Who Fledge Are: A Specialist Tuition for Young People Others Can’t Reach
At Fledge, we exist to support young people who need something more personalised, more flexible, and more relationship led than the traditional timetable can always provide. We work with students whose education has been disrupted by circumstance, whether that is anxiety, illness, exclusion, care experience, unmet SEND needs, or sustained non attendance.
We also know that schools, local authorities, virtual schools and alternative provision teams work incredibly hard for these learners, often under intense capacity pressures. Our role is not to replace that effort or work around it. Our role is to partner with you, reduce the pressure on your teams, and provide high quality tuition and mentoring that strengthens the support already in place.
We provide specialist tuition for young people others can’t reach, alongside mentoring that helps them re engage, rebuild routine and move towards reintegration or the right next step. Many of the young people we support are in care, out of school, attending alternative provision, recovering from long term illness, or experiencing anxiety based school avoidance. Others remain on roll but need targeted intervention to prevent gaps widening further.
We offer more than tuition
When a young person starts with us, learning does not begin with a worksheet. It begins with connection. We take time to understand who the learner is, what helps them feel safe, what barriers they are facing, and what success looks like for them right now.
That early understanding helps us build an individual learning plan that reflects both academic needs and the realities of the learner’s life. It also helps us work effectively with the professionals around the child, because joined up support is what leads to sustainable progress.
Re-engagement and reintegration go together
Our most successful programmes do not focus on knowledge alone. They support the learner to rebuild confidence, trust, and the habits that make learning possible again. That is why mentoring matters so much in our model.
Our mentors support engagement and attendance, help identify barriers early, and work with the student’s wider network to keep progress steady. For learners who have been out of education, mentoring can also support reintegration planning by helping students build routine gradually, practise consistency, and feel ready to take steps back into school or towards an alternative pathway.
This is especially important in the lead up to a transition, whether that is returning to a classroom, starting a new placement, moving into post 16, or re-establishing learning after a long absence.
We match the right adults to the right young people
We do not match by subject alone. We match by communication style, pace, personality and experience with similar learners. Our community includes trained teachers and experienced mentors, many of whom have worked in PRU, alternative provision, SEND settings, or roles supporting SEMH needs, behaviour as communication, attendance and reintegration.
This careful matching helps relationships form quickly and supports engagement, particularly for learners who have struggled to trust education or adults in the past.
Safeguarding and partnership are central
Safeguarding is woven through everything we do. Every member of our team understands that working with vulnerable young people requires care, boundaries, vigilance and clear communication. We also know that safeguarding works best when it is joined up, which is why we communicate with schools and partners consistently, respectfully and promptly.
Our aim is to make things easier for the people already supporting the student, while improving outcomes for the student themselves.
Bringing back belief in learning
For many young people, the first win is simply showing up. Then it might be completing a task. Then it might be asking a question. These moments are not small. They are foundations. From those foundations, confidence grows and academic progress follows.
