Provision

Flexible provision, built around every learner

Provision is delivered at our site near Brooke or within your school. Outdoor learning and digital projects run across both settings. Every placement is planned individually, governed by an SLA, and reviewed regularly against agreed targets.

Site-Based Provision

1:1 sessions at The Learning Space, our dedicated provision site near Brooke, Norfolk. Programmes are built around each learner's needs and EHCP outcomes, planned collaboratively with their school. For learners who are not currently attending school, site-based provision can offer a structured starting point, with planned transition support back into education where appropriate.

In-School Support

We work directly within your school, alongside your existing team. Sessions can cover re-engagement, emotional regulation, mentoring and planned intervention, delivered within your environment and school policies.

Outdoor and Expedition Learning

Our Adventure and Expedition curriculum takes Norfolk's landscapes, communities and real challenges as its classroom. Blake Harrison also leads separate Forest School sessions as a dedicated strand. Available as part of any placement. Download: Forest School Framework

Digital, Creative and Music

Digital and creative projects built around each learner's interests, from Minecraft Education to coding, electronics and design. Blake Harrison also delivers therapeutic music-making sessions, inclusive, sensory and focused on self-expression and connection. Available as part of any placement. The Settlement is our Minecraft Education programme, a hands-on citizenship and financial literacy experience adapted to the learner's level and goals.

For Schools & Local Authorities

Straightforward to work with

Whether you're a SENDCo, headteacher or local authority officer, we make it straightforward to place a learner with us. We handle the planning, reporting and communication, so the process is clear from day one.

Provision planned against EHCP outcomes (Sections B, E and F)
QTS-qualified teaching staff available across placements
Weekly session summaries sent directly to your named school contact; urgent concerns raised and discussed the same day
Half-term reviews and end-of-term reports as standard, with written evidence available for EHCP annual reviews. We attend annual reviews as required.
Attendance notified to the commissioning school within 30 minutes if a learner does not arrive
Learners remain on roll with their home school. Provision is part-time, typically one to two days per week (up to 10 hours), tailored to the learner's need and capacity.
Transport arranged by the school or family. We coordinate around agreed session times.
Baseline assessment built across the first few sessions, with an exit assessment at the end of placement, covering wellbeing and progress against agreed targets
We work alongside other professionals involved in the learner's support, including Educational Psychologists, social workers and specialist practitioners
Experience supporting children in care, including contribution to Personal Education Plans (PEPs)
AQA Unit Award Scheme accreditation available for eligible learners
Governed by a service level agreement (SLA) covering hours, reporting, safeguarding and payment
Based in Norfolk, with referrals from Suffolk welcome

Programmes and frameworks we use

AQA Unit Award Scheme iDEA (Digital Enterprise Award) Crest Science Awards Warhammer Alliance (strategy and miniatures) Minecraft Education

Discuss a Placement

Safeguarding

DSL-led, policy-compliant provision

All staff hold enhanced DBS checks on the Update Service and are Prevent-trained. Aaron Guy is Elevate-Ed's DSL. A qualified first aider is present at every session. Our policy is aligned with KCSIE (2025) and Working Together (2023).

Any safeguarding concern is reported to our DSL immediately and escalated to the commissioning school's DSL without delay. Further referral to Children's Services, including CADS where applicable, is then led by the commissioning DSL. Elevate-Ed does not use restrictive physical intervention.

Safeguarding Policy → Assurance Statement → Behaviour & Relationships Policy →

Accreditation

AQA Unit Award Scheme

We are a registered AQA UAS centre, allowing learners to gain nationally recognised certificates across a wide range of activity areas, without the pressure of formal examinations.

Regulatory Status

Part-time AP: not required to register

Elevate-Ed operates within DfE Tiers 1 and 2. Provision is part-time only, capped at 10 hours per week per learner, delivered 1:1. Learners remain on roll with their home school throughout. Registration as an independent school is not required under the Education and Skills Act 2008. Provision is planned in line with the SEND Code of Practice (2015) and is suitable as part of a Section 19 education package. Public liability and professional indemnity insurance held.

