About Rachel
Neurodivergent students deserve a place where they are seen, heard, and celebrated
About Rachel
Alternative provision like this is more than just a stopgap; it’s a lifeline.
For the past nine years, I have been working with children and young people who are currently unable to attend school due to medical, emotional, or sensory needs. When students have been out of school for a long period, the local authority will look for a temporary solution to help the child re-engage with trusted adults and education. Alternative provision aims to eventually re-engage the student (by providing support, understanding and trust) with full-time education at a registered school or provide full-time EOTAS (Education Other Than at School) if such provision cannot be found.
Every activity is designed to nurture wellbeing, encourage independence, and rebuild trust in education and adults.
Alternative provision like this is more than just a stopgap; it’s a lifeline.
It gives students a chance to succeed outside the rigid structures of the classroom. Whether it’s animal care, gardening, crafting, or simply sitting quietly in nature, every activity is designed to nurture wellbeing, encourage independence, and rebuild trust in education and adults.
I supported students through alternative education provision at Densholme Farm. My dog, Dexter, quickly became a key part of our sessions. Now a registered therapy dog, Dexter offered unconditional support and companionship, making emotional regulation easier for many students who struggled with traditional social interactions.
Sadly, my time at Densholme came to an end when the farm closed due to the retirement of its owners. However, the need for this kind of provision hasn’t gone away, and neither has my commitment to the students I support.
About me
My Qualifications and Commitment
I hold:
• A master’s degree in Autism
• A BSc (Hons) in Zoology
• A Level 3 Teaching Qualification
• Full and up-to-date DBS, First Aid, and Safeguarding certifications
• Mental Health First Aider (MHFA England)
• Extensive experience in working with students with communication differences, sensory sensitivities, trauma histories, and complex educational needs
I continue to work with several of the children I supported and many more families in the region are urgently seeking specialist, neuro-affirming education alternatives.
This allows students to feel safe, respected, and in control, all of which are essential for progress in both learning and mental health.
Most importantly, we bring a deep understanding, lived experience, and unwavering belief in the potential of every neurodivergent child. These students are not broken – they are brilliant, and they deserve a place where they are seen, heard, and celebrated.
To find out more, ask questions, or explore how you can support this work, please contact:
rachel@branchingouteducation.co.uk
Together, we can keep building a world where neurodivergent children thrive, not just survive.
