Student X

She had also been the victim of sexual assault. Student X had been excluded from several schools and was withdrawn from her last school by her adoptive parents before being permanently excluded.

Academically, Student X was regarded as a More Able and Talented Student, with Level 9s predicted across a range of subjects. However, with no school place, Student X’s attendance success at GCSE was at risk.  

Student X maintained a 100% attendance rate for the tuition sessions. However, her ability to focus and her attitude towards learning was very mood dependent. Student X’s confidence in her academic ability was not lacking, but this was often a barrier to learning and communicating effectively. 

This placement was very stable, as the student-centred approach allowed offered Teaching Personnel’s tutor to build trusting relationships with Student X and her family quickly.   

One area the tutor worked on improving was helping Student X manage interaction and conversations with others. Student X often presented an abrasive personality as a defence mechanism, so the tutor and X worked on improving how she could approach ‘difficult’ conversations and strangers. The tutor employed a reflective and restorative approach with Student X and began to identify how she could approach situations and conversations more effectively. Using a student-centred approach helped improve Student X’s emotional intelligence and academic abilities.

With the flexible and student-centred approach offered by tutoring work, Student X made progress with identifying risky behaviours and the ability to make the right decisions to keep safe and healthy. The work included online safety, making the healthier choice in diet, exercise, alcohol use and sexual behaviours. The tutor observed all Safeguarding and reporting procedures rigorously. 

In the 1:1 tutoring situation, many of the challenging behaviours displayed in a mainstream classroom were largely absent. The tutor and Student X reflected on how her attitude and behaviours had changed and how this could be maintained when she transitioned back into a mainstream school. 

Once a placement had been agreed upon, the tutor supported Student X through the transition maintaining the student-centred approach as the focus. The tutor attended planning meetings where they discussed academic success and aspirations, SEMH and strategies that they had taken, both successful and unsuccessful, that Student X would like available as a scaffolding support approach. The tutor and X would discuss ‘real-life’ situations, how Student X could react, and how she could ask staff members for support. These discussions also involved Student X deciding how much information about her past they wanted new peers to be aware of. Initially, Student X decided that the tutor’s presence within the school for the first several weeks would be beneficial, and the school facilitated this. However, after several visits, Student X decided that this level of support was not needed (as did all the professionals involved), so it was withdrawn.  

Student X went on to have a very successful reintegration back into mainstream education. Student X contacted the tutor after she received her results in 2020: 

 “I just wanted to say I’ve got a nine in English Literature, and part of that was down to you teaching me. I have just started A-Level English.”  

She had also been the victim of sexual assault. Student X had been excluded from several schools and was withdrawn from her last school by her adoptive parents before being permanently excluded. 

Academically, Student X was regarded as a More Able and Talented Student, with Level 9s predicted across a range of subjects. However, with no school place, Student X’s attendance success at GCSE was at risk. 

Student X maintained a 100% attendance rate for the tuition sessions. However, her ability to focus and her attitude towards learning was very mood dependent. Student X’s confidence in her academic ability was not lacking, but this was often a barrier to learning and communicating effectively.   

This placement was very stable, as the student-centred approach allowed offered Teaching Personnel’s tutor to build trusting relationships with Student X and her family quickly.   

One area the tutor worked on improving was helping Student X manage interaction and conversations with others. Student X often presented an abrasive personality as a defence mechanism, so the tutor and X worked on improving how she could approach ‘difficult’ conversations and strangers. The tutor employed a reflective and restorative approach with Student X and began to identify how she could approach situations and conversations more effectively. Using a student-centred approach helped improve Student X’s emotional intelligence and academic abilities.  

With the flexible and student-centred approach offered by tutoring work, Student X made progress with identifying risky behaviours and the ability to make the right decisions to keep safe and healthy. The work included online safety, making the healthier choice in diet, exercise, alcohol use and sexual behaviours. The tutor observed all Safeguarding and reporting procedures rigorously. 

In the 1:1 tutoring situation, many of the challenging behaviours displayed in a mainstream classroom were largely absent. The tutor and Student X reflected on how her attitude and behaviours had changed and how this could be maintained when she transitioned back into a mainstream school.  

Once a placement had been agreed upon, the tutor supported Student X through the transition maintaining the student-centred approach as the focus. The tutor attended planning meetings where they discussed academic success and aspirations, SEMH and strategies that they had taken, both successful and unsuccessful, that Student X would like available as a scaffolding support approach. The tutor and X would discuss ‘real-life’ situations, how Student X could react, and how she could ask staff members for support. These discussions also involved Student X deciding how much information about her past they wanted new peers to be aware of. Initially, Student X decided that the tutor’s presence within the school for the first several weeks would be beneficial, and the school facilitated this. However, after several visits, Student X decided that this level of support was not needed (as did all the professionals involved), so it was withdrawn.  

Student X went on to have a very successful reintegration back into mainstream education. Student X contacted the tutor after she received her results in 2020: 

 “I just wanted to say I’ve got a nine in English Literature, and part of that was down to you teaching me. I have just started A-Level English.”