“Together we work to provide outstanding child focused education and intervention through our network of outreach teaching teams allowing the children we support to achieve and be the best they can be.”
We do this by giving young people a voice to develop and build their own future either academically or through alternative provision. We aim to develop children’s Wellbeing & Self-Confidence using Cognitive behavioral therapy (CBT) to support positive behaviours, trauma informed practice, as well as developing oracy skills to help develop communitive and expressive skills
Our Services
We are committed to delivering high-quality, flexible educational provision that meets the diverse and evolving needs of children and young people. We recognise that a range of social, emotional, behavioural, and educational challenges can present significant barriers to accessing mainstream education.
Our provision supports learners from a wide variety of backgrounds, including those with complex needs, those who have experienced exclusion, and those currently not in education. We provide structured, supportive environments designed to re-engage students in learning and promote both academic and personal development.
Working in close partnership with students, schools, and families, we design personalised education plans tailored to individual strengths and areas for development. Each plan incorporates appropriate curriculum content, clearly defined and achievable targets, agreed timeframes, and scheduled progress reviews to ensure measurable outcomes and sustained progress.
Our approach is centred on collaboration, accountability, and a shared commitment to enabling every young person to achieve their full potential.
Relationships First
Positive, consistent relationships are at the heart of everything we do. We recognize that trust is fundamental to engagement and progress. Our staff are committed to being approachable, compassionate, and reliable, creating a secure environment in which pupils feel understood and valued.
Individuality and Inclusion
We understand that every child’s journey is unique. Many of our pupils have experienced challenges that have affected their access to education. We place the individual at the Centre of our provision, tailoring curriculum content, pastoral support, and expectations to meet their specific needs, strengths, and aspirations.
Inclusion means recognizing potential rather than limitations.
High Expectations with Realistic Pathways
We maintain high expectations for achievement, behavior, and personal development. At the same time, we set realistic, measurable targets supported by clear timeframes and regular progress reviews.
Our personalised education plans ensure that learning is structured, purposeful, and achievable, enabling steady and sustained progress.
Pastoral Care as the Foundation
Pastoral support is central to our work. We approach our responsibilities with sensitivity, warmth, professionalism, efficiency, realism, and thoroughness.
We recognise that emotional wellbeing underpins academic success. By addressing barriers holistically, we enable pupils to re-engage with learning in a meaningful way.
Our Vision
At 1-2 Achieve, our vision is to create a safe, nurturing, and aspirational learning environment where every young person aged 4 to 16 is empowered to re-engage with education, realise their potential, and build a positive future.
We believe that with the right support, structure, and relationships, every child can overcome barriers and achieve meaningful and sustained success.
Our Mission
Our mission is to provide high-quality alternative and special education that enables pupils to progress academically, socially, and emotionally.
Through effective teaching, strong pastoral care, and personalised learning pathways, we support young people to:
- Rebuild confidence and self-belief
- Develop essential life skills
- Achieve recognised and meaningful qualifications
- Transition successfully into sustained education, training, or employment
We are committed to ensuring that education is purposeful, relevant, and transformative for every learner.
