In Salford, a local educational initiative known as Pink Academy has provided a vital alternative learning environment for young women who have struggled to thrive within mainstream schooling. The academy offers a range of courses tailored to meet the needs of these students, including specialist NEET (not in education, employment, or training) programs and Alternative Provision (AP) courses. Alongside vocational training, students receive support through smaller class sizes and functional skills lessons in maths and English to ensure personalized attention.

Co-directors Joanne Shillito and Philippa Womersley emphasize the importance of respect and flexibility in their approach. They note that many students arrive labelled as “naughty” or difficult but respond positively when given a supportive and understanding atmosphere. Shillito explained that some students benefit from flexible learning arrangements, such as spending part of the day in a quieter space called the Pink Pad to better manage their needs.

The academy, which caters specifically to young women with diverse backgrounds and learning challenges, has faced significant funding obstacles in recent months. Previously, places at Pink Academy were funded by the Manchester-based charity YMCA, but this support ceased in May following changes to funding protocols introduced by the Department for Education. Under the new funding arrangements, smaller-provision courses such as those offered by Pink Academy are not supported for the current academic year. As a consequence, many young women who had planned to join the academy for Level 2 qualifications this September lost their funded places.

In response to the funding withdrawal, Shillito sought alternative sources of financial support, reaching out to local councils and colleges while also exploring opportunities to contribute in a teaching capacity herself. Despite these efforts, she described the situation as “heartbreaking,” expressing concern for the students who are now forced to find alternative educational pathways. Pink Academy can continue to accept students with Education, Health and Care Plans (EHCPs) in collaboration with colleges, but without EHCPs—documents often difficult to obtain due to long waiting times—prospective students face limited options.

Shillito’s commitment to the academy is rooted in personal experience. Having struggled with dyslexia and failed her GCSEs, she found renewed purpose through vocational training and has since dedicated herself to creating a supportive space for young women facing similar challenges. “I can understand them and that’s why I created this space,” she said, highlighting the importance of alternative paths to prevent more young people falling into NEET status.

The challenge is acute in Greater Manchester, where recent data shows that over 3,300 teenagers are currently not engaged in education, employment, or training. In Salford—the borough with the highest NEET rates—approximately 363 young people aged 16 to 17 are out of work or college.

Among those affected by the funding changes is Lily Singleton, an autistic student who had previously left college due to course changes that no longer suited her needs. Following a visit to Pink Academy’s open day, Lily was eager to enroll, finding confidence and comfort in the academy’s environment. Her mother, Emma Singleton, noted Lily’s excitement at the prospect of attending, underscoring the personal impact of the loss of funding on students motivated to succeed in this alternative educational setting.

The loss of funding casts uncertainty on the future of Pink Academy’s programs, raising concerns for young women like Lily who rely on the academy’s flexible and supportive approach as a pathway to continued learning and personal development.