The feeling of being "belonged to somewhere" rather than being "just a spare part"

Hi everyone, it's been a minute, so here's a short & brief summary of what I've been up to these past few months.

I'm back to working full-time in education, but this time, it's on a permanent basis! (I'll explain more about that later as per this blog title)

I've also been doing a lot of work with my 2 policing projects. If you follow me on LinkedIn, you'll know what they'll involve.

It's definitely safe to say that I've been rather busy during that time! But since I have a whole day to myself, I thought I'd use the time to make this blog post. Most of what I will be talking about in this post, will be related to my career working as an Agency Teaching Assistant (TA), and finally getting the job as a permanent contracted Teaching Assistant role.

Turning the attention back to the above title, I want to talk about why I feel like going to a job where I actually feel like I belong somewhere, and not just going to a job where I feel like I'm just a spare part.

This was because that when I was an Agency TA for a year & 8 months, all I was doing was covering for contracted TA's in classrooms where the Senior Leadership Team (SLT) couldn't hire any permanent staff at the time. 

I admittedly enjoyed the getting to go to a variety of different schools aspect of the role, as I got to work with different pupils. That said, there was 3 schools that I worked in where they made me feel valued, and treated me like I was a permanent member of staff.

However, these things also didn't mean that I enjoyed the job role altogether...

Again, most of my time as an Agency TA just felt like I was nothing but a "spare part" as there were some schools that I had worked in where their staff didn't appreciate me working there. Even if it was just for one day. 

Without naming some schools I worked at, I would get told by the agencies who put me in those schools that they won't be suitable for me. All because I happen to make a mistake with marking someone's work, or how I interact with the pupils, or even just how I talked with the staff in general. You could say those schools were very nitpicky about which staff they'd like to have.

This went on until the 10th of June, where I had an interview at a SEN & SEMH school in Crawley. I remember going into the interview thinking: "Will this be another interview that I won't be successful in afterwards?" Only because I had SO many TA role interviews with the outcome of being unsuccessful. Although, I actually had slightly more hope in this one due to the SLT who interviewed me seemed very impressed with the amount of schools I had worked in since November 2024. Especially with the amount of experience of SEN & SEMH I have gained during that time.

Anyway, the following morning (the 11th of June), I got the phone call to say that I was successful in the interview, and have been offered my place at the school to start in September! This then gave me a strong feeling of relief, finally feeling like all of my patience, persistence & determination has eventually paid off for something worthwhile!

Once I started at the school on the 1st of September, I began to carry a sense of "belonging" by the fact that the job is mine, and no one can replace me. This also meant that I can carry on working in education for as long as I want to!

That's all for now, but I'll be sure to be back on here once I have more time to do so.

Over & out!🤚🏻

How it feels to have PDA

Good evening everyone!  

It's now been a fair few months since I was last on here, and for a good reason too... I have had the pleasure of working at Aurora Poppyfield School from the end of January to keep me busy, which I can say is very similar to Grafham Grange. Only with a fewer behavioural challenges. Unfortunately, my time there has now come to an end after Easter break due to permanent staff being hired in each class.

During my time at Poppyfield, I got to expand my knowledge of SEMH and how it differently affects different pupils in each class. Much like in every previous SEMH school settings I have worked in after Grafham. Also during my time working at Poppyfield, I got to gain more skills in working with students who happen to have something called Pathological Demand Avoidance, or PDA for short.

There was this one boy in year 7, who I was working closely with a majority of my time at the school, who had a complex level of needs. All of which include, ASD, ADHD, SEMH, Trauma, SPD, and of course... PDA. Obviously, I will not be naming this person for identification protection reasons, but I can share with you what I have learned about PDA just from spending time with this pupil, and turning it into another insightful post.

So, many of you reading this now will no doubt be thinking: "What on earth is PDA all about? I've never heard of it before." I'd say, try working with a pupil with PDA, then you'll find out for yourself.

