The village education unit will provide a strong, educational support structure for academically able neurodivergent children that are being homeschooled, are being educated via an EOTAS package or who attend mainstream schools in Scarborough and the coastal regions, and need additional help to regulate. For some children, there are times when attending school becomes simply too overwhelming. We are here to support those moments through nurturing learning support and enrichment activities, access to calm alternative spaces where children can regulate, recover and rebuild over time. We will also provide a dedicated long-term provision for those who, despite every effort, are unable to cope within mainstream settings.

Our approach will value the needs of the individual child, with a strong emphasis on enrichment, alternative learning styles , social connection, wellbeing and preparing for the future, so that SEND children can grow into confident, capable and fulfilled adults - as well as achieve academically.

Side by Side with Mainstream Education

Enrichment and time out of school doesn’t take neurodivergent children away from mainstream school - it makes it possible for them to stay.

Our role is (whenever possible) to complement, not replace, school provision.

By collaborating with schools, families and professionals, we aim to provide flexible, compassionate support that helps children re-engage with learning, build confidence, and achieve better outcomes, while remaining connected to their school community and their friends.

WHY ARE WE NEEDED?

It is increasingly clear that, for many children – particularly those with additional needs – the traditional model of schooling no longer reflects how children learn and thrive today. This is especially true in the context of neurodiversity.

For many neurodivergent children, mainstream school is not the problem in itself; rather, it is the intensity, pace and lack of flexibility within it that create barriers to success. Because it’s not possible to radically change mainstream settings, time out of a busy school week plays a vital role in reducing overwhelm and preventing burnout. Regular breaks support emotional regulation, giving children the space to release stress and dysregulation through physical or creative activity in smaller groups and quieter settings. When a child is regulated, they are far more able to return to, and meaningfully engage in the classroom.

Our support will help to rebuild confidence and strengthen a child’s sense of identity, while providing the flexibility schools often do not have the capacity to offer. In doing so, it enables children to remain connected to education, rather than becoming disengaged.

Social isolation is also a significant challenge for many children. Structured, smaller, supportive groups create safer, more positive social experiences, offering flexibility without the need for full exclusion. This approach allows children to stay connected to mainstream education, while we work alongside schools to deliver the tailored support needed for neurodivergent children to truly thrive.

Our Education Hub will offer a two-tier approach. This will include:

1. Daytime access to alternative learning spaces for those needing to regulate and prevent overwhelm & burnout. We’ll support students by providing opportunity for short-term or regular placements that offer them therapeutic time out of their mainstream classroom situation which enhances their educational outcomes. Activities will be based around enrichment activities such as art and design, music, photography, sport, gardening, and even equine therapy opportunities.

2. A dedicated provision for those who, despite best efforts, are unable to tolerate mainstream settings. A smaller number of extended support places will be available in our therapeutic Nurture programme, to support children who may need to pause or leave mainstream education.

Our focus is on creating a positive, engaging learning experience, with less reliance on traditional teaching methods and environments. This does not mean core subjects are overlooked; rather, we provide targeted, supplementary support to strengthen and reinforce school-based learning where it is needed most. Children will usually remain registered at their school, attending the village for additional support and therapeutic input.

By responding to need rather than labels, this approach opens up fairer, more accessible opportunities for children and families, while addressing a clear gap in local specialist and alternative education provision.