Alternative Education at The Orchard
A different environment. A meaningful education. A pathway forward.
The Orchard provides structured Alternative Provision for learners aged 8-16 who benefit from practical, experiential and relationship based education.
Through practical, vocational and creative learning, learners develop confidence, knowledge, skills, independence and positive learning behaviours while working towards their individual educational outcomes.
The Orchard 8-16 Learning Journey
The Orchard's standard 8 -16 programme’s are two days per week. Additional attendance may be considered where assessment identifies that it would be appropriate, subject to suitability, capacity and commissioning.
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Foundation Programme
Ages 8–14
Foundation Programme
2 days per week
Discover - Engage - Develop
Practical and experiential education focused on building:
Confidence
Communication
Emotional wellbeing
Relationships
Independence
Responsibility
Problem-solving
Engagement with learning
Learners follow an Orchard pathway while English, mathematics, science, digital skills, PSHE and wider educational outcomes are embedded through meaningful practical learning.
Typical duration:One academic year.
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Vocational Foundation Programme
Ages 14–16
Vocational Foundation Programme
2 days per week
Explore - Develop - Prepare
Building on the Foundation Programme with increased emphasis on:
Vocational skills
Practical competence
Independence
Employability
Careers
Professional behaviours
Preparation for post-16
Where appropriate, learners may have the opportunity to work towards a recognised Level 1 vocational qualification.
Typical duration: One academic year.
Our Learning Pathways
Multiple Pathways. One Purposeful Curriculum.
The Orchard’s curriculum is delivered through five specialist learning pathways, each providing a different practical, vocational and career-focused context for learning:
Reins & Roots - Equine
Nurture & Nature - Animal Care
Ground & Growth - Land-Based & Horticulture
Business & Bloom - Business, Administration & Enterprise
Brand & Blossom - Graphic Design & Creative Digital
Learners develop personal, practical, vocational and transferable skills from their individual starting point.
Alongside pathway-specific learning, the wider Orchard curriculum incorporates English, Mathematics, Science, Digital Skills, PSHE, Life Skills, Personal Development, Employability, Careers Education and Preparation for Adulthood.
Learning also supports the development of confidence, communication, emotional wellbeing, relationships, independence, responsibility, problem-solving, teamwork and leadership, with individual EHCP outcomes incorporated where appropriate.
Preparation for Adulthood supports learners to develop towards greater independence, employment, community participation, and health and wellbeing, according to their age, needs and individual starting point.
Programmes are personalised around each learner’s strengths, needs, interests, aspirations and intended outcomes, with opportunities for increasingly ambitious learning and progression as they develop.
Different pathways. One curriculum. Individual futures.
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Reins & Roots
Learning through horses
Reins & Roots combines personal development with purposeful equine learning. Through horse care, stable routines and meaningful responsibility, learners develop confidence, communication, emotional regulation, independence and practical skills.
Learning may include:
Horse care, health and welfare
Grooming and stable routines
Safe handling and working practices
Communication and positive relationships
Responsibility and professional behaviour
Practical English, mathematics and science
Digital evidence and portfolio development
Employability and preparation for the future
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Nurture & Nature
Learning through animals and nature
Nurture & Nature uses animal care and the natural environment to support emotional development, practical learning and positive engagement.
Learning may include:
Animal care, welfare and husbandry
Safe handling and daily routines
Animal health, behaviour and nutrition
Empathy, communication and relationships
Confidence, independence and responsibility
Practical English, mathematics and science
Digital research and progress recording
Employability and preparation for adulthood
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Ground & Growth
Learning through horticulture, land and nature
Ground & Growth combines personal development with purposeful horticultural and land-based learning.
Learning may include:
Horticulture and gardening
Growing fruit, vegetables and other plants
Grounds maintenance
Conservation and habitat management
Environmental awareness and sustainability
Safe use of tools and equipment
Practical English, mathematics and science
Digital planning, research and evidence
Teamwork, problem-solving and employability
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Business & Bloom - Coming soon!
Learning through business, enterprise and real-world projects
Business & Bloom uses business, administration and enterprise activities to develop confidence, organisation, communication and practical workplace skills.
Learning may include:
Business, administration and enterprise
Customer service and professional communication
Organisation, planning and time management
Enterprise projects and problem-solving
Confidence, independence and responsibility
Practical English and mathematics
Digital skills and workplace technology
Teamwork, leadership and professional behaviours
Employability, careers and preparation for adulthood
Life skills and greater independence
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Brand & Blossom - Coming Soon!
