Hold Fast Alternative Provision is a part-time Key Stage 4 provision in North Lincolnshire, working in partnership with local schools and various local authorities. Students remain on roll with their referring school.
Guided by our values of Progressive, Authentic and Holistic, we focus on closing academic gaps through structured GCSE and Functional Skills teaching in small groups.
We complement mainstream education by providing targeted, curriculum-led support that builds confidence, secures measurable progress and supports recognised qualifications.
ACADEMIC FOCUS
GCSEs
We provide targeted support for core GCSE subjects, including GCSE English Language, GCSE Maths and GCSE Biology. Our teaching uses scaffolded resources and differentiated booklets designed to help students access the curriculum with confidence, build key skills and prepare for exam success.
You can find our supportive GCSE learning booklets and study resources available to purchase on Etsy
FUNCTIONAL SKILLS
Functional Skills qualifications in English and Maths are a flexible, practical route to recognised achievement and real‑world confidence. We deliver structured lessons and use scaffolded materials to help students master essential skills that support workplace readiness, further study and everyday numeracy and literacy.
Learn more about NCFE Functional Skills here: NCFE
AQA Unit Award Scheme
The AQA Unit Award Scheme recognises smaller steps of achievement and helps build confidence by accrediting learning in discrete units of study. We integrate Unit Awards into our programmes to celebrate progress in focused areas of learning, rewarding effort and skill development along the way.
Find out more about the AQA Unit Award Scheme:
AQA Unit Award Scheme
feedback
“I like it here because it is quiet and peaceful. the small classes help me concentrate and feel respected. i especially like the practical stuff to help me to learn”
— Year 10 Student 24/25“hold fast provides a good education and they just understand.”
— Year 10 Student 25/26“hold fast is Perfect the way it is, Wouldn’t mind it changing for the better though either (I don’t have a clue what could be better)”
— Year 11 Student 25/26