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What does a career in Special Educational Needs and Disabilities (SEND) at Targeted Provision look like?

Explore Naomi's journey in our Tutor Case Study, a testament to the transformative power of building strong, trusting relationships. This story highlights how, through the right support and trust, tutors can become mentors, advocates, and excellent role models for young people navigating educational challenges.

Liam is a year 5 young man from North London. He is an intelligent and functional individual with excellent communication skills. His life changed dramatically the day he was removed from the streets of his home area.

Sam has Moderate Learning Difficulties (including autism), he is in KS2 and is working at EYFS in some areas of the curriculum, and pre-key stage in others.

Ona is receiving residential care at a hospital for her SEMH needs. She has been there for several weeks.

Aaliyah is a 10 year looked after child who is lacking in confidence in her Maths due to her frequent moves and changes of school.

Zainab is in care and received her tuition at her care home. It took a long time for Zainab to trust Yvonne her tutor, as she finds it hard to build relationships with new adults and felt disengaged from learning.

Ethan is a Looked After Child who has moved out of county because he is at risk of being involved in criminal activity in his community. Prior to his move, we had been providing a combination of Functional Skills tuition and mentoring to him, as he was refusing to attend school.

Emily is a teenage girl who was referred to Targeted Provision for social mentoring and support with her English and Maths skills, after being involved in an accident which left her with significant brain trauma.

Evie is pre-verbal and has Severe Learning Difficulties and Sensory Processing Difficulties. The local authority, who referred Evie to us, hoped that we could support her to engage in her learning and develop her communication skills until a place in a specialist school became available.

Elijah had been permanently excluded from a number of provisions and was disengaged from learning and from the adults trying to support him. His self-esteem and confidence were low, and his behaviour at home was deteriorating.