(Cardiff, 2025)

Context

​Our Alternative Provision works with some of the most vulnerable learners across Cardiff—young people aged 16–25 who have faced barriers in mainstream education due to neurodivergence, trauma, and unmet needs. Many arrive disengaged, with disrupted learning and a history of exclusion.

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The Approach

We developed a whole-service model that integrates:

• Executive Function Coaching - embedding planning, memory, focus, and regulation skills into everyday routines.

• Assistive Technology - practical tools to reduce barriers in writing, organisation, and communication.

• Person-Centred Scaffolding - learners co-produce strategies that build independence.

• Staff Training & Consistency - ensuring every adult models the same language and approaches.

• Safe, Affirming Spaces - structured calm zones and sensory supports to regulate before re-engaging.​

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Learner Impact

Our work is best understood through the voices of the learners themselves:

• Dylan (20, BTEC Film): “I actually enjoy writing now because I feel in control of it.” → Progressed from incomplete assignments to independent, confident written work.

• Rui (18, Photographer in training): “They didn’t just tell me what to do—they showed me how to take control.” → 80% reduction in emotional outbursts, increased self-advocacy.

• Bella (19, Dyslexia/ADHD): “My College made me feel like I was normal and that we all have different ways of expressing things.” → Significant drop in shutdowns, improved tutor collaboration.

• Bex (21, Animation student): “They believed in me before I did.” → Now independently uses coping strategies, communicates confidently with tutors.

 

What Made the Difference?

• Normalising neurodivergence and celebrating strengths

• Scaffolding executive function strategies into lessons and daily life

• Embedding AT tools (speech-to-text, planning apps, digital readers)

• Consistency across staff: predictable routines, co-regulation, affirming language

• Bridging with families and tutors to create joined-up plans

 

Key Outcomes

Across the provision, we’ve seen:

• 70% increase in independent task completion

• 80% decrease in emotional outbursts

• Significant reduction in academic backlog

• Renewed learner motivation, identity, and self-advocacy

 

Looking Ahead

By embedding a whole-service approach to executive functions, our Cardiff provision is proving that neurodivergent learners thrive when given structure, voice, and the right tools. This work isn’t just about academic outcomes—it’s about dignity, belonging, and preparing young people for life.