Who is EmpowerEd North for?
EmpowerEd North has two distinct first-stage strands, with different levels of support. The main site offer is the commissioned specialist AP placement route; the Home Education Pilot is a separate, smaller strand being explored alongside it.
- Commissioned specialist AP placements: highly individualised support for autistic learners aged 14-16 and post-16 with severe learning disabilities, complex SEND, communication needs, sensory needs, anxiety, dysregulation, placement breakdown or transition needs. Other age learners may be considered on an individual basis where need, suitability, risk, staffing, insurance and commissioning arrangements fit the provision.
- Home Education Pilot Programme: a separate developing small-group strand for autistic learners aged around 12-16 with social communication differences who are home educated, not currently attending school, or not attending school full time.
How do I know which strand may fit?
If a young person needs highly individualised planning, risk-managed support, 1:1 or 2:1 staffing, transition work, or support arranged through a school, college or local authority, the commissioned specialist AP route is likely to be the relevant starting point. If the young person is aged around 12-16, has autism and social communication differences, and may benefit from a carefully matched small group while not attending school full time, the Home Education Pilot may be worth exploring.
Can families make contact directly?
Yes. Families are welcome to make an initial enquiry or share what they feel is needed. A commissioned placement will still need appropriate planning and agreement with the relevant commissioner, school, college or local authority where applicable.
Does a young person need an EHCP?
Many commissioned placements are likely to link to EHCP outcomes, but an initial conversation can still explore need, context and suitability. The important starting point is understanding the young person's communication, regulation, safety, learning and transition needs.
Is EmpowerEd North a school?
No. EmpowerEd North is a specialist alternative provision and is not currently a registered school, independent special school, college or Section 41 provider. It does not offer full-time education at this stage. In this first stage of opening, support is planned through two clear strands and sits within a wider plan agreed with the family, school, college, local authority or other commissioner.
Can learners attend EmpowerEd full-time?
EmpowerEd placements are individually agreed. For learners of compulsory school age, placements are normally part-time and arranged in partnership with the commissioning school or local authority. For post-16 learners who are no longer of compulsory school age, attendance may be more flexible, depending on the learner's EHCP outcomes, support needs, commissioner agreement, staffing, venue suitability and insurance. We discuss this carefully before any placement is confirmed.
Can EmpowerEd support 19-25 learners?
Young adults aged 19-25 with EHC plans may be considered where there is a clear education or training purpose linked to EHCP outcomes, Preparing for Adulthood, independence, communication, community participation and meaningful progression. Any placement would be individually agreed with the local authority and relevant professionals.
How long is a placement?
The current starting offer is a 12-week initial placement with a formal 6-week review. Longer-term placements may be agreed where a learner needs more time to build relationships, routine and readiness, subject to review and written agreement.
Do you work with schools and local authorities?
Yes. EmpowerEd North can work with schools, colleges, local authorities and other professionals as part of a wider education package. We share updates, review progress and help adults around the learner understand what is working.
Do you provide clinical assessment or therapy?
No. EmpowerEd North does not provide clinical assessment, diagnostic assessment or therapy. We are happy to work alongside external clinicians and professionals where this supports the learner's needs.
Can you support community access?
Where appropriate and carefully planned, support may include graded community learning, sharing space with others, accessing social or leisure opportunities, building independence and preparing for appointments or transitions.
Can you help with transition to another provider?
Yes, where this is part of the agreed plan. EmpowerEd North can support bespoke transition by building trust with the learner, working with the accepting provider, planning graded steps, preparing visual supports or social stories, sharing strategies and modelling approaches.
How are placements funded?
Funding is discussed case by case. Placements may be discussed with a school, local authority, college or other commissioner. Small group/shared-support placements may start from £150 per learner per day where suitable and commissioner-agreed. Learners requiring dedicated 1:1, 2:1, transition, outreach, community-based support or enhanced reporting are individually costed according to needs, hours, staffing, location, risk and review requirements.
How can people trust a new provision?
EmpowerEd North is new as an organisation, but it is led by Janice March, an experienced SEND practitioner with over 20 years' experience in autism, severe learning disabilities, complex communication needs, safeguarding, curriculum design, specialist provision and senior leadership. Janice has specialist training in approaches including SCERTS, TEACCH, Social Stories, sensory regulation and visual supports. Her previous work includes autism provision recognised by the National Autistic Society with an Inspirational Education Award, and provision judged by Ofsted as outstanding and life-changing.
What might a session include?
A session might include communication work, sensory regulation, visual supports, Social Stories, TEACCH-informed structure, life skills, practical learning, community access, independence, PSHE, functional English or maths, or preparation for a transition. The starting point depends on what the learner needs.
What if my young person cannot access the community yet?
That is understood. For some learners, the first step is simply tolerating another person's presence, sharing space, communicating a need or building enough trust to leave the house or enter a familiar place. Community access can be built gradually.
