01
SEMH needs
A calm, consistent one-to-one relationship can reduce the social and environmental demands that make classroom learning difficult.
LRL Tuition
One-to-one tuition with a clear educational purpose.
LRL specialist tuition is for young people who cannot currently access a full school timetable. We match tutors to subject and learner need, establish clear starting points and build a programme around attendance, academic progress and the next stage of education.
Commissioned delivery experienceLRL’s existing tuition service has been commissioned by local authorities including Wigan, Salford, Manchester, Oxfordshire and Nottinghamshire.
Discuss your areaWho it is for
Tuition is most effective when it is solving a defined problem.
A tuition package should have a clear reason for existing: maintaining education during disruption, rebuilding attendance, preparing for reintegration, filling curriculum gaps or supporting a wider EOTAS plan. Small-group delivery is only introduced where it is genuinely in the learner’s interests.
02
SEND
Teaching is adapted to communication, processing, sensory and regulation needs rather than simply reducing the amount of work.
03
EBSA
A phased programme can rebuild successful contact with education while avoiding an all-or-nothing return to a full timetable.
04
Severe absence
Regular, achievable sessions can re-establish routine and provide evidence about what helps attendance become sustainable.
05
Risk of exclusion
Tuition can protect continuity of learning while a wider plan is agreed and relationships or placement issues are addressed.
06
Permanent exclusion
A structured interim programme can maintain education while the next placement or pathway is arranged.
07
Awaiting specialist placement
Learning continues while a longer-term setting is identified, with work aligned where possible to the next destination.
08
Short-term re-engagement
A focused package can address gaps, confidence and routine before a planned return to school or another setting.
09
Reintegration to school or college
Content, routines and expectations can be deliberately aligned to the setting the learner is preparing to enter.
Personalised programme
Individualised does not mean informal.
Every package starts with what the learner knows, what they can currently access and what the commissioner needs the tuition to achieve. Delivery can adapt over time, but the objectives, evidence and review points remain clear.
Baseline assessmentIdentify current attainment, gaps and access barriers before deciding what to teach.
Individual learning planSet clear academic, engagement and personal targets with appropriate adaptations.
Qualified tutorsMatch subject expertise and experience to the learner rather than filling a slot with the nearest available adult.
Regular reportingAttendance, engagement, work completed and progress are made visible to commissioners and schools.
Risk-assessed deliveryHome and community settings are assessed with clear lone-working, communication and escalation expectations.
12-week review cycleProgress, attendance and programme intensity are reviewed rather than allowing tuition to drift indefinitely.
What should change
The question is not how many hours were delivered. It is what changed.
We review academic progress alongside attendance, engagement, independence and readiness for the next stage. The measures are agreed at referral so everyone is clear about what success should look like.
Attendance and engagement
Is the learner attending, sustaining sessions and becoming more available for education?
English and Maths progress
Assessment and work are reviewed against the learner’s starting point and agreed qualification pathway.
Confidence and readiness to learn
We look for increased independence, participation and willingness to attempt appropriately challenging work.
Reduced disengagement
Patterns of avoidance, non-participation and risk are monitored alongside the wider professional network.
Readiness for the next stage
Tuition should leave the learner better prepared for reintegration, college, specialist placement or continuation within a structured EOTAS package.
Quality, safeguarding and assurance
Safeguarding is actively monitored, not passively held.
Tutors may work away from an LRL centre, but they do not work outside LRL systems. Safeguarding, attendance, reporting, line management and quality assurance remain centrally overseen.
01Enhanced DBS and safer recruitment
02Central DSL oversight
03Risk assessment before delivery
04Lone-working protocols
05Daily attendance visibility
06Session reports and work scrutiny
07Line management and CPD
08Multi-agency communication
Referral process
Move quickly, with the right information in place.
Where referral information is complete and an appropriate tutor is available, provision can usually begin within 5 to 10 working days.
Referral received and reviewedThe next step only proceeds when the required information and controls are in place.
Initial consultation with commissioner or schoolThe next step only proceeds when the required information and controls are in place.
Tutor matched to subject expertise and learner needThe next step only proceeds when the required information and controls are in place.
Home or community risk assessment completedThe next step only proceeds when the required information and controls are in place.
Provision begins, typically within 5 to 10 working daysThe next step only proceeds when the required information and controls are in place.
Initial progress update within the first two weeksThe next step only proceeds when the required information and controls are in place.
Specialist tuition
Could one-to-one tuition help this learner reconnect with education?
Tell us where the learner is based, what education they can currently access, the subjects required and what you hope will be different. Sensitive pupil information is transferred through the agreed secure referral route.