Online School

Meet the team behind the Online School: 

Abby Dixon (Outreach Coordinator) 

 

 

 

Steve Foster (Online Tutor) 

 

Rationale for Online School Provision

The school recognises that some children and young people experience periods of school avoidance, heightened anxiety, emotional distress, or temporary circumstances that mean they are unable to attend a physical school setting. For these pupils, the absence of a suitable alternative can lead to disengagement, regression, and widening gaps in learning and wellbeing. While the school’s ambition is always to support pupils to reintegrate successfully into a school environment where appropriate, we acknowledge that this is not always immediately possible. The online school has therefore been developed to bridge this gap, ensuring continuity of education, structure, and therapeutic support during periods of transition. It provides a safe, supportive, and understanding environment, delivered by experienced educationalists who know the pupils well and who tailor learning to individual needs. This approach ensures that no child is without education, that anxiety and avoidance are not reinforced through absence, and that pupils remain connected to learning, relationships, and routines until they are ready to return to a school-based setting or move forward to their next stage.

 

The Local Authority

The Local Authority and school recognise that some children and young people are temporarily unable to access a physical school environment due to school avoidance, anxiety, emotional wellbeing needs, or other exceptional circumstances. In these cases, a lack of appropriate interim provision can result in educational disengagement, regression in learning, and increased vulnerability.

The online school provision has been developed to ensure continuity of education and support during these periods. It provides a structured, needs-led curriculum delivered by qualified educationalists with expertise in SEND, SEMH, and trauma-informed practice, alongside access to therapeutic input where specified in the EHCP. The provision can be either time-limited and regularly reviewed, or a more long term offer with key ‘pause and plan’ meetings to ensure progress to strict goals. With the intention of supporting pupils to re-engage with learning, maintain routines, and work towards a planned reintegration into a school-based setting where appropriate, this ensures that the Local Authority continues to meet its statutory duty to secure suitable education while responding flexibly to individual need.

 

Why We Offer an Online School Option

We understand that for some children, attending school can feel overwhelming at certain points in their lives. Anxiety, emotional wellbeing needs, or difficult experiences can make it hard for a child to be in a school building, even when everyone wants them to be there. Many of our children may have additional needs or have traumatic experiences that means attending school is too much right now.

Our online school has been created to make sure that no child misses out on education during these times. It offers a calm, structured learning environment delivered by staff who understand children with additional needs and who take time to get to know each child as an individual. Learning is adapted to your child’s needs, and there is a strong focus on wellbeing, confidence, and routine.

The aim is never to replace school long-term, but to support your child while they are building the confidence and skills they need to move forward. We work closely with families and other professionals to help children feel ready for their next steps, whether that is returning to school or transitioning to another suitable setting.

 

ONLINE SCHOOL TIMETABLE (Face to Face Taught Timetable)

Group size: Max 4 pupils per session

Staffing: 2 staff present (2:1) (Staff A = Lead, Staff B = Support)

Model: Small-group, high-need, education-ready online provision

 

 

MORNING SESSION (KS2 & KS3)

Time: 9:30 – 12:00

 

KS2/KS3 Weekly Focus (EHCP Targets / PSHE)

 

 

 

 

 

 

ONLINE SCHOOL TIMETABLE (Face to Face Taught Timetable)

Group size: Max 4 pupils per session

Staffing: 2 staff present (2:1) (Staff A = Lead, Staff B = Support)

Model: Small-group, high-need, education-ready online provision

 

 

AFTERNOON SESSION (KS4 & KS5)

Time: 1:00 – 3:30

 

KS4/KS5 Weekly Focus (EHCP Targets / PSHE)

 

 

 

 

 

 

ONLINE SCHOOL TIMETABLE (Independent learning)

(Completed outside live online sessions)

Time expectation: 60–90 minutes per day
Support: Independent or with a parent/ carer
Evidence brought to next session: photo, note, object, short reflection, or discussion

This model shows blended provision, independence, and preparation for adulthood- it extends learning beyond the live session without overloading pupils.

Below is a clear, realistic “Independent Learning Timetable” for the opposite side of the day, designed so pupils can complete activities with a carer or independently, and then bring evidence back to the next online session.

I’ve written it to be:

• SEMH / SEND appropriate
• Achievable at home
• Evidencable for EHCPs
• Safe and flexible

WEEKLY OVERVIEW

 

 

 

EHCP TARGET DELIVERY

EHCP-focused sessions are:

• Explicitly linked to Section F outcomes
• Differentiated by age and need
• Delivered through:
• 1:1 and small-group tasks
• Modelling and guided practice
• Reflection and self-evaluation
• Recorded weekly as evidence of provision and progress

 

This timetable demonstrates:

• Direct delivery of EHCP provision (not just support)
• Clear PSHE curriculum at all phases
• Balanced academic and developmental learning
• Strong preparation for adulthood
• Safe, supervised online learning
• Efficient staffing with clear roles

 

“Highly personalised, needs-led, and well-structured.”

 

THERAPEUTIC OFFER (ONLINE PROVISION)

To meet pupils’ EHCP needs, the school provides access to a full range of qualified therapists, including (where specified) speech and language therapy, occupational therapy, counselling, and other specialist therapeutic interventions such as Lego Therapy and ELSA. Where pupils are temporarily not accessing the school site, therapeutic input can be adapted for online delivery to ensure continuity of provision. Online therapy sessions are carefully planned, purposeful, and outcomes-focused, and are delivered by appropriately trained professionals who tailor approaches to pupils’ individual needs, age, and ability. Sessions are aligned with EHCP Section F outcomes, reviewed regularly, and adjusted as pupils transition back into the school environment or as their needs change. This ensures that therapeutic support remains consistent, lawful, and responsive, even when delivered remotely.

 

 

 

 

E-Safety Policy

Authorise your child to use the Internet/E-mail

 

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