"Creating a culture of nurture, confidence and self-worth where children can grow"
More Than Ed continues to operate as normal.
We will not be wearing facemasks, or asking your children to do so, as we do not work in confined spaces and all young people at More Than Ed are classed as SEN. However, should you wish us or your child to wear a facemask in the car due to someone in your family being at higher risk of infection, please inform us.
All students' temperatures will be taken prior to their journey to school, and any child that appears to have a higher than normal temperature will be asked to remain at home until they have received a negative COVID-19 test result (not a Lateral Flow Test result.)
All our staff will adhere to all Government restrictions when not at work so that your child and family are protected as much as possible. Please ensure that you and your family continue to follow all rules and restrictions in order to help keep our staff and other students safe.
If you have any concerns, or require any further advice, please do not hesitate to contact us.
The More Than Ed Team 🌈
More Than Ed Therapeutic Provision offers a therapeutic education in a nurture-based environment for young people at risk of permanent exclusion from mainstream school, or those who have already been excluded. As an Attachment and Trauma Aware Provision, we offer in-house Speech and Language Therapy and Occupational Therapy.
Led by a team of Senior Teachers, HLTAs and Therapists, all with vast experience of leading Secondary Schools, Youth Provision and Alternative Provison in the most challenging areas of Nottinghamshire and South Yorkshire, More Than Ed was established in response to the increasing number of child mental health issues we were witnessing in our own settings, and the growing frustration we felt at being unable to access appropriate and immediate therapy and intervention for children in our care.
We believe that all behaviour is communication and, therefore, we recognise that young people exhibiting extreme behavioural difficulties, or showing multiple signs of SEMH, require constant access to nurture, therapy and family support. As members of Nurture UK, all our work is underpinned by the Six Principles of Nurture.
We know that good mental health and effective communication skills are essential for the success of any young person, therefore, our in-house Speech & Language Therapist, Occupational Therapist and Learning Managers support our students and their families at every stage of their journey towards reintegration into appropriate education. Most of our young people have an Education, Health and Care Plan, but some are still in the process of Statutory Assessment. We serve a number of LAC children, alongside young people diagnosed with ASD, ADHD, GDD and other conditions. Each young person, and their family, has open access to these professionals as part of our therapeutic offer.
At More Than Ed, we allow students just to 'be', and to live in the moment. This is incredibly powerful for young people who have faced trauma and anxiety.
This ethos is mirrored in our engagement strategies, where we recognise the advantage of using practices such as Continuous Provision, PLAY and biophillia.
We aim to ensure that all members of the More Than Ed community relate to each other in ways that are engaged, centred, grounded, clear, generous, humble and kind.
Our approach allows our young people to engage with missed early nurturing experiences, giving them the social and emotional skills to deal with the trials and tribulations of life, for life.
We understand how trauma affects the brain and the lives of young people, therefore, every student has an available adult creating a safe environment, where they can learn to handle their emotions.
In order for any young person to learn, self-regulate and develop socially, they must first feel safe and secure; they must be given the opportunity to make friends within small, carefully selected groups, where they can be themselves without fear of being seen as 'different'. They must feel confident that their trusted adult will protect them from situations that make them highly anxious, and that they will support them in learning to regulate their emotions. To ensure we give our young people the best possible chance of achieving these goals, all our work is underpinned by Trauma-Informed and Nurture Principles. Our staff are fully trained in using Trauma-Informed Practice, and all have up-to-date qualifications and training to support children with multiple ACEs and Attachment. Through this Trauma-Informed and Attachment Aware practice, we seek to develop each child’s resilience, self-esteem and good mental health.
Our learner-centred curriculum acknowledges that our students are not uniform; they are individuals who are unable to access a standardised curriculum at this time, therefore, we coach them in the skills and competencies vital to successful living and learning.
Our bespoke therapeutic curriculum ensures that every child's therapeutic needs are met through therapy and 1:1 support, whilst our social-emotional learning helps to develop their problem-solving and self-regulation skills, alongside their resilience and social skills.
There is no typical MTE Student; each child comes to us with a unique set of challenges and needs, however the one thing that links all our young people is that they are highly anxious and find accessing mainstream education extremely challenging, if not impossible.
Each child responds differently to this heightened state of anxiety and may exhibit challenging or aggressive behaviour, social isolation or emotional dysregulation; our therapeutic curriculum is developed to reduce anxiety, encourage safe and secure relationships and develop self-regulation strategies.
We offer bespoke packages to young people whose primary need is SEMH. Their poor mental health may be the result of trauma, attachment, neglect or unmet needs in their previous education settings. Some students have a diagnosis of Autism, ADHD, SLCN or GDD, others do not.