ICM Launches On Track: A New Alternative Education Provision for Young People in Ipswich
- ICM
- Sep 16
- 3 min read

We’re excited to announce the launch of On Track — ICM’s brand-new alternative provision for young people in Key Stage 4 who need a different path to thrive.
At On Track, we believe education doesn’t have to mean boring classrooms, endless punishments, or constant pressure. Instead, we’ve built a creative learning space where music, media, and culture become powerful tools to help young people:
Build confidence
Gain real skills
Discover new opportunities
Shape their own futures
What Makes On Track Different?
On Track isn’t a classroom — it’s based in South Street Studios, a real working music studio and live music venue at the heart of Ipswich’s creative scene. That means every young person learns in an environment buzzing with creativity, not school corridors.
Small groups + 1:1 mentoring (maximum of 5 students per session)
Hands-on learning through music production, podcasting, filmmaking, and live projects
Accredited qualifications:
AQA Awards: Build skills in music production, media, and teamwork with units that count towards your record of achievement.
Arts Award (Bronze & Silver): A nationally recognised qualification that celebrates young people’s creative achievements.
Bronze Arts Award (Level 1) is the equivalent of a GCSE grade 1-3 (old D-G grade).
Silver Arts Award (Level 2) is the equivalent of a GCSE grade 4-9 (old A–C grade).
Learn in a non-traditional, supportive environment, with coursework designed around real projects you create.
A supportive, youth-led environment with mentors who understand young people
Strong industry links with festivals, venues, and record labels
Full access to professional media kit
Students work with the same tools the professionals use:
Recording studios with Logic Pro, microphones, and mixing desks
DJ decks, turntables, and live sound equipment
Cameras, lighting rigs, and podcasting suites
Apple Mac media suite with Adobe Creative Suite for editing, design, and production.
Every day at On Track is creative, practical, and built around the passions of the young people we work with.

Who Is It For?
Young people in Key Stage 4 who’ve been excluded, misunderstood, or left behind
Those who are struggling in mainstream school and need a fresh start
Anyone ready to explore their creativity and discover new ways of learning

Theory of change
Our Theory of Change is built on the belief that young people thrive when their core needs are met. Guided by Maslow’s hierarchy of needs, trauma-informed practice, and training in Mental Health First Aid and attachment theory, our tutors create a safe, supportive space where learning can flourish.
We know teachers and mainstream education do an incredible job; On Track simply offers a different environment for those who need it — using creativity, collaboration, and collective intelligence to help young people reset and rediscover their motivation.
Introductory Offer — HALF PRICE!
To celebrate our launch, we’re offering a half-price placement for the first 10 young people referred to On Track this autumn.
📅 Available: First half-term (September – October)
🎟️ Only 10 places available
💷 Just £100 per day per student (normally £200)
This is a unique chance to get started on a different path at a fraction of the cost.
How to Sign Up
👉 Schools, parents/guardians, PRUs, and youth workers can refer a young person via our secure online form:
Or, for an informal chat about what On Track can offer:
📞 01473 852552/07883 304068
Help Us Spread the Word
We know there are young people in Ipswich right now who could benefit from On Track — and we don’t want them to miss out on this opportunity. Here’s how you can help:
Share this post with schools, parents, carers, and youth workers in your network
Tag friends and colleagues who work with young people
Encourage anyone who’s curious to get in touch
Together, we can make sure young people who’ve been excluded, misunderstood, or left behind get the creative education they deserve.
GET BACK ON TRACK...

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