Table Of Contents
- What Does a Day at Limitless AP Look Like?
- Our approach follows a continuous cycle
- Individualised Weekly Planning (Plan)
- Observing the Whole Child (Assess)
- Tracking Progress Using Tapestry
- Reviewing Progress (Review)
- Identifying Next Steps (Plan)
- Trauma-Informed and Wellbeing Support (Do)
- Weekly Wellbeing Support
- Enrichment Programme
- Supporting Positive Outcomes
- Our Purpose at Limitless AP
What Does a Day at Limitless AP Look Like?
Daily Structure : We provide a structured, supportive environment where every part of the day has a purpose. By combining regulation, wellbeing, life skills, academic learning, and fitness, we help students grow in confidence, engagement, and readiness for next steps.
| Warm-Up & Regulation | Wellbeing Interventions | PSHE Life Skills |
|---|---|---|
|
Warm-Up & Regulation
We begin the day with activities that help students settle, regulate emotions, and prepare for learning in a calm and positive way
|
Wellbeing Interventions
Students take part in wellbeing-focused support to build confidence, resilience, emotional awareness, and positive routines
|
PSHE Life Skills
Our programme helps students develop the knowledge and skills they need for everyday life, healthy relationships, decision-making, independence, and preparation for the future.
|
| Functional Skills: English / Maths | Fitness Theory: AQA | Fitness Practical: AQA |
|---|---|---|
|
Functional Skills: English / Maths
Students strengthen their core English and maths skills through functional learning that is practical, relevant, and tailored to individual needs.
|
Fitness Theory: AQA
Students explore the theoretical side of fitness through the AQA programme, developing understanding of health, exercise, and the body.
|
Fitness Practical: AQA
Practical fitness sessions give students the opportunity to apply their learning, build teamwork, improve physical wellbeing, and experience success through activity.
|
At Limitless Alternative Provision (AP), each day is carefully structured to support the individual needs, progress, and wellbeing of every student.
We understand that positive outcomes happen when students feel safe, understood, supported, regulated, and ready to learn.
Our provision combines academic learning, SEMH support, wellbeing development, trauma-informed practice, and enrichment opportunities to remove barriers and help every student succeed.
Our approach follows a continuous cycle:
Observe → Assess → Plan → Do → Review
This ensures support is personalised, responsive, and aligned with DfE expectations for high-quality Alternative Provision.
Individualised Weekly Planning (Plan)
Each student follows a personalised programme tailored to their EHCP outcomes, SEMH needs, academic starting points, strengths, interests, barriers to learning, and emotional regulation needs.
Learning is designed to be achievable, engaging, meaningful, appropriately challenging, and supportive of confidence and independence.
Observing the Whole Child (Assess)
We regularly observe each student’s development across emotional wellbeing, engagement in learning, behaviour and self-regulation, social interaction, academic progress, confidence, independence, and readiness to learn.
Tracking Progress Using Tapestry
We use Tapestry, a secure online learning journal, to record observations and track progress over time.
Tapestry links learning directly to EHCP targets, SEMH development, academic progress, emotional wellbeing, independence, and life skills.
Evidence may include observations, photographs of learning, examples of work, enrichment participation, and wellbeing development.
Reviewing Progress (Review)
Staff review observations regularly to evaluate progress towards targets, effectiveness of strategies, wellbeing development, and readiness for next stages of learning.
Identifying Next Steps (Plan)
Following review, staff identify next steps which may focus on emotional regulation, confidence building, engagement in learning, communication, relationships, academic progress, independence, and transition support.
Trauma-Informed and Wellbeing Support (Do)
We use a trauma-informed approach recognising how experiences impact behaviour and engagement.
Our approach includes safe environments, consistent relationships, emotional regulation support, clear routines, empathy, belonging, and coping strategies.
Weekly Wellbeing Support
Students receive regular check-ins, SEMH interventions, emotional literacy support, and safe spaces to regulate and reflect.
Enrichment Programme
Enrichment includes physical activity, life skills, community experiences, teamwork opportunities, confidence building, independence development, and preparation for future pathways.
Supporting Positive Outcomes
Through Observe → Review → Next Steps, combined with trauma-informed and wellbeing practice, Limitless AP ensures provision is responsive, barriers are reduced, wellbeing is prioritised, and progress is supported over time.
Our Purpose at Limitless AP
The purpose of Limitless Alternative Provision is to provide a safe, supportive, and structured environment where young people can rebuild confidence, develop emotional wellbeing, and re-engage in learning.
We support students who may have experienced barriers to education due to SEMH needs, SEND, anxiety, trauma, or disrupted educational experiences.
Our aim is to remove barriers to learning through personalised support, trauma-informed practice, and meaningful learning opportunities.
We work to ensure every young person:
- feels safe, understood, and valued
- develops confidence and self-belief
- builds emotional regulation skills
- experiences success in learning
- develops independence and life skills
- is prepared for future education, employment, or training
Through strong relationships, consistent support, and individualised planning, we help students make progress from their starting points and achieve positive outcomes.
At Limitless AP, we believe every young person deserves the opportunity to succeed, regardless of the challenges they may have faced.
