Schools & Commissioners
Personalised Educational Support for Children and Young People
Path To Potential Tutoring works in partnership with schools, local authorities and other commissioners to provide personalised educational support for children and young people who may require an alternative or additional approach to accessing education.
Our provision is tailored around the individual learner, their circumstances and agreed educational outcomes. This may include one-to-one tuition, EOTAS support, SEND provision, support for learners experiencing difficulties engaging with education, and targeted academic intervention.
We aim to provide safe, flexible and purposeful education, with clear communication between Path To Potential Tutoring, families and the professionals involved in each learner’s education.
Who We Support
Path To Potential Tutoring can provide personalised educational support for children and young people with a range of needs and circumstances.
This may include learners who:
Have SEND or an EHCP
Are receiving education through EOTAS
Experience EBSA or difficulties attending school regularly
Are working on a reduced or alternative timetable
Have significant gaps in learning
Need additional support to access English, Maths or the wider curriculum
Are struggling with confidence, motivation or engagement
Require personalised one-to-one educational provision
Are preparing for SATs, GCSEs or Functional Skills qualifications
Need support with re-engagement or reintegration into education
Every referral is considered individually. We aim to understand the learner’s needs, current circumstances and agreed educational outcomes before identifying the most appropriate support.
What We Can Provide
Path To Potential Tutoring offers flexible, personalised educational support based on the needs of the individual learner and the outcomes agreed with the referring school or local authority.
Provision may include:
One-to-one tuition in English, Maths and wider curriculum subjects
EOTAS support tailored around individual needs and educational outcomes
SEND-focused provision for learners who require a more personalised approach
Support for learners experiencing EBSA, low engagement or difficulties accessing education
Academic intervention to address gaps in learning
Preparation for SATs, GCSEs and Functional Skills
Support with confidence, motivation and re-engagement
Practical, creative or technology-based learning where appropriate
Sessions delivered in suitable education, community or online settings
Ongoing communication with families and relevant professionals where required
Provision can be structured around short-term intervention, ongoing tuition or a wider personalised education package, depending on the learner’s needs and referral arrangements.
Our aim is always to provide safe, purposeful and appropriately challenging education that supports both academic progress and wider engagement with learning.
Typical commissioned AP packages
Commissioned provision is individually agreed around the learner’s needs, current timetable, curriculum priorities and intended outcomes. A typical package may involve around 10 hours of education per week, for example five 2-hour sessions, although hours, subjects, venue and timetable are agreed with the commissioner.
Some placements are short-term and may begin with an initial six-week programme focused on safe engagement, baseline assessment, curriculum priorities and early progress. Other learners may require longer-term individualised provision. Where this is commissioned, the placement continues through structured rolling six-week planning and review cycles rather than becoming open-ended provision.
Reintegration & Transition
Where reintegration or transition is an intended outcome, provision is planned to support that next step rather than create unnecessary dependence on one-to-one education. Readiness, attendance, curriculum alignment, independence and required adjustments can be reviewed with the commissioner, with the pace of transition adapted to the individual learner.
How longer-term placements work
Where longer-term AP or EOTAS is commissioned, the first six weeks establish the relationship, routines, starting points, curriculum priorities, reasonable adjustments and intended outcomes. From week 7, provision moves into rolling six-week cycles. Each cycle includes sequenced teaching, targeted assessment, attendance and engagement monitoring, learner voice, progress evidence and agreed next-step targets.
Termly, or at another interval agreed with the commissioner, a progress report can summarise academic progress, attendance, engagement, independence, successful adjustments, barriers and priorities for the next period. For older learners, teaching may align with agreed GCSE or Functional Skills content and qualification preparation where appropriate.
Long-term does not mean indefinite. The suitability and purpose of the placement are reviewed regularly, including opportunities for reintegration, transition to another setting, progression towards qualifications or continued personalised provision where this remains the agreed and appropriate outcome.
Referral Process
We aim to make the referral process clear, straightforward and centred around the needs of the learner.
1. Initial Enquiry
A school, local authority or other professional contacts Path To Potential Tutoring to discuss the learner’s needs and the type of support being considered.
2. Information Gathering
We request relevant information to help us understand the learner, which may include:
Current educational circumstances
Identified SEND or EHCP information
Areas of strength and difficulty
Attendance or engagement concerns
Current attainment and learning gaps
Relevant safeguarding or risk information
Agreed outcomes or objectives for the provision
Any reasonable adjustments required
3. Suitability & Tutor Matching
We consider whether Path To Potential Tutoring can meet the learner’s needs safely and effectively.