To answer that question, PDA is where a person will avoid doing tasks and/or following instructions given by another person. Particularly from teachers. Although, it is important to keep in mind that people with PDA are not trying to be difficult in any way at all when it comes to not doing what they are told to do. This is because many kids living with PDA, are often overpowered anxiety, and in order to for them to feel safe & secure, they need to be in control of everything they are doing. 

To phrase the above explanation shorter, kids with PDA are constantly living in "survival mode".

As a good example, I'll use the pupil at Poppyfield I was working a lot with. He would almost NEVER go into the classroom to do any work, as his mind is constantly in survival mode whilst at school. And given the amount of needs this pupil has to cope with all at once, the very small demand of doing a simple worksheet will plunge him into overwhelm overdrive.

As a result, this pupil will do things to his own agenda just to feel secure, and in control to help him survive the school day without feeling threatened by anything that triggers his PDA. Even if this includes playing games with him all day. With that said, it's vitally important to be able to build trust with PDA pupils before you can even think about getting them to do what YOU want them to do.

God forbid, I know I have certainly struggled with this, and will probably still do to this day if I get to work with any PDA pupils again in the nearby future.

I hope everyone has found this little piece of PDA expertise helpful. Bye for now!

*I began this post on the 13/4, but didn't finish it until the 14/4*

The SEND crisis

Hello everyone, hope you've all been keeping well. Thank god January is finally over, as I feel like it just drags on forever & ever. Even more crazier as to how we're in February already?!

Anyway, work has been rapidly picking up for me again, where I have been working in exactly 6 different schools alone for this month - Crazy isn't it?

One of the schools I have been working in (The Cambridge Primary School), where I have been working in for 4 days over the past 3 weeks, is actually a mainstream primary school in Hampshire. However, they are taking on SEN kids, as there are not enough SEN schools in the Hampshire area. And as the above title states, I will be talking about why the SEND is in crisis, as well as the many cons of SEN kids being in mainstream school settings.

For those of you who work in education, you will all know by now that the SEND is in a significant heap of trouble, as there are still far too many young people with SEN who are currently placed in the wrong school settings, or worse, currently out of a school setting due to nowhere nearby that will meet their needs.

This is because councils across the UK are running short on money to be able to provide more specialist education for SEN pupils. Moreover, specialist school settings cannot be built due to the financial difficulties that the councils face. As a poor result, so many young people are missing out on a normal education. 

As mentioned before, I work in education, and I have seen for myself the devastating impact that an unstable education can have on a young person. Let alone a young person with SEN. Going back to where I have been briefly working at The Cambridge Primary School, I have seen multiple kids there with varying SEN, who shouldn't even be placed in a mainstream school like this. But because of there not being enough SEN schools in Hampshire, or even in that part of Hampshire of where the said Primary School is located, they have no choice but to endure it.

It's utterly shameful, and something clearly must be done. The question is when?

If some kids who happen to have SEN can cope in a mainstream school, then good for them. Unfortunately, there are a majority of SEN kids who simply cannot function, let alone cope in a mainstream school due to a number of reasons. Bullying is the topmost one, as there are "normal" kids out there who do not understand SEN, or do have an understanding of SEN, but choose to mock kids with SEN anyway.

Another valid reason is some mainstream schools & school staff won't be able to accommodate SEN kids into their schools due to not having the relevant training or lesson resources to cater for SEN kids. 

All of the reasons explained will lead to SEN kids feeling unsafe & insecure, as well as potentially being set up to fail in later life. God knows, where they may end up going if this crisis continues.

The Department of Education, you have got an awful lot of mess to clean up. 

A year into working in education...

It's somehow the 1st of December already?! Which can only mean a few things... Christmas is on its way! As is my birthday (the big 25 coming up in 28 days😬), New Year & more importantly, the 5th anniversary of this blog being created! (I'll be sure to do a post on that😉)

Anyway, hope this final month of 2025 has gotten off to a good start for you all, whatever you're doing. I fortunately had the day to myself today, so that means I'll be able to make a post on here.

