho
This is demonstrated in the table which shows the       are having a difficult time and preventing their children
percentofpupilsattainingfiveormoreA*–CGCSEs             fromgoingintothecaresystem”
2005–2008.                                                      -PositiveParentingCourse-Parent
In2008:
                                                                 “I found the course enlightening and an eye opener,
• 64% of all pupils nationally attained five or more
                                                                 especiallygettingotherpeople’sopinionsonparenting
A*–CGCSEsatKeyStage4
                                                                 -PositiveParentingCourse-CareManager
•16%ofchildrenincareattainedfiveormoreA*–C
GCSEsatKeyStage4

• 2% of pupils in PRUs attained five or more A*–C
GCSEsatKeyStage4



Our Results
Our results speak for themselves and show that we
are a leading academic institution in GCSE and A
Level,parentalsupportandwellbeing.

•100%passrateforallAEPpupilsandprivatetuition
forthepastthreeyears.

•EEhasthehighestalternativeplacementinLondon.
2009-2010-3699placements.

• 100% reintegration rate back into mainstream
schooling.

• The most efficient and fastest placement system
offeredtoanyschool.
70
                                                                                           National
65
60                                                                                         ChildreninCare
55
                                                                                           PRUs
50
45

40

35
30
25

20
                                                                                    Table 1:
15
                                                                                    Percent of pupils
10                                                                                  attaining five or
 5                                                                                  more A*-C gCSEs
 0
                                                                                    2005-2008

           2005                  2006                  2007          2008




                                                                 9
Educational Wellbeing                                            Core Offer to schools,
Services                                                         pupils and parents
Webelievethatthereispositivepotentialinallyoung        The table below lists our core curriculum subjects,
peopleandthatiswhywetakeaproactiveapproach             vocational training, personal development programmes
with our teaching and personal development                 andtargetedinterventions.
programmes.
                                                                      national Curriculum & Vocational Subjects
An enhanced learning environment at EW provides
a caring and yet firm teaching method in managing            Maths
pupils who demonstrate behavioural issues when                  English
difficultissuesariseaswellassupportingtheparents             Science
inaddressingtheirrole.
                                                                      BeautyTherapy
EWisfullyqualifiedandresourcedtotakeresponsibility           MotorMechanics
in supplying pupils with work in line with school            Art
curriculum,aslongastheschoolisabletoprovidethe             Drama
keystagedetails,subjectgrade,examboards,topic
                                                                      FilmMaking
ofcurrentstudyandanyapplicableexamdates.
                                                                      Photography
Wehavealltheteachingmaterialsforallsubjectsfrom             MusicProduction/Engineering
Key Stage 2 through to Key Stage 5.  This includes         Multi-media
all Schemes of Work, textbooks, writing materials,
                                                                      ICT
past exam papers, revision guides, PowerPoint
presentations and apparatus for science practical
lessons.                                                              Personal Development, Self Management
                                                                      life Skills Programmes
Every teacher has access to a laptop and projector           URSChoicesforYoungPeople
thatisnetworkedtoourcollege’sstaffareaforaccess
                                                                      URSEarlyChoiceforChildren
to the ICT resources available to them. All buildings
havefullwirelesscapability.                                        LifeChoicesforParentsandCarers
                                                                      PositiveParenting
                                                                      PartnershipinPractice
                                                                      PositiveFathering
                                                                      AngerManagement
                                                                      SelfEsteem&Confidence
                                                                      LeadershipforYoungPeople
                                                                      DifferentButEqualforschools
                                                                      EncouragingSocialEnterprise
                                                                      StudentCamps
                                                                      CreativeArts=CreativeMindsSchemes
                                                                      PupilPremiumSupport

                                                                      holistic Targeted Interventions
                                                                      (Available face to face or online)
                                                                      Counselling

Managing Demand                                                       Coaching
                                                                      Mentoring
As we have a high demand for placements, to
guarantee pupil placements, we request that all                Shadowing
paymentsmustbepaidinadvancefortheacademic                    Peertopeersupport
year.Dailyrateforplacementsareavailableperpupil             TelephoneHelpline
(ratecardsavailableuponrequest.                                  InformationandAdviceReferralSupport
                                                                      MassageandAromatherapy
                                                                      MusicTherapy



