Specialist online provision for the young people your usual placements have not reached

The young people generalist provision cannot hold. We routinely onboard learners who have been out of education for up to five years, who may not have left the house in months, and who cannot turn a camera on or speak out loud when they start. We re-engage them, often quickly, because the environment finally fits.

• Learners experiencing extended Barriers to Attendance, sometimes for years
• Situational mutism, complex anxiety, demand-avoidant profiles
• Autistic and neurodivergent girls and gender-diverse young people whose needs have been missed or misread
• Learners with an EHCP, awaiting assessment, or self-identified

• Almost all educators are neurodivergent themselves. Lived experience is a design principle, not a training-manual theory.
• Genuinely neuro-affirming. No forced masking, accommodations as standard, identity-building built in through Neurodiversity University.
• Relational safety first, academic progress second. The order these young people actually need.
• Mentoring, clubs, entrepreneurship and Preparing for Adulthood included as standard, not sold as extras.
• Part-time through to full-time GCSE curriculum, with a gentle 12-week re-entry route (Back to Balance) for the least engaged. A level courses to begin in 2027.

Young person remains on the school’s roll; we deliver their education. Commissioned by the school. Often the right route for young people who are still in the system but cannot access mainstream lessons.

Education Other Than At School, arranged through the EHCP. Funded by the local authority. Named as provision in Section F where no school setting can meet need. Costed quotes provided within five working days of an enquiry.

Family arranges the place directly, often as a bridge while statutory routes resolve. Useful to know because families frequently ask commissioners about this while an EHCP is in progress.

These are identity and trajectory shifts, not just attendance figures. Outcomes vary by young person and take time, but this is our core work:

• Non-speaking learners becoming communicative and expressive
• Young people with no prior friendships building real ones
• Learners out of school for years re-engaging with structured learning
• Young people growing into confident self-advocates

We asked every Haven family after our first year whether the model was holding. Every family who responded said their young person’s overall wellbeing had improved since joining. Every family said their young person feels safe in lessons and accepted exactly as they are. Every family would recommend The Haven to another family.

“Given us our child back.”

A Haven parent, year-one feedback, July 2026

For commissioners weighing a placement against outcomes evidence, the full year-one findings, “What Our Learners, Families and Educators Told Us”, are available on the The Haven website.