This was another post I was meant to do a couple of weeks ago, as it marks 1 whole year of me working in education, (8th of November 2024 to be more priciest).

As of such, I'd like to take a moment to reflect on my journey. This also will include what I've learned, what I've enjoyed & the downsides of being an agency LSA, if I've not mentioned them already.

Since I began college, I've always wanted a career where I can work with young people to understand their mindsets. It was there & then that I've wanted to go down a psychology degree route. Although at that stage, I was a few years away from considering about going to university to undertake a psychology degree. 

Fast forward onto March 2023, when I was 3 months away from finishing college, and where I got the job as a Saturday Youth Worker at Challengers, I got talked out of going to university by one of my college tutors. Half of the reason was because he went to university himself, and told me face-to-face that the university experience is really not as people make it out to be. He also added that obtaining a psychology degree would not mean anything by the time I've finished uni. 

Fast forward again onto November 2024, where I've gained over a year's experience of being a Youth Worker to vulnerable young people, I decided to apply to lots of LSA jobs through CV Library. I'll tell you what, I was very impressed with the fact that one agency was very quick at getting back to me within just 24 hours! 

Here I am a year on, and I'm sat here with all of this more in-dept knowledge of some SEN needs that I've never heard of before or not have much experience of working with SEN needs that I do know of. For example, SEMH is definitely one of them. I'm sat here typing this, where I feel like I'm an expert with understanding SEMH, as I've gained so much experience & knowledge of how SEMH impacts a young person. As most of you know by now, I am best known for working at a SEMH school for 6 months, where I've found a fond passion of working with vulnerable young people who have experienced trauma in their early stages of life.

I have also worked in other education settings as well, where I got to put my expertise knowledge of SEMH, ASD & ADHD into good use. However, these have only been a couple of days here & a couple of days there kind of jobs, but it was still an enjoyable experience to get to work with different pupils with a variety of different SEN, as well as learn about how all of those SEN impacts these pupils nonetheless!

For those of you who are interested, here is a FULL list of all of the education settings that I have worked in over the past year:

• Bramley Oak Academy (for 1 day)
• Grafham Grange (now Bramley Grange Academy for 6 months)
• Gosden House (for 1 day)
• Merrist Wood College SEN department (1 week)
• Leith Hill School (3 days)
• Carwarden House (3 days)
• Pond Meadow (1 day)
• Brooklands School (1 day)
• Hollywater School (1 day)
• St Joseph's Trust (2 days)

I will be upfront & honest here by saying that I do find it frustrating that a few agencies I am now registered with, do not give me enough support when it comes to being placed into a school, where I intend to get more permanent work in. Especially if I really get on with the school & its pupils with needs that I have expertise in working with. Another thing I dislike, is where I will be specific to an agency that I do not want to be placed anywhere that I have little experience in. Biggest example would be in a school with non-verbal pupils. But they'll still do it anyway, all because they care about filling in staff gaps just so they can make their money for the day.

On a more positive note, I definitely like to think that I've been really successful in this industry so far! Especially how I've chosen not to go down the university route just for the purpose of getting a paper psychology degree at the end of it that doesn't mean much now in the career route I'm currently going down.

A year into my SEMH journey...

Good evening everyone, just a quick for tonight, as this will be the only time I will get to make an appearance on here this week. This was also a post I was meant to do for this Tuesday, but I had non-work related demands to do throughout that day.

