In-House Alternative Education
On-site Key Stage 3 & Key Stage 4
In-House Alternative Education
We understand that schools face barriers with accessing high-quality alternative provision.
With a rising number of learners requiring specialised settings, mainstream schools can face challenges managing their budgets and staff when addressing these issues.
In recent years, we have expanded our focus to creating in-house education services that improves academic and social outcomes whilst reducing schools alternative provision budget, enabling schools to reallocate funds where required.
Our innovative approach has enabled us to help numerous schools and learners, offering tailored support to meet each school’s needs.
Year 11 Programme – Achieve Your Potential
The ‘Achieve Your Potential’ programme for Year 11 learners provides an alternative to learning route in a a supportive environment. Learners study in small groups led by inspiring educators and receive personalised interventions aimed at achieving core GCSEs in English, Maths, and Science. We include vocational qualifications in our offer, providing learners the opportunity to gain a qualification in a vocation they can utilise in their post-16 destination. We ensure every learner is offered a work placement in a vocation they are interested in – an opportunity for learners to gain valuable experience, further inspiring them to achieve on this programme.
Key Stage 3 – Inspire & Reintegrate
Our Inspire and Reintegrate Programme is designed for learners at risk of exclusion, or in need of a motivational respite from mainstream education. Learners enrolled on this programme gain an entrepreneurial experience whilst gaining critical maths and English skills related their entrepreneurial journey. The programme also focuses on developing soft skills to strengthen SEMH areas, representative of real-life workplace situations. After 6 weeks on the programme, learners’ creativity will come to life when they receive their own personalised clothing. Following programme completion, learners will be supported with their reintegration back into mainstream education.
How We Create Success
Our 10 point strategy
Quality Assurance
We believe in complete transparency and collaboration with the schools we partner with. Schools have the ability to closely monitor the curriculum and the quality of teaching and learning provided at our centres. We encourage schools to schedule quality assurance checks throughout the academic year, ensuring that we consistently meet and exceed the agreed-upon standards.
These quality assurance visits allow schools to observe our educational practices, review learner progress, and provide feedback on areas for improvement. By maintaining open communication and regularly assessing our performance, we ensure that the education and support we provide align with the expectations and needs of each learner, delivering high-quality outcomes.
Our commitment to accountability and continuous improvement means that schools can trust us to maintain the highest standards of education and care at all times.
Safeguarding
We recognise that learners attending alternative education settings may have additional safeguarding needs, and we take this responsibility very seriously. To ensure the highest level of care and protection, each of our centres is assigned a dedicated Designated Safeguarding Lead (DSL).
Our experienced DSLs are trained to identify and respond to potential safeguarding concerns, ensuring that any situations that may arise are handled swiftly, professionally, and in accordance with best practices. By providing ongoing support and a safe environment, we prioritise the well-being of all learners, ensuring they can focus on their education with confidence.
At Nulogic, safeguarding is at the heart of everything we do. Our proactive approach ensures that every learner feels safe, valued, and supported, enabling them to thrive both in and out of the classroom.
Shared Best Practice
Both schools and alternative settings have devised a range of successful methods that are often exclusive for the setting. Working closely with multiple schools on this programme, we can recognise and share best practices to improve all.
Training Opportunities
Our staff are required to attend teacher training days to improve themselves and our centre. Additionally, we offer training on positive handling and behaviour management to the school staff.
Broad Alternative Curriculum
Our programmes offer a broad curriculum that enables learners to continue core GCSE studies and selected vocational qualifications.
Specialised Staff
At Nulogic, we are dedicated to creating dynamic and highly effective staffing teams that combine the perfect blend of experience, qualifications, and a deep sense of relatability to the learners we serve. We understand that education is more than just academics—it's about fostering a supportive, engaging, and inclusive environment where learners can thrive.
Our team of educators and support staff are not only experts in their fields but also passionate about building meaningful connections with learners. We carefully select professionals who bring a wealth of real-world experience and specialised qualifications, ensuring they can meet the unique needs of learners in alternative provision settings. What sets us apart is our commitment to truly understanding the challenges and barriers our learners may face, making them highly relatable role models and mentors.
