Purple Ruler × Evolution Sports Group — Shared Inclusion Provision 2026/27

Already inside your provision · live C02 delivery

We're not introducing ourselves. We're already the academic engine.

Purple Ruler is already the academic engine across Evolution's centre cohort and as outreach into six Barking & Dagenham schools. So this isn't "should you use us?" — it's "now that we deliver your core, let's widen it into the broad, balanced curriculum your Independent School accreditation needs." The numbers below are real placements on the books, not projections.

2,117

lessons delivered to date across your enrolments

live Purple Ruler courses — 11 in active service phase

Y7–11

every secondary year group covered

LBBD partner schools reached via Evolution outreach

Delivery on the books right now

Provision	Model	Years	Lessons scheduled
Centre group provision	Purple Ruler Blueprint	Y8–11	~454
AP & 1:1 placements (incl. outreach)	Purple Ruler Academy	Y7–11	~1,663
Total scheduled to date · ~3,066 scheduled across the year · ~2,386 hrs			~2,117 delivered

Source: live Purple Ruler enrolment records (C02), 12 courses deduplicated by Course ID. "Delivered" = scheduled minus lessons still to come; counts are lessons scheduled.

An established outreach network

Evolution already commissions Purple Ruler as outreach delivery into mainstream and special schools across Barking & Dagenham. On 20 May you asked whether all Academy (Outreach) classes can come under one agreement — yes: a single, flexible framework covers the centre and every outreach placement.

Barking Abbey School Robert Clack School The Warren School · Loxford Trust The Sydney Russell School Riverside School Dagenham Park C of E School

Goals already on record across these enrolments: curriculum coverage, reintegration, gap-filling, raising attainment, and building a love for education — the exact aims a broader curriculum is built to serve and evidence.

Why this clears the bar · ISS Part 1 evidence pack

We're already accredited under the scheme you're preparing for.

You sent us the Online Education Accreditation Scheme guidance on 20 April and asked us to evidence intent, implementation and impact under ISS Part 1 (Quality of Education). The short version: Purple Ruler has already passed that exact scheme — Ofsted, October 2025, "meets all the minimum standards" — so we hand you the evidence pack from a provider that's been inspected against it. The honest gap in your own provision isn't quality; it's breadth — and the two breadth items (9 & 12) are now answered by the wider curriculum below.

What you asked for (ISS Part 1)	What Purple Ruler provides
1 · Curriculum intent design principles, sequencing rationale, suitability for low prior attainment / SEMH / disrupted education	Written curriculum-intent statement per subject, with the rationale for sequencing and how content is adapted for SEMH and disrupted-education learners.
2 · Structure & sequencing schemes of work, long/medium-term maps	Full schemes of work for English & Maths (KS3–KS4) by term/unit, long- and medium-term maps, plus schemes for each newly added subject as the curriculum broadens.
3 · Progression model	KS3→KS4 progression maps with emerging → developing → secure stages and literacy/numeracy skill ladders.
4 · Assessment & measurement	Baseline on entry, formative + summative cycle, progress tracked in-platform, with guidance on reading the data and benchmarks for "good progress."
5 · Evidence of learning	The half-termly narrative progress report per pupil (curriculum coverage, attainment, teacher commentary) + work outputs, feedback and case studies — your tangible inspection evidence.
6 · Implementation guidance	Recommended delivery model, lesson structure, frequency/duration, and our questioning/feedback expectations against the 24-point teaching rubric.
7 · Differentiation, SEND & SEMH	Scaffolded/differentiated task examples, SEND/SEMH adaptation guidance, and strategies for disengaged learners — the area Ofsted named our significant strength.
8 · Intervention & catch-up	The Tier 3 intensive 1:1 layer: how gaps are identified, referral thresholds, and 1:1 catch-up — reviewed half-termly.
9 · Curriculum alignment — breadth & balance answered below	This is the core of the proposal. Broadening from a 3-subject core to 7 academic subjects, mapped to the National Curriculum and GCSE / Functional Skills outcomes — evidencing a broad, balanced and suitable curriculum.
10 · QA & impact	Drop-in observations, the 24-point rubric, half-termly impact reporting and case studies — feeding your Part 8 leadership-oversight evidence too.
11 · Inspection alignment	Our own Ofsted accreditation mapping (Online Education Accreditation Scheme, Oct 2025) as a worked example of evidence that meets the standards.
12 · Science provision — curriculum breadth answered below	A formalised Applied Science pathway (the right fit for your cohort over GCSE Science), timetabled three times a week with a full coverage map — assuring scientific education as part of curriculum breadth.

