Thomas Jones - Specialist Learning & Wellbeing
Specialist 1:1 education and wellbeing support for young people who need a personalised approach.
đź“Ť Based on the Isle of Wight
About
I am a qualified teacher based on the Isle of Wight, with over 25 years of experience supporting young people to re-engage with learning and find their path forward. My career has spanned primary, secondary and specialist alternative provision settings, where I have held senior leadership roles designing personalised education for students with complex needs. I work with young people from diverse backgrounds, including those re-engaging with education following time away from school or exclusion.
My approach is calm, structured and relationship-led. As a former approved foster carer, I have developed a deep and practical understanding of attachment, trauma and the importance of creating safe, consistent environments. I believe that meaningful progress begins when a young person feels seen, safe and understood.
My mission is to provide steady, professional and compassionate provision that enables young people to build confidence, achieve their potential and move forward positively.
Curriculum Model
Learning is structured through three integrated curriculum strands that develop together across a learner’s educational journey. These strands support emotional development, communication skills and problem-solving ability while preparing learners for independence and adulthood.
Problem Solving – Thinking:
Developing mathematical understanding, reasoning and applied problem-solving through meaningful real-life contexts.
Communication – Expression:
Developing reading, writing, speaking and listening skills to enable learners to communicate confidently and participate fully in education, work and society.
Wellbeing – Self-Management:
Developing emotional regulation, resilience, relationships and independence through real-world experiences and community participation.
Preparation for Adulthood
For learners not yet ready to access structured academic learning, provision begins with a Discovery Phase that focuses on engagement, emotional regulation, communication and early cognitive foundations. As learners progress, the curriculum develops independence, resilience and practical life skills through real-world experiences and community participation. Across all stages, learning supports preparation for adulthood by strengthening self-management, communication and problem-solving abilities needed for further education, employment and active participation in society. A detailed curriculum suite, including curriculum plans and progression frameworks, is available to commissioning bodies upon request.
Provision
My provision is a holistic blend of accredited academics, specialist support and real-world learning, tailored to the unique needs of each young person.Support is delivered on a 1:1 basis within a calm, structured and therapeutic framework, designed to promote regulation, confidence and meaningful progress.
How Learning Is Structured
Learning is structured through a Three Strand Curriculum Model which integrates Wellbeing, Communication and Problem Solving across a graduated learning journey from Discovery Phase through to preparation for adulthood.
Accredited Academic Programmes
Flexible learning pathways build essential skills and enable young people to achieve nationally recognised qualifications.• Functional Skills – English & Maths (Entry Level to Level 2)
• GCSE – MathematicsProgrammes are tailored to individual need while maintaining clear expectations and measurable outcomes.
Specialist SEMH & SEND Support
I create a consistent and supportive environment where young people feel safe enough to engage and grow.Specialist areas include:• Trauma-informed practice grounded in trust and emotional safety
• Neurodiversity expertise, including autism, ADHD and school-based anxiety
• Positive regulation strategies, explicitly teaching self-regulation and constructive behavioural skills
Re-engagement & Transition Support
For young people returning to education following exclusion or extended absence, provision offers a structured and non-judgmental environment to rebuild confidence, strengthen core skills and work towards positive next steps.
Community-Based Learning
Learning is connected to real-world contexts to build confidence, independence and practical life skills.Within carefully risk-assessed community settings, students apply academic and social skills in authentic, meaningful environments.
Working in Partnership
I work collaboratively with families, Local Authorities, social care teams, youth justice services and other professionals to ensure coordinated and consistent support.Provision is strengthened through clear communication, shared planning and professional accountability.
Safeguarding
The safety and wellbeing of young people is my highest priority. Provision is delivered in full alignment with statutory safeguarding guidance and underpinned by robust professional standards.I hold advanced safeguarding training to Designated Safeguarding Lead level and maintain current certification in Prevent Duty, trauma-informed practice and SEND.All provision is fully insured and supported by:• Enhanced DBS certification
• Public Liability and Professional Indemnity insurance
• Emergency First Aid at Work qualification
• ICO registration for data protection
Safety & Risk Management
Safety is embedded across every aspect of provision.All 1:1 sessions — whether delivered in family homes, community settings, public venues or during transport — operate within a structured and regularly reviewed risk management framework.Comprehensive written risk assessments, lone working procedures and emergency response protocols are in place to ensure both young person safety and professional accountability.Detailed documentation is available to commissioning bodies and families upon request.
Referral
Referrals are welcomed from Local Authorities, schools, social care teams, Youth Justice services, and families seeking structured 1:1 specialist provision.Provision supports young people who are unable to access mainstream education, including those with EHCPs, EOTAS arrangements, Section 19 duties, or involvement with Youth Justice services.
Referral Process
1. Initial discussion to explore needs, suitability and intended outcomes
2. Agreement of commissioned hours and funding arrangements
3. Formal placement agreement issued
4. Individual Support Plan developed
5. Provision commences with structured review pointsClear communication is maintained throughout to ensure consistency and accountability.
Fees & Commissioning
Fees and delivery arrangements are agreed directly with the commissioning body or funding party and confirmed in writing prior to commencement.
Availability
Provision capacity is intentionally limited to ensure quality and consistency. Please make contact to discuss current availability and suitability.
Contact
Enquiries are welcomed from Local Authorities, schools, partner agencies and families seeking specialist 1:1 provision. All referrals are handled professionally and confidentially.
What to Include in Your Enquiry:
If possible, please provide brief details by email, including:• Young person’s age
• Funding source
• Summary of needs
• Proposed hours or start dateIf you would prefer to discuss matters by telephone initially, please indicate this and a call can be arranged.All enquiries are treated confidentially.
Contact Details :
Email: [email protected]
Phone: 07443264093