Learning through graphic design and creative digital projects
Brand & Blossom uses graphic design, creativity and digital technology to develop practical skills, self-expression, communication and confidence through purposeful creative projects.
Learning may include:
Graphic design and visual communication
Creative digital skills and technology
Branding and design projects
Planning, developing and presenting ideas
Confidence, creativity and self-expression
Practical English and mathematics
Digital literacy, research and online working
Communication, teamwork and problem-solving
Employability, careers and preparation for adulthood
Life skills and greater independence
Who We Support
The Orchard provides Alternative Provision for learners aged 8-16 who benefit from a calm, structured and practical approach to education.
Our provision may be suitable for neurodivergent learners and young people who experience:
Autism or ADHD
Mild or moderate learning difficulties
Social, Emotional and Mental Health needs
Anxiety or emotionally based barriers to attendance
Low attendance or disengagement from education
Sensory differences
Difficulties with confidence, relationships or emotional regulation
Trauma or disruption to their education
A preference for practical, visual and outdoor learning
We also welcome referrals for children in care and learners receiving support from Early Help or Children’s Social Care. Our consistent, relationship-led environment may be particularly valuable for learners who have experienced placement changes, disrupted education or difficulties building trust with education.
Staffing and Additional Support
Our usual staffing ratio is up to one member of staff for every Four learners.
Where assessment identifies a need for dedicated support, additional 1:1 staffing may be available where it is appropriately funded and agreed as part of the commissioned placement.
Accessing the Environment Safely
Learners must be able to:
Communicate their essential needs through spoken language
Understand and respond to immediate safety instructions
Participate safely around horses, animals, tools and outdoor environments
Engage within the staffing arrangements agreed for their placement
Riding is optional. Learners can participate fully in equine learning through ground-based horse care, stable routines and practical activities.
Every Referral Is Individual
We consider the learner’s:
Strengths, interests and aspirations
Educational and personal-development needs
Communication abilities
Sensory profile
Emotional-regulation needs
Behaviour and safety
Health and mobility
Supervision requirements
EHCP outcomes, where applicable
Intended placement outcomes
The Orchard provides specialist education rather than clinical treatment, specialist communication provision or statutory social care.
A placement is offered only where we are satisfied that we can meet the learner’s needs safely, appropriately and meaningfully.
3 of Our Foundation Programmes are available now through commissioned Alternative Provision placements.
More Than Practical Activities
Purposeful Learning Through Real Experience
The Orchard’s programmes are structured educational programmes. Equine, animal care, horticulture, business, enterprise and creative digital learning provide meaningful contexts through which learners develop knowledge, skills, confidence and independence.
Personal Development
Learners develop:
Confidence and self-belief
Emotional awareness and regulation
Resilience
Communication and positive relationships
Trust, empathy and teamwork
English, Mathematics, Science and Digital Skills
Essential learning is embedded naturally through activities such as:
Reading instructions and recording information
Measuring feed, materials and growing areas
Exploring animal health, plant growth and the environment
Researching information and creating digital evidence
Discussing, reflecting on and presenting learning
Practical Skills and Responsibility
Learners build:
Safe working practices
Practical competence
Independence
Responsibility and reliability
Problem-solving and decision-making
Respect for animals, people and the environment
Life Skills and Employability
Learners develop skills that can support them in:
Education and training
Volunteering
Employment
Community participation
Independent living
Adult life
Learners are supported to understand what they are learning, why it matters and how their skills can be used beyond The Orchard.
Progress is planned, assessed and evidenced throughout each placement.
“Horses and nature provide the experience. Skills create the opportunities. Growth opens the future.”
The Orchard Learning Framework
Growing Confidence. Growing Skills. Growing Futures.
The Orchard Learning Framework Growing Confidence. Growing Skills. Growing Futures.
Every Orchard programme is underpinned by a shared Learning Framework that recognises progress from each learner’s individual starting point.
The framework is not a fixed ladder or a race towards Fruit. A learner may be at Fruit in one area while beginning at Roots in another. Progress happens at different times and in different ways.
Roots - Building Strong Foundations
Learners begin by feeling safe, developing trust and building positive relationships with staff, peers, animals and the learning environment.
This stage supports:
Confidence and belonging
Communication
Emotional awareness
Trust and positive relationships
Safe participation in practical learning
4. Fruit - Taking Achievement Forward
Fruit represents learners using their skills confidently, consistently and in different situations.
