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Commissioned Alternative Provision

Hybrid Programme

What This Programme Is

The Hybrid Programme is Wild Mane’s long-term structured alternative provision delivered two days per week across the academic year.

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It provides a consistent working environment for young people unable to access mainstream education on a full-time basis. Academic curriculum remains the responsibility of the registered school.

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This programme is built around structured land-based responsibility, equine-assisted learning and progressive Wilderness Living Skills. It focuses on rebuilding regulation capacity, social functioning, responsibility tolerance and engagement with structured expectation.

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It is not behaviour management provision. It is not curriculum delivery. It is a structured therapeutic working environment.

Structure

  • 2 full days per week

  • 39 weeks per year

  • Small consistent groups (maximum 12 overall, working groups of 3–4)

  • Designated adult lead per working group

  • Clear arrival and departure procedures

  • Rotational responsibility roles within herd and land tasks

  • Embedded structured reflection periods

  • Supported study blocks integrated where provided by school

 

Each day follows a predictable rhythm: arrival check-in, allocation of roles, task briefing, practical working blocks, structured group reflection, review and departure routine.

 

Consistency of adult staff and group composition is maintained wherever possible to support relational safety and accountability.

Activities

  • Activities progress across seasons and build in complexity over time. They may include:

  • Ground-based equine connection and boundary work

  • Grooming, leading and structured herd management

  • Mounted sessions where appropriate and risk assessed

  • Fire management and safe tool use (supervised)

  • Shelter systems and environmental awareness

  • Wildlife ecology and habitat study

  • Long-term land stewardship projects

  • Field measurement and applied maths through resource planning

  • Photography and documentation projects

  • Group planning, delegation and task sequencing

  • Structured communication and reflection practice

 

All activities are risk assessed. Tool use and mounted work are supervised and capability-based.

Outcomes Participants May Reach

Participants may demonstrate:

  • Increased regulation capacity under expectation

  • Improved boundary awareness and respect

  • Greater tolerance of group roles and shared responsibility

  • Improved peer interaction

  • Increased task completion

  • Growth in self-esteem linked to competence

  • Re-engagement readiness for structured educational environments

  • Progress toward EHCP social, emotional and independence outcomes

Progress is reviewed in line with commissioned agreement.

Who Supported Transition Programmes Are Designed For

  • Young people unable to sustain mainstream attendance

  • Reintegration attempts that have not held

  • EHCP placements requiring alternative structure

  • Section 19 provision

  • Young people unsuitable for behaviour-led alternative provision

  • Those requiring consistent therapeutic environment alongside registered school

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