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First, the school says that regular and consistent patterns are important. They have been operating long enough now that they know what they are doing and what works: "We've learned from our mistakes over seven or eight years now, so we've got better at it." These patterns in directions and expectations were established by the initial staff and have been maintained through recent staffing changes. The initial staff are also described as "very practical people", who did things that actually worked well in practice. The current coordinator says: "When I took over, there were very few things I wanted to change."
Secondly, the school aims to create stability in the otherwise uncertain lives of these young people. That includes stability in supportive relationships (where even the support workers provided for these young people change with alarming regularity). "Key College is a stable place in their lives - an anchor."
To do this, the nature of the staff and the way that they approach their work is critical. Staff are chosen for their calm approach, high expectations and ability to deal holistically with young people's needs. In turn, the support provided for staff through opportunities for regular discussion of their approaches with someone outside the school aims to ensure they can cope with difficult circumstances.
Thirdly, there are clear and high expectations about students' attendance and achievement, and also about 'putting in' - some are achieving this strongly; but for others this is an area of growth. There are also clear expectations about school rules: about listening to others, about not wandering off, about swearing or eating in class. "There is the expectancy that we carry on like a mainstream school."
Fourthly, the attitude of the students is central to success: they are committed to be there, with a clear idea of purpose that is reinforced in the way that the school works. Successful students consistently identify that it is their choice that they are there. And the school ultimately says that if that choice is not demonstrated, then Key College is not for them. While sanctions are applied in an understanding way, clear limits exist around disruptive behaviour. Students are given three formal warnings (in writing) and are initially sent away from the school for periods of time for behaviour that endangers others or disrupts the school. In doing so, the first priority of the school is to look after the interests of the students who have a commitment to learning and who have been there the longest. If disruptive behaviour persists, then this is regarded as an indication that "you don't want to be here … and we can't work with you."
Finally, Key College's program sdraws together formal instruction, socialising initiatives and work placement. It is designed to be responsive to students needs, both immediate and longer-term goals. The success of this program rests in the small size of the school and the ability to provide one-to-one support and teaching. The size of the school also allows the program to respond to events and opportunities and to resolve the 'tension' between regular structure and flexibility.
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