A Year 11 learner who had been permanently excluded since Year 9 following a violent incident. They had been diagnosed with ASD, ADHD and Dyslexia. The school had tried a blended learning approach and work packs, but both had failed to engage learner.
Fleet’s Programme Manager worked closely with family to design 15 hours per week preparation for GCSEs, and arranged for in-home invigilation of GCSE exams because the school would not allow them to be taken to their premises.
The learner passed their Maths and English GCSEs and went on to an apprenticeship.
A Year 11 learner who refused to attend school for two years during the COVID pandemic.
They were previously a capable learner, but had been diagnosed with ASD, Asperger’s, OCD and heightened anxiety. Fleet’s task was to help the young person to catch up and to re-engage with their educational setting.
Subject specialists delivered six hours per week of tuition, having to avoid auditory stimulus and flex their daily approach depending on learner feelings. They sourced and developed materials to prompt and develop interactivity, and accounted for OCD behaviours without drawing reference to them.
In just nine months, the learner sat four GCSEs and had caught up on over two years of work, attaining grades 4, 5, 5, and 6. The learner went on to a GCSE in Business Studies and achieved a 92% attendance record.
An 18 year old learner who was formerly in supported accommodation following a stay in psychiatric hospital.
They had been diagnosed with anorexia, depressive disorder, dissociative disorder, and selective mutism.
Fleet’s Programme Manager developed a solution to the learner’s unwillingness to speak to anyone except family or a case worker, or to appear on-screen. Lessons were delivered online as lectures, with feedback from a case worker after each session.
After prolonged efforts, the learner began to engage with the tutor and reported enjoying lessons. They are aiming to complete their GCSE exams next year.