Programmes
A curriculum built around the young person
Every timetable at Affable is individual. We draw from six core programme areas to create a provision that fits — not one that the young person has to fit into.
Core Curriculum
Our core curriculum covers English, Maths, and Science at a level appropriate to each young person, aligned with national expectations but delivered in a way that works for them. 1-1 teaching, patient support, and a genuine belief that every young person can make progress.
We work closely with referring schools to understand each student's current attainment and targets, ensuring our teaching builds on what they already know. Progress is tracked rigorously and reported to schools every six weeks.
Outcomes & Qualifications
- Accredited qualifications where appropriate (Entry Level, Functional Skills, GCSE)
- Regular written progress reports shared with referring school
- Alignment with individual EHCP targets where applicable
- Reintegration planning built into every placement from day one
Therapeutic & Wellbeing Support
For many of the young people we work with, emotional wellbeing is the primary barrier to learning. Our therapeutic offer is woven into the fabric of every day — not an add-on, but a core part of how we operate.
All staff are trained in trauma-informed practice and attachment-aware approaches. We work alongside CAMHS, educational psychologists, and external therapists to ensure each young person receives the right level of support. Our SEMH Lead, Wendy Nellis, oversees all therapeutic provision.
Outcomes & Qualifications
- Individual wellbeing plans for every student
- Access to EMDR, CBT-informed, and person-centred approaches
- Regular liaison with CAMHS and external professionals
- Emotional literacy and regulation skills embedded across the curriculum
Creative Arts
Creative arts — visual art, music, drama, and creative writing — play a central role in our provision. For young people who struggle to express themselves in conventional ways, the arts offer a vital alternative language.
Our creative arts programme is both therapeutic and academic. Students can work towards accredited qualifications, contribute to community projects, and develop a creative portfolio that reflects their growth and identity over time.
Outcomes & Qualifications
- AQA Unit Award Scheme and Arts Award qualifications
- Participation in community exhibitions and performances
- Personal creative portfolio developed throughout placement
- Links to local arts organisations and creative industries
Outdoor & Nature-Based Learning
Our outdoor learning programme takes young people out of the classroom and into the natural world. Research consistently shows the benefits of nature-based learning for wellbeing, self-regulation, and engagement — and our students feel it.
From forest school sessions and conservation projects to growing food and outdoor cooking, our outdoor programme is structured, purposeful, and deeply valued by the young people who take part. All outdoor activities are risk-assessed and led by qualified practitioners.
Outcomes & Qualifications
- Duke of Edinburgh Award and Forest School qualifications
- Improved self-regulation and emotional resilience
- Environmental awareness and sustainability education
- Physical health and wellbeing benefits
Digital Skills & Enterprise
Digital literacy is no longer optional. Our digital skills programme equips young people with the practical competencies they need — from basic IT and online safety to coding, content creation, and enterprise.
We use project-based learning to make digital skills meaningful and relevant. Students might build a website, create a podcast, design a social media campaign for a local charity, or develop a simple app. The focus is always on real-world application.
Outcomes & Qualifications
- BCS IT User qualifications and Digital Duke of Edinburgh Award
- Coding and computational thinking skills
- Online safety and digital citizenship education
- Enterprise projects with real-world outcomes
How It Works
A typical week at Affable
No two timetables are the same — but here is an example of how a week might look for a 13-year-old referred for persistent school refusal and SEMH difficulties.
This is illustrative only. Every timetable is designed individually in consultation with the referring school and family.
What to Expect
From referral to first day
Referral received
We acknowledge your referral within 48 hours and arrange an initial call to discuss the young person's needs.
Assessment visit
We meet the young person and their family in a relaxed, informal setting to understand their interests, strengths, and goals.
Timetable designed
We work with you and the family to design an individual timetable drawing from our programme areas.
Supported transition
We plan a gradual, supported start — often beginning with shorter days and building up as the young person settles in.
Regular reviews
We review progress every six weeks in writing and hold formal review meetings each term with the school and family.
FAQs
Questions about our programmes
Can't find what you're looking for? Get in touch — we're always happy to talk through how our provision might work for a specific young person.
Contact usReady to discuss a placement?
Every young person is different. Tell us about the student you have in mind and we'll talk through how our programmes could work for them.
"The vocational programme gave him something to be proud of. He came home talking about what he'd made. That hadn't happened in years."
Our Therapeutic Framework
The PACE Approach
Every programme at Affable is delivered through the lens of PACE — the attachment-informed framework developed by Dr Dan Hughes. It shapes every interaction, every session, and every relationship we build with young people.
Playfulness
Bringing lightness, curiosity, and joy into every interaction so young people feel safe enough to engage and learn.
Acceptance
Valuing the whole young person unconditionally — their feelings, their history, and their pace — without judgement.
Curiosity
Wondering about what lies beneath behaviour rather than reacting to it, helping young people feel understood.
Empathy
Genuinely feeling with the young person and communicating that their experience makes sense and is heard.