Connex offers support, nurture and education to children and young people who have struggled to successfully engage in or attend schools. Our aim is to support the learner to re-engage with education and to raise future aspirations.

We support the learners coming into Connex with transitions to ensure the placement is successful. Quite often learners have had a challenging time accessing or functioning in mainstream/neuro-typical lessons or settings. We have a fantastic staff team who are involved with transitions, and this includes our Pastoral Team. 

As part of Connex each learner is involved in creating their placement goal, allowing them to see how their journey with Connex forms part of a bigger picture. In September, we will be introducing PATH. We want to inspire and enthuse leaners so that they can realise their potential. 

This term we have six Post 16 leavers. We have been working closely with Horizons College to share our knowledge and expertise of the learners. We have facilitated visits to the college with trusted adults. We have worked with our learners to address any concerns or questions they have. They have had support to manage their emotions as they transition out of Connex and onto the next part of their learning journey. We have supported parents and ensured that we work together as a team around the learner, sharing documents and having shared meetings.

We have also supported one of our Post 16 learner into gaining employment or their chosen career. We have enabled them to complete learning based on their interest and gain AQA and iHasco qualifications in these areas. They have written a CV and practiced interview questions. 

Not all of our learners stay with us until Post 16 and where learners have been able to find suitable specialist school placements, we also support their transitions.

This is an account from one of our Pastoral Practitioners supporting a learner into their new setting:

For many families, a new school place can bring a sense of excitement and relief- but it can also come with feelings of uncertainty and anxiety, especially if a learner has SEN, SEHM needs or a history of trauma. 

Over the past term, I provided regular 1-1 sessions with a CYP and their parents/ carers. This has enabled me to build a strong trusting relationship and to increase independence at home and in the community.  Every learner is different, so I have adapted my approach to suit the needs of the learner at a pace that is comfortable for them. I have given support strategies to parents/ carers and built a positive relationship with the new school setting. This has ensured that the learner to feel included, listened to, and understood during this period of change. They are currently building their time in school. Transitions can take time, but with the right support they become opportunities to build strength, growth, and resilience. We are looking forward to seeing how this learner settles into their new school placement and checking in with them on the next stage of their learning journey.