Our Adapt Learning Model

We strongly believe that Education should be developed around the individual needs, experiences, and skills of the learner and that this experience is not predefined, which is why we developed our ground-breaking Adapt Learning model.

We offer full-time education to young people where previous school placements have broken down or been ineffectual due to a significant level of trauma impeding the integration into a traditional school model. Our teachers and classroom assistants are invested in the Adapt Learning principle and support pupils both in the classroom and within additional learning pathways.

The Adapt Learning protocol is founded on the 6 Principles of Nurture and has Therapeutic Parenting approaches at its core. We have built in Cognitive Behaviour Therapy, Mindfulness, Yoga for Trauma, Massage Therapy, Art Therapy, and Equine Therapy as an integrated part of the curriculum, completing more traditional learning in the process.

Our blended offer includes:

Classroom Learning

Remote Learning

Therapeutic Approach

Vocational Development

Outdoor Education

Building life-changing relationships

In the nurturing space of our small class environment, we support young people to feel safe and understood, so they know that no one is there to judge them, but rather to support them to unlock their potential.

We encourage bi-directional communication, and through the strong and trusting relationships we build with each pupil, we get to know their real interests and strengths, enabling us to guide them to develop their natural talents and learn the skills that will lead to fulfilling adult lives.


A typical timetable at Pebbles will focus on three sessions per day, split into core skills development, themed learning and enrichment activities, and vocational skills development. Here’s an example of an individualised timetable:

D.’s story

D. has disorganised attachment and suffered significant trauma, physical abuse, and neglect from a young age. He had not coped in mainstream education and the inclusion support service he attended reported incidences of violence and aggression towards staff and peers.

Using our Adapt Learning Programme, D. initially only attended our school for 30 minutes, three days a week, and has worked up to five morning sessions and two afternoon sessions over a six-week period. He will be full time soon.

D. now enjoys school and has responded very well to clear boundaries and expectations, positive role models, routine, and having a voice and control over his learning. He is predicted to achieve a range of qualifications and is planning a career in barbering following work-based learning with a local barber.

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