ELEVATED FUTURES EDUCATION
Bespoke Institutional Intervention Proposal
ELEVATED FUTURES EDUCATION
Specialist Academic Day Residency Provision
Admissions and Placement Directorate
Ref: EFE-BIP-2026
Date of Issue: 1 June 2026
Bespoke Intervention Proposal
A Strengths Based, Dynamic Development Plan Aligned Programme for Key Stage 3 and Key Stage 4 Students
1. Introduction and Executive Summary
Elevated Futures Education appreciates the opportunity to present this bespoke intervention proposal for Key Stage 3 and Key Stage 4 pupils. We understand the immense pressure schools face when supporting students at risk of permanent or temporary exclusion, and we commend your proactive, thoughtful approach in seeking a solution that places the future of the young person at the centre.
Mainstream academies and prestigious fee-paying independent schools regularly face the complex challenge of managing disjointed external provisions, often feeling forced to navigate fragmented clinical, therapeutic, and behavioural services to preserve the stability of their student body. Elevated Futures Education serves as an elite, self-contained extension of your own internal pastoral and academic framework. We offer an absolute guarantee of institutional confidentiality, utilizing secure encrypted digital gateways and strict non-disclosure protocols to protect your school data, parental relationships, and institutional reputation.
Elevated Futures Education is the first school in the United Kingdom built entirely on the Dynamic Development Plan, which is a strengths-based philosophy that rejects the deficit model and instead identifies, nurtures, and builds upon the unique strengths and abilities of each young person from day one. We do not ask young people to fit the system, but rather we design the system to fit them. Our parent organisation, Elevated Minds CIC, brings more than seven years of experience working with over three thousand young people, their families, and schools across both mainstream and alternative provision settings. Doreen Sinclair McCollin, our principal, brings thirty-eight years of experience in education, leadership, and coaching, delivering innovative, high-impact programmes that empower young people aged ten to eighteen to realise their potential, develop self-awareness, and build unshakeable confidence.
This proposal outlines a high-impact, individually tailored day-residency programme designed not merely to provide an alternative location, but to deliver targeted, therapeutic, and strengths-based support that addresses the root causes of the difficulties a student may be experiencing. Unlike generic external containment models, our residency offers intensive, one-to-one support from expert practitioners within a genuinely holistic, neuro-affirming environment, ensuring the student returns to their home school equipped with the self-awareness, emotional literacy, and confidence to thrive. We believe this investment will yield a significantly greater, more lasting return for both the student and the school than any standard placement could offer.
2. The Limitations of Standard Alternative Provision
While council-funded alternative provision plays a role within the wider educational landscape, it presents consistent, systemic limitations for a student on the cusp of exclusion:
- Generic Placement Structure: Standard alternative provision is typically designed for longer-term, mixed-cohort placements, which means it completely lacks the intensive, highly personalised focus required for a meaningful, short-term strategic intervention.
- The Reintegration Gap: The transition back to mainstream or fee-paying education is often abrupt, failing to provide the specialist human scaffolding needed to help the young person apply their new regulation skills within their original school context.
- Academic Disconnect: Although curriculum work is provided by the home school, delays in marking and fragmented feedback loops frequently cause students to fall further behind during the placement period.
- Focus on Containment: The primary goal of standard models is often to provide temporary containment away from the home school, rather than to proactively build the functional self-regulation strategies, academic confidence, and self-advocacy skills the student needs to succeed long-term.
3. Our Solution: A Bespoke, Strengths-Based Day-Residency
At Elevated Futures Education, we do not fix problems, but rather we find superpowers. Our specialised residency is intentionally designed to break the cycle of exclusion and facilitate a successful, sustained return to learning. It is built on the same Dynamic Development Plan philosophy that underpins everything we execute at Elevated Futures Education, which is rooted in the conviction that behaviour is communication, that every young person has strengths worth discovering, and that when a young person feels genuinely seen and understood, true transformation follows.
The Core Differentiators of Our Model
- Direct, intensive, one-to-one support is delivered by a qualified coach and specialist career mentor, with personal strategic oversight maintained by our principal.
