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. This will include learning support and enrichment activities delivered in a nurturing environment, access to alternative spaces where children can regulate and reset on a longer term basis, and a dedicated provision for those who, despite best efforts, are unable to tolerate 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 don’t take neurodivergent children away from mainstream - they make it possible for them to stay.

Our role is to complement, not replace, school provision.

By collaborating closely 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.

Traditional school environments and teaching methods

It is increasingly clear that, for many children – particularly those with additional needs – the traditional British 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.

Time out and enrichment opportunities play a vital role in reducing overwhelm and preventing burnout. They support emotional regulation, giving children the space to release stress and dysregulation through physical or creative activity. When a child is regulated, they are far more able to return to, and meaningfully engage in, the classroom.

Our support helps to rebuild confidence and strengthen a child’s sense of identity, while providing the flexibility that 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 of these children. Our structured, smaller and 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 three-tier approach. This will include:

1. Additional learning support and enrichment activities within a nurturing environment. This allows time out to regulate and access activities that will support school attendance.

2. Access to alternative learning spaces on a longer term basis for those needing more intensive support.

3. A dedicated provision for those who, despite best efforts, are unable to tolerate mainstream settings.

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 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.