                                                                 10
Importance of Participation                                       Personalisation &            Induction
& Partners                                                        We know a ‘one size fits all’ approach doesn’t work
                                                                  and that is why our modular programmes use principle
The participation of children, parents and schools         enablersthatallowforapersonalisedapproach.
areseenasinformeddecision-makersandtherefore
an important feature of our delivery approach to          On referral, an induction interview is arranged with the
preventionandlongtermsuccessmeasures/benefits.              headteacher in discussion with the pupil, parent, and
Thisisbestsummarisedas:                                       school to define the type of support needed and agree
                                                                  a bespoke package of support with meaningful and
Delivery - participationinthedevelopmentofservices          appropriatesuccessmeasures.
and building schools, pupil and parent relationship.
Engaging all participants in service development is        Oncethereferralneedsareestablished,aServiceLevel
oftenassociatedwithbuildingasenseofself-efficacy          Agreement is drawn up. Throughout the placement,
through involvement in making both small and               (againstagreedsuccessmeasures)wewillevaluateand
relatively large decisions about provision, ranging         report on progress with data collected on performance
fromthechoiceofaparticularactivitytoinvolvement          and academic progress, pupil behaviour, parental
in designing products. These opportunities and the         engagement and support.  We will ensure that we hold
respect for children, parents and schools are highly      regular Keep in Touch (KIT) meetings with schools and
valuedbytheendusersconcerned.                                parentstoaddressanyongoingconcerns.
                                                                  
Social Return on Investment (SROI) - Children’s                This referral assessment process forms the basis of an
and families pathways out of exclusion, poverty            ‘ongoing dialogue’ with all four parties. In particular, we
and disadvantage. End users particularly value              know that parents and carers highly value opportunities
collaborating with practitioners to plan what they         to work in partnership with the school and us to create
can do and how they could access other services,         solutions that sustain their children’s journey out of risk,
which would address their family needs. Our family        socialexclusionanddisadvantage.
and parenting preventative work strand therefore
encompassesworkingonthebarrierstoinclusionas               Most importantly, the induction process also creates
well as building the mental capacity of children and      ownership and responsibility, a sense of ‘clean slate
familiestodealwiththem.                                        and starting over’andthateverybodyistheretoachieve
                                                                   onegoalandthatistosucceed.Itespeciallyencourages
                                                                   thepupilandparentsastheyfeelsupportedandincluded
                                                                   increatingtheirownsolutionsatEWandhome.




                                                                “ Manydid not realise how close
                                                                  who
                                                                       of life’s failures are people

                                                                  they were to success when they
                                                                                    “
                                                                  gave up.
                                                                  Thomas Edison




                                                                  11
       Teaching
  Innovative                                                                Pupils for
                                                                      Preparing
  Methods                                                             Reintegration in schools
  Our Zero Tolerance Policy and innovative teaching            Ourresultsshowthatattheendoftheirplacement,pupils
  methods advocates the right culture for success.            are reintegrated into a mainstream classroom/ school
  Pupils and teachers alike must be smartly dressed,          settingwithagreateracceptanceoftheirresponsibility.
  use appropriate use of language and conduct
  themselvesinlinewithEWpolicy.                                The working relationship and developed personal
                                                                      disciplines between pupil and parents, ensure that
  We have found that pupils in this environment, feel        positiveoutcomesbothacademicallyandsociallywillbe
  respected and are motivated. They gain first hand           achieved.
  experience in life skills and function effectively as a
  citizenwithinsocietyasawhole.                                  Exit surveys have demonstrated that pupils on typical
                                                                      placementprogrammesgobackintotheirnormalschool
  Our focus on empowerment and self-management                  environmentwithhighlymotivatedattitudesandpositive
  encourages pupils and parents to explore their               consequences at school and home, however this is
  individuality, aspirations and life goals.  Our qualified   usuallyshortlived.
  coachesareathandtoturnthoseaspirationsintolife
  plansandjourneygoals.                                            Beyond the placement, EW continues to work with the
                                                                      schoolsandbuildonthealternativeeducationprovision
                                                                      andfamilysupport.Tomaximisetheresults,wethinkits
                                                                      iscriticalthattheschoolandparentscontinuetonurture
                                                                      the relationships built over the placement period and
                                                                      prideourselvesinbeingabletocontinuetofacilitatethat
                                                                      throughourextendedservicesandonlineprovision.




