This report covers a child who received dedicated 1:1 support funded by the Nature of Learning Foundation during the final half-term of the summer term.
Before the funding
Before the 1:1 support was in place, this child was unable to arrive at the start of sessions alongside other children. Their parent needed to stay throughout. Transitions -- arriving, leaving, moving between activities -- were a source of significant distress.
What changed
With a dedicated support worker -- someone who could build a consistent relationship, learn the child's signals, and provide attuned support -- the change was rapid.
The child began arriving with everyone else. Their parent was able to leave. Engagement increased and transitions became calmer. They accessed the full range of activities, showing particular enthusiasm for physical challenges -- tree climbing, and on one occasion bringing boxing gloves and setting up a makeshift punchbag, inviting other children to join in.
Looking outward
Once the child's own needs were being consistently met, something else emerged. They began supporting other children -- showing kindness, offering help, looking out for younger members of the group. They left sessions feeling good about themselves, settled and successful.
The impact was, in the words of the team, "instant and greater than expected, creating both immediate and lasting benefits to their participation, wellbeing and relationships."
One support worker. One child. A fundamentally different experience.