Our projects
StoneMind Education CIC delivers structured stone carving programmes for schools, alternative provision and community partners.
As a Community Interest Company, our funded and education work is formally structured around community benefit.
Our programmes are built around a clear structure and staged technical approach, ensuring participants understand each step and experience success at every stage.
We work with young people across SEND, SEMH and NEET cohorts, as well as those in alternative provision, many of whom may not engage fully with conventional classroom-based learning.
We are a small, specialist organisation led by experienced practitioners, with the structure and safeguards needed to work properly with schools, funders and young people.
Each project can be delivered as a standalone experience or combined into a longer block of sessions, allowing participants to progress over time. Learners move from accessible, low-risk making into more technical, heritage-based carving, developing skill, focus and confidence through the completion of tangible, finished pieces.
Participants may also have the opportunity to explore a wider range of related processes and heritage skills, including stone indents and repair, letter cutting in slate and marble, shallow bas relief carving, flint knapping, mould making, fine plaster casting, and the development of maquettes and sculpture in clay and wax.
All projects have been piloted in SEND and SEMH school settings, with strong outcomes in engagement, focus and participation. Feedback from staff and students has been consistently positive, with teachers noting improvements in concentration, confidence and behaviour.
References are available on request.
Soap carving
Participants begin by carving organic forms such as animals, flowers, and abstract shapes from soap.
This introduces the core principles of carving, including controlled material removal, shaping, and refinement, using safe and forgiving materials.
The process closely mirrors working in stone, allowing participants to build confidence without the pressure of irreversible mistakes.
Outcomes include increased engagement, improved hand control, and an early sense of success that supports continued participation.
Free carving
Participants progress to carving in breezeblock, a material that sits between soap and stone, allowing a gradual transition toward working with harder materials.
Rather than starting with a fixed design, participants are encouraged to allow forms to emerge from the surface. This keeps the process low-demand and exploratory, reducing pressure while developing observation, intuition, and confidence in decision-making.
The material provides enough resistance to introduce more traditional carving techniques, while remaining accessible and manageable.
Outcomes include improved focus, increased resilience, and a growing ability to shape and refine forms with intention
Heritage carving
Participants design and carve a Tudor rose, introducing a more structured and technical approach rooted in traditional craft.
The project begins with geometric setting out, including symmetry, division, and proportion.
Participants then rough out and refine their carving using traditional masonry approaches.
This project can be delivered in breezeblock or soapstone, depending on the participant’s confidence and dexterity, ensuring accessibility while still providing appropriate challenge.
It integrates maths, history, and craft, offering insight into architectural carving and heritage skills.
Outcomes include high levels of focus, problem-solving, and exposure to potential pathways within heritage and restoration industries.
Progression and development
Participants move from guided, low-risk making to increasingly independent and technical work. This progression supports the development of focus, resilience, and confidence alongside practical skills.
The programme remains adaptable, with scope to extend into restoration techniques, mould making, and clay or wax modelling as skills develop.
Testimonials
Sessions were always well planned, well structured, calm and safely managed. I observed strong engagement from students and genuine excitement. Sessions were pitched at the right level and adapted to student's ability. Tom's passion and expertise inspired learners and enabled them to try a new experience. I would confidently recommend Stonemind Education as a suitable provision for SEN schools.
Head of Design & Technology, Sussex SEND/SEMH school
Tom delivered exceptional stone carving sessions with students who often find classroom learning difficult. His calm, structured approach helped them feel safe, focused and capable. Students who usually struggle with attention and confidence became fully engaged, used real tools responsibly, and were visibly proud of what they achieved.
The level of focus during the project was exceptional. Pupils were fully absorbed in the process, and the work provided a powerful way to connect practical skills with maths and history in a way that felt meaningful. I would strongly recommend StoneMind Education to any school looking for purposeful, hands-on learning that builds confidence, resilience and focus.
Teacher, Sussex SEMH school
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