We're Hiring: SML Mentor

Two new permanent roles at The Centre for Self Managed Learning at Sussex - a unique opportunity in a unique learning community! 

• Do you believe that every young person should be able to find their own voice, and be supported to find their own way to learn, in a safe and inclusive community?
• Do you believe that learning looks different for every one of us, but that it should always be enjoyable and authentic?
• Do you want to be part of changing education?

The Centre for Self Managed Learning is an educational charity that has gained an international reputation throughout the last several decades,  supporting learners using our evidence-based approach of Self Managed Learning (SML). SML provides  structures for learners to plan their learning according to their passions, strengths and inspirations, to continually carry and adapt their plans according to their own evaluation,  and to prepare themselves to become self-sufficient citizens and empowered community members in a democratic society.

Our main learning community, located near Brighton, supports close to 80 young people (aged 9-17), who love to learn – as they have the autonomy and support to plan and choose what, when and how to do so.  There is no imposed curriculum, no imposed teaching, no imposed timetable – and there are no classrooms. We are looking for passionate full-time mentors to join us in September 2025, mainly working directly with young people, and occasionally supporting our other SML-related activities, such as working with adults’ learning communities. These are totally new roles that have been created to take forward our work in a climate where needs have changed greatly over the last 23 years of our existence.

We are using the term ‘mentor’ as it indicates a role that is not about teaching but about understanding learners as whole persons who need assisting in their learning journeys. The new appointees might come up with a better term and so the label could change. What we do know is that the role is needed as an evolution from past practice.

Who are we? 

The SML Community, sometimes called SML College, supports young people’s learning by providing them with a  non-judgmental and respectful environment where they can take autonomy in their own learning, and feel safe to share their ideas, values, and needs.  The SML Community has a local record of success over the last 23 years as identified by a wealth of independent research, including from four universities.

What is the role of the Mentor in SML Community? 

At the SML community, mentors will work with young people to support their self-managed learning while maintaining a safe and inclusive community.  We do that by establishing trusting relationships, developing a genuine curiosity in young people's interests and choices, and facilitating a respectful and open culture.

We actively value young people’s diversity across age, gender, race, culture, ability, neurotype and social background. All students are equally valued – genuinely.

No specific background or expertise is needed. The focus for this role is the ability to relate to young people, help them understand the pathways their interests can open, and find positive ways to support these pathways.

Mentors will also be responsible for the work it takes to keep our setting open and running safely and smoothly.

The specifics of the role: 

• Mentors will 0.9 FTE including 36 weeks during term time, and 10.5 weeks off term time.
• The salary is £34,000 per annum (so £30,600 for 0.9 FTE).
• Core working hours are between 08:30 am and 4:30 pm, five days a week.
  Although 0.9 FTE is preferred, in certain cases, part-time roles can be negotiated, e.g., working five mornings a week (08:30 am – 1 pm) or five afternoons a week (1 pm – 4:30 pm).
• A monthly staff meeting, a termly Open day and a termly meeting with parents is expected outside of the working hours.
• 25 days of annual leave per annum will be taken outside of term time.
• Work outside of term time can be taken flexibly, according to the charity’s needs, planned meetings and other planned activities.
• The mentor will report to the charity’s Director.
• There will be a probation period of three months.
• The mentor will be directly responsible for up to five or six small (typically composed of six young people) groups of learners (or up to three groups if works only mornings and afternoons).
  For each such group, the mentor will be the facilitator, and the young people’s, their families’ and external agencies’ first point of contact within the SML community with regard to the young people’s learning and any other related reporting.
• The mentor will work in a team and, when needed, might be expected to support colleagues in their tasks and responsibilities.
• Mentors will attend daily community meetings, weekly Learning Groups meetings, respond to young people’s needs, offering one-to-one support and workshops, open new opportunities for them, supervise their health and safety, and support the community in upholding its agreements and standards.
• Mentors are expected to occasionally offer activities from their own interests to model Self Managed Learning, suggest appropriate resources and offer to facilitate plans that accommodate the young people’s needs, but also respect their need to work independently or rest.
• Mentors are expected to support young people in choosing and leading activities freely and consensually, asking good questions, supporting conflict management, challenging power dynamics, and while appropriately expressing their opinions, needs, and boundaries.
• Mentors are expected to support the responsible use of technology, other equipment, the grounds and the environment.
• Mentors will be required to progress their own development at the charity (with support) and are expected to familiarise themselves with all of The Centre for Self Managed Learning’s policies and codes.
• Mentors are expected to maintain open and respectful relationships with the families of the young people and share concerns and celebrations in a sensitive and timely manner.
• Mentors are expected to support other staff and volunteers while taking care of their own physical and mental health by regularly connecting with them throughout the day and being attentive to their evolving needs and concerns as well as to their own.
• Mentors are expected to attend fortnightly or monthly staff meetings to discuss safeguarding, plans, troubleshooting, resources, and professional and personal development.
• Mentors are expected to support learners in setting their learning goals and designing their Learning Agreements, offer strategies and tools to help young people achieve their objectives whilst encouraging reflection, critical thinking, and problem-solving (see the appendix below).

