About Us
Common Ground was established in 2025 to provide alternative education provision for young people across the South Coast who need a different approach to learning. We work with learners at Key Stage 3, Key Stage 4, and Post-16 who may have faced challenges in mainstream education due to emotional or behavioural difficulties, social barriers, or past trauma.
Our three-stage approach—Engagement, Recovery, and Progression—ensures every young person gets the right support at the right time, helping them rebuild confidence, develop essential skills, and achieve meaningful qualifications that open doors to their future.
We support young people aged 11-19 (Key Stage 3, Key Stage 4, and Post-16) who benefit from alternative provision. This includes learners who have experienced difficulties in mainstream education, those who need additional support with wellbeing and resilience, and young people working towards re-engagement with education. Referrals typically come through schools, local authorities, or families seeking specialised support.
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Who do you work with?
Our provision is structured around three developmental stages:
Engagement - We provide wellbeing support, community mentoring, and life skills training including travel training. This stage focuses on building trust, confidence, and readiness to learn in a safe, supportive environment.
Recovery - We deliver Functional Skills in English and Maths to strengthen core literacy and numeracy, alongside practical vocational activities designed to boost confidence and close skill gaps.
Progression - Along with a core KS3 curriculum for younger learners, we offer both GCSE tutoring and alternative qualifications for those 14 and older at Entry Level, Level 1, and Level 2, supporting learners to achieve recognised credentials for further education, apprenticeships, or employment.
We also run targeted self-esteem programmes throughout all stages to support emotional wellbeing and personal development.
What services and qualifications do you offer?
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What makes your approach different?
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Our philosophy is grounded in three core principles: Support before challenge, Connection before content, and Gains before grades. We believe young people need to feel safe and valued before they can truly engage with learning.
Unlike traditional classroom settings, we prioritise relationship-building and emotional wellbeing as the foundation for academic progress. We meet learners where they are, celebrate every achievement—no matter how small—and tailor our approach to individual needs rather than following a one-size-fits-all curriculum. Our community-based approach ensures learning feels relevant and connected to real life.
How does the referral process work?
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To begin working with us, schools or local authorities can complete our referral process by contacting us directly to discuss the case or by using the online form at the top of this site. We'll arrange an initial conversation to understand the young person's needs, challenges, and goals. From there, we'll design a personalized programme starting at the appropriate stage (Engagement, Recovery, or Progression) and maintain regular communication with all stakeholders throughout the learner's journey.
Families can also reach out to discuss whether Common Ground might be the right fit for their young person.
Where are you located and how can learners access your provision?
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We currently operate across south Hampshire, utilising community spaces whilst our first centre gets up and running. Contact us through our contact form or email to discuss specific locations and arrangements for your learner.
How do you measure progress and success?
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Progress isn't just about grades—it's about the whole journey. We track improvements in confidence, attendance, engagement, social skills, and wellbeing alongside academic achievement. Each learner has an individual development plan with clear, achievable goals. We celebrate gains at every stage, whether that's attending consistently, completing a community project, achieving a Functional Skills qualification, or progressing to further education or employment.
Regular reviews with learners, families, and referring partners ensure everyone stays informed and involved in the young person's development.