REBEL
ALTERNATIVE PROVISION

Qual and Programmes Digital Design (Post

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RECOGISING TALENT ENCOURAGING ASPIRATIONS BUILDING RELATIONSHIPS ENSURING BUSINESS ETHICS

WELCOME TO REBEL
ALTERNATIVE LEARNING PROVISION

At Rebel Training Group, we believe that everyone deserves a pathway to growth, purpose, and potential. Rebel Impact Hub offers young people a vibrant, hands-on learning route grounded in entrepreneurship and social action. Paired with our qualified tuition service, tailored to the needs and level of our students, and our Wellbeing Hub to ensure a holistic approach to each child and young person's development, we inspire the minds of diverse young people, break down barriers to education and forge the path for them to realise extraordinary achievements.

Our Alternative Provision is dedicated to:

Sparking a passion for learning and engagement through our flagship enterprise and social action programme.
Enhancing educational outcomes for young people with varied needs by providing tailored support at the right time.
Helping students regain stability and transition smoothly back into small-group learning environments.
Equipping students for their next steps in education, training, or employment.
Offering holistic support through wrap-around services, including yoga, mindfulness, therapeutic art, and coaching.

ABOUT US

Breaking barriers.
Inspiring minds. Achieving potential.

Yoga, mindfulness and therapeutic art classes

Nurture Groups, 1:1 Wellbeing Interventions

Relationships, Sex and Health Education (RSHE)

Spiritual, Moral, Social, and Cultural (SMSC) education

Beliefs and Values, Citizenship, Religious Studies and Philosophy

Moving on Independently (for Care Leavers).

Universal offer - inclusive to all ages and levels

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OUR OFFER

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Championing youth voice and participation

Self-led enterprise and community projects

Work-style small group setting

CV Portfolio building with hands-on work experience

Ability to contribute to small charity campaigns from the safety of our centre.

Ofqual Qualifications in Exploring Enterprise and Personal Development and Employability.

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Core National Curriculum & Functional Skills Tuition delivered by QTS Tutors with SEMH exp

SEND Specialist Tutors mapping the AQA Unit Award Scheme to Core subjects

Personalised pathways for students with SEND including Preparation for Adulthood

Daily lesson reports and End-of-term reports

Tuition platform that includes detailed reporting features for both attendance and behavior tracking

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WHO DO WE SUPPORT?

The majority of students onboarded to our AP Hub will have EHC Plans in place. We work in partnership with the local authority to support EHC Assessment and Planning or Reintegration Planning for the remaining students who may have undiagnosed SEMH/SEND or are at risk of becoming NEET (Not in Education, Employment or Training).

SEMH NEEDS

Social, Emotional and/or Mental Health Difficulties (SEMH); severe difficulties in managing their emotions and behaviour, difficulties in developing positive relationships, or concerns about their mental health. Can include:

Depression
Attention-deficit/hyperactivity disorder (ADHD),
ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with functioning or development
Eating Disorders
Anxiety disorders
Mental health issues
Social Disorders

SENSORY/PHYSICAL NEEDS

Sensory and/or physical needs:

Physical disability
Medical conditions

COGNITION & LEARNING NEEDS

Cognition and learning needs, for example:

Specific Learning Difficulties (SpLD) e.g. Dyslexia, Dyspraxia, Dyscalculia
Moderate Learning Difficulties (MLD)
Severe Learning Difficulties (SLD)

COMMUNICATION NEEDS

Communication and interaction, for example:

Autistic Spectrum Condition
Speech, Language, and Communication Needs (SLCN).

COMPLEX & VARIED NEEDS

Children and young people referred to Rebel Alternative Learning Hub may present with highly complex and varied needs, which can include:

Children with adverse childhood experiences; including physical, sexual or emotional abuse, neglect, parental substance abuse, parental mental health issues, experienced domestic violence, living with someone who has gone to prison, or losing a parent through divorce, death or abandonment.
Children or young people at risk of gang involvement or gang initiation through County Lines or similar exploitative processes
Children who are young offenders or at risk of offending
Children Looked After (CLA) with multiple losses of relationships and placements
Children at risk of Child Sexual Exploitation (CSE)
Children at risk of Child Criminal Exploitation (CCE)
Children exhibiting harmful sexual behaviour
Children regularly displaying violent or aggressive behaviour
Complex cases of anxiety or depression related to school phobias or persistent non-attendance

The types of SEND support we cater for at Rebel Training Group include:

TYPES OF INTERVENTIONS

Long-term

Long-term intervention placements are offered between 8 and 18 hours per week at our provision, during which time the student attends their on-roll school or another alternative provider. These placements are offered on a fixed half-termly basis or at discounted rates for yearly placement sign-ups.

Medium-term

Medium-term intervention placements with reintegration planning and transition support work are offered for 3 - 18 hours per week and usually last approximately 3-4 terms. After this, students continue to access support from our weekly 3-hour Aspirations Alumni to keep them on track.

Short-term

Fast response, short-term placements, suitable for Day 6 Provision, work for students who have been excluded from school and when decisions for a young person's pathway are still being assessed. We offer 3 - 18 hours per week of short-term intervention with a minimum of one month’s termination notice.

