STARTS Programme · Theory of Change
STARTS provides intensive, tailored support for children and young people with the highest levels of need. This Theory of Change sets out who we work with, how we work, and the outcomes we deliver, co-designed with our staff, the young people themselves, schools and children's services.
Every child deserves the chance of a fresh start. STARTS works one-to-one with children and young people who need it most, building trust, confidence and the foundations to move forward. Here is how it works.
STARTS provides tailored, intensive support for children and young people who:
They may also be at risk of exclusion from school, exploitation or criminal justice involvement.
STARTS provides tailored, individual, intensive support with a high ratio of 2 to 3 skilled staff per child. Over several months, they meet multiple times per week at All Kids Can venues, off-site on trips, on-site in school, and/or at the child's home or foster placement.
Select a building block to see the need it meets and how STARTS responds.
Foundations Building skills Positive progress
Children and young people have often been let down by adults in their lives, through a lack of consistency, broken promises, or by being given up on. Some have experienced abuse, neglect or the care system. This can lead to disengagement and a lack of trust with all adults, and they can lack the tools to build and maintain positive relationships with peers or adults.
STARTS staff build trust through compassion and consistency. They are authentic, tenacious and don't give up, showing young people they care and that they matter. For children not attending school, they go back again and again to engage them. Staff are enthusiastic, positive and relatable role models who set firm boundaries. Building trusted relationships can lead to disclosures of harms and safeguarding risks, so appropriate support can be provided.
“You guys always have big smiles. You make me smile.”
Child
“The staff don't give up and that's what makes the difference.”
Teacher
“They are relatable role models, but there are firm boundaries which the children respect.”
Teacher
Children and young people with special educational needs or who have experienced trauma can have overwhelming, heightened emotions and 'fight, flight or freeze' reactions. They can display challenging and concerning behaviour that puts themselves and others at risk through dysregulation.
STARTS staff take time to identify individual triggers and de-escalation techniques, and work with young people to provide a nurturing environment. They acknowledge emotions and establish co-regulation and self-regulation strategies to minimise crisis events, then practise these across a range of settings. Activities that support regulation, such as sensory circuits, sports and being in nature, help improve wellbeing and calmness.
“I use the stress ball when I'm angry.”
Child
“He was able to talk about his emotions and say how he feels more.”
Teacher
“His outbursts were less frequent and less explosive.”
Teacher
Children and young people may have got used to being punished, labelled and excluded, which can harm their confidence and self-belief. They may give up easily if they can't do something, or not want to try new things at all, and may feel anxiety in certain settings.
STARTS staff build confidence by identifying strengths and interests and setting realistic stretch goals. They support young people to step out of their comfort zones and try new things, for example teaching sports skills to show how they can make progress and achieve. Staff use tailored incentives, positive reinforcement and praise to support confidence building.
“I'm not scared of that anymore.”
Child
“They have high expectations and instil upon them, I believe you can do this.”
Teacher
“It's the first time he's engaged with any service for a prolonged period of time.”
Teacher
Children and young people may have speech, language and communication challenges. They may communicate in ways that are inappropriate, or not communicate verbally. They may struggle with writing, have a limited vocabulary, and find it hard to articulate their needs, strengths or interests.
STARTS staff support literacy skills, building reading and writing stamina. Where young people are selectively non-verbal, they address this through cues, visual cards and consistent communication. Staff work to increase vocabulary, improve eye contact and engage young people in conversation, including helping them articulate their needs and interests.
“I've improved my writing.”
Child
“It's giving them that voice that they might not have had in the past.”
Staff
“They started initiating conversations.”
Staff
Children and young people may need to develop independence, for example as they transition to secondary school or prepare to leave care. They will often struggle to make friends and to navigate playground and classroom expectations. Local areas may also pose a danger to young people.
STARTS staff help create and maintain daily routines, from getting up in the morning to self-care and hygiene. Life skills such as shopping and cooking help develop independence. Staff help young people navigate their local area safely. External trips broaden horizons and provide opportunities to practise social skills, while activities such as archery help increase focus and patience. Playground supervision helps children develop positive peer relationships.
“Seeing new people, meeting new people made me worried. Now I feel joyful.”
Child
“We're showing them that there's a different way.”
Staff
“He wouldn't get up for school. He was at rock bottom. He started making incremental changes.”
Teacher
Children and young people can struggle to attend or engage with school. They may have experienced temporary exclusions or be on a reduced timetable, and may be at risk of permanent exclusion and disengaging from education completely. They may have disengaged from other support services and have low levels of wellbeing.
Staff help develop an interest in learning through trips and learning strategies. They facilitate increased attendance and transitions to education, training or employment through partnerships and routines. Staff support engagement with other support services and help improve wellbeing and flourishing, so young people feel safer, happier and more positive about the future. They may keep in contact and contribute to AKC youth voice.
“At the start he had 30% attendance, by the end he had like 85.”
Staff
“It was a success in getting him to the place where he can now be successful. He's a school boy again.”
Teacher
“Without STARTS, they wouldn't be doing their GCSEs.”
Teacher
STARTS staff are:
Staff use a range of educational and enrichment activities to engage children and young people, from sport and climbing to cooking, arts and nature trails.
“When their mind is engaged, that's when they'll talk to you.”
Staff
Staff use C-POMS software to keep and share accurate, timely records about needs, safeguarding concerns and progress.
“The staff record everything... in children's services, if it's not recorded, it didn't happen.”
Children's Services
Highly trained and from multidisciplinary backgrounds including youth work, sports coaching, psychology and social work, skilled at working with high levels of need.
“It's not just a job. The staff are genuine and young people see that.”
Children's Services
Staff work closely with schools, children's services, local authorities, CAMHS, families and carers.
“They help bridge the gap between schools, families and other services.”
Head Teacher
To discuss commissioning STARTS or to refer a child or young person, get in touch with our team.
Want to know more about STARTS, or think a young person could benefit? We’d love to hear from you.
Contact us about STARTSThis Theory of Change was co-designed by STARTS staff, children and young people, and external partners including schools and children’s services. Facilitated by Champions for Social Change Ltd.
All Kids Can Ltd
C/O Meridian Sports & Social Club
Charlton Park Lane
Charlton
London SE7 8QS
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