Programmes and placements

Provision built aroundthe young person in front of us

Wild Minds delivers specialist alternative provision for young people aged 11–25 whose needs are not being met in mainstream education. Every placement uses the same framework, tiered to the days commissioned and matched to the pathway for the young person's age and stage.

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Who we support

Young people for whom school has stopped working

We work with learners who are anxious, disengaged, excluded, out of education, or in a placement that is close to breaking down. Many arrive with a long history of provision that asked for change before it offered safety.

SEND and EHCPs
SEMH needs
Anxiety and school avoidance
Trauma and adverse experiences
Neurodivergence
Placement breakdown
Reduced timetables or EOTAS

Pathways

Ages 11–25

WILD Foundation

Years 6–9

Re-engagement, emotional regulation, confidence, relationships and the foundations for learning.

WILD P14

Years 10–11

Personal development, functional learning, vocational exploration and preparation for the next stage.

WILD P16

Ages 16–19

Personal development, functional skills, vocational learning, independence and preparation for adulthood.

WILD Futures

Ages 20–25

Vocational skills, workplace confidence, independence and progression towards employment, volunteering or further training.

WILD Intensive Support

Personalised 1:1

Individual placements for learners requiring intensive, highly personalised and low-demand support, available across all age ranges.

Placement tiers

Commission the days that fit the package

Tier 1

1 day

Building attendance tolerance alongside a school or home package.

Tier 2

2 days

Established routine with vocational and personal development strands.

Tier 3

3 days

Full WILD programme for EOTAS and packages with higher provision need.

Intensive 1:1 and bespoke EOTAS packages are quoted individually. Fees and availability are confirmed following an initial conversation and a suitability assessment.

Structure

What a day looks like

Predictable enough to feel safe, flexible enough to respond to how a young person arrives. Days can be shortened or reshaped while attendance tolerance is being built.

Arrival

A low-demand start. Regulation, check-in and a predictable welcome from a known adult.

Morning

Practical or vocational session: animal care, construction, horticulture, catering or enterprise.

Midday

Shared meal, life skills and unstructured social time supported by staff.

Afternoon

Functional skills, personal development or accreditation work, matched to the individual plan.

Reflection, record-keeping and handover to family, school or transport.

Curriculum and accreditation

Index

EmployabilityPersonal developmentLiteracy and numeracyFunctional SkillsAnimal careBusiness and administrationCateringConstructionCreative skillsHair and beautyHealth and social careHorticultureMotor vehicle and cycle maintenanceOutdoor learningPreparation for adulthoodSport and leisureDigital skillsLife and natural sciences

Learning is recognised wherever it happens. Alongside accredited routes including Functional Skills and vocational units, we evidence personal, social and practical development through the five WILD strands so that progress is visible even before qualifications are in reach.

A young person holding a finished joinery project made in the Wild Minds workshop — Workshop projects build sequencing, tolerance for error and pride in finished work.

A decorated wooden photo frame being finished at the Wild Minds craft bench — Craft sessions offer a low-demand route back into learning alongside a trusted adult.

For schools and local authorities

Commissioning a placement

Rolling starts

Placements begin throughout the year, not only at term boundaries.

Tiered days

One to three days a week, or full-time packages by agreement.

Transport

We work with commissioners and families on transport arrangements as part of the plan.

Reporting

Half-termly progress reports and contributions to EHCP annual reviews, drawn from live practice records.

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