As of this Tuesday (25th of November), it officially marks 1 year that I've been on an SEMH journey! And what a challenging, but fascinating journey it has been for the past 12 months too, as before that, I have had absolutely no idea that the acronym SEMH exists, let alone what SEMH consists of as well within young people I work with during my past year of working in education as well. (I will get round to doing another post about my 1 year journey working in education too, don't you worry!😉)

As a reminder for those of you who are new to my blog, and do not know what SEMH stands for, it stands for social, emotional, mental health. This is a term to describe a young person who experiences difficulties with functioning in social settings due to mental health complications. Along with this, young people with SEMH display challenging behaviours due to some trauma that they have experienced in their early stages of life.

As some of you will already know, as well as for those who are, again. new to my blog, I have spent a good 6 months working at a SEMH school in Surrey, where they cater for SEMH pupils. I started there on the 25/11 of last year - the 23/05 of this year through an education agency. Although my SEMH journey continued from that point on too by working in similar SEMH settings.

During those 6 months, I have learned a hell of a lot about how SEMH impacts a young person's functioning, interactions & how they vision the world. Even though the trauma that comes with SEMH is not something I'd wish on anybody, I am more amazingly baffled of how the creative & determined side of SEMH plays a hugely positive part on an SEMH young person's overall development.

This is due to the fact that SEMH can form a link of best friends to co-occur with it, such as ASD or ADHD.

As I've seen for myself whilst working at Grafham Grange for 6 months, I have come across some very knowledgeable young pupils when it came to having a conversation with them about their hobbies/interests/aspirations. They will go to great lengths to know the ins & outs of something, and they take wonderful pride in sharing that knowledge with us too!

This was also the same case from when I had spend 3 days working at Leith Hill School, as I've had the pleasure of getting to know the pupils there by having conversations with them about things that interest them, as well as seeing them interact with one another who all have the same primary educational need.

In a nutshell, I feel very privileged to obtain all of this in-dept knowledge of SEMH, including getting to work in schools consisting of SEMH pupils. 

Long may it continue.

The pros & cons of being an agency LSA

Hello everyone! Hope you're all doing well. Since I've been an agency LSA for a year now, I thought about doing a post based on everything I have learned about being an agency LSA, as well as talk about the pros & cons of the job.

To be more precise, I first began applying for agency LSA roles on the 3rd of November of last year, and got officially employed into my 1st one on the 8th of November (5 days later). For most part, I'd happily say that I'm enjoying it, as the role itself is genially rewarding by helping young people thrive in education. However, the job itself can be extremely demanding due to the lack of expectations that some school staff won't tell you about before you go into the school('s) to do your job. 

Without further ado, here are the pros & cons of being an agency LSA...

  Pros:

• Meeting new people everyday - One of the things I really love about my job as an agency LSA, is that I get to meet different pupils, and learn many things about them. I never know, I may even learn something from one of them or more!...

• Getting to know how each school's curriculum works - I enjoy absorbing the knowledge of how each I school I've been into is ran, as this will be useful for me to pass onto anyone who wants to know if those school settings should be recommended to their children or children they know. Moreover, different schools have different vibes!

• Seeing familiar faces - Some of the schools I have worked in, I have seen some young people that I know of from Challengers (my Saturday & holiday job). Again, I enjoy absorbing the knowledge of that some young people from most of the Challengers schemes I have worked at attend these school settings. 

Cons:

• Not getting enough time to know the pupils well - Most of the schools I have worked in (with the exception of Grafham Grange) have only been for 1 day here, a few days there & another few days somewhere else. On an honest level, I really love getting to know the pupils I work with well, as this helps me to build a good, positive & trusting relationship with them by understanding how their mind works. Especially when they eventually gain enough trust in me to be their listening ear if they need/want to offload their thoughts.

• Low expectations from teachers - The one thing that really frustrates me the most about being an agency LSA, is that the teachers in the classes I get put into do not explain to me how best to be proactive in the class or how best to engage with each pupil. All this does is not only set me up to fail if I'm doing one or more days of trail shifts, but feel like I'm only present in the class as a "spare part".

