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PASTWAYS

About 

Our top priority is the mental, social, and emotional wellbeing of our students. A dedicated team of professionals is committed to providing high-quality guidance and support, ensuring every student feels seen, heard, and valued.

Supporting young people's mental health is at the heart of everything we do. Alongside this, we deliver a well-rounded curriculum that not only prepares students for GCSE success but also equips them with essential life and employability skills for the future.

Mission

At P.A.S.T Ways, we are committed to empowering young people—especially those who’ve struggled in traditional schooling—by providing personalised, emotionally supportive education that helps them gain qualifications, life skills, and confidence to shape their futures in a safe and encouraging environment.

Core Values

  • Personalised Support
    We tailor our programmes to each student’s unique needs—whether emotional, social, or academic—so they can overcome barriers and thrive.

  • Emotional Wellbeing
    We prioritise compassion and care in all that we do, creating a nurturing space where students feel heard, safe, and valued.

  • Holistic Growth
    We blend academic qualifications (GCSEs), employability training, and life skills education to research-based outcomes and long-term, independent success. 

  • Aspiration & Empowerment
    We encourage students, especially in Years 9–11 and post‑16, to research pathways, build confidence, and plan for apprenticeships, college, or employment. 

  • Collaborative Partnerships
    We work closely with families, schools, external agencies, and progression teams to create personalised plans and robust support networks.

  • Respect & Dignity
    Every student and family is respected, with their voices heard and needs acknowledged, building trust and raising self-belief .

G. Fisher Business Park,

Green Lane, Ecclesfield,
Sheffield
S35 9WY

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Charity number: 1154344

Company number 08340892

Personal. Achieveable. Supported. Targets. 

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2025 by P.A.S.T Ways. 

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