Personal specification 

You do not need to be a qualified teacher to apply.  First and foremost, we are looking for people who will be passionate and curious about the ethos of Self Managed Learning, learning communities and democratic education. We are looking for diversity in our staff to represent the wide variety of interests, abilities and demographics of the community in the area of Sussex.

We’re looking for people with significant experience in supporting learning, wellbeing or personal development – for example in education, youth work, mental health, or community-based settings. This is not an entry-level role. While formal qualifications aren’t essential, strong practical experience is.

It is essential that our mentors will: 

• Enjoy working with children aged 9-17.
• Be willing to take leadership roles with at least one of the following:
  • Special Educational Needs, and working with EHCPs
  • Safeguarding of young people, preferably as a Designated Safeguarding Lead in educational settings
  • Mental health support for young people, preferably as a mental health 1st aider and/or a wellbeing leader in educational settings.
• Be actively and empathetically listening, assisting young people in enhancing their emotional literacy.
• Looking to work collaboratively, experiment and learn from both positive and negative experiences, while reflecting openly on their learning.
• Be reliable, punctual, with strong self-management skills, and are safety- and privacy-conscious.
• Be adaptive to daily changes, possess high levels of personal maturity and authenticity and can respectfully manage differences of opinions and feedback.
• Have their own talents, passions and interests and are looking to share them with young people (anything from art, music, Maths, sciences, drama, outdoors, hand work, forest school/bushcraft skills – or literally anything.).
• Flexible and able to join young people in learning topics they are not an expert on, while supporting them in finding suitable resources.

It could be helpful if you are able to do the following, but it is definitely not essential (and we support people to learn in these areas): 

• Be able to work full five days a week preferably. However, job-share could be considered (e.g., just mornings, and just afternoons).
• Have experience or openness to working in other learning environments.
• Have a knowledge and understanding of child protection, safeguarding and equal opportunities policies and procedures.
• Have experience and knowledge of working with SEND young people, including PDA.
• Have a good understanding and experience with supporting young people with study skills and learning how to learn.
• Have a good understanding of post-16 education options.
• Have experience in setting up work experience opportunities.
• Are experienced in working and running an alternative education setting.
• Have a current 12-hour Paediatric First Aid Certificate (or be ready to work towards that)
• Have a Food Handling & Hygiene Certificate (or be ready to work towards that)

To apply: 

We value diversity and inclusion and welcome applications from candidates with diversity in age, gender, race, culture, ability, neurotype and background. Our full Equality, Diversity and Inclusion Statement can be found here.
If you have a disability or require any adjustments during the recruitment process or while performing the role, we encourage you to let us know. We are happy to discuss your needs and ensure you that we will do our best the support you to succeed in this position.

Please apply by email to carmel@smlcollege.org.uk until midnight 20/5/2025. Please include in your email:

• An updated CV; and
• An accompanying letter (no longer than two A4 pages with a size 12 font). Your accompanying letter should clarify to us why you would like to work with us and what you could offer to our young people.

We will contact long-list applicants by phone soon after receiving applications. This process is especially designed to make certain that we have full information on each person so that the selection process is fair.

We will invite the shortlisted applications to at least one selection event in our space at Fishergate and may ask for other meetings. Please make sure to be available to attend on the 29th and/or 30th of May 2025

We will send a task to be prepared in advance for the shortlisted candidates.

Please let us know if you will need any reasonable adjustments.

The start date we are looking into is around 25/8/2025.

We may be able to offer assistance with relocation where needed.

