Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid - Albert Einstein. |
"If a child can't learn the way we teach, maybe we should teach the way they learn" - Ignacio Estrada
WE ARE CURRENTLY REVAMPING OUR ALTERNATIVE PROVISION, PLEASE CHECK BACK AT THE START OF AUGUST
Our alternative provision is uniquely designed to meet the needs of neurodivergent and disabled young people who may find traditional educational settings challenging or inaccessible. Our trauma informed, neurodiversity affirming provision is led by a highly qualified and experienced professional—with qualifications including a Postgraduate Micro credential in Online Teaching: Accessibility and Inclusive Learning, a BSc (Hons) Open Degree, and over nine years of experience as a professional dog trainer and assistance dog owner. As a disability-led organisation, we understand the lived experiences of our learners and their families, and we intentionally create spaces that are respectful, empowering, and adapted to diverse needs. Choosing us means choosing a safe, supportive, and expert-led alternative provision that champions accessibility, celebrates neurodiversity, and puts the learner at the heart of every decision. |
Our alternative provision offers a fully tailored 1 - 2 year provision package (or longer only if required to complete certification or qualifications) to meet the individual aims, interests, and objectives of each young person. We place the young person at the centre of their learning journey, offering a bespoke programme designed to support their personal, social, and educational development. The provision may include, but is not limited to: · Canine assisted activities and therapeutic activities. · Facilitating skill development for occupations or communication which has been initially instigated by an allied health professional (e.g. practicing using AAC to communicate with their dog) · Assistance Dog Training · Community Engagement and Mentoring · ASDAN Short Courses or Life Skills Challenges · Tutoring to Support RQF Level 2 and 3 Animal Qualifications · Arts Awards All programmes are flexible and can be adapted to meet the evolving needs and aspirations of the young person. |
Our provision is, in most cases, delivered virtually. This allows for maximum flexibility and accessibility while maintaining a strong commitment to educational quality.
Virtual Participation
Learners can access our virtual provision in a way that works best for their needs, provided this does not conflict with our safeguarding policies. This may include joining sessions from any safe and appropriate environment within their home, such as a bedroom, garden, or other accessible space. We are committed to inclusivity and understand that due to their disabilities a young person may participate from their bed, wheelchair, or other supportive setting that meets their physical and sensory needs.
To ensure the safety and wellbeing of our learners, all participants under the age of 16 must be supervised at all times by a responsible adult over the age of 18.
In-Person Participation (Exceptional Circumstances)
While our provision is primarily virtual, we recognise that in rare and exceptional circumstances, in-person sessions may be appropriate and beneficial. In-person provision may be offered only where all of the following criteria are met:
All in-person sessions will be risk-assessed and reviewed in line with our safeguarding and health and safety protocols. We do not offer in person provision within the participants own home.
At our alternative provision, we implement a structured and client-focused approach to term scheduling that supports consistent engagement and wellbeing. Each academic term follows a carefully planned format, comprising three blocks of four weeks of delivery, each separated by a scheduled one-week break. This cycle—4 weeks on, 1 week off—is repeated across the term, resulting in 12 weeks of provision per term. We have found this approach to be far more effective than the traditional single half-term break, offering young people regular, manageable intervals that promote sustained engagement and reduce burnout. As a national organisation, our term dates may differ from those of local authorities. Our scheduling model is designed to offer flexibility while maintaining structure, ensuring it aligns with the diverse needs of our learners across different regions. For clients accessing the provision virtually, we offer as standard 1 hour per week of alternative provision, delivered across 3 x 12-week terms per academic year. For clients working toward formal qualifications, we may offer increased hours to ensure they receive the necessary time and support to achieve their learning goals. For clients accessing the provision in person, the delivery pattern is flexible and designed around individual needs such as having 2-hour fortnightly sessions. |
Definition of Attendance
Many young people join our provision due to school-related trauma, anxiety, or emotional barriers. We therefore define attendance broadly to include:
"Patchy attendance" is expected and accepted during the first term as part of building trust and engagement.
Recording Attendance
We do not use standard school attendance codes, as these can be triggering for our learners. For school-commissioned placements, weekly attendance updates can be provided on request. Otherwise, we do not routinely record or share attendance.
Attendance Expectations
We aim for a minimum of 75% attendance per term (e.g., 9 out of 12 sessions). If attendance falls below this—except in cases of unavoidable or exceptional circumstances—we will end the provision at the end of the term. If attendance is regular but consistently below 1 hour we will lower our offering to 30 minute sessions.
Invoices for alternative provision services are issued in advance on a termly basis and must be paid within 30 days of the invoice date.
The only exception to this policy applies where the alternative provision is commissioned by a school as an interim provision. In such cases, invoices may be issued monthly in advance and must still be settled within 30 days.
In cases of late payment, interest will be charged at a rate equivalent to the Bank of England base rate plus 8%, applied from the due date until the date payment is received.
Where a purchase order number, vendor number, or any other specific invoicing information is required to submit an invoice, it is the responsibility of the funder to provide this information at least 30 days prior to the start of the forthcoming term. This information must be sent automatically without the need for Pawsitive Squad CIC to request it.
Failure to provide the required invoicing details within this timeframe will result in the invoice due date being set as the start date of the provision term. Any payment received after the term start date, in these circumstances, will incur interest charged at the Bank of England base rate plus 8%. By commissioning our service, you agree to pay interest and late fees outlined in this policy.
We review our fees annually and, where appropriate, adjust them to reflect changes in operational costs and service delivery. Any fee changes will take effect from the start of the financial year (April) and will be applied to the next invoice issued, typically the summer term invoice.
For families paying via a personal budget where a full-year fee has been previously quoted, any fee adjustments will be implemented from the start of the next academic year.
For all virtual alternative provision sessions, the following minimum technology requirements must be met: For general participation: · A phone, tablet, or computer · A reliable internet connection · Zoom installed and functioning · A working webcam and microphone For learners working towards qualifications or certificates:
Please note: Phones and tablets are not sufficient for learners undertaking qualifications, due to the need for document creation, research, and submission processes. |
Many of our alternative provision services involve interaction with dogs for canine-assisted activities and assistance dog training. Families may choose to involve their own dog in virtual provision where appropriate. To be eligible for participation, the dog must:
Important: The dog remains the sole responsibility of its owner. Pawsitive Squad CIC is not liable for the behaviour or welfare of any privately owned animal used in virtual sessions. |
We are so excited you are considering accessing our alternative provision. To apply please follow the application process steps below. Please note, we accept referrals from schools or parents/guardians only. The application form must be completed by the parent/guardian as we require information about their dog which may not be known by the school. Referrals made through other parties will not be considered.
Step 1: Submission of Application
Step 2: Application Review
Step 3: Proposal and Quote
Step 4: Due diligence
Step 5: Placement Offer or Waiting List