Alternative Provision: Nurture Pathway
Rebuilding Confidence. Re-engaging Learners. Creating Pathways Forward.
Bespoke, relationship-led Alternative Provision for children and young people experiencing barriers to education.
Through consistent 1:1 support, personalised learning and a holistic understanding of each learner’s needs, we help rebuild confidence, strengthen engagement and work towards positive, sustainable outcomes in education and beyond.
A Personalised Pathway Back to Learning
The Nurture Pathway is our bespoke model of Alternative Provision for children and young people who are struggling to access, engage with or feel secure in education.
It combines personalised learning with consistent, relationship-led support for wellbeing, confidence, self-esteem and engagement. Rather than focusing only on missed curriculum content, we seek to understand and address the barriers affecting each learner’s educational journey.
Every pathway is developed around the child or young person, their needs and the outcomes agreed with the commissioning school or Local Authority. Support is regularly monitored and adapted as progress is made, with a clear focus on the most appropriate and sustainable next step.
Understanding the Barriers Behind Disengagement
The Nurture Pathway may be appropriate when a child or young person is experiencing barriers that make it difficult for them to access, engage with or feel secure in their current education.
This could include:
- Emotionally Based School Avoidance
- Anxiety, low confidence or reduced self-esteem
- Special educational needs or disabilities
- Social, Emotional or Mental Health difficulties
- Trauma or Adverse Childhood Experiences
- Dysregulation or difficulty managing the demands of a school environment
- Disrupted education or significant gaps in learning
- Suspension, exclusion or risk of exclusion
- Placement instability or breakdown
- Transition between educational settings
- A period awaiting an appropriate next placement
Every referral is considered individually. We work with the commissioning school or Local Authority, the family and the wider professional network to understand the learner’s circumstances and determine whether our provision can safely and appropriately meet their needs.
A Holistic, Relationship-Led Approach
For many children and young people, progress cannot begin with curriculum content alone.
Our holistic approach considers the learner’s educational, social and emotional needs, as well as the experiences and barriers affecting their engagement. Through a consistent relationship with a Nurture Teacher or Nurture Mentor, we create the foundations from which learning can gradually become possible again.
Sessions combine personalised education with opportunities to develop:
- Confidence and self-esteem
- Emotional awareness and regulation
- Communication and social skills
- Independence and resilience
- Positive routines and readiness to learn
- Trust in adults and educational relationships
- A renewed sense of aspiration and achievement
Support remains purposeful and educationally focused, while recognising that wellbeing, relationships and engagement are often essential foundations for meaningful progress.
Support Shaped Around the Individual
No two pathways look exactly the same. The content, pace and structure of support are shaped around the learner’s age, ability, needs, interests and starting point, alongside the outcomes agreed with the commissioning school or Local Authority.
Where a learner has an EHCP, we identify the outcomes and provision most relevant to the commissioned package and use these to inform personalised planning, delivery and progress monitoring.
Depending on the referral and commissioned package, support may include:
- Personalised English and maths learning
- Wider curriculum or project-based activities
- Functional and everyday learning
- PSHE and preparation for adulthood
- Support for confidence, wellbeing and engagement
- Activities linked to the learner’s interests and aspirations
- Community-based learning where appropriate
- Development of routines, independence and life skills
- Support with educational transitions or reintegration
- Regular progress reporting and review
Each pathway forms part of the education arranged by the commissioning school or Local Authority. The intended content, objectives, hours and relationship with any wider educational package are agreed at the outset and reviewed as the learner’s needs develop
From Referral to a Personalised Pathway
1. Referral and Initial Discussion
A school, Local Authority or other authorised commissioner shares information about the child or young person, their current circumstances and the support being sought.
2. Understanding Need and Suitability
We review the available information, including relevant plans, assessments and known risks. Where needed, we speak with the family, setting and involved professionals to build a fuller understanding of the learner.
3. Thoughtful Practitioner Matching
We identify a Nurture Teacher or Nurture Mentor whose experience, skills, location and personal approach align with the learner’s needs and interests.
4. Personalised Planning
Clear objectives, delivery arrangements and measures of progress are agreed with the commissioner. The pathway is then shaped around the learner’s starting point and intended outcomes.
5. Consistent Delivery and Communication
Support begins at an appropriate pace, with regular communication and progress reporting to the commissioning organisation.
6. Review and Next-Step Planning
Progress, engagement and suitability are regularly reviewed. The pathway can be adapted as needs develop, with planning focused on the most appropriate sustainable next step.
Nurture Teachers and Nurture Mentors
The relationship between the learner and practitioner sits at the heart of every Nurture Pathway.
Our Nurture Teachers are qualified teachers who combine educational expertise with an adaptable, nurturing approach. They personalise learning around each learner’s needs and starting point while supporting renewed confidence and engagement with education.
Our Nurture Mentors provide targeted, relationship-led support focused on areas such as PSHE, wellbeing, independence, personal development and preparation for adulthood.
Practitioners are carefully selected according to the requirements of each referral and complete our registration, safeguarding and compliance process before beginning a placement. Wherever possible, the learner is supported by one consistent practitioner, allowing trust and meaningful relationships to develop over time.