- Our curriculum, assessment methods, and emotional framework are completely integrated, allowing us to teach self-regulation as a core life skill rather than a reactive behaviour management tool, ensuring the young person leaves with a deep understanding of how they learn and what environment they require.
- The student remains fully on your school roll and completes your school-provided work daily, which prevents learning loss, maintains academic momentum, and protects institutional accountability.
- Every programme features a co-created reintegration plan and options for ongoing check-ins, creating a clear, supported bridge back to ensure that the progress achieved during the residency is sustained long after the placement concludes.
- Weekly parent and carer strategy meetings are hosted on site with key staff and the student to align the home and school environments.
4. Programme Outline and Delivery
To be formally agreed with the referring school leadership team based on individual student requirements.
Nine-thirty in the morning until three o’clock in the afternoon, with students bringing a packed lunch.
Elevated Futures Education, First Floor, 120 London Road, Southwark, London, SE1 6LF.
Daily Structure
The daily timetable consists of structured morning check-ins and goal setting to prepare the young person mentally and emotionally for productive engagement. This is followed by dedicated, supervised sessions where the student completes academic work provided by their home school. Lastly, reflection and review sessions consolidate the learning achieved throughout the day, building self-awareness and preparing for a calm transition back to home and school.
Specialist One-to-One Support
Our curriculum incorporates weekly coaching sessions focused on unlocking potential, building self-awareness, and developing practical strategies for personal empowerment, regulation, and achievement. Additionally, fortnightly career coaching is led by Mikael Cohen, drawing on his expertise as a career coach to provide a trusted, consistent space in which the young person builds confidence, explores aspirations, and maps future growth pathways in a motivating, achievable manner.
5. Expected Outcomes and Benefits
- Developing a genuine, deep understanding of their own strengths, sensory triggers, and learning profile.
- Acquiring practical, personalised tools for emotional self-regulation and environmental self-management.
- Experiencing increased academic confidence, enhanced self-belief, and a stronger sense of personal identity.
- Engaging in a positive, co-created plan for their reintegration into their mainstream or fee-paying school.
- Securing a measurable reduction in behavioral incidents and significantly lowering the risk of exclusion.
- Observing improved attendance, active engagement, and repaired self-esteem upon reintegration.
- Ensuring no academic regression or learning gaps occur during the intervention residency.
- Accessing a carefully managed, supported reintegration bridge that significantly reduces pressure on internal staff.
6. Investment and Costings
We have structured our investment proposal to be highly competitive, whilst offering far greater specialist value, confidentiality, and clinical-pedagogical depth than a standard external placement.
| Placement Stream & Support Structure | Frequency | Daily Cost Rate |
|---|---|---|
| Standard Intervention Placement Includes supervised academic study, weekly coaching, and principal oversight. |
Daily Basis | £200.00 |
| Special Educational Needs Intervention Stream Standard core structure, plus targeted, profile-specific structural support. |
Daily Basis | £200.00 + * |
| Statutory EHCP Provision Stream Comprehensive delivery of all Section F provisions, mapped directly to child profile. |
Daily Basis | £200.00 + * |
* Additional costs for SEND and EHCP streams are calculated based on individual structural and clinical needs.
Payment Terms and Structure
To ensure financial accountability, transparency, and collaboration, we implement a staged payment structure aligned directly to delivery milestones:
- Fifty per cent of the total programme fee is payable upon formal contract agreement and placement sign-off.
- Twenty-five per cent is payable at the strict midpoint of the agreed programme duration.
- Twenty-five per cent is payable upon successful programme completion and reintegration delivery.
Our fee structure has been carefully designed to reflect the exceptional quality, strict data privacy, and multi-disciplinary depth we deliver, whilst remaining accessible and competitive within the current alternative educational landscape. For an investment that is comparable to, and in some cases lower than, the standard day rate, the student receives guaranteed one-to-one time with a qualified coach and experienced career coach, personal oversight from our principal, and an unwavering commitment to the young person’s long-term success within your school community. The staged payment structure ensures transparency and accountability at every point, with costs aligned directly to delivery and outcomes. This is not a standard placement, and it is not containment, but rather it is a purposeful, expertly delivered intervention designed to change the trajectory of a young person’s life.
