Student Inductions

Evolution Education

Excellence in Alternative Provision

Educational Pathways Curriculum KS3 Process KS4 Process Centre Standards Documents

Specialised Educational Pathways

Evolution Education provides evidence-based, therapeutic educational provision designed to support students with complex social, emotional, and behavioural needs.

KS3 Recovery Placement

Years 7-9 • Ages 11-14

Evidence-based therapeutic intervention programme supporting academic recovery and social-emotional development.

KS4 GCSE Pathway/Placement

Years 10-11 • Ages 14-16

Academic excellence pathway with vocational qualifications and leadership development for post-16 progression.

Evidence-Based Curriculum Framework

Our research-informed curriculum integrates academic achievement with therapeutic intervention, ensuring holistic development and measurable progress.

KS3 Recovery Placement Curriculum

Core Academic: Maths, English

Creative & Practical: Art, Food Technology

Physical & Personal Development: Physical Education, PSHE, Personal Development, Wellbeing

Social Skills: Group Work, Behaviour Modification

KS4 GCSE Pathway/Placement Curriculum

Core Academic: Maths, English

Citizenship & Leadership: Citizenship, Kings Trust, Duke of Edinburgh, Sports Leaders

Personal Development: Wellbeing, PSHE

Physical & Vocational: PE Lifeskills, First Aid, Food & Hygiene, Safeguarding in Sport, EE Playmaker and more

KS3 Recovery Placement Process

Our systematic, evidence-based approach ensures consistent delivery of therapeutic intervention and academic support, with clear progression pathways and measurable outcomes.

1. Referral & Initial Steps

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  • Referral from mainstream/LA
  • Required documents: referral form, risk assessment, safeguarding history, SEN/EHCP reports, attendance, behaviour logs
  • Placement Agreement + Home–Centre Agreement signed
  • Medical form completed and shared with staff

2. Induction (Week 1–2)

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  • Reduced timetable where needed
  • Baseline assessments: English, Maths (Purple Ruler), SEMH profiling
  • Student Passport + ILP with SMART targets
  • Induction to expectations and processes

3. Core Curriculum & Therapeutic Work

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  • Maths & English daily (55 mins) via Purple Ruler
  • Therapeutic modules: Anger Management, Emotional Awareness, Reset sessions
  • Creative/Vocational: Art, Food Tech, Sports
  • AQA UAS awards + weekly SEMH mentoring

4. Review & Monitoring

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  • Weekly staff review meetings
  • Half-termly reports to parent schools
  • Bromcom tracking + MyConcern safeguarding
  • Regular parent/carer updates

5. Exit

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  • 6–12 week placement review
  • Phased reintegration to mainstream
  • Final report with recommendations

6. 100% Sports & Education Centre - KS3 Positive Returns Timeline/Reintegration Protocol 2025-26

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Reintegration Timeline

Week Action
0 Admissions meeting arranged with student's school, student and parents. Start date confirmed and Admissions team notified. Baseline assessments taken.
1-2 If student has had a successful week, KS3 Lead contacts the school and recommends student returns back to school on a Wednesday, if agreed student will return back to their school in week 3
3-5 Student will return back to school on a Wednesday each week – plan agreed with the school. If all goes well, this might increase incrementally for a return to school fully in week 6.
6 Meeting will determine whether the student is able to return back to school at this point. If not, the student will remain for further 6 weeks with fortnightly reviews.
7-12 If student has returned to school: 100% staff will send a progress email to school and/or phone calls to check on student's progress.
7-11 If NOT returned to school: Student continues programme at 100% with additional support measures in place. Phased reintegration over time to increase school contact and monitor behaviour in school with additional strategies employed as necessary.
12 Report prepared and meeting with school & student for reintegration. Report will incorporate details of engagement, achievement and strategies that has been put in place to support improved behaviour. If placement unsuccessful student will be referred back to the Rapid Response
13 Student returns to school. 100% staff will attempt to arrange visits and/or phone calls to check on student's progress.
Key Requirements:
  • All schools must agree to maintain weekly contact with the student to aid reintegration
  • Work with 100% to devise a reintegration support plan for each student
  • Take onboard strategies and suggestions from 100%
  • Termly reports sent to schools
  • All students remain dual-rolled with their home school for the duration of the programme
  • Link person from home school must be identified for weekly communication
  • Mid-programme review meeting at 100% provision with school and student

KS4 GCSE Pathway/Placement Process

Our structured approach focuses on academic achievement and vocational development, preparing students for successful post-16 progression.

