Follow us

Visit The Inclusive Classroom

Services

Book An Appointment
Small Class Sizes in Secondary Schools

Alternative Provision

NCFE Functional Skills Qualifications - KRS

NCFE Functional Skills

Flexible Learning and a Flexible Education

Flexible Education

Art Therapy Support

Therapies & Interventions

6th Day Provision for Secondary Schools

6th Day Provision

Emotionally Based School Avoidance

EBSA - Emotionally Based Schools Avoidance

Alternative Provision

Our Alternative Provision for KS3 and KS4 is built for young people who need something more personal, more flexible, and more consistent than mainstream can currently offer. We work with schools, parents and agencies to create a clear plan that makes sense on day one — and holds everyone to it.
Every placement starts with a baseline and a Personalised Learning Plan shaped around the learner’s needs, strengths and barriers. We focus on the things that matter most: attendance, behaviour, emotional wellbeing and academic progress. Teaching is delivered in small groups with calm routines, clear boundaries and trusted adults. Alongside targeted English and Maths, we build confidence, regulation and learning habits — because progress is not just about results, it’s about getting a young person ready to learn again.
We review regularly, adapt quickly, and keep communication simple and honest. You’ll get clear updates, measurable outcomes, and a team that does what they say they’ll do. If you’re looking for an AP that is supportive, structured and accountable, we’re ready to help.

Its not about yesterday, its about today and the future

Art Therapy to help build confidence

NCFE Functional Skills

It's a partnership for the future

Referral Form

KS4 Progress Pathway

KS4 Progress Pathway is our half-day, 18-week programme for KS4 students who need a different route that still leads somewhere meaningful. Students attend either mornings or afternoons for a focused block of learning, working towards Functional Skills English and Maths in a small-group setting with clear goals, consistent support, and a strong emphasis on confidence and re-engagement. Alongside qualifications, each session includes an active element — football, boxing or dance — to build routine, motivation and wellbeing.

It’s a practical, structured option designed to prevent NEET outcomes and help borderline C/D learners secure the passes they need to access apprenticeships and positive post-16 pathways, and it’s also ideal for small-group EBSA, SEMH and SEND cohorts who benefit from a calmer setting, predictable routines, and relationship-led support. Places are also available for home-educated students who want a structured programme, recognised qualifications, and a supportive environment that helps them prepare for their next steps.

18-week route to Functional Skills English and Maths.

Half-day mornings or afternoons to fit school timetables.

Small groups that rebuild confidence, routine, and engagement.

Ideal for EBSA, SEMH, and SEND small-group cohorts.

Football, boxing or dance boosts motivation and wellbeing.

6th Day Provision

Our Sixth Day Provision offer helps schools meet their duty to provide education from the sixth day of a fixed-term or permanent exclusion, without the stress and delays. We put a simple agreement in place up front so referrals can move quickly, and KRS supports you through the process from first call to start date. We can provide up to three days per week (within the five-day requirement), delivering a structured mix of intervention work to help the young person make sense of what’s happened, rebuild routines, and re-engage with learning. Alongside targeted English and Maths, students access purposeful activities to support wellbeing, motivation and behaviour. You’ll receive a clear report back to school covering attendance, engagement, progress, and recommended next steps.

Meet sixth-day duty with fast-start placements.

Simple agreement in place before exclusions happen.

KRS supports referral, planning, and communication.

Up to three days weekly provision available.

English, maths, interventions, activities, with full reports.

6th Day Provision
Referral Form

6th Day Provision

Our Sixth Day Provision offer helps schools meet their duty to provide education from the sixth day of a fixed-term or permanent exclusion, without the stress and delays. We put a simple agreement in place up front so referrals can move quickly, and KRS supports you through the process from first call to start date. We can provide up to three days per week (within the five-day requirement), delivering a structured mix of intervention work to help the young person make sense of what’s happened, rebuild routines, and re-engage with learning. Alongside targeted English and Maths, students access purposeful activities to support wellbeing, motivation and behaviour. You’ll receive a clear report back to school covering attendance, engagement, progress, and recommended next steps.

Meet sixth-day duty with fast-start placements.

Simple agreement in place before exclusions happen.

KRS supports referral, planning, and communication.

Up to three days weekly provision available.

English, maths, interventions, activities, with full reports.

