Specialist one-to-one tutoring, mentoring and SEND support for children and young people who require personalised educational provision.
This page is for schools, local authorities and professional referrers seeking specialist one-to-one tutoring, mentoring and SEND support. It explains what we do, how referrals work and the standards you can expect from Thrive.
Thrive delivers personalised one-to-one tutoring and mentoring for children and young people with SEND, EBSA and SEMH needs — working alongside schools, SENCOs and local authority teams rather than duplicating the support already in place.
We are most often asked to support children for whom a mainstream classroom, on its own, is not currently working. That might be because of additional needs, anxiety, time out of education, or a placement that has yet to be confirmed. In every case, we start with the individual child.
We support both short-term interventions and longer-term commissioned provision.
"Thrive provided excellent support for one of our most vulnerable pupils. The tutor built a genuine relationship with him and the progress was clear to see within weeks."
"Professional, responsive and truly child-centred. We have commissioned Thrive across several placements and would not hesitate to recommend them."
For many children, the barrier to progress is not academic — it is confidence, trust and engagement. We build the relationship first, because learning follows once a child feels safe and understood.
We take time to understand each child's profile, strengths and what has and hasn't worked before, then carefully match them with a tutor or mentor whose experience fits — not just whoever is available. Read how matching works.
Provision is shaped around the child's individual needs and goals — and, where one exists, aligned to their EHCP targets and outcomes — rather than fitted to a generic template.
We work best when everyone is connected. We liaise with the school, SENCO, social worker and family so that provision is joined up around the child and contributes to the wider plan, not separate from it.
Our aim is always re-engagement with learning. We rebuild motivation and confidence step by step, supporting children to reconnect with education and, where appropriate, with school.
For children with SEMH needs and experience of adversity, we take a trauma-informed approach — patient, consistent and emotionally sensitive — building trust before academic progress.
Get in touch with a brief outline of the child and what you are hoping to achieve. We aim to respond promptly. The school referral process and commissioning routes are explained in more detail on their own pages.
We review the child's profile, confirm whether we can offer a suitable match, and carefully select a tutor or mentor whose experience and approach fits the child's specific needs.
Sessions start at a pace that suits the child, delivered online or face-to-face. The early focus is on building the relationship and establishing engagement before moving forward.
Progress is tracked, documented and shared. You receive regular, structured reports suitable for EHCP annual reviews, pupil premium audits, PEP reviews and commissioning evidence — and we adapt provision as the child develops.
The safety and wellbeing of every child we work with is paramount. We never place unvetted individuals with children or young people, and our processes are designed to give commissioners and schools confidence from the outset.
We are happy to share our safeguarding documentation as part of any commissioning process. Read more about how we work with schools.
Confirmed for every tutor and mentor before placement
Right-to-work verified and credentials checked before placement
All provision delivered within our robust safeguarding policies
Clear expectations and boundaries for every member of our team
Clear, individual goals agreed at the outset — aligned to EHCP targets where one exists
Regular reviews of how the child is progressing against their goals
Documented session records that build a clear picture over time
Updates shared with the school, the family and the commissioning team
Evidence suitable for annual reviews, pupil premium audits and PEP reviews
We are here to make a measurable difference, and we believe commissioners and schools should be able to see it. Progress is tracked, documented and shared throughout — not just at the end.
Our reports are structured to be genuinely useful to the people who need them: suitable for EHCP annual reviews, pupil premium audits, looked after children personal education plan (PEP) reviews and commissioning evidence requirements. Read more about how progress is measured and reported.
Where the picture changes, we adapt the provision. We don't coast — we keep working until we find what helps each individual child.
Families are central to a child's success. Even where provision is commissioned and arranged through professional routes, the people who know the child best are their parents and carers — and we work alongside them throughout.
Thrive does not operate as a private, parent-funded tutoring service. Most children come to us through a referral from their school or local authority, and provision is commissioned through those professional routes. Parents and carers remain welcomed and involved — kept informed of progress and part of the conversation about what helps their child.
If a family approaches us directly, we are happy to talk through the options and point them towards the right route — usually a conversation with their SENCO, social worker or local authority SEND team. Read our information for families.
"Since working with Thrive, our son has gone from dreading school to actually enjoying it. The difference in his confidence has been remarkable."
"We've used Thrive for pupil premium intervention for two years. The quality is consistently high and the reporting gives us exactly what we need for our evidence file."
We deliver online sessions across the UK, with face-to-face tutoring and mentoring available in many areas of England. Our active operating areas include Kent, Hampshire and South Gloucestershire.
Most children are referred by their school or local authority. SENCOs, virtual schools, EHCP teams, social workers, inclusion leads and alternative provision leads can all make an enquiry. Provision is commissioned through professional routes, and we work alongside the family throughout.
All tutors and mentors are qualified professionals who hold an enhanced DBS certificate verified before placement and are right-to-work checked. We never place unvetted individuals with children or young people, and we work within our robust safeguarding policies.
We provide regular, structured progress reports suitable for EHCP annual reviews, pupil premium audits, looked after children personal education plan (PEP) reviews and commissioning evidence requirements.
Yes. We provide flexible provision for pupils who are unable to access mainstream education, including those experiencing emotionally based school avoidance (EBSA), those with medical needs, those awaiting EHCP assessment, and those at risk of exclusion.
We aim to respond promptly and can move quickly when needed. Once we have reviewed the child's profile and confirmed a suitable match, provision can begin at a pace that suits the child.
Whether you're a school, a local authority or another professional referrer, get in touch to discuss your support requirements. We aim to respond promptly.