Unlocking Potential: Ivy’s Journey to Confidence and Academic Success

Background and desired outcomes

Ivy is 13 and was referred to Targeted Provision in July 2024. She has been out of school for several months and has a range of additional needs including ASC, social anxiety and emotional-based school avoidance. Her family sought targeted support due to her challenges in mainstream education, including bullying, low self-esteem, and extreme anxiety.

The desired outcomes, as agreed with Ivy’s family, included academic success in history, maths, and English and developing confidence and emotional resilience to support her learning and well-being.

How we supported Ivy

Ivy’s progress

Under the guidance of her tutor, Claire, Ivy has made tremendous strides both academically and emotionally. Her parent described this transformation, saying, “It’s very special that she now feels successful. Thank you, Claire, you bring out the best of what was hidden inside her.” The team around Ivy have been really pleased with her academic achievements, particularly in English, where she consistently completed the work set and achieved 100% on exit quizzes. Ivy herself expressed excitement about her lessons, especially in English, where mastering semi-colons became a source of pride and joy.

Claire’s empathetic and tailored approach has been key to Ivy’s progress. She created a supportive and anxiety-free environment, offering Ivy choices in her learning to help her feel more in control. As her parent noted, “Claire tried to maximise Ivy’s learning engagement by giving her a choice, which was absolutely the right approach for her. She is clearly very experienced and knows exactly how to get the best out of Ivy.” This personalised approach helped Ivy build a strong connection with her tutor, making her more willing to engage and embrace challenges.

English became a standout subject for Ivy, where she thrived by mastering challenging concepts like semi-colons and applying them creatively. History also became a source of enjoyment, as Ivy loved learning through visual tools like diagrams and annotated maps. She found topics like the inverted pyramid particularly engaging, with Claire’s dynamic teaching methods making the subject accessible and interesting.

In maths, where Ivy had previously struggled, she showed consistent progress and growing confidence in problem-solving, a testament to Claire’s ability to adapt her methods to meet Ivy’s needs.

The progress Ivy has made extends beyond academics. Her parent observed, “It’s very special to see her smile and know she feels proud of herself for the first time.” Claire also highlighted moments that showcased Ivy’s enthusiasm and growth, such as when her face lit up during an English lesson as she understood a new concept or when she shared her creative writing examples with pride. These moments underscore the importance of building not just academic skills, but also confidence and resilience.

Working with the Team Around the Child

Working with the full team around Ivy has been critical to helping her succeed.  Throughout the placement, Claire has maintained regular communication with Ivy’s family and the local authority, ensuring her progress was aligned with agreed goals. This collaboration reinforced the shared commitment to Ivy’s success and allowed everyone to celebrate her achievements together.

Claire produced weekly session reports which were reviewed by and discussed with Targeted Provision’s SEND Support Team. These reports have provided a clear run-down of the work Ivy’s has completed and the progress she has made. Claire has received ongoing support and coaching from the SEND Support Team at Targeted Provision, who have worked with her as a team to ensure that Ivy’s needs are met.

Hopes for the future

Ivy’s journey with Targeted Provision highlights the transformative power of personalised, empathetic teaching. Under Claire’s guidance, she has not only achieved significant academic milestones but has also rediscovered her love for learning. We hope that the foundation laid during her time with Claire will support Ivy’s continued growth and success as she moves forward in her education.

*names have been changed for privacy reasons

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