If you’d like to know more about the Centre for Self Managed Learning, please have a look at https://selfmanagedlearning.org/.

If you’d like to know more about our Self Managed Community for young people, please have a look at https://smlcollege.org.uk .

If you have any specific questions, please contact Carmel at carmel@smlcollege.org.uk.

Privacy Notice for Job Applicants

The Centre for Self Managed Learning is committed to protecting your privacy and ensuring your personal data is handled in accordance with the General Data Protection Regulation (GDPR).

By submitting your application, you consent to the collection and use of your personal information for recruitment purposes. This may include assessing your suitability for the position, contacting you regarding the application process, and storing your information for record-keeping in line with our legal obligations.

Your data will be processed securely and only shared with relevant staff or third-party partners assisting us in the recruitment process. We will not use your personal information for purposes unrelated to recruitment or share it with third parties without your explicit consent, unless required by law.

If your application is unsuccessful, we will securely retain your data for 6 months to consider you for future opportunities, unless you request its deletion. After this period, your data will be permanently deleted.

For more information on how we handle your data or to exercise your rights under GDPR, such as accessing or deleting your personal information, please contact us at office@smlcollege.org.uk or refer to our full Privacy Notice on https://smlcollege.org.uk/policies/.

Appendix – the mentors’ responsibilities as facilitating a Learning Group 

Mentors are not expected to be a subject expert in any area that affects students in the group – rather they are expected to know well all students in their group and act on their behalf.

In order to do this they need to do the following:

• First point of contact on student’s personal information (e.g., SEND, EHCPs, safeguarding), mentors need to be well familiar all the information and reports we have on their students.
• First point of contact with regard to their students (e.g., with parents, schools, other staff members).
• Making sure all students have learning plans that are dynamic and challenged throughout the term. Develop with the young person a viable learning plan.
• Discuss with each student the revision of learning plans each term, as a minimum.
• Making sure learning groups have agreed on ground rules.
• Making sure learning group sessions are held weekly and that students can continuously reflect and challenge their choices. Conduct an engaging weekly learning group where each student reviews the actions on their learning and plans for the coming week – and where they can, as needed, talk through any problems.
• Making sure community agreements are agreed, understood and challenged.
• Help the group to bond at the start of the term including the group picking a name for the group so that the group is never ‘my group’ (because it isn’t) but always referred to by its name.
• Inform other staff of learning needs of particular students and, where necessary, help to introduce the student to a relevant staff member.
• Support students in following up on their plans and progress, make plans with other staff members when interventions are needed, and make sure that they are well advised on post-16 and careers options.
• Suggest learning resources that might be needed by individuals.
• Collate students feedback, fill self-evaluation forms, make sure parent meetings are well-informing and record the outcomes of these.
• Report to the monthly staff meeting on any problems affecting students in the group.
• Refer matters to the Director in emergency or where you need assistance.
• Help older students to develop a portfolio of work that they can take forward e.g. in order to get a college place. Also help with the creation of CVs or other portfolios.

Letter to The Times' re “I felt like an alien” article

We're looking for new Trustees – Centre for Self Managed Learning

Do you have a keen interest in learning? Do you want to help people experience a better way to learn? Then think about joining the Centre for Self Managed Learning as a Trustee.

The educational charity the Centre for Self Managed Learning is looking for Trustees, in particular a Company Secretary, to help promote and grow Self Managed Learning, especially at its main project in Sussex - Self Managed Learning College.

About the Centre for Self Managed Learning

Self Managed Learning has been widely used by public and private sector organisations within the UK and around the world. Over the last 40 years Self Managed Learning has been rigorously researched to prove its effectiveness. The essence of the approach is to support individuals to take charge of their own learning within supportive structures.

In the last 22 years the Centre has developed programmes for young people aged 9-16 both in schools and for young people out of school.

A key part of this is Self Managed Learning (SML) College. It is a small, a friendly learning community dedicated to supporting young people to achieve the best possible outcomes, by making this an inspiring and safe place to learn - a warm, caring and collaborative environment where everyone knows each other. The College is not a school, so we have the freedom to support each student as an individual – there are no imposed lessons, there is no imposed curriculum, there are no uniforms. Students are free to learn whatever they like as part of a supportive community of adults and young people. This caring and supportive environment means that young people feel happy and safe; giving them the confidence to embrace new challenges and opportunities. There are currently around 65 students aged 9-17 split across a morning and an afternoon programme.

