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Alternative Provision

Our provision model is designed for students who require a strategic alternative to conventional mainstream education. Lessons are conducted by qualified teachers in a supportive environment.

We support with the following:

Students with SEMH needs
Students on Education, Health and Care Plan EHCPs
Permanently excluded Pupils
Looked After Children
Students needing reintegration support
EBSA (emotionally based school avoidance)
Students At risk of exclusion
Students awaiting special school placements
Students Undergoing Reintegration into mainstream education
Students On mental wellbeing support

Who We Work With

Secondary schools
PRUs
Local authorities
SEN departments
Virtual schools

We provide

Safeguarding trained tutors
Behaviour-aware teaching
Trauma-informed approach
Progress tracking
Reintegration plans

Intended Outcomes

Attendance improvement
GCSE pass rates
Successful school reintegration

Problem:

Persistent absence
Behaviour incidents

Proposed Support:

6 hours weekly 1-to-1 tuition
Maths & English
Mentoring sessions

Proposed Outcome:

Persistent absence
Behaviour incidents

Our Expertise

Our Tutors Are Trained In:

Here’s a profile of one of our AP tutors, Sharan:

Throughout my teaching career, I have developed strong experience supporting pupils with a range of Special Educational Needs (SEN), ensuring that learning is accessible, inclusive, and tailored to individual needs. During my teaching roles in mainstream and specialist settings, I have adapted lessons, differentiated resources, and implemented targeted interventions to support pupils with varying cognitive, communication, and emotional needs. My experience includes supporting pupils with autism, ADHD traits, speech and language needs, and learning difficulties.

During my placement at a secondary school, a specialist setting for pupils with complex needs, I designed Individual Learning Plans (ILPs), adapted resources for accessibility, and worked collaboratively with teachers, families, and external professionals to support pupil progress and wellbeing. This experience strengthened my understanding of differentiated teaching, communication strategies, and personalised support for learners with additional needs.

In my classroom teaching roles, including Year 1 and Year 6, I regularly adapted teaching approaches to ensure pupils with SEN could access the curriculum. This included scaffolding learning tasks, using visual supports, implementing structured routines, and providing additional targeted interventions to support literacy, numeracy, and emotional regulation.

Alongside my classroom teaching, I have also worked with pupils up to Year 11 in an online learning environment, providing tailored academic support in subjects such as English, maths, and science. I am confident in delivering remote learning through structured sessions, adapting explanations, and using digital tools to maintain engagement. Online tutoring has required careful planning, clear communication, and differentiated instruction to ensure pupils with additional needs remain supported and confident in their learning.

Case Study 1 –
Year 9 Pupil (PEX / Potential ADHD)

I supported a Year 9 pupil who was identified as having PEX and possible ADHD traits. The pupil had a reading age of approximately 9 years, which created barriers when accessing the Year 9 curriculum across subjects including maths, English, and science.

To support this learner, I implemented several strategies:

Differentiated resources that reduced the reading load while maintaining curriculum content
Use of visual scaffolding and simplified instructions to support understanding
Breaking learning tasks into short, structured activities to maintain focus and engagement
Reinforcing key vocabulary and concepts using repetition and modelling
Providing step-by-step guidance in maths and science problem solving
Over time, the pupil developed greater confidence in approaching tasks independently. By adapting the complexity of written material and focusing on conceptual understanding, the student became more engaged in lessons and demonstrated improved participation and progress across subjects.

Case Study 2 –
Year 7 Pupil (ASD)

I worked with a Year 7 pupil who had been diagnosed with Autism Spectrum Disorder (ASD). The pupil experienced difficulties with social communication, cognition and learning, and emotional regulation, which impacted their ability to engage with learning and interact with peers.
To support this pupil effectively, I implemented a range of inclusive strategies:
Establishing predictable routines and clear lesson structures to reduce anxiety
Using visual supports and step-by-step instructions to aid understanding
Providing additional processing time and breaking tasks into manageable steps
Supporting emotional regulation through calm communication and positive reinforcement
Encouraging gradual participation in classroom discussion and collaborative activities
Through consistent support and adapted teaching approaches, the pupil developed improved confidence in participating in lessons. Over time, they demonstrated greater engagement with learning tasks and improved ability to regulate emotions within the classroom environment.

Did you know?

At Telios Tutors, we are dedicated to upholding the highest standards of safeguarding, governance, and operational compliance. Our work is guided by a comprehensive framework of policies, procedures, and assurance documentation that support our daily operations and help ensure the safety and wellbeing of all students and staff. The following policies and documentation are shared directly with schools, local authorities, parents/carers, and relevant professionals upon request:

Safeguarding and child protection policies
Behaviour, attendance, and inclusion policies
Complaints and whistleblowing procedures
Safer recruitment practices and staff conduct policies
Staff compliance documentation, including enhanced DBS checks and recruitment records
Data protection and confidentiality policies