NCFE Functional Skills

NCFE Functional Skills in English and Maths gives learners a clear, recognised route to real progress — whether they’re rebuilding confidence, catching up, or getting ready for what comes next. At KRS, we offer Functional Skills to all students attending our Alternative Provision, as part of a structured plan with consistent support and clear goals. It’s also at the heart of our KS4 Progress Pathway 12-week programme, helping young people secure the qualifications that open doors to apprenticeships, training, and positive post-16 destinations. And it’s not just for school-age learners — our adult Functional Skills classes provide a supportive, practical way to strengthen everyday skills, improve employability, and take the next step with confidence. If you’re exploring Functional Skills for a student, a small group, or yourself, we’d love to hear from you — enquiries are always welcome.

Recognised qualifications in English and Maths.

Builds confidence, routine, and real-life skills.

Available through AP and KS4 Progress Pathway.

Adult classes offered in a supportive setting.

Enquire today to discuss places and next steps.

Therapies & Interventions

Our trauma informed support and therapeutic interventions are built around trust, relationships, and giving young people practical tools they can use every day to live, grow and thrive. We support KS1–KS4 learners with SEMH, bereavement, anxiety and emotional regulation through a mix of Art Therapy, Play Therapy and Sport Therapy — and sometimes it’s as simple as sitting down for a chat and a cup of coffee in a calm, safe space. A real strength of ours is supporting EBSA students, helping them rebuild confidence, re-establish routines, and take steady steps back into education at a pace that feels manageable. All students attending our AP have access to this support, and we also offer sessions privately, in school, or at our setting, depending on what works best for the young person and the family. Alongside therapy, we deliver targeted interventions including anger management, social skills, self-esteem, body confidence and anxiety support, helping each learner make sense of what’s happening and take positive steps forward. If you’re not sure what type of support is right, drop us a line and we’ll talk it through.

Trauma informed support for KS1–KS4 learners.

Strong with EBSA: confident steps back into education.

Art, play and sport therapy options available.

In school, at KRS, or private bookings.

Anger, anxiety, self-esteem and social skills interventions.

Book An Appointment
Emotionally Based School Avoidance
Book An Appointment

EBSA Support (Emotionally Based School Avoidance)

SEMH and SEND support for students with low attendance

When a student is experiencing EBSA (Emotionally Based School Avoidance), attendance problems are often driven by anxiety, overwhelm, and unmet needs — not poor attitude. Many students with EBSA also have SEMH needs (Social, Emotional and Mental Health) and/or SEND (Special Educational Needs and Disabilities), including autism, ADHD, sensory processing differences, and trauma-related needs.
KRS Education provides EBSA support for students who are struggling to attend school, engage in learning, or cope with busy mainstream environments. We work with schools, local authorities and families to build a calm, structured bridge back into education.

EBSA support: why students stop attending

Students may miss school due to:
  • Anxiety and panic around school or lessons
  • Low self-esteem and fear of failure
  • Sensory overload (noise, crowds, corridors, lunch times)
  • Large class sizes and high social pressure
  • Past experiences of bullying, conflict, or repeated sanctions
  • Difficulty with change, transitions, or uncertainty
  • Neurodiversity-related needs (autism, ADHD) and emotional regulation challenges
Low attendance can quickly become a cycle: the longer a student is out, the harder it feels to return. That’s why early, supportive intervention matters.
Read More

SEMH and SEND support for students with low attendance

When a student is experiencing EBSA (Emotionally Based School Avoidance), attendance problems are often driven by anxiety, overwhelm, and unmet needs — not poor attitude. Many students with EBSA also have SEMH needs (Social, Emotional and Mental Health) and/or SEND (Special Educational Needs and Disabilities), including autism, ADHD, sensory processing differences, and trauma-related needs.
KRS Education (You Matter Academy) provides EBSA support for students who are struggling to attend school, engage in learning, or cope with busy mainstream environments. We work with schools, local authorities and families to build a calm, structured bridge back into education.

EBSA support: why students stop attending

Students may miss school due to:
  • Anxiety and panic around school or lessons
  • Low self-esteem and fear of failure
  • Sensory overload (noise, crowds, corridors, lunch times)
  • Large class sizes and high social pressure
  • Past experiences of bullying, conflict, or repeated sanctions
  • Difficulty with change, transitions, or uncertainty
  • Neurodiversity-related needs (autism, ADHD) and emotional regulation challenges
Low attendance can quickly become a cycle: the longer a student is out, the harder it feels to return. That’s why early, supportive intervention matters.

.