Case Studies

Student A 's anxiety was not recognised throughout school and he missed years of education from not be able to walk through the school gates. A late diagnosis of autism explained a lot of the overwhelm that he experienced in school and why he could not cope in that environment. We built up a good rapport with Student A and he is now studying for 4 GCSE's and is hoping to transition to college in September 2023.

Student B could not cope in mainstream school and his behaviour was so defiant that he was on the verge of permanent exclusion. He could not cope with crowds or excessive noise as these are triggers. He struggled to maintain friendships due to anger issues and immature social skills. He attends for 2 days and is taught Maths and English 1:1 away from others and is given positive support to improve social interaction skills.

Student C attends for one day per week for respite from an intense academic timetable in mainstream. She is extremely able but school makes her feel anxious and so she accesses a part time curriculum and spends a well being day at New Leaf, engaging in art, social skills and a much deserved trip to Starbucks for coffee.

Student D attends for a 2 day academic timetable after not being able to access mainstream or specialist schooling successfully.  He is thriving and working at GCSE level across English, Maths and Science. He needs help with social skills and so he receives positive support sessions and PSHE sessions to help guide him towards successful peer interactions.

Student E was excluded from school and a PRU unit and was struggling to regulate her emotions due to anger and frequent negative peer interactions. After following an intense bespoke nurture package Student E is studying for 4 GCSE's and is excelling across all subjects and may well be adding an additional GCSE subject to her curriculum. Her current future pathway includes aspirations to go to university.

Student F was at a generic special school for his entire education but the placement broke down due to behaviour. Student F is attending with us whilst waiting for a specialist school placement to become available. He is trying to improve his sensory diet by slowly getting involved in more group activities, whilst receiving 1:1 tuition to improve  reading and maths skills.