VIEWS & OPINION


The positive role of Alternative Provision: seeing the potential


Comment by CHARLOTTE BARTON, Managing Director of Progress Schools


Alternative Provision (AP) is often


considered a ‘last resort’ for a school pupil - but it plays an important role in supporting thousands of young people every year and can result in successful reintegration to


mainstream education. A permanent


exclusion from school is a common reason why many enter alternative provision. Government statistics1 show the number of pupils being


excluded from schools


is rising, with 3,104 permanent exclusions in autumn term 2022/23 alone, compared to 2,097 in the same term the previous year (2021/22). Persistent disruptive behaviour was a reason in almost half (49 per cent) of these cases.


However, a referral to AP is not necessarily linked to an exclusion. Many young people are enrolled following non-attendance at school due to mental health or the impact of trauma. Smaller class sizes within an alternative setting can provide a place where vulnerable young people feel safe, have the opportunity to learn, and develop important skills for their future.


Having worked within a mainstream school’s social, emotional and mental health (SEMH) behavioural unit before moving into alternative education, I’ve seen significant barriers to education that many students experience. I’ve also seen the challenges faced by the system itself and the opportunity for alternative provision to support those who struggle to engage in a mainstream environment.


Overcoming the misconceptions


Growing numbers are entering alternative provision, with latest figures2 showing more than 25,000 pupils enrolled in AP schools during the last academic year, including those whose main registration is at another school. Despite this, there are many misconceptions about AP and what students can achieve.


Attending an AP school shouldn’t be seen as a failure for the pupil. It’s about moving to an environment that helps them progress, so they can develop important skills and self-belief.


This requires both emotional and academic support. We cover the curriculum in a tailored way for the individual pupil and students can achieve qualifications. We’ve seen the highest number of GCSE registrations at Progress Schools this year and are also working to help all our soon-to-be school leavers take their next step – whether that be further training and education or to secure a job. Our latest destination data shows 86 per cent of our Year 11s from 2021 went on to sustained education, apprenticeship or employment.


All our schools are staffed with a combination of teachers, teaching assistants and pastoral mentors, who bring together professional skills and life experience, to provide appropriate support for pupils. We also have central support, such as welfare officers and advanced practitioners, and make sure those in Year 11 spend time with external, specialist careers advisors.


Notes:


1 National statistics, released December 2023. https://explore-education- statistics.service.gov.uk/find-statistics/suspensions-and-permanent- exclusions-in-england


2 National statistics, updated January 2024. https://explore-education- statistics.service.gov.uk/find-statistics/school-pupils-and-their- characteristics


3 Department for Education: SEND and alternative provision improvement plan, updated March 2023. https://www.gov.uk/government/publications/ send-and-alternative-provision-improvement-plan


Working together in a complex space


Working alongside mainstream schools and local authorities, AP schools are an area of the education landscape that can play a positive role in the lives of young people with complex needs.


But the nature of AP is complex too - for providers, commissioners, and policymakers. Not all AP providers currently have to be registered and those who are can only be benchmarked against Ofsted criteria that’s designed primarily for mainstream. Commissioning and funding for a student can therefore be an extremely complicated process for all involved and there can be huge variations in how this is approached in different regions of the country.


There have been calls for reforms to the system and the Department for Education’s SEND and alternative provision improvement plan3 emphasises the importance of this vital support. But more needs to be done.


Our recent In My Shoes campaign aimed to tackle the lack of understanding around alternative provision. As part of this, MPs across the country experienced education outside of a mainstream school and attended one of our schools for a day. It helped MPs understand the needs of students and the challenges faced by the sector. Significant steps forward are still needed though.


Intervention at the right stage


Early intervention can be a successful approach for AP, and we should avoid it being thought of as a last resort. In many cases it can be helpful for alternative provision to be involved at a much earlier stage and before a student has been permanently excluded from mainstream education. In fact, some of our schools are designed specifically for this purpose. For example, an alternative provision school can be used as part of a short-term respite for a pupil who is being repeatedly disruptive. This can help to prevent them being permanently excluded and support a phased return to mainstream school.


It can also support young people who have stopped attending school due to social issues, mental health and trauma. By providing a safe space to start engaging with education again, students can be supported to integrate back to school where appropriate.


All young people need to be provided with the opportunity to learn and develop a valuable skillset. For those who remain in alternative provision through to Year 11, the priority is to prepare for life beyond school too. Supporting young people with diverse needs brings with it inherent challenges - but also an opportunity to help them reengage with learning, as well as routine. Ultimately, our job is to give pupils confidence in their own abilities and see potential for their future.


26 www.education-today.co.uk


April 2024


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