1. Restore access to learning: understand the learner precisely
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- For existing pupils, establish robust baselines as early as possible in September; for new pupils, complete the integrated starting-point picture within 20 education days of entry.
- Bring together prior learning, diagnostic assessment, EHCP/PEP outcomes, developmental and clinical formulation, communication and sensory information, attendance history, strengths, interests, aspirations, pupil/family voice and intended destination.
- Co-produce an accessible one-page profile with HTET staff and relevant curriculum partners, including Nisai Learning where involved, so day-to-day adults know what helps the learner access, regulate, communicate and succeed.
- Each pupil has a named education key adult and, where CAMHS is involved, a named clinical/CAMHS key professional so communication, advocacy and follow-through remain personal and consistent.
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2. Personalise without limiting ambition: design one coherent full programme
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- Build a complete weekly programme around curriculum teaching, targeted interventions, therapeutic input, mentoring, physical activity, enrichment, personal development, independence and preparation for adulthood.
- Full-time provision must meet statutory and commissioning expectations. Where Somerset commissioning expectations apply, pupils receive at least 25 hours of education; any reduced timetable must be lawful, individual, time-limited, reviewed frequently and have a clear plan to increase access.
- Use the delivery mode that best enables access and progress: HTET face-to-face teaching, live-online teaching, community learning and hybrid combinations can all form part of the same accountable programme.
- Nisai Learning is a carefully selected curriculum partner that deepens - rather than dilutes - the HTET offer. Its live online teaching widens personalised curriculum and qualification access across KS3, KS4 and KS5 and is integrated with HTET timetables, safeguarding, mentoring, therapeutic support, assessment and quality assurance rather than operating as a standalone project.
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3. Make hope tangible through curriculum, qualifications and experience
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Our curriculum is the route through which hope becomes knowledge, confidence, achievement and opportunity. Therapeutic practice helps learners become ready to learn; it does not replace teaching. Relationships make challenge possible; they do not lower expectations.
- Provide a broad, coherent and relevant KS3-KS5 entitlement, personalised from accurate starting points, with sequenced subject knowledge, clear end points and recognised routes including Functional Skills, GCSE/IGCSE and post-16 pathways where appropriate.
- Screen communication, reading, writing and mathematics promptly and address gaps without allowing intervention to become a ceiling on curriculum ambition.
- Read Write Inc. Fresh Start is HTET’s named systematic synthetic phonics and reading intervention for eligible struggling readers aged 9 to 13+ and older learners where assessment indicates it is appropriate; delivery is trained, frequent, fidelity-checked and reassessed.
- SaLT, OT and therapeutic recommendations are translated into reasonable adjustments and teaching practice, so access improves without lowering expectations.
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4. Listen, learn and adapt: review what is changing
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- Use subject assessment at six points across the academic year alongside Evidence for Learning, work and lesson evidence, attendance/engagement information, pupil voice, qualification trajectory and destination planning.
- Review every profoundly personalised programme at least every six weeks and adapt subject level, pace, mode of delivery, support, intervention, therapeutic contribution or transition milestones when evidence shows the current approach is not meeting need.
- Keep educational progress and clinical outcomes distinct while asking how therapeutic work changes readiness, access, regulation, communication and participation in education.
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