• Little - no support from agencies - Another thing that really frustrates me about this line of work, is that some agencies (and I've registered onto about 10 different ones during October) will be very dismissive of your needs/requests. In the case of some agencies I'm with, I say to them that I specifically do not want to be placed into a school where I have to work with screaming non-verbal children, as I do not have much experience of working with them, but they'll still do it anyway when they call me up asking if I am available to work on the day they call me, all simply because for the purpose of the school giving THEM wages when these agencies fill school classes up with agency LSA's to fill in the holes, as well as keep the schools running as normal.

That pretty much wraps up this post. Hope you all find these pros & cons useful just in case you work in this industry to, or even thinking about it. 

I shall be back soon with another post!

*I began this post on the 18/11, but didn't finish it until the 19/11*

The lighter side of SEMH

Hello everyone! Hope your week is getting off to a great start, as well as the first 6 days of October.

From the 1st - 3rd of October, I had the privilege to work 3 days at an independent SEMH school in Dorking. Although I didn't get offered a contract to work at the school, I enjoyed spending time with the pupils, as well as get to learn about how their SEMH needs impact their learning. 

This was where I got to see a more lighter side of SEMH, compared to the other SEMH school I worked at for 6 months.

My main inspiration for doing this post, was how blown away I was by seeing a completely different side of SEMH, as appose to the stereotypical disruptive behaviour, swearing & frequent deregulations.

The different side of SEMH included loads of politeness, wanting to engage in lessons & thriving on consistent routine.

Yes, I have seen very few deregulations whilst I was working there, but those deregulations will always be a part of SEMH kids, as this is their natural response to them being or finding something that is overwhelming them, and need to let out some energy to regulate themselves again. For example, taking a movement break.

I know I have mentioned this in a few previous SEMH posts whilst I was working at Grafham Grange, as I am continually putting this message out there for everyone reading to acknowledge (I suppose you can call me an SEMH activist at this stage).

As this is also an 'independent' school setting, the staff highly or fully expect all of their students to follow the structure & routine without needing any assistance. That being said, a majority of the pupils are capable of doing work on their own.

So, the morale of this post, is to understand that no SEMH person presents with the same behaviour. Especially in different school settings.

How spending so much time out of an education setting can have a devastating impact on a young person

Hello everyone! How are we in September already?! I feel like this year is coming & going too fast.

Anyway, I have began a new job on Monday (1st of September) in a nearby college, and as the above title states, I want to share something very important that I have seen for myself whilst I was working there. This is all in the hope that other people reading this will find this post as insightful as it was for me having to witness it. Plus, this will give me something to do whilst I'm off work ill today as well.

On my 1st day working at a nearby college, I was working in a class where there was a boy who would not come into class, and had spent the whole day standing outside. This was all because he had been out of education for a WHOLE year. With that said, just spending 1 whole day in an education setting was enough for him to be overwhelmed, as he has unfortunately been so used to not being in one for this long. 

Now, you'll be asking yourself: "Why was this boy out of education for an entire year?" The answer was (according to my colleague) the school was having problems with him, so they couldn't cope with him anymore. This, in my eyes, is nothing other than totally unacceptable for any young person. Let alone for anyone who has special educational needs, like this boy does.

There is proven evidence that being out of any educational setting for a prolonged period of time can have a really devastating impact on young people, as they fills their head with so much uncertainty, and not having any learning in an actual learning environment makes young people feel anxious, because they will be behind everyone else, regardless whether they are neurotypical & non-neurotypical people.

Although it is valid there are loads of educational settings that are struggling to accommodate SEN kids due to a sky high new cases for ASD, ADHD or any other condition, it is NOT valid for young people with SEN to be out of education just because the education system cannot find a way to cater for their needs. This is why so many SEN kids are falling behand in life due to a lack of education. I know things are getting done to improve the statistics, but this simply cannot continue for the foreseeable...