Download: Non-School Status & Hours Policy →

Costs

Transparent pricing

Bespoke 1:1 provision (at our site or in school):

Full day (09:30–14:30)£300
Half-day (2 hours)£200
EHCP review / professional meeting£100

School-based group intervention programmes are costed per programme. Contact us to discuss. Elevate-Ed is not VAT registered.

Availability

Current and upcoming placements

We have availability across several days. All placements are subject to a referral, suitability assessment and signed SLA. Get in touch to discuss.

Our Approach

Starting where every learner is

Effective provision starts with understanding the learner: their needs, their strengths, and where they are right now, academically and emotionally. Our sessions combine wellbeing support, personal development and genuine curriculum engagement, each adapted to the individual.

Building the Right Conditions

We use trauma-informed, co-regulation-based practice as the foundation of every session. When a learner feels safe and ready, we move into purposeful curriculum activity, adapted to where they actually are in their learning, not just their year group.

Planned & Evidenced

Every placement is underpinned by a Personalised Learning and Development Plan, agreed targets, and regular reporting. Session summaries, half-term reviews and end-of-term reports are standard. Where other professionals are involved, Educational Psychologists, social workers or specialist practitioners, we work alongside them to make sure provision fits the wider picture.

Looking Ahead

Where appropriate, provision is planned with reintegration and transition in mind. We work with schools and local authorities to build a clear pathway, using session evidence to support a well-planned move.

The Elevate-Ed Way: values and check-in board

Outdoor fire skills

Emotion cards used in an SEMH in-school session

In-school SEMH session

LEGO build: creative construction project

Creative build project

Peacock in the Norfolk countryside near the provision site

The neighbours · The Learning Space, Brooke

What a session looks like

Every session is planned individually around the learner. The structure below is illustrative, the shape, length and focus are agreed with the learner and their school.

Arrival & check-in

A brief conversation about how the learner is feeling before the session begins. No pressure, no agenda.

Warm-up

A low-pressure starter that connects to previous sessions or introduces the focus for the day: vocabulary, retrieval or a short task.

Main activity

The core task: practical, creative, curricular or interest-led. Adapted to the learner's goals and actual working level, not just year group.

Scaffolded progress

We model first, then work together, then support the learner to work independently, at the pace they are ready for.

Reflection & close

Closing with what went well, what was tricky, and what comes next. Building self-awareness alongside skills.

The Team

People who understand this work

Our team brings experience across SEND and SEMH education, outdoor learning, QTS teaching, relational practice and safeguarding.

Aaron Guy

Founder & Designated Safeguarding Lead

DSL · Paediatric First Aid (RQF) · Outdoor First Aid (RQF) · MTB Instructor Level 1

Aaron's route into alternative education is personal: diagnosed with ADHD at ten, he understands first-hand that some young people need something different to thrive. That lived experience sits at the core of how Elevate-Ed works.

Over sixteen years across SEMH, SEND and specialist settings (from SEN Teaching Assistant to DSL), including an SEN Instructor role where his planning was directly commended as part of an Ofsted Outstanding, Aaron has developed a practice shaped by a simple belief: young people need to feel safe, understood and respected before meaningful learning can happen. He draws on emotional literacy and co-regulation approaches alongside PACE and restorative practice, and extended his work into outdoor and expedition learning across several countryside classroom AEPs before founding Elevate-Ed. A former manager once called him an "SEMH Whisperer", a reflection of his ability to connect with the most disengaged learners and rebuild the trust that makes real progress possible.

Elevate-Ed is the result: provision that feels warm and flexible for the learner, while giving schools, families and commissioners the clarity and accountability they need.

Georgia Guy

Co-Founder & Director of Quality Assurance

QTS · PGCE · MA Psychology · NPQEL

Georgia's career spans specialist provision and school leadership. Before moving into headship, she led a specialist AP setting with residential provision as Principal, giving her direct experience of the sector Elevate-Ed operates in. She has since served as Executive Headteacher and Associate Director of Education within a multi-academy trust, and is a RISE (Regional Improvement for Standards and Excellence) facilitator, working as part of the DfE's programme to raise standards in schools.

Throughout, her leadership has rested on one conviction: that belonging matters as much as attainment. Positive relationships and genuine trust are not a bonus. They are the foundations of meaningful learning. Elevate-Ed is built on exactly that belief.

