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Various approaches to learning

All children are required to be educated according to their needs and in an appropriate way based on their culture, needs, ability/aptitude, learning style and aspirations for the future. We work with schools, parents and the LA to try to help this happen. Most students are able to learn in school but a minority of children who struggle in this school respond by non attendance or disruptive behaviour. The school can develop the curriculum for the child on site or find alternative provision off site. However there is also a group of children in school who don't manifest their issues in ways that trigger a personalised or alternative provision or but are no less in need of something different or in a different environment. Time and Space is so named because we believe that self managed learning has much to offer as an alternative to formal prescribed education. Self managed learning can be as simple as endowing the child with responsibility for their education and studies show that this can be very productive not just in the short term but also very much more in the long term into the rest of life. We are facilitators of this process and utlimately a child may reasonably decide that the school methods are an appropriate way of achiving their goals. In this way a partial alternative provision may be very productive so that formal structured education can cover certain aspects and Self managed learning in others.


We appreciate the opportunity to work with SENCOs and LA staff who recognise this in certain individuals and who enlist our services to meet these needs proactively.


Exploring an 'appropriate' education

Discovering a child's authentic preferences is key to motivation. Children are biologically wired to learn and like a plant, in the right environment we believe all children will thrive and go on to lead a fulfilling and meaningful life.  Where children struggle, particularly perhaps the more vulnerable high functioning ASD, and those averse to the dynamics of school environment in school, we can explore an alternative environment and alternative strategies to help them 'own' their learning.  To know ones-self and to develop independent learning strategies must by definition be the most appropriate education. We see the curriculum as an empty box into which we help the student build the content. The specific context of what we offer is in creative subjects but not limited to these. Our goal is for each child to feel empowered to explore their own education plan using methods that they have selected and will continue to develop for themselves throughout life. Again, this may and is most likely to include aspects of formal teaching and learning. We provide various awards and purposeful projects; activities and processes to explore and also freedom to 'graze. Learners often have multiple projects on the go at any one time. We provide formal cooking/catering training, music lessons, creative art projects and a rigourous design technology opportunities.


Democratic Learning Community values

In addition to the exploration of self managed learning is the increased agency we bestow on the learner. We seek to apply increasingly democrayic values to our operation. By debating and developing values for community living children begin to understand their responsibilities towards others, their rights and the issues concerned with running a successful democratic society. By attending on certain days, children develop a relationship with peers of various ages on those days and shared activities can be discussed and planned as a group. This can include social values and rules.  There is no 'us and them' adversity between staff and students and we work on first name terms. Teachers are facilitators of children's learning.  Learners work at their own pace, assessment and critical feedback is by learner request. We celebrate success at all levels all of the time through purposeful projects that guarantee a degree of success and develop resilience and skills.


Quality Assurance

We seek and get regular feedback from schools, parents and students who write a daily diary. Senior managers and staff visit our facilities to assure themselves of best practice and to interview the child. We are registered with Suffolk LA as an alternative provision provider. We are also actively involved with research into the merits of democratic and self directed learning.

  • our attendance is very high and often 100% of the allocated hours allowable.

  • punctuality is also excellent

  • our behaviour record is exceptional.


Benefits to all

We can show that giving learners 'time and 'space' to develop self managed learning improves engagement and well-being. Having shown this, we are developing our understanding of the depth of study and strategic progress that learners can naturally achieve with continued well-being as a result of managing their own education. We have current examples of where students who once struggled to engage at all - or even attend are now able to voluntarily take on challenges and this with resilience. Anxiety levels, self esteem, home and social life much improved.


Service to schools

Our provision can be shown to be successful as a dual placement. If at any point we felt that our provision is or becomes inappropriate we are committed to flagging this up rather than proceeding with the wrong provision.  Please note we do not set out to condition a child to 'return to school' (as do many AEPs) However, a student who has been with us, who strategically decides to attend school full time to achieve goals is more likely to thrive. This in turn is more likely to occur if the school actively celebrates the achievements of the child whilst in our provision and collaborates to provide a seamless transition educationally and pastorally and is committed to providing an appropriate setting. We seek funding solutions for those for whom the school setting is agreed not to be appropriate and who thrive in T&S to the point of needing to continue in our provision.

Time & Space Learning - alternative education provision for school children