Luckily, Challengers (the part-time organisation I work for) have 2 specialist settings in Guildford & Farnham that run during the weekday where they support people from the ages of 2 - 18 who are currently out of education. Although they are not education settings in any shape or form, they do, however, provide these young people with activities that will become really beneficial for their social & emotional development. They know what it's like when a young person with SEN feels insecure by having their education placement broken down, as well as knowing the ripple effects it has on their families.

To gain a more visualised insight, I have attached a video:

Tips on how to form a good working relationship with SEMH students

Hello everyone! Hope you're all doing good.

As the above title states, I thought I'd share some useful tips on how to form a good working relationship with SEMH students. This is especially handy for anyone who is looking into going into this industry. Not to mention that the benefits that come out of this feel immensely rewarding too!

However, I must warn you that the process of forming a good relationship with SEMH students can come with a fair share of emotional obstacles along the way... As I have experienced...

DO:

• Be polite by saying "morning" to them - Even if you see the students walking around who you barely know, it's always good to greet them warmly first thing in school. Especially how it can really secretly brighten up their mood, as they may not be warmly spoken to in that manner at home.

• Try to start a friendly conversation with them - Again, if you come across a student you barely interact with, at least pluck up the courage to begin a friendly conversation with them, such as: "How are you doing today X?" Although a majority of the students (especially the ones I didn't interact with much) will tell you to go away at times, at least they will eventually see in time that you are trying to make an effort to get to know them a bit more.

• Be firm with boundaries & behaviour - I know this will be nerve-racking, but you need to be very consistent with verbally telling students about the inappropriate behaviour they are displaying, as well as to firmly inform them of the consequences should they choose to continue with their inappropriate behaviour. Believe me, they will be thanking you inside their heads later, as SEMH kids crave on a sense of security.

DON'T:

• Keep on changing their routine during their school day - If there is 1 thing that SEMH kids HATE the most, it's definitely change. Every structured routine in their school day must be kept the same where possible, as sudden last second changes can REALLY cause SEMH kids to have some serious dysregulations! Trust me, witnessing a SEMH pupil dysregulated is not the prettiest thing to experience.

• Expect or make them do paperwork for the whole lesson - I know this may sound weird to some people, as you'd typically expect any pupil to get on with doing paperwork for an entire lesson, but with SEMH pupils, that is a different story, and this can cause them to feel tired & overwhelmed, as being in a classroom for too long can stress them out due to carrying an excessive amount of energy then other kids from non SEMH school settings. 

• Make them feel ashamed of their needs - Just because your purpose is to discipline SEMH pupils when they display inappropriate behaviour, doesn't give you the excuse to blame their needs for who they are as a person. The only thing this will do, is cause SEMH kids to have their confidence crushed, as they cannot change who they are inside.

I hope these tips will come into use for anyone who is looking into working in a SEMH environment. Especially having first-hand experience & knowledge. 

*I began this post on the 7/7, but didn't finish it until the 14/7*

How having an interest makes you more confident

Hello everyone! Hope you're all having a good day so far.

I've also just realised as I'm typing this post... We're at the halfway point of 2025 already! It's just flown by so quick!😱

Anyway, I've decided to make this blogpost based on something else that I have experienced during my time working at the SEMH school. Every single kid at that school had at least 1 or 2 special interests that made them more confident at being who they are, and how they are not afraid to show that confident & bright side of their personality to others.

Obviously, I will not be naming any names of the pupils that I have witnessed tell or showcased their special interests to me to protect their identity, but the least I can do is be specific about going into their special interests in detail on here.

There was a boy in my Y11 class, who was very fascinated into art. There was even a large, suitcase size art portfolio where all of his artwork is stashed. Every piece of artwork was inspired by the artists that he had learned about. I've seen for myself how more confident he becomes in himself, as he appreciates how much I say how his artwork is very inspirational, and how it gives him a sense of pride; To make him want to do so well in life.

