FEATURE: ALTERNATIVE PROVISION they progress into work.


There are other examples too, in the United States remote learning is actively used to solve practical challenges – in this case a shortage of teachers. Districts will make use of online teachers to ensure students do not go without specialist teaching when recruitment delays bite. Often a temporary solution, they maintain a broad curriculum, so students are not disadvantaged.


Online learning: An effective and immediate approach


So, turning our attention back to our own shores and what we might achieve with a similar bullishness about the possibilities of using online learning more strategically to complement the work of physical school, especially for those students with access issues or in those moments where specialist subject teachers are scarce. Our schools consistently highlight the urgent need for increased capacity. In teacher recruitment terms, the picture is slowly improving nationally, specific subject are still missing recruitment targets . When we look at supporting those with additional need, there is a clear increase in the number of students needing support for SEND. This demands solutions that are scalable, ready to implement, and compatible with current systems.


A forward-thinking option is high-quality, accredited online education. Rather than replacing in-person support, online learning can enhance mainstream provision and directly alleviate existing pressures


For example, online learning providers like Academy21 enable students to connect with expert teachers right away, even when local schools lack the necessary expertise. At Academy21 we partner with schools to set up a hybrid approach to reach students in need of enhanced support. These schools, like many schools across the country, are seeking new ways supporting a wide range of students ahead of their GCSEs. By implementing remote provision alongside student typical lessons, these schools were able to boost their capacity for interventions, especially for those with additional needs or learning gaps. The online sessions fit around the school timetable and fully align with the student’s curriculum and technology in their home school. What is more, having live, remote lessons alongside other classes, gives students further opportunity to practise and improve their confidence at the same time as protecting the workload of teachers on site.


Equally, remote learning can provide learners the access to suitable education whilst grappling lengthy waits for assessments or placements elsewhere, reducing the risk of problems escalating. It is not the right solution for every learner but for those the school consider it will work for, it is immediate and well targeted. Academy21 works with many forward thinking schools that are embracing remote education to complement support in school for specific students, with the express aim of having high quality, immediate early intervention to prevent challenges escalating.


These schools who have spotted patterns in student absence or need, and are making innovate use of their Internal Alternative Provision to blend Academy21’s live, interactive online lessons with school–based learning. This approach allows students to reconnect with learning at their own pace, in a safe and manageable environment and receive pastoral support from school, whilst not missing out on curriculum learning. For some this means part of the day in the classes on the school site that they can manage and then time in an IAP for pastoral support, therapeutic intervention and live online lessons. Some students are unable to participate in traditional schooling fully due to health issues, trauma, or other obstacles. Remote learning offers a vital alternative, providing consistent


instruction, structured routines, and opportunities for peer interaction—all guided by teachers who understand their unique needs.


In every scenario, successful implementation depends on integration. Remote learning works best when it complements traditional education and forms part of a unified approach.


The opportunity


It’s important to recognise that technology by itself does not automatically lead to better educational outcomes. The key lies in how these tools are integrated into teaching. The most effective educational systems blend digital resources with knowledgeable, compassionate educators who can adapt their methods, address individual challenges, and foster engagement through meaningful relationships.


At Academy21, we collaborate with hundreds of schools throughout the UK, connecting students to skilled teachers via live online lessons. In our virtual classrooms, they receive high-quality instruction, maintain a consistent routine, and feel part of a supportive community. The outcomes are clear: students participate and rebuild their confidence in learning. The UK is in a strong position to take the lead in remote learning. The Department for Education’s Online Education Accreditation Scheme upholds rigorous standards for curriculum, safeguarding, and teaching quality. Many schools are already exploring online learning options, and platforms like Academy21 are demonstrating positive results. Remote learning is not a substitute for traditional classrooms, but rather an enhancement that strengthens the educational experience for all. It ensures that every student, regardless of their situation, can access high- quality teaching, personalised support, and the chance to reach their full potential. It is absolutely time to recognise this fact and support schools with more positive guidance about using remote education and removing barriers to its use. In doing so, more students and schools will get the support they need and as a country we will realise the benefits of more young people accessing the education they deserve, and the undoubted benefits that brings beyond them to their families and communities.


January 2026 www.education-today.co.uk 41


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52