Practical learning built around each student
Some children and young people need a different way to learn. For example, a busy classroom may not meet their SEND or SEMH needs. Rads offers a calm and flexible alternative.
We specialise in 1:1, 2:1 and small-group sessions. Because we provide high staff-to-student ratios, each child receives a high level of care and support. As a result, our team can respond quickly and adapt each session when needed.
Every timetable reflects the student’s needs, interests, strengths and goals. We also listen to their views and give them meaningful choices. Therefore, students can take more ownership of their learning.
Our aim is simple. We want each young person to feel safe, valued and able to succeed.
Learning through movement
Vocational learning is accessible because it uses movement, practical tasks and the whole body. So, students do not have to sit still or complete lots of written work to show what they can do.
Students learn by making, testing, fixing and trying again. At the same time, they build confidence and learn how to solve problems. They can also see the results of their work straight away.
We break each task into small, achievable steps. As a result, students can focus on one clear goal at a time. Each completed step gives them a reason to feel proud and ready to continue.
Flexible 30-minute activities
We divide each day into flexible 30-minute activities. This gives the day a clear structure without making it too rigid.
For example, a student’s day may include:
- Practical vocational learning
- A short National Curriculum-linked task
- Movement or sensory time
- Pastoral support
- Creative or outdoor learning
- A break in the soft room
- Time to review and celebrate progress
However, we do not expect every student to work at the same pace. Staff can shorten, extend or change an activity. They can also return to it later.
This approach helps students stay involved. It also removes the pressure to complete a large task all at once.
A Plumb Learning licensee
Rads is a Plumb Learning licensee. Therefore, our students can take part in a clear programme of practical vocational learning.
Students can learn about tools, pipework, plumbing systems and safe working. They also develop skills in measuring, planning and solving problems.
At the same time, these tasks support teamwork, communication, focus and perseverance. For example, students learn how to ask for help, follow steps and try again after a mistake.
The work has a clear purpose. Students can see, touch and test what they create. As a result, progress feels real and meaningful.
A wide range of resources
Every student has different interests. So, we offer many ways to take part.
Our resources include:
- Plumb Learning kits
- Plumbing and pipework equipment
- Woodwork and chair-making resources
- Engineering and building activities
- Art, sculpture and mixed-media materials
- Circus skills equipment
- Music and creative activities
- Outdoor and rural-skills resources
- Heritage craft activities
- Sensory and regulation resources
- Practical science equipment
We use these resources to create hands-on learning. For example, a plumbing task can include maths, science and problem-solving. Meanwhile, a chair-making project can include design, measuring and safe tool use.
National Curriculum topics also run through our activities. However, we teach them through real tasks wherever we can. This helps students understand why the learning matters.
An environment shaped around the student
The right environment can help a student feel safe and ready to learn. Therefore, we adapt our spaces to meet each student’s needs.
For example, we can change:
- Lighting
- Noise levels
- Seating
- Room layout
- Visual information
- The number of people in the room
- Access to movement
- Sensory input
- The pace of the session
Students can also use our safe and comfortable soft room. This space contains a range of calming and sensory resources.
Importantly, students do not have to wait until they reach crisis point to use the room. Instead, they can use it throughout the day to prevent overload and support regulation.
Our high staffing levels give us greater flexibility. For example, one team member can support a student in a quiet space while another prepares the next activity. As a result, students can regulate without losing access to the rest of their programme.
Daily pastoral support
We include pastoral support every day as standard. This gives each student regular time with a trusted adult.
Pastoral sessions may include:
- An emotional check-in
- Planning for the day
- Help with regulation
- Support with a worry or problem
- A restorative conversation
- A review of progress
- Planning the next step
Pastoral care forms part of the student’s education. After all, students often need to feel safe before they can learn.
Over time, students can learn to notice and explain their needs. They can also build ways to manage difficult feelings and situations. As a result, they become more ready to learn and take part.
