Provided environments that enabled learners to learn by doing and using a scientific problem-solving approach to leaning (observe, hypothesise, test, review, observe, etc.) unconstrained by qualifications.
Provided all tutors with guidance from keyworkers based on detailed assessments, e.g. interests, abilities, learning and support needs.
Provided all tutors with soft skills action plans for learners (based on dyssemia assessments).
Provided all tutors with essential skills action plan, i.e. teach basic skills by stealth based on learners’ interests and needs.
Gave ownership of planning decisions to the learner throughout the process, including opting in to relevant qualifications.
We can provide all these programmes, “jollies” and ‘initiatives’, but if it is not based on the underlying reasons why the learners are not achieving their potential, they will go around the ‘revolving doors’ again.