In 2025, all Spring Hill leavers successfully completed their studies and secured their chosen placement, whether that was college or an apprenticeship.
ACM music college Surrey L3 Music course - student O joined us over 2 years ago, on a 52 week residential basis, having spent several months out of school and completely disengaged in education. They settled very quickly and enjoyed the personalised offer which helped them to unleash their potential. O achieved a grade 8 in music, having never played an instrument before arriving at Spring Hill. They also attained grade 6 in maths and a 5 in English.
Leeds City College - cyber security – student H took up a 38 week placement with us having spent substantial periods out of school and time in other alternative specialist provision. Completely disengaged in education upon starting with us, student H successfully passed his GCSE’s, particularly excelling in IT, and is currently studying a Level 3 course
Askham Bryan – Agriculture – student J spent three years with us as a day student and enjoyed a particularly bespoke timetable to support his aspirations to be a farmer. J undertook work experience at local farms and worked closely with out independent careers advisor. Student J successfully transitioned to a Level 1 course at a specialist agriculture college having passed his provisional tractor driving test prior to leaving us.
Yorks College – Art and Design – Having initially started their L3 Art & Design course at Harrogate College, student J transitioned to York College shortly after. Having spent considerable periods out of school on a home tutoring package, student J excelled at Spring Hill, as a day student developing levels of confidence, as the months progressed. Their new-founded confidence enabled them to take the leap to York without support, which is testament to the clinical support they received at Spring Hill. Student J left with a range of GCSE qualifications and solid friendships, something they never experienced prior to starting at Spring Hill.
York College – Art and Design – Student X arrived as a day student having also spent considerable periods out of school and presenting with high anxiety. Over time, student X developed the confidence to talk to staff regarding their identity and enjoyed Spring Hill as a safe space in which to express their true self, enjoying a fully inclusive and supportive environment to gain a range of qualifications. Student X particularly enjoyed textiles, producing some wonderful items that they wore in school and designing and making gifts to sell at the termly Spring Hill Showcase days.
Bishop Auckland -Music – Student J joined us as day student, presenting as a highly anxious child and suffered from emotionally based school avoidance; they had spent considerable periods out of school. With time and care, student J’s attendance and participation in a broader range of activities increased so much so that they became a member of the Spring Hill rock group which presented a performance to an audience of over 50 people at the 2024 Christmas Showcase; something their family members never through possible! Student J’s confidence has developed further and they are now enjoying studying L2 music alongside a larger student cohort.
Shaw Trust – Childcare Apprentice – Student L – joined Spring Hill as a day student having not attended any form of school for several years due to emotionally based school avoidance. By supporting their presenting needs with flexibility and responsive timetable changes, this young person achieved a number of accredited qualifications and is successfully participating in their apprenticeship course with the Shaw Trust. The Shaw Trust attended our inaugural careers fair last year and the benefits of this speak for themselves!
All students who attend Spring Hill have dedicated 1:1 careers guidance and advice delivered by an external provider on site. Additionally, students are encouraged to attend a range of post 16 provision open days, both locally and in their home county. Each visit is fully supported by the school, regardless of location, and when choices are being made, our Occupational Therapist supports with environmental impact assessments to risk assess potential placements.
Furthermore, our Admissions and Transitions Coordinator supports those visits to ensure the fidelity of potential placements and support discussion around EHCP needs, with relevant stakeholder SEND colleagues. This level of ‘triage’ ensures due diligence is undertaken and safeguards retention rates and solidifies further success for our youngsters as they continue their journey into adulthood.