Secondary School – Alternative Provision

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Both Sheffield and rotherhahm Alternative Provisions:

Primary School Support

Primary School Alternative Provision:

Academic Lessons: Core subjects and SATs preparation.
Mental Wellbeing: Therapeutic approaches to foster emotional and social growth.
Specialist Support: EHCP and SEND tailored plans to remove learning barriers.

Secondary School Support

For secondary students, we offer:

Qualifications: Functional Skills in Maths and English.
Life and Employment Skills: Preparing students for future success.
Personalised Learning: 1-1 and group support for reading and writing difficulties.
Engaging Activities: Weekly boxing classes, sport qualifications, and more.

Our goal is to help each student reintegrate into mainstream education smoothly and successfully. The blend of academic support, interventions, and activities creates a nurturing environment where every student can thrive.

Level Up Leadership: Empowering Students Through Esports

Unlock Leadership Potential with Specialised Programmes for Secondary Schools

Starting January 2025, we are offering exclusive leadership development opportunities tailored for secondary school students. With only 10 places available each Monday and Friday, our programmes focus on equipping students with the skills needed to lead, inspire, and succeed in a fast-changing world. Delivered through engaging sessions, these programmes are designed to foster confidence, teamwork, and a passion for STEM, esports, and personal development. Don’t miss the chance to transform your students into future-ready leaders.

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Level 1 Qualification in Esports Leadership

Objective: This programme equips learners aged 11+ with fundamental leadership skills through planning, assisting, and reviewing esports activities.
Structure: Two mandatory units:
1. Recognising and Building Leadership Skills
2. Plan, Assist with Leading, and Review an Activity
Key Activities:
- Practical leadership of activities.
- Reflection on skills such as communication, teamwork, and problem-solving.
Assessment:
- Written tasks, practical demonstrations, and a leadership log.
- Flexibility to use creative formats (posters, videos) instead of written answers.
Duration: 24 hours total (16 guided learning, 8 independent).
Outcome: Nationally recognised qualification; builds confidence and leadership experience in esports.

Level 2 Qualification in Esports Leadership

Objective: Builds advanced leadership skills by planning, leading, and evaluating esports activities, aimed at learners aged 11+.

Structure: Two mandatory units:
1. Recognising and Developing Leadership Skills
2. Planning, Leading, and Evaluating Activities
Key Activities:
- Lead a minimum of five hours of esports activities.
- Research, risk assessment, and creating adaptable plans.
Assessment:
- Observation, written evaluations, and leadership logs.
- Emphasis on practical experience and transferable skills.
Duration: 32 hours total (20 guided learning, 12 independent).
Outcome: Prepares learners for leadership roles in esports and beyond with a recognised Level 2 qualification.

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The AQA unit Awards are great for all those who take them, receiving certification for passing modules building confidence, building a porfolio of qualifications, enabling the student to learn building to larger qualifications. These weave within multiple subjects and projects. Meaning an AQA topic builds towards a Skills first Active IQ functional skills..

Functional Skills are brilliant to build confidence enabling the students who acheive level 2 to move onto an apprenceship, also helps them relax when it comes to GCSE. Some schools are working with us solely on functionals skills with varying groups of students they have identified..

We deliver a range of courses, teaching british values and Prevent with accredited courses. Young people can pass food hygiene Pass a course understanding Autism, epilepsy and much more.

Our range of You Matter Programmes cover a range of issues young people may be battling, from trauma to bereavement, supporting anger managment, SEMH and helping SEND students understand their emotions.

Testimonials

Student Community
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Grace Marklew SENDCO at Halfway Juniors 🙂

Halfway Primary School Joel has been with us at Halfway Juniors for the last two years and over that time, he has really supported our children! He knows all of the children by name from Y3 to Y6, and they all adore him! He supports delivering interventions for our SEND pupils – these are children who cannot access the standard interventions delivered, and require a more active, bespoke approach to support. Joel is always talking to staff about how they are getting on and giving us updates, and making sure that we know what progress they are making. He always tailors and adapts support for pupils, and we have seen such a difference in them – their confidence, competence and collaboration has massively increased thanks to the efforts of Joel, which is being noticed by staff in school and parents at home! We cannot thank Joel enough for his time, effort and expertise in supporting these children at such a crucial time in their development.

Charlotte Vernon Headteacher, Spire Junior School

Thank you ever so much for coming in to school to support our staff INSET day. The team building activities we took part in where all great and the laughter could be heard from the other side of the school. The staff explained everything clearly, helped out where needed and got involved too. It gave us all an opportunity to work together, communicate and take part in some healthy competition. We’re very grateful.

Caroline Fairfax Deputy Headteacher, Reignhead Primary School

‘KRS have supported PE development and CPD at Reignhead this year and will continue to do so next year.

KRS staff are experienced coaches who have worked with pupils, teachers and teaching assistants across all key stages. They have a very good understanding of the National Curriculum and have successfully followed (and made adaptations where necessary) to the school’s own PE curriculum. The coaches have formed very good working relationships with staff; currently working alongside our HLTAs – they observe and learn new techniques which they are then able to replicate in other PE lessons that they deliver. This has proven to be a very effective method of CPD and has been positively received by staff. We have extended this model to other teaching staff across school who expressed some need for CPD in the teaching of PE.

KRS are incredibly flexible and are always so accommodating when the need arises. They have happily been involved in Red Nose Days, World Book Days and Comic Relief – they are just so adaptable!

Always at the heart of KRS is the children…children always come first and this is what makes them such a special organisation of professional coaches.’