At the start of the COVID-19 pandemic, we had to re-visit how we could continue to deliver one
to one sessions to our students, particularly our vulnerable SEND cohort. 

With some reservations, we made the decision that where practical to do so, we should move the
cohort to 1 to 1 online learning using our own secure learning platform we had specially
developed.

We ‘up skilled’ our Education Specialists (tutors), so that each student had a familiar face to work
with and to enable us to maintain continuity.

In the vast majority of placements, the transfer to online learning had a significant positive
impact.  We saw improved attendance, punctuality, and levels of engagement.

AS has a diagnosis of Autistic Spectrum Disorder (ASD) with specific difficulties in the areas of
language and communication, social interaction, self-help and independence.  She can also present
physical aggressive behaviours when she becomes distressed or anxious.  Although AS is verbally
and physically able, she doesn’t manage more than momentary interaction and dialogue with other
people.  We were concerned that online sessions would not be suitable for her.

Fortunately, online engagement and education sessions have proved to encourage her to engage
and have proved very successful for her, compared to previous face to face sessions.  Pre Covid-
19, AS’s level of engagement averaged at 2 out of 10 and she rarely interacted with her tutors,
often refusing to come out of her bedroom.

Since moving sessions online, AS’s levels of engagement have increased significantly.  This is
particularly pleasing as her biggest challenge is coping with change.  Even if the change is relatively
minor - for her it is a major disruption.

Her participation and engagement have increased to an average of 8, frequently reaching 9 out of
10, and progress in learning is continually being made.

BM has adjusted very well to online learning and attends 5 hours a day 5 days a week.  He
engages in cooking, gardening, crafting and of course Maths and English, all online, with his tutor.

He has even achieved his Level 2 Food Hygiene Certificate - and now wants to work towards
receiving a First Aid certificate too! BM’s current attendance and punctuality is 100%.

MW was struggling to engage with his face to face sessions.  Typically, he had difficulty making his
way to sessions, he was slow to get out of bed, generally arriving an hour late to sessions - when
he could find the motivation to attend.  Frequent calls were made to the carer and MW to encourage
him to attend, but his mental health, anxiety and sleeping patterns made it difficult for him to
engage.

Since moving to the online platform, we have seen an increase to MW’s attendance, punctuality,
and engagement.  

Previously, where he had a late night, or was feeling particularly anxious about travelling to his
sessions, he would refuse to attend and go back to sleep.  Now when he is feeling like this, he may
initially say that he does not feel like attending - but has the flexibility to change his mind and
connect to his tutor within a couple of minutes, which he now generally does.

The statistics for MW speak for themselves:
Of 50 sessions pre virus:  21 sessions missed =59% attendance
Of 23 sessions since virus:  4 sessions missed = 83% attendance

MB has a diagnosis of autism and experiences social interaction difficulties often associated with
Autistic Spectrum Disorders (ASD).  Prior to the Easter break, MB was scheduled for face to face 1
to 1 sessions at his local library.  Due to episodes of significant anxiety, MB struggled with his
attendance and motivation.  He only achieved 42% attendance during the spring term.

As libraries closed due to Lockdown, we approached the Client to suggest that we transferred MB
to online learning after the Easter break.  The Local Authority approved the change in delivery but
stated that they were not convinced that MB would engage.

Now we are nearly at the end of the first half of the summer term, and MB has significantly
improved: 93.75% attendance, 100% punctuality and an over 80% level of engagement in all of his
sessions. He is completing English, Maths, and Science formal activities, as well as participating in
online cooking tasks that include Food Health and Safety, planning healthy eating menus, preparing
the food, cooking and even washing up afterwards.   And all this carried out online.

• I am finding that the benefit of the online teaching is that it is easier to spot when
the student has misinterpreted something and explaining or analysing why he has
misunderstood is actually easier as it is more focused

• Using the online platform suits the student’s way of working and I feel that we both
can manage the timings of his session much more effectively

• Accessing the Fresh Start online platform is so easy and stress free. I use other
online platforms for private students, and they are all more complicated and less
effective.

Over 70% of our students moved to our online learning platform as a temporary measure
during the Lockdown.  We have learnt a lot about the use and effectiveness of this for
students with SEND, and better ways to work with our other students.

We don’t see this as a replacement for face to face work. However, it can now be used
much more widely to help students with anxiety and other disorders, to engage with their tutor or mentor in the initial stages.