Oscar's story
A journey back to mainstream education
At just 14 years old, Oscar found himself without a place in school and with no clear way forward. His SEND and SEMH needs had made mainstream education challenging, and multiple attempts at reintegration had failed. With his education at a standstill, the local authority needed a solution that would re-engage him in learning while preparing him for a return to school.
The challenge
Education at a standstill
That’s when the local authority turned to Tute.
The solution
A structured and personalised approach
We knew Oscar needed more than just lessons—he needed a trusted support system to help him reconnect with learning and build his confidence.
To start, a six-week trial of one-to-one lessons through Tute Go was introduced, focusing on:
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Building trust between Oscar and his teachers
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A staggered start to ease him back into learning at his own pace
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Engaging him in subjects he enjoyed, to respark his interest in education
The trial worked. With renewed confidence, Oscar moved onto a 15-hour weekly timetable, covering English, maths, science, and computer science – chosen specifically to align with his interests.
Tute’s teachers designed a bespoke programme of lessons using our extensive resource library, keeping Oscar’s needs at the heart of the approach. Lessons were interactive and adaptive, allowing him to re-engage with learning in a way that felt manageable.
We also ensured his lessons worked for him by:
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Incorporating regular breaks to help with focus and emotional regulation
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Collaborating as a teaching team to share strategies that worked best for him
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Providing structured assessments to track progress and prepare him for reintegration
Reintegration
A supported transition back to school
When Oscar was ready, returning to mainstream education wasn’t just about placing him back in a classroom – it was about making sure he felt prepared, supported, and able to re-engage in a mainstream setting with confidence.
By the time he returned to mainstream school, he wasn’t just back in the building – he was back to learning in a way that worked for him.
A gradual transition
Oscar’s lessons moved from home to an inclusion room at his new school, giving him the time and space to adjust at his own pace. This step-by-step approach ensured his return to the classroom wasn’t overwhelming but instead felt natural and manageable.
Seamless learning between Tute and school
Tute teachers collaborated with Oscar’s new school to align his lessons with the curriculum his peers were following. This seamless continuity made it easier for Oscar to join classroom discussions and feel part of the school community from day one.
Tailored assessments for reintegration
To support Oscar’s transition, Tute teachers created bespoke assessments mapped to the national curriculum. These assessments identified his strengths and areas for development, ensured he was learning new content rather than repeating or falling behind, and helped his new school put the right support in place for him to settle back into school life.
Blending online and in-person learning
Oscar’s reintegration was phased with a thoughtful blend of online and in-person lessons. This gradual approach gave him the confidence and familiarity he needed to return to full-time classroom learning.
Ongoing consistency and support
The consistent guidance and encouragement from Tute’s teachers allowed Oscar to thrive in his new environment. Over time, he relied less on online lessons as he grew more comfortable and confident in the classroom.
The impact
More than just a return to school
With Tute’s support, Oscar didn’t just return to mainstream school – he re-engaged with learning in a way that worked for him.
In his lessons, he covered key elements of the national curriculum, filling the gaps that had left him struggling. By the time of his reintegration, he was working at age-related expectations, something that had once felt out of reach.
From disengagement to progress
At the start, Oscar’s attendance was inconsistent, and engagement was low. Through consistent support, encouragement, and a learning approach tailored to him, he found his way back - attending regularly, progressing in his learning, and participating in lessons again.
From uncertainty to stability
What started as a six-week trial became a 15-hour structured timetable, a stepping stone to full-time education. The combination of bespoke lessons, a gradual transition, and collaborative planning between Tute and his school gave him the stability and confidence he needed to return on his terms.
From exclusion to inclusion
By the time he stepped back into his new school, Oscar wasn’t just physically back in the classroom - he was engaged, included, and learning alongside his peers.
The SENCO at Oscar’s new school saw first hand the impact of Tute’s approach in making his transition possible:
Tute’s role in bridging the gap between home and school, between disengagement and re-engagement, between exclusion and inclusion made all the difference.
With the right support, Oscar didn’t just re-enter education – he reconnected with it.
