Young Giants has extensive experience in supporting children and young people with a range of SEND, including complex needs, severe and moderate learning difficulties (SLD and MLD) and learning differences (such as dyslexia).
Working with commissioners, parents/carers and the wider team around the child, we develop an education package that will most suit the needs of the child and support their EHCP outcomes.
Whether tuition is in the home, community or school, we are able to provide the right professionals to make a meaningful impact on educational progress. Working with QTS SEN teachers, SEND tutors and TA’s, we support the overall educational attainment of each child.
Our extensive insurance cover means that we are able to support students who may display some challenging behaviour and we ensure professionals are appropriately trained to cope with a range of situations.
We can offer 2:1 support for children who are not able to be tutored in their own home.
We are currently working with ASDAN, AQA Awards and Arts Ed Awards to become registered centres and hope to be able to offer these qualifications to our students in the next academic year.
CASE STUDY – Young Person in KS3
Child C has a diagnosis of ASD and global delay. They were excluded from their previous SEN school after an incident during which a member of staff was hurt. Since expulsion eighteen months ago, Child C has not been receiving any formal education and Young Giants was commissioned to provide home tuition. After a home visit and discussion with parents and social worker, we felt that home tuition was not appropriate for Child C given the small size of their home and the limitations in their capacity to understand why educators were coming into their personal space. Instead, we arranged for tuition to take place in a local authority owned and managed family centre and began 2:1 education support with a qualified special needs teacher and a TA. Due to the risks involved, both tutors were PMVA trained.
Child C’s tuition outcomes focused on helping them to develop positive behaviour for learning for a return to school. Initially Child C was not accustomed to sitting at a table and was displaying signs of PDA. By developing a trusting and consistent, routine-based relationship with teachers, Child C was able to demonstrate a growing emergence in their ability to take part in activities and use language more fluently to express their thoughts. Tuition outcome continues towards school transition and once placed in a school we will work with teachers to settle Child C into their new environment.