By nurturing a positive and empathetic learning environment, we empower learners to feel understood, supported, and motivated to achieve their full potential. Our approach creates a thriving learning hub where each learner can flourish academically, socially, and emotionally. Whether learners need extra support, a different learning pace, or an alternative educational path, our carefully crafted teams are here to help them succeed.
Smaller Cohort Sizes
Our programmes operate with small, focused cohorts of 5 to 10 learners, ensuring that each learner receives the individual attention and support they deserve. With a minimum of two dedicated staff members per group, we are able to foster a safe and nurturing environment where learners can thrive academically and personally.
This low learner-to-staff ratio allows us the invaluable opportunity to build genuine, meaningful relationships with both learners and their parents or carers. By taking the time to understand each learner’s unique needs, strengths, and challenges, we create a personalised learning experience that supports their overall development.
Our close-knit approach not only enhances learner engagement and learning outcomes but also strengthens the partnership between home and school, ensuring that everyone is working together to help each learner achieve their full potential.
Monitoring and Reporting
We understand the importance of keeping schools fully informed about the progress of their learners enrolled in our programmes. To ensure seamless communication and accountability, we provide detailed weekly and half-termly reports that contain all the essential data schools need to effectively monitor each learner’s progression.
Our reports are comprehensive, covering key performance indicators such as academic achievement, attendance, behaviour, and personal development. This regular, structured feedback allows schools to stay updated on their learners' progress, enabling them to make informed decisions and provide additional support when needed.
By offering timely and transparent updates, we ensure that schools are not only aware of their learners’ journey but also fully involved in the process, promoting collaboration and ensuring that every learner has the best possible chance of success.
Worked Related Learning
Through building partnerships in the local community, we provide work-based placements throughout the week for learners in a vocational area of their interest. This can also help with post-16 destinations.
Specialised Staff
Our competitive costing model enables schools to provide a cost effective alternative that gives learners an opportunity to access a programme of significant educational value.
Learner Life
Social time
Being with the same learners everyday can be a challenge. It is our responsibility to create opportunities for the learners to develop positive relationships that support each others’ journey on the programme.
Staying active
Physical activity benefits the body and mind. We ensure that our learners partake in physical activity every day to help manage their physical and mental health, improving their performance in and out of the classroom
Responsibility
Life skills are important for all young people. We assign a range of responsibilities to the learners collectively and independently. Having a sense of independency can really help learners mature across all areas of their lives.
Classroom
We maintain the same behavioural expectations as mainstream classrooms. We believe that learning should be enjoyable and engaging.
Mentorship
Everybody needs to be heard. Outside of other meetings scheduled with professionals, a member of staff will meet with each learner once a week for a 1:1 conversation about how they feel about their progression.
Quality Assurance
To ensure we are meeting and exceeding Ofsted expectations, we have partnered with ProvisionPlus+, a specialist alternative provision service to provide their quality assurance service to Nulogic’s school-based provisions.
What We Need
FACILITIES
STAFF
Internet access
Access to school staff toilets
Access to teaching training days to ensuring safeguarding
Key contacts from the school identified and annual meetings scheduled
How It Works
An in-house provision can deliver 1 to 5 days per week, depending on the requirements of the school. Furthermore, we can create a provision that operates on multiple days delivering different programmes with different aims and objectives.
If you are unable to meet the 8 minimum requirement as an independent school, we would advise a partnership model with one or more local school. This model enables schools to purchase the number of placements they require in order to mee the 8 learner requirement.
INDEPENDENT MODEL
If a school has a significant requirement for alternative provision, we can tailor a programme designed to meet the requirements of the school and learners; providing there is a minimum of 8 learners on the programme.
PARTNERSHIP MODEL
If a school has a need for alternative provision, but they do not have 8 learners, we would recommend a partnership model.
By working with schools in your local area with a similar requirement for alternative education, you can split the overall cost to meet our 8 learner minimum.
Ofsted Compliance
Learners are dual registered between their parent school and main site school. We include reintegration review points during the initial learner enrolment and support these transitions once they arrive.
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