Outcomes we focus on

Big Fish placements are designed to support emotional and developmental outcomes that enable young people to re-engage with learning and daily life.

While we do not deliver formal education, schools often observe measurable progress in areas such as:

• improved emotional regulation

• increased tolerance for structured routines

• reduced anxiety and overwhelm

• improved confidence and self-esteem

• safer risk awareness and decision-making

• improved social interaction and trust in adults

• increased engagement with purposeful activity

• readiness to return to or access education

Progress looks different for every young person. Our focus is on creating conditions where regulation, trust and engagement can develop at a sustainable pace.

We work collaboratively with referring schools to support individual goals and placement reviews.

Why Big Fish works

Many young people placed at Big Fish have experienced repeated failure, overwhelm or distress in traditional classroom environments. Our model works because we remove the pressure that prevents regulation while keeping the structure that supports safety.

The farm environment provides meaningful, real-world activity with visible outcomes. Tasks are practical, predictable and purposeful, helping young people experience success without academic comparison or performance pressure.

We prioritise regulation before expectation. When a young person feels safe, calm and understood, engagement follows naturally. Over time, this builds trust in adults, confidence in their own abilities and readiness to re-engage with wider learning.

Big Fish is not a replacement for education. It is a therapeutic stepping stone that allows young people to stabilise, rebuild confidence and reconnect with the idea that learning can feel safe.

What makes a successful placement

Successful placements at Big Fish happen when expectations are aligned and the young person is supported consistently across settings.

Young people benefit most when:

• placements are introduced as supportive opportunities that prioritise safety, trust and regulation

• attendance is consistent and predictable

• schools maintain communication and shared goals

• pressure to perform is reduced while regulation is prioritised

• progress is measured in emotional and behavioural development, not academic output

Big Fish works best as part of a wider support network. Collaboration between school, family and placement staff allows the young person to experience stability and trust across environments.

We are honest about suitability. If we feel a placement is not safe or appropriate, we will discuss this openly to protect both the young person and our existing attendees.