Where appropriate, the learner is matched with a tutor based on their experience, skills, subject knowledge, location and suitability for the individual learner.
4. Provision Planning
The structure of the provision is agreed with the referring organisation, including:
Session frequency and duration
Location or delivery method
Priority areas of learning
Intended outcomes
Communication and reporting expectations
5. Delivery & Review
Provision begins and is adapted in response to the learner’s progress, engagement and needs.
We maintain communication with relevant professionals and can provide session feedback and progress information in line with the agreed referral arrangements.
Where longer-term provision is in place, outcomes can be reviewed periodically to ensure the support remains appropriate and purposeful.
Information for Schools & Commissioners
We aim to make placement due diligence straightforward. The resources below explain how commissioned provision is planned, delivered, reviewed and evidenced, including examples of both an initial six-week programme and an ongoing long-term placement. Commissioners are welcome to request further policy, insurance, safeguarding, safer-recruitment or quality-assurance evidence where appropriate.
Progress, Reporting & Outcomes
We recognise the importance of clear communication and evidence of progress when supporting learners through school or local authority referrals.
Depending on the agreed provision, Path To Potential Tutoring can provide:
Session summaries outlining engagement, learning covered and key observations
Progress updates against agreed academic or individual outcomes
Information about attendance, participation and engagement
Identification of emerging strengths, barriers or areas requiring further support
Feedback to help inform reviews, planning and next steps
Ongoing communication with the referring school, local authority or relevant professionals where appropriate
Progress is considered in relation to the individual learner and may include academic attainment, confidence, engagement, independence, re-engagement with education or progress towards agreed EHCP or referral outcomes.
Where longer-term provision is commissioned, we can contribute to periodic reviews to help ensure that support remains appropriate, purposeful and responsive to the learner’s needs.
Safeguarding & Quality Assurance
The safety and wellbeing of every learner is central to the work of Path To Potential Tutoring.
Path To Potential Tutoring is led by a Level 3 Designated Safeguarding Lead (DSL), and safeguarding expectations are embedded throughout our recruitment, induction and day-to-day practice.
Our approach includes:
Enhanced DBS checks for tutors
Safer recruitment procedures, including appropriate checks and references
Safeguarding and child protection expectations at induction
Appropriate training and ongoing professional development
Clear policies and procedures for safeguarding, online safety, data protection and health & safety
Risk assessment of delivery settings where required
Appropriate information sharing with referring organisations and relevant professionals
Clear professional boundaries and expectations for all tutors
Ongoing oversight of the quality and suitability of provision
Tutors are expected to work in accordance with the policies, safeguarding procedures and professional standards of Path To Potential Tutoring.
We aim to provide provision that is not only personalised and engaging, but also safe, accountable and professionally delivered.
Commissioner Quality Assurance Welcomed
Schools, local authorities and other commissioners remain responsible for satisfying themselves that an individual placement is suitable. Path To Potential Tutoring welcomes proportionate due diligence, commissioner visits, placement reviews, record sampling and feedback, and will provide relevant evidence to support ongoing oversight.
Compliance & Safeguarding at a Glance
Safeguarding is central to every commissioned placement. Path To Potential Tutoring is led by a named Designated Safeguarding Lead and operates safeguarding, safer-recruitment, attendance, missing-learner, risk-assessment, lone-working, SEND, data-protection and quality-assurance arrangements.
Before an unsupervised tutor begins a commissioned placement, the required role-appropriate recruitment and compliance checks are completed and recorded. Placement-specific information, including safeguarding, SEND, medical, attendance and risk information, is considered before delivery begins and reviewed when circumstances change.
Attendance and learning are recorded for commissioned sessions. Progress evidence can include session records, work and assessment information, learner voice, six-week review information and termly or otherwise agreed commissioner reports. Reasonable commissioner due diligence, visits and review meetings are welcomed.
Insurance evidence is available for due diligence, including Public Liability up to £10 million, Professional Indemnity up to £2 million and Employers’ Liability up to £10 million where applicable.
Referral Enquiries
If you are a school, local authority or other professional looking to discuss support for a child or young person, please get in touch.
We are happy to discuss:
The learner’s current educational circumstances
Identified needs and desired outcomes
The type and frequency of support required
Preferred location or delivery method
Tutor availability and suitability
Reporting and communication requirements
Any relevant safeguarding, risk or accessibility considerations
Following an initial discussion, we can advise on whether Path To Potential Tutoring is able to meet the learner’s needs and what an appropriate package of support may look like.
To discuss a referral or request further information, please contact us.