Educational exclusion creates huge costs to society and education providers alike

The solution offered by Urban Pursuit is an alternative education provision with a focus on personal and social development through adventure and adrenaline sports.

We offer part-time, long-term placements predominantly for young people in Key Stages 3 and 4, as well as bespoke packages for schools and other agencies where needed.

Our programmes of personal, social and behavioural development are based on adventure and adrenaline sports. We offer placements as a preventative measure, as well as for those who may have already been permanently excluded.

Our programmes are also highly suitable for those with self-esteem issues and those lacking in social confidence. We make every effort to place young people appropriately within groups or one-to-one settings which will best serve their development.

Our provision

High ratios of staff to young people, from one-to-one up to two-to-six
Transport solutions, to overcome barriers to success
Daily qualitative feedback is written of each individual young person, providing assurance and invaluable insights
Provision of one, two, or half-day per week
Designed for students at risk of exclusion, as well as those with low self-esteem or low confidence
Immediate enrolment on our rolling programme
Predominantly for young people in Key Stage 3 and 4, but we can cater from Key Stage 2 up to Post 16
Other bespoke formats available, such as one-offs or short-term packages

Methodology

Our adventure and adrenaline curriculum is founded on a thorough understanding of how children learn and grow.

We have an in-depth understanding of the root causes that lead to young people becoming at risk of school exclusion. A number of personal and social developmental pillars underpin our physical curriculum. We believe in part-time, long-term intervention to ensure the young person remains a part of their core community and that they have the best chance of experiencing real transformation through the development of strong relationships with adults.

A lot of our work has been informed by a consultant Doctor of Educational Psychology as well as the Attachment Theory work of John Bowlby and Louise Bomber. We have a thorough understanding of Trauma Informed Care and Adverse Childhood Experiences and disseminate our knowledge and skills in these areas.

Personal Development

At Urban Pursuit, our theory of personal and social development is based on five key pillars, all of which are integrated into our adventure curriculum. These themes are woven into our activity days through dynamic coaching and personalised mentoring. Young people also have individual targets that they are working towards.

Identity

Helping young people understand who they are

ELEMENTS
Self-esteem
Confidence
Sense of self-worth
Values
Sense of belonging
Ownership
Interests and passions
Personal story

Interaction

Helping young people relate to others

ELEMENTS
Communication
Building relationships
Social responsibility
Teamwork
Leadership
Building trust
Acceptable behaviour

Self Management

Helping young people develop emotional competency

ELEMENTS
Anxiety management
Anger management
Conflict resolution
Environmental adaptation
Comfort zones
Personal health

Aptitudes

Helping young people discover their talents

ELEMENTS
Intelligences
Creativity Skills
Space to thrive
Life application
Broad spectrum of opportunity

Aspirations

Helping young people create a meaningful journey into adulthood

ELEMENTS
Futures
Self-belief
Realising potential
Enterprise
Careers and progression routes

Key Themes for Success

Relationships first - a personal approach
Removing barriers - encouraging success
Role modelling - leading by example
Responsible risk taking - exploring boundaries
Restorative principles - learning from mistakes
Reshaping mindsets - openness to possibility

QUALITATIVE MEASURES

Young people will:

Identify positive attributes that form part of their identity. They also identify, confront and reject things that give them a negative sense of identity
Repair relationships where harm has caused them to break down
Know who they are, what they are worth and what they can become, with an increased confidence in what they have to offer
See themselves as creators of their own futures. They see clearly the paths that take them from where they are to where they want to be
Be motivated to take these paths and believe in their ability to reach their goals
Have a better understanding of how to behave in ways that are more acceptable to their families, school, and society, allowing them to proceed effectively along their educational journey. They see the importance of interdependent learning and the impact of qualifications, enterprise and creativity on their life chances

QUANTITATIVE MEASURES