WHY WE STAND OUT

We keep the best interests of the student at the heart of all of our decision-making. Our Alternative Learning Provision aims to remove barriers to education, empowering students to transition smoothly back into small-group settings and, ultimately, reintegrate into mainstream or special schools, colleges, vocational training, or employment. Our model recognises that lasting success relies on a blend of specialised support tailored to each student's unique needs, the motivation provided by meaningful challenges that inspire them to exceed expectations, and strong partnerships with families to create a robust support network around each learner.

Students join our programme at different points in a step-by-step process, progressing at their own pace based on their needs as they reconnect with education. This graduated approach, aligned with our Scaffolding Principle, involves gradually reducing the support and resources required, helping each student grow in independence.

The Step Down Approach

An example of a typical pathway for a student who has been out of any educational setting for over 12 months:

Initial Virtual Support: Start with virtual sessions in the family home, providing additional support due to any risks or vulnerabilities.

Face-to-Face Home Support: Move to in-person sessions at home if required, with added support to address specific needs.

Community Integration: Transition into community-based activities with appropriate support.

Induction to Rebel Training Hubs: Begin an induction into the Rebel Training Alternative Hub, Impact Hub, or Wellbeing Hub.

Flexible Intervention: Engage in a personalised intervention plan—short, medium, or long-term—combining 1:1, 1:2, and small-group learning sessions.

Part-Time Mainstream Reintegration: Step back into mainstream or special school or college with part-time hours, and continuing support from Rebel Training Group.

Ongoing Alumni Support: Continue in mainstream or special school or college with ongoing access to support through our Aspirations Alumni programme.

Full-Time Reintegration: Reintegration into mainstream or special school, college, or employment, with additional transition support if needed.

Each step is tailored to ensure that students reconnect with education and build the resilience and independence needed for lasting success.

OUR ALTERNATIVE LEARNING PRINCIPLES

HOW WE WORK

STUDENTS' LEARNING IS UNDERSTOOD DEVELOPMENTALLY AND CATERED FOR INDIVIDUALLY.

Teachers, Learning Coaches, and Assessors respond to individuals based on their developmental progress, rather than predefined expectations about 'attainment levels'. They adopt a non-judgmental and accepting attitude, responding to each learner 'as they are'. Thorough initial assessments ensure learners are set up on the appropriate provision offer and qualification level for their current working level.

Evidence-based theories underpin the ethos of our organisation and are actively used in our everyday practice. These lay the foundation of all personal, social, emotional, vocational, and academic work we work to support. From Maslow’s Hierarchy of Needs to Nurture Theory (underpinned by attachment theory and neuroscience), to a wide range of coaching models used to inspire aspirations and a growth mindset.

EVIDENCE-BASED THEORIES UNDERPIN OUR EVERYDAY PRACTICE.

THE CO-LEARNING SPACE OFFERS A SAFE BASE THAT INSPIRES COLLABORATION.

Our Hub offers a warm, welcoming co-learning space that sparks inspiration and values diversity. Here, every voice is heard, and every student is encouraged to take part in decision-making, ensuring equal opportunities for all. We create an environment that fosters collaboration, builds social skills, and nurtures self-esteem, empowering students to grow and thrive together.

ROLE MODELLING AND SCAFFOLDING ARE KEY.

The role of the ‘trusted adult’ is key. Learning coaches and Pastoral Mentors offer emotional and practical support while fostering the development of responsibility. Our staff serves as role models, integrating adaptive teaching, healthy relationships, coaching, and pastoral support to engage all students.

We use scaffolding, establishing a core knowledge base before building on it. Initially, the teacher provides significant support, which is gradually reduced. This step-by-step approach instils confidence and enables independent mastery of new concepts or skills.

LANGUAGE IS A FUNDAMENTAL TOOL FOR COMMUNICATION.

Language is a powerful tool for communication, allowing individuals to express thoughts, exchange ideas, and build understanding. It bridges people, cultures, and knowledge, fostering collaboration, learning, and social connection in both personal and professional settings. We are mindful of neurodiversity and are committed to nurturing self-expression while being aware of how our messages are received by others.

THE DEVELOPMENT OF RESILIENCE IS A POWERFUL TOOL FOR GROWTH.

Resilience equips young people with life skills that enable them to handle and manage challenging situations or adversity. These might involve managing unforeseen changes, undergoing transitions, or dealing with daily stressors. We support students to develop resilience through our wrap-around coaching service, helping them to navigate their thoughts and emotions, and reframe their experiences with adversity, conflict, and trauma.

CO-LEARNING SPACES

TO INSPIRE COLLABORATION & SOCIAL INCLUSION

At Rebel Training Group we believe that it’s essential that the students' environment is safe and conducive to learning, one that encourages students to improve their attendance and inspire their next steps in education and life.

Our Alternative Learning Hub at Focal Point is are where our co-learning takes place for 14 - 18 years, mirroring a workplace office environment to further prepare our students for the world of work.

A collaborative space for learning helps students dive into different tasks and subject matters together, develop valuable social skills, navigate conflicts, and improve their self-esteem.

ONGOING REVIEWS

At the core of our review work is the principle of Plan - Check - Do - Act, combined with a steadfast commitment to always acting in the individual's best interests.

Following an initial one-month review, placement evaluations occur at least every three to six months. During these reviews, the student's progress is assessed, and opportunities for 'stepping down' are considered. School commissioners will determine the frequency of placement reviews when completing the referral form.

Our reviews are based on a combination of professional assessments and tools, including the Boxall Profile (developed by Nurtureuk), and our Learning Platform Assessments.