“ Angood teacher explains.
  A
     average teacher tells.

   A superior teacher demonstrates.                    “
   A great teacher inspires.
   William Arthur Ward




                                                                      12
Quality     Assurance                                                       Student    Camps
Diversity/Equal Opportunities - EW is committed                         As a reward for performance, Educational Wellbeing
to a policy of Equal Opportunities in training,                     organisesannualtripsforstudents.
employment and education.  We oppose all forms
ofunlawfulorunfairdiscriminationonthegroundsof                     Thesetripshaveincludedanumberofteambuilding
ethnic origin, nationality, age religion, gender, sexual             camps,wherestudentsareinspiredtosupporteach
orientation,maritalstatusordisability.EW’spolicyisto               other in through a number of sporting events &
fully comply with all legislation prohibiting workplace              challengingactivities.
discriminations.

OfSTED, and BACP approved - We are certified
and registered with OFSTED and BACP approved.
Wearealsolistedonthevoluntarychildcareregister.

health and Safety - There is at least one Medical
officer,whoisfirstaidtrainedisondutyatalltimes.
All staff have full CRB checks completed at regular
intervals,withallChildProtectionpolicies,aswellas
Insurance,FireplusBuildingHealth&Safetypolicies
alsofulladheredtoandarefirmlyinplace.

Security of our Premises, pupils and staff-Security
isparamountinallourcentres.Wealwaysensurethat
                                                        
thereisadesignatedchildprotectionofficerassigned.

Our premises has an electronic door entry system,
as well a strict ‘sign in/sign out’ policy. Our building
isfullyarmedandisinstalledwithCCTVcameras.If
necessary, we can exercise our rights (as a private
institution) to conduct a legal search of a person or
personalpropertyitemsshouldwebelievethatthere
are illegal substances of objects that have been
broughtintoourpremises.




                                                                     “Coming together
                                                                      is a beginning.
                                                                       keeping together
                                                                       is progress.
                                                                       Working together   “
                                                                       is success.
                                                                       Henry Ford




                                                                       13
Our Croydons Facilities                                        Our Nottingham Facilities
Educational Excellence is prominently situated in the   Weoccupya5000sqfttwostoreydetachedbuildingon
heartofSouthCroydon,Surrey(whichfringesLondon).        aselfcontained0.3acresite.
The3,500sqftpremisesboastthefollowingfacilities:
     30-seatercomputerlab                                 The premises (former Red Cross HQ, 1.5 miles from
                                                               thecitycentre)issituatedinaprominentlocationatthe
     8classrooms
                                                               junction of Abbey Bridge Road and Gregory Street in a
     1sciencelab                                          mixed commercial & residential area near the Queens
     Dramahall                                             MedicalCentreandoppositethehistoricLentonPriory.
     StudentGym
     Hairdressing&beautysalon                           Followingamajorrefurbishment,thepremisesoffersthe
                                                               followingfacilities:
     2x6cargarages
                                                                     ArtStudio
                                                                     ScienceLaboratory
                                                                     MusicRecordingStudio
                                                                     VideoMediaSuite
                                                                     BeautySalon(nails&hair)
                                                                     2carmechanicalgarage
                                                                     20-seaterCoffeeBar
                                                                     Counseling&Coachingsuite
                                                                     Main100-seaterconferencehall
                                                                     Genericclassrooms
                                                                     Drama&dancestudio
Our London Facilities                                                Computersuite
SituatedintheheartofLondonDocklands,thevenue
provides:
     2conference/trainingsuites
     Amultimediasuite
     Counsellingandcoachingrooms
     Breakoutandrefreshmentsarea
     Selfcateringandkitchenfacilities