Staff chosen for each student
We recruit and match staff with each student in mind. First, we consider the student’s needs, interests, personality and goals. Then, we select staff with the right skills and experience.
Our team has experience in SEND, SEMH, teaching, youth work and practical skills. Staff also receive training that reflects the needs of the students they support.
Where possible, each student works with a small and consistent team. This helps them build trust. It also reduces the stress that staff changes can cause.
Our staff understand that behaviour often communicates a need. Therefore, they look beyond the behaviour itself. They consider fear, stress, sensory overload, unmet needs and past experiences.
SMART goals and clear outcomes
We set clear SMART goals for every student. These goals are:
- Specific
- Measurable
- Achievable
- Relevant
- Time-bound
We link the goals to the student’s Education, Health and Care Plan (EHCP), where they have one. We also use their placement aims and other relevant plans. Most importantly, we include the student’s own goals and views.
SMART goals may focus on:
- Engagement
- Attendance
- Emotional regulation
- Communication
- Relationships
- Independence
- Practical skills
- English and maths
- Personal development
- Preparation for adult life
- Returning to school
- Moving towards college, training or work
We review these goals at least once each term. However, we can change them sooner when the student’s needs, situation or progress changes.
Staff gather evidence through daily work and observations. They also use student voice, pastoral talks and completed practical tasks. As a result, we can show how the student’s skills, confidence and independence grow over time.
Trauma-informed and restorative support
Rads is a trauma-informed, restorative and non-contact provision.
We do not use shame or confrontation to gain compliance. Instead, we build calm, safe and consistent relationships.
Our approach includes:
- Clear and fair boundaries
- Choice and suitable control
- Calm communication
- Support with regulation
- Early action when a student feels overwhelmed
- Restorative conversations
- Repair after conflict
- A fresh start after a difficult moment
Progress does not always follow a straight line. For example, a student may manage more on one day than another. However, one difficult moment does not have to define their whole day.
We help students return to learning when they feel ready. Then, we support them to take the next small step.
Regular recognition through AQA Unit Awards
We use the AQA Unit Award Scheme to recognise progress throughout each placement.
Students do not have to wait for one final exam. Instead, they can gain formal recognition as they complete each unit or skill.
AQA Unit Awards can recognise:
- Vocational skills
- Practical tasks
- Communication
- Teamwork
- Independence
- Personal development
- Safety awareness
- National Curriculum-linked learning
We also notice the achievements that others may miss. For example, a student may enter a new room, meet a new adult or try a task for five minutes. They may also ask for help, return after a setback or work beside another student.
Each step matters. So, we record and celebrate progress often.
Open communication with families
Parents and carers know their children well. Therefore, we aim to build an open and honest relationship with them.
We share key updates and celebrate progress. At the same time, we listen when families tell us about a change, worry or success at home.
Regular contact helps everyone stay informed. As a result, we can respond sooner when a student’s needs change.
Where appropriate, we also work with schools, local authorities and other professionals. This helps everyone work towards the same goals and EHCP outcomes.
Progress that matters
Success looks different for every young person.
For one student, success may mean completing a vocational award. For another, it may start with entering the building or staying for a full session.
Our programmes can help students make progress in:
- Taking part in education
- Managing feelings and behaviour
- Building confidence
- Communicating with others
- Improving attendance and routines
- Developing practical skills
- Becoming more independent
- Using English and maths in real tasks
- Preparing for college, training or work
- Returning to school, where this forms part of the plan
We start with what the student can manage now. Then, we build from there.
One safe relationship, one practical task and one achievable goal can begin to change how a young person sees education and themselves.
Talk to us about a placement
Every placement starts with a conversation about the young person.
First, we learn what they enjoy, what they find hard and what has worked before. We also ask what they hope to achieve. Then, we plan the right timetable, staff ratio, environment and learning activities.
Contact Rads to discuss a 1:1, 2:1 or small-group programme shaped around a young person’s needs, interests and future goals.