Maps to ISS Part 1 (Quality of Education) and feeds Part 8 (Leadership & Management). As agreed on 14 May, Daniel joins your Advisory Group for 2026/27 to support curriculum development, blended pathways and ISS readiness as the application progresses.

Move 1 · the centrepiece · curriculum breadth

From a tight core to a broad, balanced curriculum.

Right now we deliver the academic core — English, Maths and Science. That's the right foundation, but ISS Part 1 asks for a curriculum that is "broad, balanced and suitable" (your item 9), with scientific education assured as part of breadth (your item 12). So the central move is simple: we add subjects, and we add lessons — taking the offer from three core subjects to a full, balanced week that stands up under inspection, while keeping every subject pitched at GCSE or Functional-Skills level by readiness.

Today · the core we deliver

English · Maths · Science

A strong, focused core — GCSE / Functional Skills — but, on its own, narrower than the breadth ISS Part 1 expects of a registered Independent School.

2026/27 · the broadened, ISS-ready curriculum

English & Maths — kept, GCSE / Functional Skills
Applied Science — formalised, the right fit over GCSE Science for this cohort
Humanities / Geography — new
Citizenship or Health & Social Care — new, an accessible GCSE-style qualification (your choice)
IT / Digital Skills — new
PSHE & SEMH — woven through; Sport & vocational remain Evolution's, untouched

3 → 7

PR-delivered academic subjects in the broadened week

~15 → ~20

timetabled Tier 1 lessons per group, per week

+~190

additional live lessons per group across a 38-week year

Lesson-volume figures are per core group (≤6), illustrative against a 38-week year and the standard £29.17/hr rate — final shape confirmed with Lloyd against session length. An accessible qualification (Citizenship or Health & Social Care) gives breadth without forcing a GCSE-heavy model the cohort isn't ready for. More subjects means more lessons — exactly what turns a tight core into the broad, balanced curriculum ISS Part 1 requires.

The thing Amy keeps asking for · live oversight

Data you can hand straight to a school — or an inspector.

Amy chases attendance and engagement weekly to feed schools and the LA — most recently on 29 May. We've turned that into two things: an automated Friday report already going out, and — for 2026/27 — a two-level live dashboard so the data is there the moment you need it, not on request. It's also live evidence for ISS Part 1 impact.

① The Friday report live now

Every Friday, an automated attendance & engagement summary per student — AM/PM by day, weekly %, and any welfare-call notes — ready to forward to placing schools and the LA. Below is the live format (pupil names redacted for this public document).

Weekly Attendance & Engagement

Purple Ruler · Evolution Education · week of Mon 18 – Fri 22 May 2026 · 11 learners

Pupil	Mon	Tue	Wed	Thu	Fri	Engaged
Pupil A · Y8	✓✓	✓✓	✓✓	✓✓	✓✓	100%
Pupil B · Y9	✓✓	✓—	✓✓	✓✓	✓✓	90%
Pupil C · Y10	✓✓	✓✓	✓✓	✓—	✓✓	90%
Pupil D · Y11	✓✓	✓✓	✓✓	✓✓	✓✓	100%
Pupil E · Y11 (remote)	——	✓✓	✓—	✓✓	——	50%

Welfare call · Pupil E — re-engagement call made Fri; parent reports anxiety spike, 1:1 maths moved to morning slot to rebuild routine. Flagged to Evolution & placing school.

