Our principal college offer supports young people aged 16–25 with EHCPs, including learners with Autism, SEMH, SLCN, trauma-related presentations and complex barriers to education. We also provide part-time school-age inclusion & engagement programmes, medical-needs education and tuition in partnership with schools and local authorities.
Specialist education built around the individual
New Seeds Education provides calm, nurturing and purposeful learning environments for young people who need a smaller and more personalised route into education, qualifications, independence and employment.
We support learners whose needs may include Autism, including demand-avoidant profiles; Social, Emotional and Mental Health needs; Speech, Language and Communication Needs; trauma and attachment-related difficulties; anxiety-based education avoidance; disrupted education and complex barriers to engagement.
Many learners experience needs across more than one area. Our approach therefore begins with the whole young person rather than a single diagnosis or label.
Our multidisciplinary model
Our education and therapeutic teams work with learners, families, schools, local authorities and involved professionals to develop a coordinated programme around the young person's strengths, needs and aspirations.
Therapeutic practice is led by our fully BABCP-accredited Therapy Lead and embedded within the wider educational approach. Additional professional input—including Speech and Language Therapy, Occupational Therapy, Educational Psychology and other specialist services—is commissioned or coordinated where identified within the learner's EHCP and agreed placement plan.
For medical-needs education, New Seeds completes an individual suitability and risk assessment before accepting a placement. Support is planned with the learner, family, commissioner, substantive education setting and relevant healthcare professionals. Where nursing oversight or condition-specific support forms part of the agreed package, it is provided by appropriately qualified professionals working within their competence.
Every learner accepted for a placement completes an appropriate induction, screening and transition process. This enables us to agree the educational programme, therapeutic support, reasonable adjustments and intended outcomes from the beginning.
