About us

The River Bourne Edge began in May 2024.

After many years working in education, we found ourselves asking the same question:

Why were so many young people with so much potential falling through the cracks?

We had worked with children and young people who were funny, kind, creative and capable, yet many had stopped believing in themselves because school was no longer the right environment for them to thrive.

We knew there had to be another way.

So we created The River Bourne Edge – a place where relationships come first, every young person is truly understood, and education is built around the individual rather than expecting the individual to fit the system.

What began with just a handful of young people has grown into a thriving alternative education provision, but our purpose has never changed.

We are here to help every young person rediscover their confidence, recognise their strengths and believe that they can succeed.

Relationships First. Responsibility Always.

Our approach is restorative and relational.

We take time to understand what sits behind behaviour while maintaining clear boundaries and expectations.

When things go wrong, we don't simply ask:

“What did you do?”

We explore:

What happened? • Who was affected? • What needs to happen now? • What can we learn?

Understanding behaviour doesn't mean excusing it.

Restorative practice is accountability that teaches.

At The River Bourne Edge, we offer a safe, supportive, and nurturing environment for young people who are unable to access mainstream education. Our provision is designed to meet the unique needs of students aged 11–18 through a blend of academic, creative, and therapeutic approach.

Who We Support

We support children and young people aged 6–18 who need a different approach to education.

This may include young people who are:

• Finding it difficult to engage or thrive in a mainstream school environment
• At risk of exclusion or struggling with behaviour that impacts their learning
• Experiencing anxiety, poor attendance or barriers relating to their mental health or wellbeing
• Waiting for a specialist placement or requiring an alternative educational setting
• Living with special educational needs or disabilities (SEND) that require a more personalised approach
• Ready to rebuild confidence, develop independence and experience success in education again

Every young person is different, which is why every programme is built around their individual strengths, needs and aspirations.

Our Restorative and Relational Approach

Everything we do starts with one belief:

Positive relationships create positive outcomes.

Our practice is restorative, relational, trauma-informed and guided by the principles of PACE (Playfulness, Acceptance, Curiosity and Empathy). We take time to understand what is behind a young person's behaviour while maintaining clear boundaries, high expectations and accountability.

Our work is built around five key principles:

Relationships

We build trusting, genuine relationships that help young people feel safe, valued and ready to learn.

Respect

We model and encourage mutual respect, recognising that everyone deserves to be listened to and treated with dignity.

Responsibility

We help young people understand the impact of their choices, take ownership of their actions and develop the confidence to make positive decisions.

Repair

When things go wrong, we focus on repairing relationships, rebuilding trust and helping young people move forward rather than simply punishing mistakes.

Partnership

We work closely with families, schools, local authorities and other professionals because the best outcomes are achieved when everyone works together.

We don't ask, "What's wrong with this young person?"

We ask, "What has happened to them, what do they need, and how can we help them succeed?"