AM/PM shown per day (✓ = attended, — = missed). Engagement % excludes welfare calls. The exact report your team forwards each week — generated automatically, not by hand. Illustrative; pupil names redacted.

② The two-level live dashboard 2026/27 roadmap

Next year this becomes live, not weekly: a layered system so each placing school sees only its own students, and Evolution sits on top to see and manage everyone across the network.

Evolution Education · master viewsees & manages all

88%

Barking Abbey

76%

Riverside

81%

Robert Clack

69%

Sydney Russell

84%

Centre cohort

Barking Abbey · school viewits own students only

100%

Pupil A

90%

Pupil C

🔒 Sees only the students it places — not the wider network.

Roadmapped for 2026/27 · illustrative figures. Same data spine as the Friday report — the dashboard makes it live and self-serve, with permissioned views per school under Evolution's oversight.

Delivery vs oversight, explicit: Purple Ruler is the curriculum & intervention delivery partner (Ofsted-accredited, DfE URN 152279); Evolution Education retains full operational and Independent-School oversight — safeguarding, QA, SEMH, attendance, parental & LA communication, strategic review (Ofsted Voluntary Reg 2631164 · Charity 1197957). A single joint data-sharing & safeguarding agreement at provision level sets this out once — no per-pupil paperwork to start a child.

What we actually are

Three things every school in your trust buys separately. We do all three, together — once.

An online school, a tutoring service and a therapy provider are usually three contracts — multiplied by every school in the trust. We deliver all three as one shared inclusion provision, so the teaching, the catch-up and the wellbeing sit in one place and one record for the whole trust — without each school recruiting, timetabling or quality-assuring it alone.

🎓

An online school

Full, live, teacher-led timetables for pupils who can't be taught in the building — the same teachers every week, in small groups, from home or an on-site inclusion room.

🧭

1:1 & group tutoring

SEND-informed one-to-one and micro-cohort tuition — EHCP outcomes, Functional Skills, catch-up and exam entry, by subject specialists, on your scheme of work.

💜

Therapy & wellbeing

Talking therapy and counselling running alongside the academic work, on site or remotely — because for this cohort, regulation comes before learning.

Online school+Tutoring+Therapy=one inclusion department, on your timetable

Stitching it together yourself

A supply agency for the cover, a tutoring firm for catch-up, a counselling service for wellbeing — three contracts.
Three sets of standards, three safeguarding lines, three invoices.
Hard-to-fill specialist slots; gaps when a tutor drops out.
No single record when the EHCP review or the inspector asks.

One partner, one inclusion department

One contract covering teaching, tutoring and therapy.
One safeguarding line, one quality system, one invoice.
Named teachers who simply run, every week, all year.
One live record — attendance, progress and reports, ready for the review or the drop-in.

The pupils in the gap

The hardest pupils to serve in-house are the ones this is built for.

Every school in your trust carries a handful of pupils who don't fit the mainstream timetable — and alone, each is hard to place in a viable group. Pooled across the trust, they aren't. Click a pupil type to see how we hold it, and which programme fits.

Anxious & EBSA non-attenders

Too anxious to come in, slipping off-roll

A full live timetable from home, paced to the pupil, therapy alongside, attendance you can see the same morning.

Programme: Academy or Blueprint + Therapy

On the edge of exclusion

On report, at risk of a managed move

Structured group provision on your behaviour scheme — a restorative alternative to exclusion, with re-engagement built in.

Programme: Blueprint (internal AP)

SEND & EHCP learners

1:1, named in plan

One-to-one SEND-informed tuition mapped to EHCP outcomes and evidenced for the annual review.

Programme: Compass (1:1)

Exam-year catch-up

Year 11 / 13, behind target

Subject-specialist catch-up and GCSE/Functional Skills entry — group or 1:1, with a local exam-centre pathway.

Programme: Distinction / Blueprint

High attainers below target

Capable, coasting, under-stretched

Period-6 style stretch and acceleration for able pupils working below potential, without pulling a teacher off timetable.