Where

The College is in Fishergate, BN41 1PN on the edge of Hove. However, Trustee work is carried out mainly remotely. There are occasional meetings and events at the College, so being local may be helpful but is not essential.

Time

Must be available for a minimum of 6 days a year - 2 or 3 days of meetings a year and then work outside the meetings.

Deadline

We are looking to recruit new trustees as soon as possible.

For more information on the Self Managed Learning College see our website (https://smlcollege.org.uk/). The main site for the charity is selfmanagedlearning.org.

What will you be doing?

The main role is supporting our staff with their work and creating strategies for developing Self Managed Learning. We are a small team with big ideas. Since we know from significant research by universities and by independent researchers that the approach really does work we have to both sustain current work and expand the use of the approach.

The secretary role, which is a priority for the charity to secure, involves the following work areas, but will be supported by the other Trustees:

• Ensures legal and ethical integrity of the charity.
• Maintains records of the Board and ensures effective management of the organization's records.
• Circulates the Agenda and maintains minutes of Board meetings.
• Is sufficiently familiar with legal documents (g. requirements of the Charities Commission and Companies House) to note applicability during meetings.
• Supports the Independent Examiner with the submission of the Annual Report and Accounts to the Charities Commission and Companies House.

What are we looking for?

We are looking for people with enthusiasm and a keen interest in learning to help us to promote a better way to learn. A knowledge of Self Managed Learning is ideal but not essential, although understanding and support of our ethos and values is important

We are looking for skills / experience in one or more of the following areas:

• Finance
• Governance
• IT/GDPR
• Fund raising
• Human Resources
• Operations/Premises

What difference will you make?

Many people have been put off learning through bad experiences in the past. By promoting an alternative way of learning, trustees are helping to give people another chance and offering the opportunity of a method that they can use for the rest of their lives.

How to apply?

Please send your CV and a cover letter to our Director, Carmel Kent (carmel@smlcollege.org.uk) to apply. Please highlight why you want to join us, why you think you would be suitable for the role and when you would be available to start.

Causes: Education

Organisation type: Charity

We're Hiring - Fundraiser Role

Fundraiser – fee-based contract

About Us

SML College has been providing Self Managed Learning (SML) programmes for young people in Brighton and Sussex for over 20 years. The College is a vibrant learning community that offers a real alternative to schooling. We provide a stimulating and nurturing environment where students can develop the confidence and skills they need for the future. We have established an international reputation as a leader in providing real learning for young people.

The College is part of the Centre for Self Managed Learning and is based in Fishersgate on the western edge of Hove.

SML is a research-based approach developed in the late 1970s. The Self Managing learner determines what, where, when, how and why they will learn. Learning is structured and supported but there is no predefined syllabus or curriculum. Our research has shown that this is the most effective way for people to learn. Taking responsibility for one’s own learning and learning to learn are vital skills in a fast-changing world.

The need

The role will need to evolve over time; however, there are some specific responsibilities that can be identified. These are:

• Ensuring that the College continues to provide Self Managed Learning programmes for young people through innovative fundraising activities. We run a Hardship Fund for parents who need financial support especially where their child is unable to attend school. The task of raising money for this fund is central to the fundraising role.
• Chairing a fundraising group
• Managing and developing an ongoing network of supporters, including digital communications, and collaborating with our Marketing Officer.
• Liaising with the Director, Chair of Trustees, Chair of Governors, Finance Officer and other staff members.

About You:

This role would suit someone with good experience in fundraising and networking. We are an innovative alternative to traditional education, and most importantly, we need someone who agrees with our ethos.

Essential

• Fundraising experience in a similar environment
• Resilient, calm and welcoming of ambiguity
• Assertive yet able to be flexible to changing needs

Desirable

1. Knowledgeable about the UK schooling and alternative education systems
2. Lives locally to the College

In return, you will benefit from working with a progressive and innovative organisation that makes a real difference in children’s lives. We are a learning community, and our environment is based on mutual respect, support and collaboration.

The role involves three days a month, and the fees will be £600 a month.

Please send your CV and a cover letter to our Director, Carmel Kent (carmel@smlcollege.org.uk) to apply. Please highlight why you want to work for us, why you think you would be suitable for the role and when you would be available to start.

