01
Strong Foundations
Securing the knowledge, skills and qualifications pupils need to keep future options open.
EnglishMathematicsSciencePSHEFunctional SkillsGCSE support
LRL Education Salford
Empowering Young People To Lead Remarkable Lives
LRL Salford provides structured alternative provision for young people who need a calmer environment, stronger relationships and a more individualised route back into education. English, Mathematics, Science and PSHE sit alongside daily mentoring, practical learning and a planned enrichment entitlement.
Small groupsDaily mentoringPlanned enrichment
The curriculum
Academic learning, personal development and preparation for adulthood.
Our curriculum is organised around three connected purposes. Pupils need secure foundations, the regulation and confidence to use them, and experiences that help them understand the wider world.
02
Secure Self
Developing regulation, confidence, relationships and routines so engagement becomes more sustainable.
Named mentorRegulationCRACLLWellbeingReflectionRelationships
03
The Wider World
Connecting education with adulthood, work, community and the practical demands of wider life.
EnrichmentOutdoor challengeEmployabilityLife skillsCommunityPractical learning
A typical day
A predictable rhythm, with enough variety to keep pupils engaged.
This is the standard Salford day. Individual timetables can be adjusted where a phased start, different balance or placement-specific plan is required.
Arrival, breakfast and regulationA calm start, registration, breakfast and a short readiness-for-learning check-in.
EnglishExplicit teaching, supported practice and qualification-focused learning from assessed starting points.
MathematicsSmall-group teaching with regular checks for understanding and targeted consolidation.
Science or PSHECurriculum learning and wider knowledge linked to the pupil’s pathway and personal-development needs.
LunchA structured break with predictable routines and staff support.
Enrichment and practical learningSport, cookery, creative and practical projects, mentoring, visits and planned CRACLL development.
Reflection and target settingReview the day, recognise progress and agree one clear next step.
LRL Enrichment Framework 2026/27
A guaranteed enrichment entitlement, planned with the same discipline as the academic curriculum.
Afternoons are not used simply to fill the timetable. Every activity has a stated purpose, planned SEND adaptations and a clear connection to curriculum, attendance, CRACLL, personal development or preparation for adulthood.
National framework alignment
Five entitlement areas, mapped against all eight DfE enrichment benchmarks.
The Department for Education published its enrichment framework in June 2026 for schools, colleges and alternative provision. It is non-statutory guidance. LRL has used it to test the breadth, accessibility, purpose and evaluation of our 36-week programme.
What pupils should experience
Five areas, deliberately covered across the year.
Staff identify what pupils should gain, what adaptations may be needed and how the learning will be revisited afterwards. Pupil voice and participation data are then used to improve the programme.
Civic engagement
Community contribution, local projects and opportunities to understand responsibility beyond the centre.
Arts and culture
Museums, galleries, creative work, performance and experiences that deliberately broaden horizons.
Nature, outdoor and adventure
Planned challenge that builds courage, cooperation, risk awareness and resilience.
Sport and physical activity
Team sport, individual challenge and new activities that support confidence, regulation and healthy routines.
Wider life skills
Cookery, budgeting, communication, leadership, problem solving, employability and preparation for greater independence.
What this can look like
Sport, cookery, creative projects, visits and outdoor challenge.
Activities may include team and individual sport, cookery, museums, cultural visits, careers encounters, community projects and outdoor or adventure experiences. Non-contact boxing fitness may form part of the wider physical-development offer where appropriate; LRL:FIREBOX Moss Side remains LRL’s dedicated boxing-led programme. Practical and vocational tasters are used where they are relevant, safely resourced and linked to the pupil’s plan.
Qualifications and progression
Keep learning moving and future options open.
Curriculum planning begins with the pupil’s assessed starting point and intended destination. The aim is not to collect disconnected certificates. It is to protect future choices and prepare the pupil for reintegration, specialist provision, college, training or employment.
NCFE Functional Skills English and MathematicsSelected according to age, prior learning, placement objectives and the next stage of education.
GCSE support where appropriateSelected according to age, prior learning, placement objectives and the next stage of education.
AQA Unit Award Scheme pathwaysSelected according to age, prior learning, placement objectives and the next stage of education.
Science, PSHE and life-skills learningSelected according to age, prior learning, placement objectives and the next stage of education.
Vocational and practical learningSelected according to age, prior learning, placement objectives and the next stage of education.
Personal-development and enrichment accreditationSelected according to age, prior learning, placement objectives and the next stage of education.
Who Salford may be suitable for
Fit matters more than labels.
We look at the whole picture: the young person’s needs, communication, attendance, regulation, current education, safety and what everyone hopes will change. A diagnosis does not automatically make LRL suitable, and a difficult behaviour history does not automatically rule a pupil out.
SEND and SEMH
Adaptive teaching, predictable routines and consistent relationships for learners whose additional needs affect access, regulation or participation.
EBSA, persistent and severe absence
A carefully paced return to learning where anxiety, previous experience or other barriers have made attendance difficult to establish or sustain.
EOTAS
Individualised education that can form part of a wider Education Otherwise Than At School package, with clear teaching, reporting and review.
Exclusion or risk of exclusion
A structured intervention focused on regulation, relationships, learning habits and preserving realistic education options.
Awaiting specialist placement
Meaningful education while a longer-term placement is identified, so progress does not pause while the system catches up.
Reintegration and transition
Time-limited support to rebuild routine, confidence and readiness for school, college, training or another agreed destination.
Quality, safeguarding and assurance
Small provision should make accountability sharper, not looser.
Safeguarding is actively monitored, not passively held. Attendance, staffing, risk, curriculum and progress are tracked through clear systems and reported through agreed routes.
01Groups capped at six pupils, with staffing of at least 1:3 and higher support where need, activity or risk requires it.
02A named mentor who follows attendance, learning, regulation, targets and communication across the whole placement.
03Enhanced DBS, references, safer recruitment checks, prohibition checks and Section 128 checks where applicable.
04Same-day attendance monitoring, safeguarding oversight and clear escalation routes when a pupil does not arrive as expected.
05Baseline assessment, an individual learning plan and structured review points, typically at six and twelve weeks.
06Risk assessment, commissioner reporting and multi-agency working where the pupil’s plan requires it.
Evidence, not impressions
What we report should match what the placement was intended to change.
Each pupil begins with an agreed starting point and intended outcomes. Review information should show what has changed in attendance, learning, engagement, regulation, personal-development targets and readiness for the next stage.
6/12
Structured review
Clear evidence at agreed review points
Attendance compared with the starting patternAcademic assessment and quality of workILP and CRACLL target progressEngagement, regulation and participationTransition or next-placement readiness
View learner case studiesVisit and referrals
Could Salford AP be the right setting?
Tell us about the young person, their attendance, additional needs, what has already been tried and what you hope will change. We will consider the information carefully and be honest about whether our environment, staffing and curriculum are likely to be suitable.
LRL Education CentreVictoria LaneSwintonM27 9LS
Talk to LRL
General and referral enquiries
0161 266 3991
info@lrleducation.co.uk
Course and qualification enquiries
exams@lrleducation.co.uk