Ongoing Support (Optional)
To ensure that the progress achieved during the residency is sustained and built upon within the home school, we offer optional post-placement support. This consists of a weekly one-to-one coaching or career mentoring session, billed at seventy pounds per session.
7. Quality Assurance — Southwark Local Authority Monitoring Visit
Elevated Futures Education was subject to a formal Quality Assurance Monitoring Visit by Southwark Local Authority on 1st April 2026. The visit was conducted by Felicienne Mallia of the Inclusion and Monitoring Team, serving as the Quality Assurance Officer. The table below represents the key structural findings and compliance outcomes from that audit:
| Assessment Area | Findings and Compliance Outcome |
|---|---|
| Setting | Situated within the LSBU campus, Elephant and Castle. The building is neuro-friendly, featuring a sensory room, flexible learning spaces, dyslexia-friendly lighting, and acoustic considerations. |
| Registration Status | Registered as an independent SEND school for 11–19-year-olds with primary needs in Communication and Interaction (ASC), SEMH, or Moderate Learning Difficulties. Ofsted independent school status is currently awaited, with the inspection process expected to conclude in line with the 2026/27 rollout. |
| Admissions | Places are offered to learners with an EHCP whose primary need falls within Communication and Interaction, SEMH, or Moderate Learning Difficulties. Referrals can be made by the Local Authority, parent or carer, school, or young person aged 16 or over. An initial DDP Discovery Form is completed, followed by a taster day, before a six-week phased induction begins. |
| Curriculum | Designed to meet the Independent Schools Standards Regulations 2014. The pedagogical approach is Universal Design for Learning (UDL), underpinned by the DDP strengths-based framework. Learners work towards recognised qualifications including GCSE, BTEC, Functional Skills, LAMDA, Arts Awards, and Youth First Aid. |
| Post-16 Pathway | Focuses on four core goals: sustainable employment in growth sectors; independent living skills; self-regulation and wellbeing; and a Portfolio of Identity. Supported internships and placements are also offered. |
| Staffing & Safety | Five staff members are currently recorded in the Single Central Register. DBS checks are conducted annually. Both the Chair and Principal hold qualified teacher status. Doreen Sinclair McCollin is the designated Safeguarding Lead. |
| Progress Tracking | The DDP is updated and reviewed daily, with progress discussed with the learner and parents in a meaningful and accessible way. Summary reports are produced after each lesson. |
| Conclusion | Elevated Futures Education is committed to the safety and success of their learners. The Whole School Action Plan provides a clear strategic roadmap for the strengths-based framework. Elevated Futures Education is well prepared for its first full intake of learners. |
8. Testimonials from Senior School Leaders
“The provision demonstrates robust procedures that support safe, inclusive, and effective practice. There is a strong focus on safeguarding and welfare, with clear reporting structures and a proactive approach to ensuring the wellbeing of all service users.”
— Mr C. Smart, Deputy Headteacher, St Thomas the Apostle College, Nunhead
“Doreen shows a strong commitment to delivering high-quality outcomes for learners through well-designed programmes, effective practices, and ongoing professional development for staff. Based on my experience, I am confident that Elevated Minds meets the expectations required for quality assurance.”
— Mr Richard Lansiquot, Headteacher, Sacred Heart Catholic School (Ofsted Outstanding)
9. What Our Young People Say
“I used to hate school, but not anymore, because the first thing they asked me was what I am good at, and no one had ever really asked me that before.”
— Year 10 Student
10. Next Steps
To proceed, we recommend scheduling a joint private meeting with the Head of Year, senior leadership staff, the young person’s parent or carer, Mikael Cohen, and the Elevated Futures Education team to finalise programme details and establish our encrypted communication channel. We will also require formal agreement on the programme commencement date and the structured duration of the day-residency, alongside confirmation that the home school will provide daily academic work for the student throughout the residency period to preserve curriculum continuity.
Doreen Sinclair McCollin
Principal
Elevated Futures Education & Elevated Minds CIC
principal@elevatedfutures.education | 0208 079 0703 | www.elevatedfutures.education