1. Referral & Initial Steps

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  • Referral + supporting documents from LA/school
  • Focus on urgent access to accreditation
  • Home–Centre Agreement + ILP with post-16 goals

2. Induction (Week 1)

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  • Baseline assessments: GCSE/Functional Skills level check
  • Vocational readiness questionnaire
  • SEMH profiling to inform support

3. Core Curriculum & Vocational Work

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  • English & Maths daily (GCSE/Functional Skills)
  • Vocational strands: King's Trust, Sports Leaders, Beauty, DofE
  • First Aid, Safeguarding in Sport, AQA UAS modules
  • SEMH/Behaviour support and mentoring

4. Review & Monitoring

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  • Half-termly reports on progress
  • Weekly internal reviews
  • Bromcom + MyConcern tracking
  • Careers education aligned with Gatsby Benchmarks

5. Exit

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  • Focus on progression to post-16 pathway
  • GCSEs/Functional Skills + vocational certificates
  • Destination report to LA/referring school
  • Post-16 transition support

6. 100% Sports & Education Centre - KS4 Positive Returns Timeline/Reintegration Protocol 2024-25

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Reintegration Timeline

Week Action
0 Admissions meeting arranged with student's school. Start date confirmed and student completes initial baseline assessments.
1-2 Schedule of visits confirmed for half-termly contact with school rep.
11-12 School meeting with school & student for review. Meeting will determine the level of support possible from 100% over the next 4-6 weeks.
End of each term Report will incorporate details of engagement, achievement and strategies that has been put in place to support improved behaviour. 100% to arrange additional visits and/or phone calls to check progress as required.
Regular Information Sharing & Support:
Weekly:
  • Attendance to be shared by 100% with each school weekly or daily according to the agreement with each school
  • Safeguarding and serious behaviour issues to be shared by 100% as necessary
School Support:
  • Any attendance visits must be completed by the mainstream school attendance team
  • Any attendance prosecution/warnings must be completed by mainstream school in liaison with 100% Attendance team
  • Any student who requires assessment for an EHCP must use the EP time from the mainstream school or if possible, pay for additional hours with the 100% EP
  • School remains responsible for the child and must agree to work with 100% to support the student
Key Milestones:
June - End of Year Review:
  • 100% to arrange a meeting with school rep, to review progress and next steps
  • Year 10 students to decide on further placement at 100% or another AP
  • Year 11 to ensure post-16 destination is secured
Year 10 and Year 11:
  • Student to continue into year 11 only if agreed at end of year 10, review and protocol remains in place for 100%/School Communication
  • 100% will support if there is a transition back to school or into another AP
  • Post 16: 100% will continue work with the student after transition to reduce the risk of them becoming NEET
Key Requirements:
  • All schools must agree to maintain weekly contact with the student to aid reintegration
  • Work with 100% to devise a reintegration support plan for each student
  • Take onboard strategies and suggestions from 100%
  • All students remain dual-rolled with their home school for the duration of the programme

Centre Standards & Behaviour Framework

Our comprehensive behavioural framework ensures a safe, structured learning environment that promotes positive outcomes and supports student wellbeing.

Core Standards

  • ✓ Arrive on time every day, in full uniform, prepared for learning
  • ✓ All students will be searched each morning to ensure a safe environment
  • ✓ Mobile phones and electronic devices must be handed in at the start of the day

Behaviour and Conduct

  • ✓ Show respect to staff, peers, visitors, and the centre environment at all times
  • ✓ Bullying, aggression, or discrimination of any kind will not be tolerated
  • ✓ Follow staff instructions immediately and without argument

Learning Commitment

  • ✓ Engage fully in lessons, remain on task, and complete work to the best of your ability
  • ✓ Take responsibility for your actions and choices, including using Reflection to improve

Safety and Responsibility

  • ✓ Prohibited items (weapons, drugs, vapes, alcohol, stolen goods, etc.) are banned
  • ✓ Use of social media on centre equipment or Wi-Fi is strictly prohibited
  • ✓ Students are expected to respect and take care of centre property and facilities

Consequences and Rewards

  • ✓ Late arrival after 9:05am results in an automatic detention
  • ✓ Persistent poor behaviour will lead to escalation (Reflection, Behaviour Report and Parental Meeting)
  • ✓ Consistent positive behaviour will be recognised and rewarded through the centre's reward systems

Essential Documentation & Policies

Access our comprehensive documentation framework ensuring compliance with statutory requirements and best practice in alternative provision.

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Home Centre Agreement

Partnership agreement between home and school outlining shared responsibilities and expectations

Access Document
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Medical Information Form

Health details and emergency contact information for student safety and wellbeing

Access Document
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External Agencies Form

Essential form for schools to complete before induction meetings, providing information on external agencies working with students on CP or CIN plans

Access Form