Tailored support for GCSE student with challenging behaviour
Background
Disrupted schooling and ADHD made routine, boundaries and focus difficult to sustain. The student required more tailored support than the school could provide to stabilise behaviour and protect GCSE outcomes.
SLT’s Approach
A part-time programme alongside school, delivered by three subject specialists as a coordinated team. Lesson lengths were shortened to match attention span and prevent fatigue. Mock exams and consistent reporting strengthened exam technique and helped the programme evolve intelligently, keeping progress calm and measurable.
Results
Strong GCSE outcomes (As and Bs) and a stable return to school rhythm, with sustained engagement and no recurrence of previous behavioural concerns.
Can we provide a programme like this for your family?
Yes. Most of our programmes begin with a thoughtful discussion about what you need right now, what you want to achieve long term, and what success looks like for your child. We then propose a structure, a timetable, an estimated budget and realistic outcomes - and we refine it with you before anything begins.
Do we work alongside schools and existing teachers?
Yes, we can run fully aligned with the school where helpful. Some programmes run independently; others are closely aligned with a school’s curriculum, set texts and coursework - particularly where a return to school is planned. We are used to operating in a joined-up way with teachers, SENCOs, and pastoral teams.
Can we support exam entries if a child is not enrolled in a school?
Yes. Where students are fully home schooled, we manage exam board registration, access arrangements (where applicable), and exam centre coordination. This ensures that academic outcomes remain secure and formally recognised, even when education is delivered outside a traditional school setting.
How do we start gently when a child feels overwhelmed?
We begin with a pace the student can tolerate. Often that means starting with one or two sessions a week in familiar or preferred subjects, with tutors chosen for warmth, calm authority and emotional intelligence. As confidence and trust develop, we build the timetable gradually and introduce greater academic demand.
Can we coordinate specialist input (OT, Education Psychologist Reports etc.)?
Yes. We frequently work alongside existing professionals and incorporate recommendations into teaching plans. Where useful, we can also recommend additional specialists - for example occupational therapists, SPLD specialists, or educational psychologists - and help ensure everyone is working cohesively rather than in silos.
How do we measure progress and report back?
Progress is monitored continuously rather than retrospectively. Families receive regular written reports outlining academic development, engagement, confidence and any emerging concerns. For longer or more complex programmes, we also track trends over time, allowing us to refine the programme proactively rather than waiting for issues to arise