We hope to fill this role as soon as possible.

 

European Democratic Education Conference

I attended the European Democratic Education Conference held in the Netherlands in early August. It was attended by almost 300 people – and not all from Europe. I did a session on our work using Self Managed Learning. It attracted a great deal of interest and subsequently I have made contact with and sent material to people in Belgium, Czechia, Germany, Luxembourg, Netherlands, Slovakia, Sri Lanka and the USA. What has attracted many is how our research has proved the value of our work and how our processes can add value to what people are wanting to develop.

Interesting features of the event were some live streamings from other countries. A colleague from Japan gave direct evidence of the continuing spread of democratic schools and learning communities. The total now stands at over 500 and through their association they are now talking directly to the Minister of Education about support for their work.

Other examples of the spread of new forms of democratic, self directed programmes were discussed in the Conference. Clearly the growing rejection of authoritarian schooling is gaining ground all over the world as new ventures come to fruition.

Ian Cunningham.

AI: The End of Civilisation?

When I was scribing for a student doing his GCSEs in the summer I pondered on the instrument that I was using. A ball-point pen – or biro as we used to call it.

When I was at school we had to use fountain pens for all writing. The use of a biro was forbidden and even the slightest hint of using one would get detention. For the school the notion of not using a fountain pen was seen as tantamount to the end of civilisation. It was that serious. And certainly for public exams right up to A levels fountain pens were required at all times.

The teachers claimed that biros meant that handwriting would be poor and would lead pupils into sloppiness in their general demeanour. The whole use of the correct English was threatened.

This reaction to change in education continues to occur. It takes the system a long time to accept change in society and spurious demons are wheeled out to deter change. Right now AI is one example of this. Instead of seeing the potential for positive change the test-driven focus of education sees only the potential for cheating and for fake information.

The College is currently working with serious academics such as our President, Dr Rose Luckin, to explore how AI can be used to respond to individual learning needs. We are part of a consortium that she is planning to undertake serious research to move beyond a mechanistic approach to AI to explore a more learner-centred model. Our Director, Dr Carmel Kent, is an expert in AI in education and she will lead the College’s role in the consortium.

AI exists (like biros) and we can’t put the genie back in the bottle. We owe it to young people to take seriously how to respond positively to this important social change.

 

Ian Cunningham

 

New Fundraising Events for Autumn

We're excited to introduce a series of new events designed to empower and inspire, with every penny raised going to support our Hardship Fund, ensuring everyone has access to SML College. We hope you’ll join us in making a difference while gaining valuable insights and skills.

Webinar for Parents: Tues 10th Sept @ 7pm

Join Dr Ian Cunningham, the visionary creator of the Self Managed Learning (SML) approach and founder of the Self Managed Learning College in Sussex, for an enlightening webinar designed to equip parents with the tools to support their children's learning journeys.

This first webinar is designed for all parents, whether your child is attending a traditional school or being home educated. It is particularly beneficial for those who have experienced conflicts with the school system or have children with Special Educational Needs and Disabilities (SEND). If you are passionate about supporting your child's learning journey and keen to explore innovative and effective methods, this session is for you.

Some topics to be covered include:

• Leading a Good Life: Understand what this means for young people and the crucial role parents play.
• Beyond the Curriculum: Discover why traditional school methods might hinder real learning and how children can thrive without a set curriculum.
• Autonomous Learning: Explore the benefits of empty structures that support self-directed learning, and the powerful Five Questions Method.
• Diverse Learning Methods: Learn about the 57 different ways young people can learn, most of which are free and easily accessible.
• Effective Communication: Master the optimum language to use with young people, including how to ask impactful questions while avoiding 'why'.
• Understanding Struggles: Address why so many young people struggle with traditional school environments and explore the supportive settings they need to thrive, whether at home or in an out-of-school learning community.

Book Now

 

Webinar for All: Tues 17th Sept @ 7pm

Do you want to learn better and reach your goals? Join Dr Ian Cunningham for an insightful webinar designed to help adults enhance their learning abilities. With over half a century of successful implementation in various organisations, Dr Cunningham's methods have benefited leaders up to CEO level. Now, for the first time, these proven approaches are available to anyone who cares about their own learning.

