LifeLine Projects

11 years old and LifeLine School is reborn!

lifeline-school-crestIn 2005, the Local Authority of Barking and Dagenham approached LifeLine to pilot a year 11 education provision for hard-to-place students and school refusers. Over the last 11 years, this provision has gone from strength to strength and has adapted to suit the changing audience. In recent years, 100% of the referrals have been from recent arrivals, either to the borough or to the country.

These recent arrivals require a different programme to the original participants and their parents have different hopes and aspirations. By and large the recent arrivals are economic or education migrants. The parents, in particular, want their children to go to an English university. The students are motivated, and want to study and catch up on the education they may have missed.

At interview parents are often disappointed that there is not time for their son or daughter to sit a full suite of GCSEs. It’s our job to inform them about the opportunity conferred in attending the newly named LifeLine Independent School (formerly known as the LifeLine Institute)

  • In less than 10 months, students will have the opportunity to sit up to 3 GCSEs, regardless of the point at which they join during year 11. In mainstream schools, GCSEs usually start in year 9.
  • With 3 good GCSEs, students can go on to study a full suite of A-Levels and enter university alongside their peers. In effect, this means that they can catch up on a whole English education system in under 10 months.
  • Class sizes of 15 or less mean that lessons can be closely tailored to the needs of the students.
  • Each student receives a volunteer mentor who they meet with weekly. The mentor is available to support them as much as they desire beyond GCSEs and into university and a career.
  • The use of LifeLine’s award-winning VIP (Vision, Identity and Purpose) framework to support the national curriculum and boost young people’s chances in life and work.

Students are privileged to be given a place with LifeLine and we believe that “With great power comes great responsibility”. In fact, we see LifeLine not so much as an alternative provision, but more as a private school, with small classes and tailored programmes that focus on individual achievement.

In September 2016, the LifeLine Institute was awarded independent school status by the Department of Education. Now renamed the LifeLine Independent School, complete with a school crest and prospectus, our fundamental principles of high expectations, quality education and excellent pastoral care remain at the heart of this progressive provision. Indeed, these are the principles that have propelled us towards independent status in order to contribute to the success of young people within our locality who are unable, for whatever reason, to engage in or access mainstream school.

We expect students to excel not only during their time with us but also way beyond. This expectation is imparted from the very beginning when, at interview, we ask them what they will contribute to the LifeLine community, and we set the expectation by that following the intensive LifeLine programme, they will be leaders and influencers as they move on their next stage of learning.

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Nathan Singleton

Chief Executive Officer
Nathan is passionate about improving the lives of young people and their families. Nathan draws from the African proverb, “It takes a village to raise a child.” He believes community is the component that is missing in the modern western society and the key component that would benefit young people. Nathan believes we are there, not just to help others but to support them to become agents of change within their communities.

These articles may contain testimonials by LifeLine staff members and service users of our programmes and/or services. These testimonials reflect the real-life experiences and opinions of such staff members/ service users. However, the experiences are personal to those staff members/ service users and may not necessarily be representative of all staff members/ service users of our programmes and/or services. We do not claim, and you should not assume, that all staff members/ service users will have the same experiences. Individual results may vary.

Testimonials are submitted in various forms such as text, audio and/or video, and are reviewed by us before being posted. They appear in the newsletter in words as given by the staff members and service users, except for the correction of grammar or typing errors. Some testimonials may have been shortened for the sake of brevity where the full testimonial contained extraneous information not relevant to the general audience.

The views and opinions contained in the testimonials belong solely to the individual user and do not reflect our views and opinions. Staff members/ service users are not paid or otherwise compensated for their testimonials.