FEATURE FOCUS: ALTERNATIVE PROVISION
Why remote alternative provision is working for schools and their students
E
ducation Today hears from DfE accredited online alternative provision (AP) provider Academy21 to find out what’s working when it comes to AP.
Distilling what works in alternative provision (AP) has long been challenging. However, it matters now, perhaps more than ever. We still lack a complete picture of the ‘who’, ‘how’, and ‘how many’ of young people accessing AP. Young people’s additional needs are deepening, environments are becoming more complex, and pressures on resources are intensifying. Additionally, AP has received scant attention compared to other themes like curriculum and student conduct. That is changing - and it needs to.
Getting underneath what makes AP powerful, and ultimately enriching it is of such value. It can diminish excessive costs, build a shared practice and, most importantly, transform outcomes for some of our most vulnerable. The impact of this is not just felt by the young person but by their family and community. Understanding what works in AP is not just an educational mission; it’s a social one.
At Academy21, we understand AP through this dual lens of education and social impact. We have welcomed and been judged within schemes like the Online Education Accreditation Scheme that seek to outline standards for online alternatives.
For our corner of the AP community, we want to define what will work in remote learning in multiple contexts. The motivation is to help those that use online AP, of which there are many, to maximise its benefit as an intervention, not a destination. Indeed, many of the hallmarks of great physical alternative provision are just as relevant online.
So, what are these key traits of effective online alternative provision? We can answer this by asking why thousands of school leaders continue to turn to remote alternative provision. The reasons are often varied and arise after earnest efforts to support a student within a physical setting. However, physical schools sometimes need additional support to meet a young person’s needs. While the goal of total inclusion is essential, the current reality is challenging. For students like Holly, who was battling a severe health condition while studying her GCSEs, a remote option is a lifeline. It can be transformational if deployed at the right time, leading back to reintegration or transition. Leaders across our system realise this and point to the following reasons for choosing online alternative provision:
Capacity
We know early intervention works. But we know the system is not set up to provide it at scale—not just at the teacher level in a classroom of 30
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students but at the school, the local, or the regional level. We must accept that early intervention requires a complete shift in how we resource and structure our education system. Professionals need to be constantly available to intervene or teach a student ‘where they are at’ both emotionally and physically. This can be challenging for mainstream schools. While many are doing excellent work, sometimes a student needs to be taught outside their usual classroom for a period, whether due to persistent absence or physical and mental health challenges. In these cases, online AP can be an immediate and high-quality option.
With online AP, there are no protracted waiting lists. At Academy21, we have dedicated, subject- expert professionals ready to teach and have the capacity to support students with a range of additional learning needs. An online alternative provision like Academy21 can be deployed within days, and the service can scale up and down as needed to match fluctuating demand, so schools don’t have to overextend existing resources. However, doing this requires a specific approach - diligently partnering with schools, trusts, and LAs. Through partnership we elevate what we can achieve together for young people in need. We can capitalise on deep expertise from both sides, a shared mission to support, and combined efforts to overcome barriers for each student and their school.
January 2025
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