Our Approach to Learning
Our mission at The Patch Project is to work on the needs of students to enable them to re engage and remember their love of learning and life.
We work collaboratively with students, their families, schools and other professionals to promote an inclusive, bespoke and flexible programme based at our Environmental Education Centre.
Our Programme works on a 1:1 or small group basis, focusing on hands on, experiential and choice driven activities, helping students to develop passions, interests, trust and increased self- esteem. We also include in our day/week, a 1:1 or 1:2 literacy and numeracy session.
The Patch Project welcomes students in the 11-16 age group for a minimum of 1 day and maximum of 3 days per week, from 9.15am-2.30pm term time. We encourage students to attend for a minimum of 1 term.
Please note, we are not the main provider of education for students as set out by LA Guidelines or DfE.
Our Core Values
CONNECTION
Establishing positive relationships and rapport with each individual student; listening to, reflecting back and naming emotions, giving them insight into their behaviour and supporting them to communicate and interact with others in a positive manner.
PROBLEM SOLVING
Respectfully allowing students to foster strong problem-solving skills and resilience whilst maintaining clear boundaries.
PROGRESSION
Students’ progress against their outcomes are recognised and celebrated by all involved. The voice of the student is at the centre of all discussions.
Example Daily Schedule
9:15 - 9:30 am: Breakfast
9:45am - 12:45pm: Range of physical, creative or subject based support activities.
12:45 - 1:15pm: Lunch
1:15-2:15pm: Activities
2:15pm: Reflection time
2:30pm Depart
Targets
Targets and outcomes are developed and agreed collaboratively with the students, families, schools, and wider professionals. Where appropriate, consideration is given to EHCP targets.
Functional outcomes related to engagement, participation, learning, interaction, relationships, communication, regulation, behaviour and safeguarding are identified and tracked. Students are encouraged and supported to complete a daily reflection diary of activities that they have accomplished, learned or struggled with.
Quantitative data related to literacy and numeracy are tracked and monitored against agreed targets set in conjunction with schools or Colleges.
Termly reports are completed and shared with families and schools and can be used to set future targets.
We encourage and support students to reflect, review and provide feedback to The Patch Project on their experiences, targets and outcomes.These always inform next steps.
The Patch project records progression against EHCP targets. We ensure that other assessments and progress tools including THRIVE and speech, language and communication inform this process. Targets are continually reviewed to see how students are moving towards or exceeding their targets and to highlight when further support is required. Those who have met their targets are provided with enhanced targets which are developed with and shared to all relevant agencies.
The Patch Project maintains effective and ongoing communication with the school/settings and families. This ensures that the support being provided is relevant and appropriate and there is a holistic understanding of the student’s strengths and needs. It also ensures that the transition plan back to the school/setting is robust and clear.
"I have always found it difficult to be in school, I find I am easily distracted by other students. Working with Hazel has helped me so much, she has helped me to learn in different ways which I have found easier to understand. She has encouraged me when I have felt like I didn't know as much as everyone else. My grades have improved and I feel much more confident, I have Hazel to thank for this. " - Will F (student).