There was another boy in my Y11 class, who has very in-dept knowledge of theme parks & rollercoasters. He can tell me every single fact & trivia about any rollercoaster from across the world! Again, the more I let him share his wide knowledge of theme parks & rollercoasters, the more confident he feels interacting in class, as this gives him a sense of pride.

In some cases, these interests CAN lead to you gaining a job/career in those industries, because there is a certain saying that goes along the lines of: "Choose a job you love, then you'll never have to work a day in your life." Meaning, you thrive so much with doing something you're wholeheartedly interested in, that it takes away the worry of having to apply to any job just for the sake of HAVING to work somewhere, or to show everyone you do actually work to people please them.

I hope this post was helpful to anyone who can relate as well. 

I do plan on making more blog posts next month, as I'll have some days free where I've got nothing else "out of work related" planned.

A little something for #WorldTeachersDay

Hello everyone, I know I'm a bit late on this, but I felt like I wanted to share my say on World Teachers Day. 

What is my reason for this? This is because I happen to have a passion for education, and I personally feel like everybody has a right to be educated, regardless of who they are & what they are. Moreover to this point, education gives people opportunities to thrive & become successful in the real world.

This is why I want to provide an insight to what it means to be a teacher. Just to be clear, I am not an actual qualified teacher myself, but I do consider to obtain some teacher-like qualities.

World Teachers Day is purposely aimed at teachers all over the world. They work tirelessly hard to the best of their ability to provide education to anyone anywhere in the world. Asides from providing people with education, teachers will happily go out of their way to ensure that a person is well & happy. After all, a well & happy mindset is a healthy combination to the road of success. Well, in terms of success in education anyway.

With all of that said, teachers all over the world should be applauded for all of their dedication to provide education of all kinds. Some of which do not necessarily have to be in a school, college or university environment, as there are also TV programmes that have teaching in them. For example, Abandoned Engineering, as this programme contains history about old buildings that never got finished.

Imagine a world without any education, let alone any teachers; The world would be at a stand still. And quite literally, because if you think about it, no one would have any knowledge to get things done in the world to keep things moving.

Why going to an education setting with so much opportunities can make a person thrive in life

Evening all! Hope you're all enjoying your week so far, whatever you're doing. I'm just trying to keep myself as busy as possible with my extra credit & any upcoming work I have with Disability Challengers.

As the title states, I am going to be discussing why an opportunity-filled education setting can really do people with gifted mindsets the world of good. What I mean by this, is how academic people want to be able to excel, as well as show off their learning ability in an education setting like no other.

And I will be using Epsom College for my chosen example.

Why did I choose Epsom College as my example?

I chose Epsom College, because it has so many learning opportunities like no other place does. Well, that's my opinion anyway. In comparison to other education settings, I see that this one has every single opportunity in stock, whereas other places don't. (Not trying to cause offence here)

What really helps support my option, is that I have watched the virtual tour on YouTube. The video consists of 2 students giving you the tour of the place, as well as talking about what their educational life is like for them there. Here's the video in case if you're interested to see for yourself: 

How does Epsom College cater for the needs of the gifted?

For starters, Epsom College considers the fact that there are (and still will be) people out there who want to wish to be well educated. Not just to be educated, but to be educated to the very best of standards. 

This is done in such a way, because the students who attend there, have an inquisite mindset by wanting to develop their interest in something in every single approachable way possible. It's as if their mindsets are constantly barking at them to be able to learn every bit about what their interested in that will help them what they want to do in the future.

Is there any evidence that those students do well in life after Epsom College?

Yes there is! According to the website, there is evidence that shows the support students get while applying to universities across the UK & abroad. Evidence in the website also include careers talk, discussions of their academic ability & seeking work experience. 

Conclusion:

Not every educational setting has to be made out as a stereotypical "Normal place of learning." Primarily because this particular education setting just happens to stand out more than the rest. As a matter if fact, non-typical education settings seem to achieve more praise due to how well they stand out.