Programme: Distinction (stretch)

Medical & part-timetable

Unwell, phased return, alt timetable

Live lessons that flex to what the pupil can manage, capped to capacity, never paused without your say-so.

Programme: Academy / Compass + Therapy

Category A

Academy

Full live online timetable — medical, EBSA, non-attenders.

~15–25 hrs/wk · groups of 6

Category B

Blueprint

Group provision on your scheme & timetable — behaviour, internal AP.

Groups of up to 6

Category C

Compass

1:1 SEND-informed — EHCP, SEMH, complex needs.

1:1 by specialist

Category D

Distinction

Tutoring, stretch & Functional Skills — catch-up, exams.

1:1 & small group

One platform, one set of teachers, one quality system across all four — so a pupil can move between programmes as their needs change, without you changing provider.

Five ways a trust puts us to work

Pool it once, then flex it by need across every school.

One shared provision, five tools for five kinds of pupil. Select a model to see what it looks like and which programme delivers it.

The trust-wide inclusion hub

Proven · The White Horse Federation

What a trust uses us for: pool the hardest-to-place pupils from every school into one shared provision — cheaper, and better for belonging.

Instead of each school buying its own patchwork of cover and tuition, the trust runs one shared inclusion hub with us: seats pooled across schools, 14+ differentiated groups built by need, real-time oversight for the central team. The White Horse Federation did exactly this — and found it 50–60% more cost-effective than separate, school-by-school delivery.

50–60%

more cost-effective than separate delivery

60+

pupils supported across pooled cohorts

14+

differentiated groups, live oversight

"Belonging as intervention" — vulnerable learners attend together across schools, reducing stigma.
Strong for EBSA and previously-absent pupils returning to learning.
Full story & the Director's own words below.

"The purpose of this work is to reach the students nobody else could."

— Tim James, SEND & Inclusion Lead, The White Horse Federation

Trust-widePooled cohortsEBSACost-effective

Read the full White Horse story below ↓

Blueprint — on your scheme of work

Behaviour & internal alternative provision

What a school uses us for: live group teaching of your at-risk pupils, inside your own timetable, schemes of work and behaviour systems.

Blueprint is the option schools choose when they want a restorative alternative to exclusion that still keeps the pupil on roll and on the curriculum. We teach groups of up to six, live, on your scheme of work and to your behaviour policy — an internal AP without you building the rooms or the rota. It's the lead provision for most schools and trusts we work with.

≤6

pupils per group, live & teacher-led

5-day

typical start from confirmation

Yours

your timetable, scheme & behaviour policy

Keeps pupils on roll and on the curriculum through a difficult patch.
Same named teachers; the same rubric you can use for drop-ins.

This is the shared Blueprint model now being built with trusts including Swale, Coombe, Beacon, Bridge and Vanguard.

— The most-commissioned Purple Ruler provision for schools

BehaviourInternal APOn-rollYour scheme

Compass — 1:1 SEND & EHCP

Named in the plan, evidenced for review

What a school uses us for: one-to-one specialist tuition for EHCP, SEMH and complex-needs pupils, mapped to plan outcomes.

When a pupil needs more than a group can give, Compass provides 1:1 SEND-informed tuition by a subject specialist, built around the EHCP or SEMH profile and evidenced for the annual review. Ofsted named SEND support a significant strength of our provision — it's the part of the model inspectors singled out. Several trusts pair Blueprint with Compass so groups and 1:1 sit under one contract.

1:1

specialist, mapped to EHCP outcomes

SEND

named a significant strength by Ofsted

"A significant strength of Purple Ruler is the support staff provide for pupils with SEND. Each pupil receives carefully tailored, individualised teaching."

— Ofsted, October 2025

EHCP 1:1SEMHAnnual review evidence

Distinction — stretch & catch-up

Period-6 without pulling a teacher off timetable

What a school uses us for: exam-focused catch-up for pupils below target, and stretch for able learners who are coasting.