Achievement may include:
Improved engagement and wellbeing
Personal growth and greater independence
Practical competence
Progression into further learning or an accredited qualification
Volunteering, employment or community participation
Increased readiness for adulthood
2. Trunk - Growing Confidence and Responsibility
Through predictable routines, meaningful activities and consistent support, learners develop knowledge, practical skills and greater responsibility.
This stage supports:
Emotional regulation and resilience
Practical knowledge and competence
Communication and teamwork
Responsibility
Growing independence
3.Branches - Exploring New Opportunities
As confidence and competence develop, learners take on new challenges and begin applying their skills with greater independence.
This stage supports:
Problem-solving and decision-making
Transferable and employability skills
Initiative and leadership
New interests and aspirations
Exploration of education, volunteering and vocational pathways
Progress across Roots, Trunk, Branches and Fruit is recorded through The Orchard Growth Passport, supported by learner reflections, tutor observations, practical activities and portfolio evidence.
It records how the learner grows, not simply what they do.
Every learner. Every journey. Every achievement.
How to Join The Orchard
Every learner's journey at The Orchard begins with understanding the individual.
We work with learners, families or carers and commissioning organisations to understand the learner's strengths, needs, interests, starting point and aspirations before determining whether The Orchard can offer an appropriate programme.
1. Referral & Initial Assessment
Before offering a place, we consider the learner's:
Educational needs and current starting point
Strengths, interests and aspirations
Communication and sensory profile
Emotional wellbeing and regulation needs
Health, safety and support requirements
Previous educational experiences
EHCP outcomes, where applicable
Vocational interests
Intended outcomes
We also consider which Orchard programme and learning pathway is most appropriate.
A place is offered only where we are satisfied that The Orchard can meet the learner's needs safely, appropriately and meaningfully.
2. Meet & Discover
Where appropriate, learners are invited to visit The Orchard and take part in a Meet & Discover session before a place is confirmed.
This provides an opportunity to meet staff, explore the environment, experience Orchard learning and begin building relationships.
It also helps us understand how the learner responds to the environment and whether our provision is suitable for them.
3. Programme Offer
Following assessment, The Orchard will identify the programme we believe best matches the learner's age, needs, starting point and intended outcomes.
This may be:
Ages 8–14 - Foundation Programme
2 days per week
Ages 14–16 -Vocational Foundation Programme
2 days per week, with the potential to work towards a Level 1 vocational qualification where appropriate.
Age 16+ - Specialist Vocational Education
2–3 days per week, with progression through appropriate vocational learning and qualifications.
Additional attendance may be considered where assessment identifies that it would be appropriate, subject to suitability, capacity and commissioning.
4. Individual Learning Plan
Although learners join a defined Orchard programme, their learning is personalised.
Each learner has an Individual Learning Plan (ILP) informed by their starting point, strengths, aspirations and identified needs.
Depending on the learner, this may include targets relating to:
Confidence and emotional wellbeing
Communication and relationships
Independence and responsibility
Practical and vocational skills
English, mathematics and digital skills
Employability
EHCP outcomes
Qualification achievement, where applicable
Preparation for the learner's next stage
5. Learning, Assessment & Progress
Progress is assessed throughout the learner's programme.
Evidence may include practical assessments, tutor observations, learner reflections, skills records, photographs, portfolios, Growth Passport achievements and vocational assessment evidence where applicable.
Progress is reviewed with the learner and, where appropriate, families, carers, commissioners and other involved professionals.
Reviews consider both what the learner has learned and how they have developed, including engagement, confidence, communication, practical competence, independence, personal development, EHCP outcomes and progress towards their next stage.
6. Progression & Next Steps
Every Orchard programme has a clear focus on progression.
Depending on the learner's age, needs and aspirations, their next step may include:
Progression within The Orchard - Vocational qualifications - Further education - Another education setting - Supported internship - Apprenticeship •-Employment -Volunteering - Greater independence and participation in adult life.
Progression is individual. It is planned around the learner's achievements, aspirations, needs and readiness.
Assessment, Evidence and Progress
Recognising Growth from Each Learner’s Starting Point
Assessment at The Orchard is continuous, supportive and personalised.
Learners are not compared with one another. Progress is recognised from each individual’s starting point, acknowledging that development happens at different times and in different areas.
Our programmes use a structured assessment and evidence model developed by The Orchard. This brings together practical learning, personal development, learner reflection and professional observation to provide a meaningful picture of progress.
