History of Keane Futures
Keane Futures was established by Sarah Keane, a long-time Trafford resident and dedicated SEN teacher with 24 years of experience. In 2014, Sarah left traditional school teaching to work within the community, driven by the significant changes in the education system. As a single parent of three children who were "square pegs, being forced into round holes", Sarah faced the challenges of navigating diagnoses and lengthy waiting lists, often feeling isolated and overwhelmed. This personal journey, and extensive experience within mainstream and SEN, inspired her to create Keane Futures, a nurturing learning environment tailored to each young person’s unique needs. Keane Futures collaborates closely with schools to enhance student achievements and provides vital support to parents, ensuring they never feel alone in their journey.
“As an educator I am passionate about everyone reaching their potential but I also understand that a young person needs to feel safe and secure in order to learn, hence why I launched Keane Futures.”
SARAH KEANE
Founder and MD at Keane Futures
Vision
Our vision is to be a beacon of hope and transformation for young people struggling within the traditional educational system. We aspire to foster resilient, confident, and emotionally balanced individuals who are equipped with the skills and knowledge to thrive in their chosen educational and life pathways. By pioneering a compassionate and individualised approach to learning, we strive to create a future where every young person has the opportunity to achieve their full potential, irrespective of their challenges.
Mission
At Keane Futures, we are dedicated to supporting young people who face challenges in mainstream education due to social, emotional, and mental health needs. Our mission is to create a nurturing and supportive environment where these individuals can build strong, trusting relationships and achieve foundational emotional and mental stability - we understand that young people cannot learn if these foundations are not in place. Initially through intensive building of respectful, positive relationships, we progress to building personalised, interest-based learning journeys, with an aim to re-engage our young people with education, guiding them towards successful reintegration into mainstream settings, special schools, or education other than at school (EOTAS).
Values
Connection
In cultivating trusted bonds between young people and tutors alike there are solid foundations on which to build, connection fosters motivation, knowledge building, allowing to real communication and understanding to overarch the whole learning experience.
Engagement
Igniting and reigniting young people’s passion, interest, optimism and curiosity around learning.
Creativity
Creative learning increases confidence and mental/emotional wellbeing. The techniques and skills promote self-expression, empathy and develops the ability to innovate and adapt, meaning that skills are more easily transferred into new areas of learning.
Equity
We all begin on different starting blocks, we adopt an equitable approach to ensure that everyone is given what they need to reach equal goals, incorporating a ‘stage not age’ approach to learning.
Inclusion
Open-mindedness, listening skills and the understanding of other perspectives are interwoven into our practice to ensure that our whole community recognises and promotes one another’s unique and individual strengths.
Empathy
A culture of empathy within a learning environment leads to a safer space, mutual respect and understanding, inclusivity, higher engagement and deeper connections.