Distinction is the everyday workhorse: small-group or 1:1 tutoring in the run-up to exams — closing gaps for Year 11/13 pupils below target, or stretching able pupils who've plateaued. It runs like a period-6 session without taking one of your own teachers off timetable to staff it, and supports Functional Skills and GCSE entry where needed.

≤6

per group, or 1:1

GCSE

& Functional Skills entry supported

Bideford College and Athena Learning Trust use this model for period-6 and trust-wide stretch — capacity without recruitment.

— The Distinction tutoring model

Exam catch-upStretchFunctional Skills

Academy — full online AP

A whole timetable for pupils who can't attend

What a school uses us for: a full, managed online school for pupils who can't be in the building at all.

For the pupil who simply can't attend — severe anxiety, medical needs, EBSA off-roll — Academy is a complete managed online timetable: live, teacher-led lessons in groups of six, building from core subjects to a full week. It keeps the pupil in education and on a record you can show while reintegration is worked towards, with therapy alongside.

15–25

hrs/wk, phased to capacity

≤6

per group, nationwide teacher network

48-hr

start once confirmed

"Staff help pupils to reignite their spark for learning… a calm and nurturing online environment."

— Ofsted, October 2025

EBSAMedicalNon-attendersReintegration

The playbook · a whole trust, in depth

The White Horse Federation: how one trust built a single, trust-wide alternative provision.

A pupil disengages early in secondary. Classes feel overwhelming, attendance slips, and school becomes somewhere to avoid. Bringing them back is rarely simple — and doing it well, in every school, gets expensive fast. The White Horse Federation took a different route: pool the hardest-to-place pupils from across the trust into one shared, belonging-led provision with Purple Ruler. It is also a step-by-step playbook any trust can follow.

Tim JamesSEND & Inclusion Lead, The White Horse Federation

"What we don't want to do is stay stagnant… we have to keep improving."

The case, in the trust's words

"The purpose of this work is to reach the students nobody else could."

One shared provision pairs the reach of remote teaching with the warmth of belonging — vulnerable learners attending together across schools and year groups, so alternative provision feels like opportunity, not exclusion. Accountable, scalable, and 50–60% more cost-effective than doing it school by school.

Map the hidden cohort across every school

The EBSA non-attenders, the pupils on the edge of exclusion, the EHCP learners on part-timetables — counted once, trust-wide. In most trusts they're carried separately by each school, on a different patchwork of cover and tuition.

Pool the seats into one shared provision

Instead of each school commissioning alone, the trust runs one inclusion hub with Purple Ruler. Seats are pooled, so a single school's two or three pupils join a viable group rather than waiting for numbers that never come.

Build groups by need, not by postcode

14+ differentiated groups formed around the pupil's profile — year, stage, subject, level of need — taught live by subject specialists in micro-cohorts of no more than six, with therapy and counselling alongside the academic work.

Make belonging the intervention

Vulnerable learners attend together, across schools and year groups, which reduces stigma and rebuilds confidence — especially for EBSA. The shared setting is the point: it feels like opportunity, not a punishment, and previously-absent pupils start returning.

Run it cheaper, with one line of sight

Remote teaching removes the need for specialist staff in every building; pooling fills groups; the central team gets real-time oversight of every group in one place. The result the trust reports: 50–60% more cost-effective than separate, school-by-school delivery, across 60+ pupils.

50–60%

more cost-effective than separate delivery

60+

pupils supported across pooled cohorts

14+

differentiated groups with live oversight

Read the full White Horse Federation story →

Figures and quotations from The White Horse Federation's published account of its trust-wide provision with Purple Ruler. Tim James interview reproduced with permission.

Quality assurance · live

Every lesson watched, graded against a rubric, within 24 hours.

Quality isn't a termly audit, it's a continuous loop. Every lesson is recorded and reviewed against the rubric for its category within 24 hours, so a dip is caught and coached the next day, not the next term — and you can use the very same rubric for your own drop-ins.

Every lesson recorded

Individual logins; the session is captured for review and safeguarding.

