Alternative Provision & Mentoring
About Pathways
Relationship-led alternative provision, mentoring and support for young people across Greater Manchester.
Our Story
Pathways Engagement & Mentoring was created to provide a different kind of support for young people who are finding mainstream education difficult to access.
We believe that difficulties with attendance, engagement, emotional regulation or behaviour can often be linked to underlying needs, anxiety, adversity or previous experiences of education. Our aim is to understand the young person behind the behaviour and provide the right support to help them move forward.
Based in Radcliffe, Pathways provides calm, structured and relationship-led support that complements mainstream education. We work alongside schools, families and professionals to help young people rebuild confidence, develop positive relationships and reconnect with learning.
Our Mission
Our mission is simple: to help young people find a positive pathway back into learning, engagement and education.
We provide individualised support for pupils experiencing barriers to mainstream education, including SEMH needs, attendance difficulties, emotionally based school avoidance, anxiety and risk of exclusion.
Through strong relationships, consistency and early intervention, we aim to help young people make meaningful progress and develop the confidence to move forward.
Our Approach
At Pathways Engagement & Mentoring, we believe that relationships come before learning.
Our approach is trauma-informed, relationship-led and SEND-informed. We recognise that a young person's behaviour, attendance, emotional regulation and engagement can be influenced by experiences, unmet needs, anxiety, adversity and previous experiences of education.
We therefore seek to understand the young person behind the behaviour rather than simply responding to the behaviour itself.
We provide calm, predictable and supportive environments where pupils can begin to feel safe, understood and valued. Through consistent relationships, clear boundaries and individualised support, we help young people develop emotional regulation, confidence, resilience and positive attitudes towards learning.
Our provision is tailored to each pupil and may include 1:1 mentoring, small-group learning, structured activities, emotional regulation work, attendance support and preparation for reintegration.
We work closely with schools, families and other professionals to ensure that support is joined-up, purposeful and focused on the individual needs and long-term outcomes of each young person.
Our approach is built around four principles:
Trauma-Informed — seeking to understand experiences and needs rather than simply responding to behaviour.
Relationship-Led — building trust and consistent, positive relationships as the foundation for engagement.
SEND-Informed — recognising individual differences and adapting provision accordingly.
Strengths-Based — identifying what young people can do, building confidence and helping them recognise their potential.
Our Values
Relationships First
We believe positive relationships are the foundation for meaningful engagement. We take time to build trust, consistency and a sense of safety with every young person.
Trauma-Informed Practice
We seek to understand the experiences and needs behind a young person's presentation. We respond with empathy, curiosity and appropriate boundaries rather than making assumptions or relying solely on punitive responses.
Inclusive & SEND-Informed
Every young person is different. We recognise individual strengths, needs and barriers to learning and adapt our support accordingly.
Early Intervention
We believe in providing support before difficulties escalate. By working alongside schools and families at an early stage, we aim to reduce the risk of disengagement, placement breakdown and exclusion.
Positive Pathways
We focus on what young people can achieve. We celebrate progress, however small, and help pupils develop confidence, resilience and the skills they need to move towards positive educational and personal outcomes.
Working with Schools
Pathways Engagement & Mentoring works in partnership with schools, families and local authorities to provide flexible, part-time support for young people experiencing barriers to engagement within mainstream education.
We recognise that schools know their pupils best. Our role is to provide additional capacity and specialist relationship-led support where a young person may need a different environment, additional intervention or time to rebuild their confidence and engagement.
Flexible Provision
Our provision is delivered on a part-time basis and can be tailored around the needs of the pupil and the school. Support may be provided from our Radcliffe base, within school settings or through agreed outreach arrangements.
Pupils remain on roll with their school while accessing Pathways, allowing provision to complement rather than replace their existing education.
Collaborative Planning
Before provision begins, we work with the school to understand the young person's strengths, needs, barriers to learning and desired outcomes.
We agree clear objectives for the placement and maintain appropriate communication with the school throughout the intervention.
Individualised Support
No two pupils are the same. We work with schools to develop support that reflects the individual young person's SEND, SEMH, attendance, emotional and educational needs.
This may include 1:1 mentoring, small-group learning, structured activities, emotional regulation support, attendance work and preparation for reintegration.
Review & Reintegration
Our aim is always to support positive progress.
Where appropriate, we work towards increased engagement with education and a successful transition back into mainstream routines and learning. Progress is reviewed with the school so that decisions about next steps are informed by the young person's individual circumstances and outcomes.
A Partnership Approach
We see Pathways as an extension of the school's support network, not a replacement for it.
Our aim is to work alongside schools to provide a safe, consistent and purposeful pathway for young people who may otherwise struggle to remain successfully engaged in education.