"Many of our young people comment on how it's like being part of a great big happy family - we believe that each of them has something to offer to the group to and in return develop their potential."


Due to our revolutionary approach, we create an environment which is non-judgemental, engaging, safe and provides opportunities for our young people to achieve and learn new skills.

By utilising the diverse experience of our team, with the flexibility of our facility combined with our specially selected group of animals we are able to provide opportunities and experiences to engage our clients and create sessions tailor-made for their individual needs.

Our animals have been selected for their own talents and disabilities, which provide us with endless opportunities for visual aids.  The animals also enable our clients to understand the impact of their behaviours on others around them.

Case Study 1

B was a 13 year old young man, a looked after child from an early age, diagnosed with autism, when he was referred to us by a specialist school.

The young man we first met, seldom spoke, communicated mainly by nodding or shaking his head.

Our own unique assessment process showed a frightened young man, seriously lacking in confidence, trusted no-one, least of all himself, confusing aggression for assertion - not the angry, destructive young person portrayed by his behaviours.

After a few sessions, he was permanently excluded from school after a serious incident, at this point no other school would consider him and a home education package was created for him. Animal Antiks fought to get him back, knowing we could work with this young man. 

After months of red-tape and problems with transport, finally he started to attend regularly - we had our incidents, he definitely pushed us, but slowly he turned the corner - we can actually recall the moment when he started to appreciate how his behaviour impacted on those around him - Digby, definitely earned his keep that day.

Within 6 months, he started to initiate conversations, by looking after Woody, one of our ponies on a regular basis, empathy started creeping into his behaviours and communication, We now have noticed emotional vocabulary and a massive turnaround with the aggression becoming becoming non-existent, and replaced by and extremely caring and compassionate individual.

September, 2016 he started the new academic year by attending another PRU unit 3 days a week and still attends the other 2 days with us - during the autumn half term holidays he requested to still attend.  He now mentors one of our new students and works regularly as part of a team.

In January 2019 B was one of the first students who started formal education onsite in partnership with Haddon Training.  Within two terms he completed his L1 City & Guilds Equine Care and Functional Skills in English and Mathematics. He  continues to study these functional skills whilst now doing his L1 in Animal Care.

Case study 2

Case Study 2

After years struggling in a conventional educational setting, which resulted in several exclusions J came to Animal Antiks as a Year 10 student, after becoming a school ‘refuser’, due to not feeling understood.  


J’s long-term goal is to become a shepherd and J displayed a natural ability with all animals, demonstrating a calm and confident approach around them.  By allowing J to spend time interacting with the animals, his confidence began to grow, enabling us to start the process of getting him education ready.  


Daily, J was given tasks like making feeds and helping with fencing which required measurements, keeping a log for ordering feeds and stock and writing up the animal health records, to build upon his key functional and life skills.


At the beginning of the 2019, J started his City & Guilds Level 1 in Animal Care, along with Maths and English.  Initially, J was happy to complete his Maths and Animal Care modules, constantly stating “I don’t do English” after a few months, J was ready to take his Level 1 in Maths, achieving 73%.  By the end of June, 6 months after returning to education, J achieved his Level 1 in Animal Care and achieved an amazing 93% in his English – not bad for someone who “didn’t do English”.  J now has a flock of 50 sheep at the farm and has started his Level 2 in Animal Care, in September 2019.


Case Study 3

J came to us as a self referral at the end of 2015 - an autistic young man, supported by the mental health team.  

A young man who seldom left the safety his own home, our assessment showed us a frustrated and angry young man, lacking in self worth and confidence.  

With regular attendance, J's anger and frustration lessened as he felt he was being listened to and we were able to normalise his feelings - quickly his confidence started to grow, he started to be able to join in with other young people on site - but had the safety that we recognised, normalised and understood his needs as an introvert, he needs at times to work alone, to have space to cope with being around a group of peers.

J still struggles attending other activities provided by his professional team, but is considering joining the football team many of our young people attend - he also enjoys getting out and about in the countryside taking long walks, popping in to visit us to lend a hand.