                                                               14
School Partnerships


1.   Addington high School                                18. Shirley high School
     (Mr.JamesMalley–AssistantHead)                      (MrNBrown–HeadTeacher)
2.   Bridge To School Pru – lea                           19. St. Andrews high School
    (Mr.PeterJones–HeadTeacher)                         (MrDavidMathews–HeadTeacher)
                                                          20. St.Bedes School
3.   Conningsby Pru
                                                              (A.Adams–AssistantHead)
    (MsKMay/MsLMcaffery–HeadTeacher)
                                                          21. St. Michael & Angels Academy
4.   Croydon Council
                                                              (MrsAngelaMckell)
    (MsV.B.Walker/MrsL.Wright/   
    MrP.B.Jones–Inclusions,Sen)                      22. The Archbishop lanfranc School
                                                              (MsJoMccarthy–AssistantHead)
5.   harris Academy – Peckham
    (MsV.Ray–HeadTeacher)                          23. The Charter School
                                                              (MrMarvinCharles–InclusionsOfficer)
6.   harris Academy – South norwood
    (MsKarenSitch–Manager)                           24. Thomas Moore Catholic School
                                                              (MrsMalcroone–HeadTeacher)
7.   harris Academy – Purley
    (MsJakieAddison–AssistantHead)                  25. Tudor lodge School
8.   langley Park School for Boys                         26. Warlingham School
     (MsAnnMcgregor-DeputyHeadTeacher)                 (MrsTinaNeeds–AssistantHead
9.   lewisham Council                                     27. Westwood girls language College
    (MrsJennyDodd-Inclusions)                            (Mrs.MargretHedley-HeadTeacher)
10. norbury Manor Business And Enterprise                 28. Woodcote high School
     College for girls -                                      (MrSouthworth–HeadTeacher)
    (MrsB.Rudge–AssistantHead)
                                                          29. Archbishop Tenison’s CofE high School
11. Phil Edwards Centre Pru – lea                             (RichardParrish,MA(Oxon)
    (Mr.PeterJones–HeadTeacher)
                                                          30. St John’s CofE Primary School
12. The Moving On Pru – lea                                   (MartinaMartin)
    (MrsSueWelling–HeadTeacher)
                                                          31. Evelyn grace Academy
13. Oasis Academy Coulsdon                                    (KeishaJohn)
    (MrJohnMurphy–ExecutivePrincipal)
                                                          32. Oasis Academy Coulsdon
14. Oasis Academy Shirley Park                                (SharonMarett-Gregory)
    (MsLisaThompson)
                                                          33. Coulsdon & Woodcote Extended
15. Edenham high School                                        Schools Cluster
    (Mr.RichardRudd–HeadTeacher)                      (SharonMarett-Gregory)
16. Riddlesdown high School                               34. Coulsdon Sixth form College
    (MrsCaralynShaw–DeputyHead)
                                                          35. Wyvil Primary School
17. Selsdon high School / Quest Academy
                                                          36. Stockwell Primary School
     (MrsKarenBenton-HeadTeacher)


     Please feel free to contact these schools for a reference on our service provision.




                                                          15
Contact us   Nottingham Regional Office
             31GregoryStreet
             Lenton
             Nottingham
             NG72PA
             Tel:01159706622
             Fax:01159706655


             Croydon Regional Office
             49–55BrightonRoad
             SouthCroydon
             Surrey
             CR26ED             
             Tel:02086888665
             Fax:02086817667


             London Regional Office
             16SkylineVillages
             SouthQuay
             Docklands
             LondonE149TS
             Tel:07002222700
             Fax:02086817667


             GeneralInformatione-mail
             info@educationalwellbeing.com

             SchoolsAdministrativeDepartmentse-mail
             referrals@educationalwellbeing.com
             finance@educationalwellbeing.com

             PrivateTuitionInformatione-mail
             tuition@educationalwellbeing.com

             Website:www.educationalwellbeing.com
             Website: www.tiow.org
             Website: www.educationalexcellence.org.uk




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