Young people aged 16-25
with EHCPs.
We support learners with EHCPs who require specialist therapeutic intervention — where mainstream settings can no longer meet their needs safely or sustainably.
Learners typically arrive following placement breakdown, periods out of education, or annual reviews showing that mainstream post-16 settings can no longer meet their needs safely or sustainably.
New Seeds Education supports young people aged 16-25 with Education, Health and Care Plans (EHCPs) whose annual reviews and transition planning have demonstrated that mainstream post-16 provision — sixth forms and general FE colleges, even with targeted support — cannot meet their needs, leading their local authority to seek a specialist placement.
Our offer is needs-led, not label-led, and every placement is co-produced with the young person, their family and their local authority. We work in partnership with families, mainstream schools and local authorities to provide a person-centred, therapeutic and relational environment where learners can re-engage with education, build regulation and relationships, and make meaningful progress towards their Preparation for Adulthood outcomes — education and employment, independent living, community inclusion and health.
A calm, low-arousal learning environment — by design
Our provision specialises in supporting learners who benefit from reduced sensory load. The setting is intentionally structured to minimise sensory overload — making it particularly suited to learners with anxiety, autism, SEMH needs and trauma backgrounds who struggle in more dynamic, high-stimulation settings.
Small class sizes
Max 8 learners · 1 teacher · 2 TAs per class, with sustained 1:1 capacity through the day.
Reduced sensory load
Controlled noise, movement and crowding. Predictable routines and quiet transitions between lessons.
Regulation-first spaces
Dedicated SEL / regulation rooms, sensory breaks and access to outdoor space when arousal peaks.
Structured, predictable day
Visual timetables, clear expectations and consistent adult presence across structured and unstructured time.
Who benefits most from this setting
- Anxiety and emotionally based school avoidance (EBSA)
- Autism with sensory sensitivities
- SEMH needs with sensory-triggered dysregulation
- Trauma backgrounds needing predictable environments
Linked directly to outcomes
The low-arousal model supports improved emotional regulation, reduced anxiety, increased engagement in learning, and improved attendance for learners who struggle in high-stimulation settings.
Five Primary Need Types We Support
Tap or hover a need to see how we respond. Most of our learners present with a combination of two or more of these profiles.
Our Learners
Aged 16 – 25
Interactive
A profile per learner — not per diagnosis.
Every young person we support is an individual. Most of our learners sit at the intersection of two or more of these profiles — which is why our curriculum, therapy and pastoral offer are built around each EHCP, not a one-size-fits-all diagnostic category.
← Tap or hover one of the circles to see how we respond.
Aligned to the SEND Code of Practice 2015
Our five profiles map to the four statutory Broad Areas of Need
§6.28
Communication & Interaction
§6.30
Cognition & Learning
§6.32
Social, Emotional & Mental Health
§6.34
Sensory &/or Physical Needs
SEND Code of Practice: 0–25 years (Department for Education, 2015), Chapter 6.
Assess. Plan. Do. Review.
The statutory cycle set out in the SEND Code of Practice 2015, §6.44–6.56. Almost all our learners arrive after the graduated approach in mainstream has shown that specialist, Tier 3 provision is now needed — so from day one at New Seeds Education we begin a fresh, specialist cycle with the young person and their family.
Assess
Holistic multi-disciplinary baseline on admission — Boxall Profile, SDQ, sensory profile, cognitive and literacy assessments, communication screen, and structured conversations with the young person, family and previous setting.
- EHCP and professional reports reviewed
- Young person's voice captured in accessible format
- Family context and history
- Observation across structured and unstructured time
Plan
An Individual Learning Plan (ILP) is co-produced with the young person and their family, mapped to every outcome in the EHCP and to the four Preparation for Adulthood outcomes.
- Specific, measurable, ambitious targets
- Named key adult and therapy lead
- Reasonable adjustments (Equality Act 2010)
- Co-produced — never done 'to' the young person
Do
The plan is delivered daily through our SEEDS therapeutic model — small classes, consistent relationships, scaffolded access, trauma-informed practice, and timetabled therapy alongside our seven-pillar curriculum.
- Class teacher remains accountable
- Specialist input from therapy team
- Daily home-school communication
- Key-adult relationship at the centre
Review
Progress is reviewed at least termly against each ILP target, and formally at the statutory EHCP Annual Review — with the young person, family and Local Authority all shaping the next cycle.
- Termly ILP review — evidence-led
- Statutory Annual Review within 12 months
- Next cycle escalates, refines or sustains
- Amendments requested where needs change
Every cycle escalates, refines or sustains provision — it is never static. This is how we evidence progress to commissioners, families and inspectors across every placement.
Aligned to SEND Code of Practice 2015, Chapter 6, §6.44–6.56 · Children and Families Act 2014 · Independent School Standards 2014 (Parts 1 & 3).
We Support Learners Presenting With
One or more of the following needs, where mainstream education has been unable to meet them:
Autism Spectrum Condition
Including PDA profiles, high anxiety presentations, and complex sensory needs that significantly impact access to mainstream environments.
Social, Emotional & Mental Health (SEMH)
Persistent SEMH needs that have not responded to targeted or enhanced mainstream interventions, often presenting with dysregulation, withdrawal, or challenging behaviour.
Trauma-Related Presentations
Learners whose experiences of adverse childhood experiences (ACEs) or complex trauma, including attachment difficulties, require specialist therapeutic approaches.
Communication & Interaction Needs
Speech, language and communication needs (SLCN) that significantly impact social interaction, learning, and access to curriculum.
Complex Learning Needs
Interacting learning difficulties that require specialist teaching approaches, adapted curriculum, and intensive support.
Anxiety-Based School Avoidance
Prolonged disengagement from education due to anxiety, often with significant attendance challenges requiring specialist intervention.
Many Learners Have Experienced
When New Seeds Is the Right Provision
Our college are appropriate where:
Pathways & Progression
Our programmes focus on:
Re-engagement with learning
Emotional regulation & wellbeing
Preparation for adulthood, education, employment, or training