Strive is a much smaller, calmer, and personalised environment than a mainstream school. This allows staff to intervene, support, and help students quickly and effectively.

Class sizes have a maximum of 6 students, supported by 2 staff members. All students will be offered Pastoral Support by our core pastoral team and students will have the opportunity to speak with a member of staff at anytime during the day.

Every aspect of a student’s education and support will be targeted towards meeting their personal outcomes and all staff will be working towards meeting these goals.

As part of our support network, Strive will work closely with social workers, health or care professionals, families and any other establishment or organisations that work with our students. Strive will attend key strategic partnership meetings, professional review meetings, and school review meetings.

We understand that different needs require a different approach from staff. We will quickly get to know how our students function best and we’ll make sure they get the best support to enable them to achieve this.

Each student will be assigned a personal tutor and be part of a form-group. From the moment a student is greeted in the morning, they will be provided with skilled and caring individuals who will be consistent throughout the day and week.

Each class will be delivered by a teacher who will be supported by a teaching assistant. They will make learning challenging and engaging through a variety of teaching and delivery styles. Should students require extra help, support and guidance in a lesson or require a ‘time-out’ then their teaching assistant will help provide this extra level of support.

At times a higher level of support and intervention may be required to help meet personal outcomes. Some students may be directed to these higher level services such as our school counsellor and Speech and Language Therapist. These will always be discussed with commissioning schools and parents.

All staff are trained in de-escalation techniques and staff approach all behaviour from a trauma-informed position. This helps ensure positive regard is given to all students at all times and behaviours are seen as a form of communication.