What SPARK offers schools and Local Education Authorities (LEAs)

1. Cover teachers - the centre provides local schools with qualified and CRB vetted teachers on daily, short or long-term Cover, to cover emergency absences, staff out on trips, courses, maternity leave or other staff absence or shortage.

From our professional experience we are very aware of the problems mainstream educational establishments can have in trying to integrate or re-integrate pupils who have become disenchanted with school and who can consequently become a distraction to those willing to work.  Pressures on time and resources make it difficult, if not impossible, for the school system to provide the support which an individual child might need, and even those with special educational needs may be overlooked. The core ambition of the Centre is to address these issues in a friendly and inspiring environment. Our modern equipment, making use of the latest software packages, coupled with our professional staff, helps us to achieve our overriding objective to provide a centre which encourages people to want to learn.  We feel we have created a centre of excellence which we know will become a real focal point for the local community.

2. Excluded pupils or pupils on reduced timetables - the Centre is designed to work with schools to help students permanently excluded or on fixed term exclusions, students working in exclusion units, teenage mothers, Looked After Children, victims of bullying, travellers, students suffering from medical problems or those in hospital. We provide temporary education to all pupils who are out of mainstream education, for whatever reason. The Spark EduCare Learning Centre (SPARK Centre) offers such youngsters learning opportunities so that they do not fall behind in their education.

3. Those struggling in their mainstream placement - we provide a personalised timetable offering courses leading to specialised Diplomas for the 14-19 Curriculum to ensure adequate support to re-engage with learning in order to achieve academic success. The programme gives young people out of school a second chance to return to mainstream school or progress to further education or employment.

The Spark EduCare Learning Centre (SPARK Centre) offers a calm and quiet environment that helps students to relax and feel safe/secure for individual studies, revision and research.

Some students find it difficult to cope with the crowded classroom environment. At the centre we provide them with a personalised support programme, designed to suit their individual needs and help to develop confidence and self esteem, enthusiasm and new skills for a brighter future.

4. Underachieving - Underachievement is defined as when a student consistently produces work perceived to be below his or her ability. A pupil may perform poorly in maths or not finish homework assignments, yet when he or she takes a test or takes part in a related discussion it quickly becomes clear that they are bright and intelligent with a good grasp of the topic.

Many psychologists, including Abraham Maslow, point to the shame, frustration, helplessness, hopelessness, and peer group rejection which children can feel if they are seen as underachievers. They develop feelings of inadequacy, and parent evenings and school reports become reminders of not being "good enough".

For the student with a learning disability (SEN) or different learning style, such feelings may be particularly acute. It may leave the child dreading going to school and developing physical illnesses in order to stay home. At Spark Educare we aim to provide children with a sense of safety and security, which is a vital requirement if they are to avoid underachievement and if they are to reach their full potential.

Children at risk of underachieving

Whenever the topic of underachievement is raised it is usually associated with particular groups.

• African Caribbean boys - research shows that currently only 44 per cent go on to achieve a grade A* to C in their GCSEs
• White working class boys - their GCSE results feature at the lowest end of the attainment scale with just 24 per cent achieving a grade A* to C in any subject
• Looked after children - research shows that 42 per cent of young Londoners leaving care at age 16 or over in 2004 had one or more GCSE or GNVQ, as against 49 per cent nationally and 95 per cent in the general population. Only 1 per cent of looked after children progress to higher education, against 37 per cent of young people nationally
• Pupils who move around and change schools a lot - these children are also more likely to have significantly higher educational needs than their counterparts. They are more likely to be socially and economically deprived and more vulnerable to underachievement
• Gifted children - yes, they can underachieve, too, and this proves that school marks are determined by a number of factors, intelligence being only one. Arguably the most frequently unidentified gifted and talented student is both gifted and has learning difficulties.

By now you will have realised that underachievement is far more complex than simply looking at a set of statistics based on ethnicity, gender or class. Girls, for example, have statistically done better than boys and the gender gap between them widens key stage by key stage.

Personal issues, such as domestic violence or family breakdown, can also contribute to children failing to achieve as they should. The point is that if you feel that your child can do much better than he or she is doing at present, it may be time to approach things in a different way.

Our centre is here to support both parents and underachieving pupils. Please contact us!

5. Students New to the Reading Area - During the year many families re-locate for various reasons. When a new student (one who moves home during term time) comes into the Centre, they are assigned to an individual personal tutor-Student Personal Mentor (SPM).

The student will spend their first couple of days or a week with a personal tutor who will introduce them to a normal school routine in a local (or UK ) school (if foreign), with particular focus on assessing and improving their level of English.

We would contact the potential school (or a likely school) and get inside information (prospectus) to pass on to the student to prepare them for a smooth integration on admission. We can provide them with a welcome pack, and make sure that they are carefully assessed through relevant testing. This information (results) will be available to pass on to the potential school and will help in the selection of a suitable student partner (buddy) from their potential form/level.  In addition, the prospective school timetable will be arranged for them on their last day at the Centre from their school.

6. Students on Respite - supporting pupils in temporary homes.

7. Medical problems - supporting pupils with medical issues that prevent them mixing freely in a formal school setting.