Alignment of TOMO to Local Authority Priorities

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TOMO delivers a structured, academically focused curriculum each morning, aligned to pupils' host school curriculum and individual EHCP outcomes, with particular emphasis on English and Maths. Learning is delivered in a calm, neurodivergent-friendly indoor classroom to support focus, regulation, and access to learning for pupils with SEMH and SEND needs.

Curriculum learning is carefully sequenced and reinforced through applied outdoor activities, enabling pupils to transfer skills into meaningful, real-world contexts. This approach supports improved engagement, retention, and progress for pupils who may struggle in traditional classroom environments.

Clear routines, visual timetables, consistent staffing and regular emotional check-ins support pupils to regulate, understand expectations, and engage positively with learning. This balance of structured academic learning and therapeutic outdoor activity supports reductions in anxiety-related behaviours and improved attendance, engagement, and readiness to learn.

The provision promotes key life skills identified by Shropshire and Telford & Wrekin priorities, including resilience, independence, teamwork, communication, and risk awareness. Forest School and practical activities support emotional wellbeing, confidence, and positive relationships. This contributes to improved long-term outcomes and preparation for reintegration into school or transition to further provision.

Leadership ensured robust safeguarding practice, comprehensive risk assessments, and adherence to Local Authority safeguarding expectations. Teaching and learning at TOMO is regularly reviewed, with ongoing AFL, reflective practice, and communication with schools, parents / carers and professionals to monitor progress and impact.

Our model offers a flexible, cost-effective alternative to full-time specialist placements, supporting early intervention and preventing placement breakdowns.

TOMO offers Shropshire Council and Telford & Wrekin a high-quality, academically credible and therapeutic alternative provision that supports pupils with SEMH and SEND needs to re-engage with learning, improve wellbeing, and achieve sustainable outcomes.