Some topics to be covered include:

• Clarifying Your Goals: Identify what you want to achieve in your career and life in general.
• Creating a Personal Plan: Develop a concrete plan to reach your goals using proven learning strategies.
• Leading a Good Life: Understand what leading a fulfilling life means for you and how to achieve it.
• Lifelong Learning: Discover that lifelong learning doesn't require numerous courses and is accessible at any age.
• Autonomous Learning Structures: Learn about the use of empty structures to support self-directed learning, the value of the Five Questions Method, and the application of learning agreements.
• Diverse Learning Methods: Explore the 89 different ways adults can learn, most of which are free.

Book Now

 

Workshop for Professionals in Education Sector

Sat 5th October 10:30 AM - 5:00 PM In Person @ SML College

Join us for a one-day immersive workshop designed for professionals working in the learning and education sector. This event is ideal for school leaders, teachers, SENDCos, learning communities practitioners, and other educators seeking practical experience and knowledge on utilising Self Managed Learning (SML) to support young people, especially when mainstream approaches are not effective.

This event is an opportunity to:

• Gain a wider introduction to SML.
• Participate in practical workshops.
• Network with like-minded professionals.
• Learn to implement SML methodologies in your own context.
• See firsthand where and how SML works.

Key topics include:

• Developing a diverse toolbox to support young people struggling with mainstream schooling approaches.
• Distinguishing the role of a learning assistant from that of a facilitator.
• Developing a community and the role of consensus decision-making.
• Learning to lead a good life and what that means for young people.
• Working without curricula, imposed teaching/ lessons/ timetables.
• Using empty structures to support autonomous learning.
• Applying the Five Questions Method and learning agreements.
• Exploring over 57 different ways young people can learn, most of which are free.
• Communicating effectively with young people, including the best ways to ask questions.

Book now

Learning matters. But does education matter?

In our research on highly effective people in work they mention a wide range of qualities and competences that make them effective. Mostly these are learned not genetic. They also mention a very wide range of ways in which they learned that can include travel, having a good boss, reading, having a mentor, talking to colleagues, family influences, challenging projects, trial and error and so on and so on. The list is very long. What’s interesting is that school, college, university, training courses and other formal educational events play very little part. At most they are mentioned 10 to 20% of the time.

What is also interesting is that often formal education has been a negative influence where, for instance, individuals are categorised as less able, because they’re not good at passing exams - but are very effective in work - if they get over the barriers that are put in their way.

When we set up Self Managed Learning College in Brighton over 22 years ago we based our approach in supporting the development of young people aged 9 to 17 on this kind of research and other studies that we had undertaken. For instance we researched on different ways that young people can learn and we found at least 57 modes, which include the classroom, but many other options. When we started the College we asked students about ways in which they wanted to learn and no-one in 22 years has asked us to recreate the classroom - so we have no classrooms.

Our objective has been to help young people to go on to a productive and fulfilling life after they leave us. The fact that every young person is different means that each of them needs to be able to learn what they need to learn in their own context and for their own lives. This has meant that we have no curriculum, and that students genuinely can learn anything they want and in any way that they want.

Another piece of evidence that influenced us was the Government’s own research on the summer born children. They found that at least 10,000 children every year suffer lower grades at GCSE purely because of being born in the summer months. That figure of 10,000 is a minimum and it’s clear that summer born children suffer a many other ways and purely because of the date of birth that makes them the youngest in their class school. So our students born in the summer can go at their own pace. They can stay on longer, if it’s needed, in order for them to take GCSEs or other qualifications.

We are often challenged as to how this could really work in practice and the evidence is of the 72 young people that have been attending SML college in the last year. They are happy to be able to learn whatever they need in a supportive community. The evidence is also from research carried out independently on ex-students, where it’s apparent that they are able to go on to fulfilling careers in a wide range of areas. In some cases that been through going to university and in other cases not. It’s up to each individual to go on the journey that suits them.

All of this is an example of a very simple notion that we should base learning around real evidence of the fact that every individual is different and deserves to be equally valued and given a real chance to fulfil their own potential. The educational model of imposed schooling has many flaws that we try to avoid through the way we work.

