Alternative Provision
What is Alternative Provision?
These reasons might include behavioural difficulties, medical conditions, exclusion from school, or other personal challenges that prevent children from thriving in a traditional school environment.
Alternative Provision is designed to meet the individual needs of children, helping them to continue their education in a way that suits their circumstances. It often provides a more tailored or specialised approach to learning, which may include smaller class sizes, more focused support, or specific interventions to address a child’s needs.
When considering an Alternative Provision, the school and/or Local Authority must consider the child or young person’s age, ability and aptitude, as well as taking into consideration any areas of special educational needs.
What is the process for selecting Alternative Provision?
SENsational Tutors’ vision is to enable every child with SEN or additional needs to reach their true potential with bespoke, highly personalised specialist tutoring support. The tutors aim to provide an alternative and holistic approach to learning. They are able to support and enhance many areas of a child’s development including:
- Clear Criteria and Shared Understanding Local authorities should have robust, agreed-upon criteria for when and why children are placed in alternative provision. This ensures that the decision-making process is transparent and consistent.
- Collaboration and Oversight Local authorities, schools, and other partners should have clear roles and responsibilities in the placement process. This collaborative approach ensures rigorous oversight, providing a continuous support system for the child throughout their time in alternative provision.
- Advisory Panels Many local authorities use advisory panels to help assess whether alternative provision is an appropriate and proportionate response to a child's behaviour or needs. These panels bring together experts who use their collective knowledge to identify the best placement and support strategies. The ultimate goal is to reintegrate the child into mainstream education as soon as possible.
- Early Involvement of the Local Authority (LA) for EHC Plans For children with an Education, Health, and Care (EHC) plan, the school should contact the local authority early if behavioural concerns arise, and an early annual review may be necessary before suspending or excluding the child. The local authority should be closely involved in any decision regarding alternative provision placements for these children.
- Continuity of Provision The child’s EHC plan outlines their special educational needs (SEN) and specifies the support they require. It’s crucial that any alternative provision maintains the delivery of this specified support to ensure continuity in the child’s education.
The emphasis of Alternative Provision should be on a holistic, well-coordinated approach where the child’s needs are at the centre, ensuring that the provision is suitable, continuous, and aims for reintegration into mainstream education.
Should Alternative Provision be Full-Time?
Local authorities must ensure children of compulsory school age receive suitable full-time education, regardless of whether they are enrolled in a school or not. Although the law doesn’t define “full-time,” it generally means education comparable to what a child would receive in a mainstream or special school. This could include one-to-one tuition, where fewer hours may be needed due to the intensity of the support.
If full-time education is not in the child’s best interest due to health (physical or mental), then part-time education can be arranged.Part-time education should still focus on achieving good academic attainment, especially in core subjects like English and Maths. Regular reviews of part-time education are required, with the goal of increasing hours to full-time as soon as the child’s health permits.
Whether part-time or temporary, any educational provision should align with the child’s current curriculum, timetable, and qualification pathway to minimise disruption to their learning. This ensures that the intervention does not undermine the child’s progress and fits seamlessly into their ongoing education journey.
Whether the child is receiving full-time or part-time education, regular reviews are essential to ensure that their educational provision remains appropriate to their needs, health status, and progress. These plans should be reviewed regularly to assess progress and make adjustments as necessary.
Can you get qualifications while attending Alternative Provision?
Absolutely! Children and young people attending alternative provision are given the same opportunities to succeed and gain qualifications. Alternative provision often provides the opportunity for children and young people who would otherwise disengage from their original education setting to re-engage in a capacity that suits their needs and focuses on the carefully planned curriculum focusing on their bespoke skills, aspirations and abilities.
Can a child or young person attend more than one Alternative Provision?
Yes, hybrid models are becoming increasingly popular. This allows a child or young person to remain on role to their education setting while attending alternative provision and/or a therapeutic setting for part of their week. This combined approach means a well rounded education and support for the child or young person, and collaboration of professionals supporting each other.