Reviewed within 24 hrs

Scored against the category rubric — e.g. Blueprint's 10 metrics across 30 points.

Feedback to the teacher

Specific, evidenced, the same day where it matters.

Coaching

Targeted support against the metric that dipped.

Re-observe

Checked again next cycle — the loop closes.

Observe→Feedback→Coach→Re-observe

Blueprint QA rubric — Category B

10 dimensions, each scored 1 (inadequate), 2 (developing) or 3 (established). Max 30. Tap a row to see what we look for.

	Dimension
1	Differentiation & ARE
	Work pitched to each pupil's age-related expectations and starting point.
2	Behaviour management (your systems)
	The teacher applies your school's behaviour policy and language, not a generic one.
3	Learner profiles & alignment
	Each pupil's SEND/EHCP profile is known and the lesson is shaped to it.
4	Understanding checks (CCQs/ICQs)
	Concept- and instruction-checking questions confirm pupils have actually understood.
5	Engagement & interaction
	Pupils talk, type and contribute — not a passive watch-the-screen lesson.
6	Lesson structure (6-step)
	A consistent, predictable shape every lesson — review, input, practice, check.
7	Teacher energy & rapport
	Warmth and pace that hold a disengaged pupil's attention online.
8	Professionalism
	Punctual, prepared, presented — the standards you'd expect in your own classrooms.
9	Low / no participation handling
	A clear playbook for the camera-off, silent or reluctant pupil — re-engage, don't write off.
10	Student feedback report
	Each pupil's response captured and fed back to you, lesson by lesson.

10–15 immediate support16–22 developing23–27 established28–30 exemplary

Named, qualified, fully checked teachers — enhanced DBS and clearances confirmed to your business manager.
Same teacher, every week — we block the slots up front so there's no termly re-approval and no gap where sessions quietly drop off.
Separate rubrics per category — Academy, Blueprint, Compass and Distinction, each with its own North Star (attendance, behaviour & engagement, regulation, curriculum).
The rubric is yours too — use it for your own drop-in observations, so you're judging us against the standard we judge ourselves.

Rubrics shared with school and trust leaders on request.

Safeguarding · KCSIE-aligned

Keeping children safe, online, by design.

Online doesn't mean less oversight — it means more. Every pupil has three ways to raise a concern, and every concern reaches a Designated Safeguarding Lead the same day, with a clear line back to your DSL.

A child needs help

Three routes: tell the teacher in the next lesson · the anonymous "Report a Concern" link in every email · or email safeguarding@purpleruler.com.

→

Seen & triaged same day

In-lesson moderation flags risk in real time; verified individual logins and session checks mean we know exactly who is in every room.

→

DSL acts

Same-day escalation to our DSL (Bella Ma), recorded, with an onward line to your DSL and children's services where needed.

Aligned to Keeping Children Safe in Education

Designated Safeguarding Lead

A named DSL and deputy; safeguarding@purpleruler.com on every placement, working to your DSL.

All four categories of abuse

Staff trained to recognise physical, emotional, sexual abuse and neglect — and online harms.

Filtering & monitoring

A safe platform: verified logins, IP/session checks, in-lesson moderation, no open access.

Safer recruitment

Enhanced DBS, references and qualifications checked; recorded on a single central record.

Child voice

An anonymous report route in every email, so a pupil can raise a concern without giving a name.

Information sharing

Same-day escalation and a clear trail you can rely on at inspection and in multi-agency work.

Three levels of sight

The record that lets you evidence every pupil — and prove it.

Whatever the cohort, every school gets the same backbone: real-time attendance you, the SENCO and parents can all see; structured chasing of non-attendance; and a half-termly report benchmarked to age-related expectations. When a pupil joins a lesson they register immediately, so you see who isn't there the same morning — the evidence trail for your records, EHCP reviews and inspection, built in.

Live attendance, refreshed through the day, in a read-only dashboard for your team.
Escalation + welfare calls logged against safeguarding.
Half-termly ARE reports for every pupil — example to the right.