Georgia holds QTS, a PGCE and an MA in Psychology, brings experience across primary, secondary and specialist AP phases, and holds the National Professional Qualification for Executive Leadership (NPQEL). As Director of Elevate-Ed, she oversees governance, policy and quality assurance, and brings direct experience of the decisions schools and settings face when supporting learners who need something different.

Practitioner spotlight

Tom Underwood

Practitioner: Creative and Skills-Based Learning

QTS · DSL Training · Autism & ADHD Awareness · Paediatric First Aid

Tom began his teaching career in 2010, following in his father's footsteps into a profession he genuinely loved. A turning point came during the pandemic, when as a clinically extremely vulnerable teacher he was redeployed to coordinate home learning, working directly with children and families who needed highly individual support to access their education. That experience changed how he thinks about what good practice actually means.

It reinforced something Tom had come to believe: that validation, accessibility and genuine inclusion aren't add-ons. They're where good teaching starts. Post-Covid, Tom moved out of mainstream and into alternative provision, where he met Aaron. Shared conversations about what "outcomes" really mean for learners, who are often treated as interchangeable by diagnosis or label but are fundamentally unique, made joining Elevate-Ed feel like the obvious next step.

Art & Design Technology
Nature & the natural environment
Skills-based learning
DIY & basic mechanics
Building trust & relationships

"All of life is education and everybody is a teacher and everybody is forever a pupil."

Adam Chandler

Practitioner: Relational and Person-Centred Support

MA Social Work

Adam's career spans youth work, social care and education. Following an MA in Social Work, he built extensive experience across statutory and independent settings supporting people with learning disabilities, autism and complex needs, including children and young people in care. He later led therapeutic work directly with children who had been excluded from school, focused on rebuilding their engagement with education, before joining Elevate-Ed.

What sets Adam apart is a genuine passion for personal development, his own as much as the learners'. He believes each person has the capacity to surprise themselves when the conditions are right, and brings a calm, consistent presence that gives learners the space to settle, build trust and take things at their own pace.

Autism-informed practice
Learning difficulties & disabilities
Children & young people in care
Strengths-based planning
Person-centred support

Tammy Hannant

Practitioner: Teaching, SEND & Assessment

QTS · PGCE · C&G Level 3 Assessor

Tammy's route into education is anything but conventional. After a first-class degree in Materials Engineering and a decade developing graduate training programmes at PricewaterhouseCoopers, she trained as a teacher and found the work that fit.

Seven years as a class teacher and year group leader at Rosecroft Primary gave Tammy a deep grounding in curriculum, assessment and supporting learners with additional needs. She has since worked across primary and secondary settings as a supply teacher for Norfolk County Council and Unity Schools Partnership, as a learning support assistant at Wymondham College, and as a vocational tutor and assessor at Norfolk Adult Learning, where she also qualified as a City & Guilds Level 3 Assessor.

What ties it together is an ability to meet learners where they are: building trust quickly, adapting her approach, and keeping the individual at the centre.

Primary & secondary teaching
SEND & additional needs
Curriculum design & assessment
Vocational learning & accreditation
Calm, consistent support

Blake Harrison

Practitioner: Outdoor Learning, Forest School & Music

Forest School Leader (Level 3) · Youth Worker Level 3 · Arts Award Adviser · Outdoor First Aid Level 3

Blake brings over twenty years of experience across community music, youth work and outdoor education. Founder of Rhythm Works East, he has worked as lead percussion teacher for Norfolk Music Hub and as lead tutor at Musical Keys, delivering sensory music provision for young people with complex additional needs. His practice centres on using music and nature as therapeutic tools to support emotional regulation, self-expression and personal development, with a particular focus on young people with SEMH needs, autism and complex presentations.

A Forest School leader and skilled musician, Blake designs and leads Elevate-Ed's Forest School strand and delivers creative, sensory music-making sessions that build connection, resilience and a sense of belonging. He believes that authenticity, empathy and consistency are at the heart of building lasting relationships with young people.

Forest School & nature-based learning
Hand drumming, percussion & music technology
Therapeutic music-making
SEMH & complex needs
Emotional regulation & resilience

At our site or in your school: provision built around the learner