The Orchard Growth Passport
The Orchard Growth Passport provides a personalised record of development across areas such as:
Confidence and self-belief
Communication and relationships
Emotional awareness and regulation
Mindfulness and wellbeing
Resilience
Independence and responsibility
Practical skills
Problem-solving and teamwork
Employability
Preparation for adulthood
Future planning
Progress is represented through The Orchard Learning Framework:
Roots → Trunk → Branches → Fruit
A learner may demonstrate confidence in one area while still requiring support in another. The purpose is to recognise meaningful individual growth rather than expecting every learner to progress in the same way or at the same speed.
Meaningful Evidence
Progress may be supported by:
Practical activities
Tutor observations
Learner reflection
Photographs
Portfolio work
Discussions
Personal targets and reviews
Feedback from families and professionals
Where appropriate, evidence can contribute towards EHCP and Preparing for Adulthood outcomes.
Regular progress information is shared with the learner, family or carers and commissioning organisation.
We record how the learner grows, not simply what they do.
Suitability and Safety
The Right Placement in the Right Environment
The Orchard provides practical education within active equine, animal care and outdoor environments. Every referral is considered individually to ensure that the placement can be safe, appropriate and genuinely beneficial for the learner.
Before offering a placement, we consider the learner’s:
Strengths, interests and intended outcomes
Communication and understanding
Emotional-regulation and sensory needs
Behaviour and potential risks
Health, mobility and medical needs
Ability to follow essential safety instructions
Required level of supervision and support
Compatibility with animals, practical activities and the wider learning environment
Learners must be able to communicate their essential needs through spoken language and respond to immediate safety instructions. They must also be able to participate without presenting an ongoing risk to themselves, other learners, staff or animals.
Riding is optional and is not required to access Reins & Roots. Activities are selected according to each learner’s needs, confidence, interests and assessed suitability.
Where additional support is required, commissioned 1:1 staffing may be considered following assessment and agreement with the commissioning organisation.
The Orchard provides specialist education and personal development support. We do not provide clinical treatment, personal care, specialist communication provision or constant line of sight supervision.
A placement will only be offered where we are confident that we can meet the learner’s needs safely, appropriately and meaningfully.
Every decision is guided by the wellbeing of the learner, the safety of the wider Orchard community and the welfare of our animals.
Progression and Future Pathways
Building Readiness for Each Learner’s Next Step
Every Alternative Provision placement is designed with progression in mind. Learners develop the confidence, practical skills, independence and positive learning behaviours needed for their next appropriate step.
Positive Destinations
Depending on the learner’s age, needs, achievements and aspirations, progression may include:
Progression to another appropriate education setting
Further education or vocational learning
College or specialist post-16 provision
Training or a supported internship
Volunteering and community participation
Preparation for employment
Greater independence and readiness for adult life
Continuing at The Orchard
For some learners, continuing their journey at The Orchard may be the most suitable next step.
Learners who demonstrate the necessary interest and readiness may progress from a Foundation Programme into:
Ages 14–16: Level 1 Vocational Pathway
An opportunity to work towards an accredited qualification within a supportive, practical learning environment.
Post-16 Vocational Programmes
The Orchard offers Horse Care qualifications at Levels 1, 2 and 3. Riding is optional and is not required to study Horse Care; programmes focus primarily on horse care, welfare, practical competence and vocational skills.
From September 2027, The Orchard plans to expand its post-16 vocational offer to include:
Animal Care at Levels 1, 2 and 3, including Dog grooming
Land-Based and Horticulture programmes
Business and Administration programmes
New programmes will be subject to final approval, demand, suitability and availability.
Progression within The Orchard is not automatic. Each learner’s next step is considered according to their achievements, interests, readiness, support needs and intended outcomes, alongside programme entry requirements.
Whether learners continue at The Orchard or take their skills into another setting, we help them prepare for a meaningful and positive next step.
Growing Confidence. Growing Skills. Growing Futures.
Commissioning & Referrals
The Orchard welcomes referrals for learners aged 8-16 from schools, local authorities and other commissioning organisations.
Our standard Alternative Provision programme is two days per week, delivered through the Orchard pathway identified as most appropriate for the learner following assessment.
Before offering a place, we consider the learner's needs, interests, intended outcomes, support requirements and suitability for the Orchard environment.
To discuss a referral or potential placement, please contact us.
Additional attendance may be considered where assessment identifies this as appropriate, subject to suitability, capacity and separate commissioning.
What we need at referral
Where available, please provide relevant information including the learner's EHCP, current education arrangements, identified needs, risk information, support requirements and intended outcomes.