Dr Ian Cunningham, Self Managed Learning

Featured in BN1 Magazine Aug 2024 issue

SML College June Newsletter

Summer Sale Fundraiser - Sunday, 7th July

Mark your calendars for our upcoming Summer Sale Fundraiser on Sunday 7th July, from 12pm to 3pm at SML College. This family-friendly event will be a fun afternoon filled with:

👚 Clothes

🎨 Bric-a-brac

🍰 Tea and Cakes

We need your help to make this event a success! Starting Monday 1st July, we’ll be collecting donations. If you have items that would typically go to a charity shop, we’d love for you to bring them to the college. Here’s how you can contribute:

• Donate Items: Drop off clothes, bric-a-brac, or any other items you can spare.
• Run a Stall: Have a unique idea or want to manage a stall? Let us know!
• Volunteer: We need hands-on help for setup on Saturday and during the sale on Sunday. Parents and students are welcome!
• Spread the Word: Kids can create A4 or A5 posters to help advertise the event. We’ll laminate them and display them around the area.
• Bake for Us: Love baking? We’d love homemade cakes, biscuits, or any other treats to sell on the day.

Please reach out to Kaye or Wendy if you’re interested in helping or need more information (Kaye - kayeclifford@googlemail.com / Wendy - wenzthebell@yahoo.com)

Even if you can't donate or bake, we hope you'll join us on the day to enjoy the festivities and fun!

Highlights from around SML College

We’ve had a busy and vibrant month at SML College. Here’s a peek into what’s been happening and what’s coming up:

• Interactive Workshop: On 4th July, Julia Harris, an expert in neurodiversity, will be leading a fun and interactive workshop exploring how our brains work.
• Creative Projects: Our students, including those on trial weeks, are contributing to a fantastic mural on Moss Wall featuring a map of local attractions, led by Liz and Jason.
• Adventurous Rides and Walks: We recently enjoyed bike rides to Bramber Castle and Truleigh Hills. We’re also looking forward to a walk and overnight camp at Truleigh Hill Youth Hostel.
• Cultural Trip: A day trip to the Natural History Museum in London is planned, with a possible visit to the Royal Academy if time allows.
• College Improvements: Thanks to our students’ efforts, we’ve seen lots of painting and decorating, including a map of our area and general redecoration.
• Research Collaboration: John Carden, a researcher from Sussex University, is at our college studying 'Young Peoples’ Agency in Education'.
• Academic Milestones: Many students have completed their GCSEs and are preparing to move on to their next adventures.

Farewell and Best Wishes to Tom

A special mention goes to Tom, our wonderful volunteer and ex-student, who will be leaving at the end of this term to pursue a degree in Game Design at university. Tom’s contributions have been invaluable, and we wish him all the best in the future!

End of Term BBQ - Friday, 12th July

We are excited to announce our annual End of Term Summer BBQ for students, parents/guardians/carers and staff. It’s a fantastic way to celebrate the end of the year and get together.

Date: Friday 12th July

Time: 18:00 to 22:00

Location: SML College

More details will follow soon, but please save the date. We look forward to seeing you there!

Support Us through Easy Fundraising & Hardship Fund

Don’t forget, you can help SML College through Easy Fundraising, a simple way to raise money for our college while shopping online. Additionally, our Hardship Fund is always open for one-off contributions to assist families in need within our community.

Join Easy Fundraising

Thank you for your continued support and engagement with SML College. Your contributions and involvement make a significant difference to our community.

Warm regards,

The SML College Team

Independent schools and VAT – and us

There has been an interesting development from the proposed 20% VAT imposition on independent schools. We are getting interest from parents who had originally chosen an independent school given the problems in state schools. They can see that if they have to take their child out of such a school due to cost, there is a possibly superior option in considering our College.

We are not only not a school, we also charge low fees in comparison to independent schools. Our part time nature can initially look a problem. However by parents looking at the College providing a vibrant small caring community they can also see the advantage of accessing other educational options. For instance a student attending in the morning can have one-to-one sessions with tutors in the afternoon. Or they can attend one of the drop-in groups that the home education community provide. Or use online resources – for instance in the library.

Another plus factor is that we can support a much wider range of learning activities than schools. Students can learn in areas that are not part of school curricula. Indeed during a visit from Ofsted school inspectors I had mentioned that we don’t have a curriculum. At the end of the visit the lead inspector said: ‘You say that you don’t have a curriculum. But your students can learn whatever they want so you have a broader curriculum than any school.’

We can only do this, of course, because we respond to individual needs and interests - and don’t have classrooms and other rigid school structures. Many more parents are seeing that this personalised approach has value in its own right.