Nurture Teachers
Qualified teachers delivering personalised education and supporting academic progress
Suitable where teaching and curriculum delivery form a central part of the package
Nurture Mentors
Experienced practitioners supporting PSHE, wellbeing, engagement and personal development
Suitable where mentoring and wider developmental outcomes are commissioned
Meeting Learners Where They Are
The Nurture Pathway can be delivered in a range of suitable environments, depending on the learner’s needs, the commissioned arrangement and the outcome of appropriate safeguarding and risk-assessment processes.
Support may take place:
- Within a school or educational setting
- In the child or young person’s home
- In a library or suitable community venue
- Across carefully planned community-based activities
The location and structure of support are agreed with the commissioner and reviewed as the pathway develops. Where appropriate, delivery can gradually evolve as confidence, independence and readiness for new environments increase.
Monitoring, Reporting and Quality Assurance
Every Nurture Pathway should have a clear purpose, agreed objectives and a shared understanding of what progress may look like for the individual learner.
Depending on the commissioned package, we monitor areas such as:
- Attendance and participation
- Engagement and readiness to learn
- Academic progress and identified learning gaps
- Confidence and self-esteem
- Communication and relationship-building
- Emotional regulation and resilience
- Independence and personal development
- Progress towards reintegration, transition or other agreed outcomes
Commissioners receive weekly progress updates, and emerging concerns are communicated promptly. Support is reviewed collaboratively so that the pathway remains appropriate, responsive and focused on meaningful outcomes.
Our approach is underpinned by safeguarding, safer recruitment, practitioner compliance, regular communication and ongoing oversight from the SEND Inclusion Support team.
Progress Is Personal
Success does not look identical for every learner.
For one child, progress might begin with attending a full session or trusting a consistent adult. For another, it could mean completing academic work, entering a community environment, preparing for qualifications or taking steps towards a new placement.
Depending on the individual, the Nurture Pathway may work towards:
- Increased engagement with learning
- Improved attendance and participation
- Reintegration into an existing school
- Transition into a suitable new placement
- Preparation for further education, training or employment
- Greater independence and preparation for adulthood
- A longer-term personalised educational pathway
Whatever the destination, we work with the learner, family, commissioner and wider professional network to make each next step planned, supported and sustainable.
Real Experiences. Meaningful Outcomes.
Senior Leader
Secondary School
“We’ve seen a noticeable improvement in student attendance, engagement and attainment. The quality of support has been excellent, and the Nurture Teachers clearly go above and beyond for their students. They’re a real asset to the team, and I would happily recommend the service to colleagues across our Trust.”
Every learner’s journey is different, so we consider impact across educational engagement, academic development, wellbeing, confidence, independence and readiness for the next stage.
Frequently Asked Questions (FAQ)
Who can make a referral?
Referrals are generally made by schools, Local Authorities and other organisations responsible for arranging or commissioning a child or young person’s education. Families are also welcome to contact us to discuss their circumstances, although funding and formal commissioning may need to be agreed with the relevant school or Local Authority.
Does a learner need an EHCP?
Not necessarily. Suitability is considered according to the learner’s individual needs, circumstances and the purpose of the proposed provision. Having an EHCP is not, by itself, what determines whether Alternative Provision is appropriate.
Is the Nurture Pathway only for learners who have been excluded?
No. It may support children and young people experiencing a range of barriers to education, including anxiety, SEND, SEMH needs, disrupted education, placement instability or difficulty accessing their current setting.
Is the Nurture Pathway the same as home tuition?
No. Although support may sometimes be delivered in the home, the Nurture Pathway is a broader, holistic model of Alternative Provision. It combines personalised education with relationship-led support for engagement, confidence, wellbeing and personal development.
Where can support take place?
Depending on the referral and appropriate planning, sessions may take place in a school, the learner’s home, a library or another suitable community environment. Delivery locations are agreed with the commissioner and subject to relevant safeguarding and risk assessment.
How many hours of support are provided?
There is no single standard timetable. The commissioned hours and structure are agreed around the learner’s needs, intended outcomes and wider educational package. The school or Local Authority remains responsible for ensuring that the learner receives suitable education.
Will the learner return to school?
Reintegration may be an appropriate goal for some learners, but it is not the only possible outcome. The pathway may also support transition to another placement, further education, training, preparation for adulthood or a longer-term personalised arrangement.
How is progress shared?
The commissioner receives regular progress information covering the objectives agreed for the individual pathway. Support is reviewed collaboratively and adapted where necessary.
Tell Us About the Child
The right pathway begins with understanding the individual.
If you are seeking Alternative Provision for a child or young person, share some initial information with our team. We will consider their needs, current circumstances and the outcomes being sought before discussing whether the Nurture Pathway may be appropriate.*
*Please avoid sending highly sensitive personal information through a general enquiry form. Our team will advise you how to share referral documents securely.
Discuss Nurture Pathway Options, or make a referral:
Safe, Transparent and Accountable Provision
Safeguarding, suitability and quality assurance underpin every Nurture Pathway.
Schools and Local Authorities can request relevant provider information to support their commissioning and due-diligence processes. Individual delivery plans and risk assessments are developed according to the circumstances of each referral.