Half-termly progress report

Pupil A. · Year 10 · Summer half-term

Attendance 82%

Subject	Working at	Vs ARE	Effort
English	Grade 4 (secure)	On track	Good
Maths	Grade 3 (developing)	Just below	Good
Science	Grade 4 (emerging)	On track	Strong
Wellbeing	Engaging in therapy	Improving	—

Teacher comment: Attendance up from 61% last half-term. Now contributing in small-group English and accepting 1:1 check-ins in Maths. Reintegration review recommended next term.

Illustrative example; anonymised, pupil details withheld.

Assured quality

Ofsted: meets all the standards. SEND, a significant strength.

A registered, Ofsted-accredited online alternative provider (DfE URN 152279) — meeting all the standards across all eight sections. When you commission us, you're already working with a provider held to the standards your school has to evidence. Inspectors also found commissioners feel well-informed — the communication you'd want from a partner.

View the Ofsted report →

"Meets all the standards"

Ofsted, October 2025. SEND provision named a significant strength; staff praised for helping pupils "reignite their spark for learning".

Commissioning & cost

Pay for what runs. Priced per group or session — not per registered pupil.

No set-up fee, nothing upfront, invoiced monthly. Because group provision is priced per group, your cost per pupil falls as more pupils re-engage — a group of six and a group of two cost the same. Indicative rates below; we build a costed plan around your actual cohort.

Programme	Best for	Indicative rate
Academy — full online timetable, ≤6	EBSA / medical / non-attenders	£139–£199 / pupil / wk (15–25 hrs)
Blueprint — group AP on your scheme, ≤6	Behaviour / internal AP / on-roll	£29.17 / hr per group (≈£4.86/pupil at 6)
Compass — 1:1 SEND-informed	EHCP / SEMH / complex needs	£29.17 / hr per subject
Distinction — tutoring, stretch & Functional Skills	Catch-up / exams / stretch	£29.17 / hr
Therapy & mental-health support — add-on	Any cohort	£180 / month per learner

Pooled across the trust, this is where the White Horse Federation found provision 50–60% more cost-effective than separate, school-by-school delivery — same headcount, far lower cost per pupil as groups fill. Free one-week pilot, no obligation; we model the trust-wide saving against your actual cohort.

The practical questions

What a business manager and a SENCO usually ask.

How quickly can provision start?

Blueprint typically starts within five working days of confirmation; Academy within 48 hours. We block the whole year up front so teachers and slots are fixed from day one.

Do lessons run on our curriculum, or yours?

Blueprint runs on your scheme of work, timetable and behaviour policy — we teach your pupils your way. Academy uses our full managed curriculum for pupils who need a complete timetable. Either way, pupils stay on your roll.

How are teachers checked?

Every teacher is qualified, with enhanced DBS, references and qualifications verified and recorded on a single central record. Clearances are confirmed to your business manager before delivery, and you get the same named teachers every week.

What about exams and accreditation?

We support GCSE and Functional Skills entry, and can arrange a local exam-centre pathway where a pupil can't sit them with you. We're a registered, Ofsted-accredited online provider (DfE URN 152279).

How does safeguarding work with our DSL?

We have a named DSL (Bella Ma) and deputy. Concerns are triaged the same day and escalated, with a clear line straight to your DSL and to children's services where needed. Every lesson is recorded; every pupil has an anonymous route to raise a concern.

How is it priced, and can we stop?

Priced per group or per session, not per registered pupil, invoiced monthly with no set-up fee. There's a free one-week pilot, and provision can be stopped on short notice — you pay for what runs.

We're part of a trust — can provision be pooled?

Yes — this is the model the White Horse Federation uses. Seats are pooled across schools so single pupils join viable groups, groups are built by need rather than by site, and the central team gets one line of sight. The trust reported it 50–60% more cost-effective than separate delivery. Happy to bring your trust's central team into the conversation if useful.

This isn't a pitch from scratch. We're already delivering.