ASK THE EXPERT
KS2 Alternative Provision: What Do We Know, and How Do We Mobilise Research-Informed Practice to Set Our Youngest Children Up to Succeed?
Education Today hears from AMY HUSBAND, Head of School Academic at Academy21.
We recognise that the sector needs to continue exploring ways to cater to an increasingly complex landscape of additional needs. In the next few sections, we’ll explore what excellent AP looks like for primary pupils and provide key strategies and advice to help shape your vision and values for supporting vulnerable students.
What are the components of an effective AP?
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avigating the world of Alternative Provision (AP) can be challenging, regardless of whether you are a school leader, a parent, or indeed, a pupil.
The term Alternative Provision encompasses many types of educational provision, and includes off- site provision for pupils with additional needs (part-time or full-time); outreach work carried out in mainstream schools by staff from APs or local authorities (LAs); internal alternative provisions within settings that are different to the mainstream classroom (IAPs); and online alternative provision for students studying from home or a base within a school.
So, why does the topic of Alternative Provision for primary-aged pupils still divide opinion? Let’s examine some of the pertinent research and qualitative data related to this topic. In the DfE’s 2022 publication, Alternative provision for primary-age pupils in England: a long-term ‘destination’ or a ‘temporary solution’?, research showed that the younger pupils are when they attend AP, the more likely they are to return to mainstream education. This supports the hypothesis that early intervention is key, so AP is an intervention rather than a destination. When early signs that a child is struggling to cope with the demands of the mainstream classroom appear, high-quality AP intervention with a sharp focus on working towards eventual reintegration is crucial.
Research also links early AP access to lower later attainment, which is unsurprising given most referrals stem from “violent behaviour” and SEMH needs. AP success isn’t best measured by traditional attainment but by softer data— attendance, participation, reduced suspensions, and engagement. Prioritising these foundations enables academic progress to follow Research found primary pupils usually access AP part-time and for short periods, staying with mainstream peers at other times—aligning with what UK school leaders commonly discuss. While parents were generally positive about the progress, some felt that long-term expectations were not high enough.
As educators, we know relationships lie at the heart of our work with children. In the Education Endowment Foundation’s (EEF) report Improving Behaviour in Schools, the very first strand focuses on the proactive measures that should be in place.
“Every pupil should have a supportive relationship with a member of school staff”.
Although this may seem relatively intuitive, ‘supportive relationship’ is a subjective term. In the more recent EEF publication, we should have a continuous drive to transition from a heavily adult-supported model to one of self-scaffolding. Supportive relationships are key in AP, but we must clearly define ‘supportive’ and provide high-quality CPD for staff to put it into practice. This can help shift parental perceptions, as DfE research suggests expectations for AP pupils often feel too low. By defining our aspirations, we can better guide pupils toward them.
Reflections and takeaways
To summarise Primary AP, here are my top tips from over 12 years of leading and setting up provisions across diverse settings. Consider these key questions and challenge each other as colleagues to achieve absolute clarity on the answers: • What is your vision for each child? • What is the goal, and how will you ensure that your provision progresses incrementally toward this goal?
• How will you measure and review progress? E.g. what are your metrics?
• How do you define a ‘supportive relationship,’ and how will your AP staff access quality CPD on how to enact this in practice, to avoid perpetuating over-dependence on adults?
If you are using an external AP, whether online or onsite, ensure it is DfE accredited. This way, you have peace of mind that the quality of provision has been thoroughly assessed through a robust assurance and accreditation inspection, and you can be confident that your pupils will receive effective provision from qualified teachers.
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Ensure that the culture of your setting is such that AP is viewed as an intervention working towards reintegration. A common misconception of non-specialist staff is that AP is a destination. Consider how this is articulated and demonstrated to your staff, as well as to the parents of pupils receiving AP.
Prioritise working in partnership. AP supports vulnerable pupils who are vulnerable, and often involves external agencies, so clear communication is essential—whether running internal AP or using external or online options. Measure success beyond academics, considering factors such as attendance, participation, and social skills.
Engaging parents is key, as they offer valuable insights. AP can be emotionally challenging for families, so building trust and fostering open communication helps everyone work towards the same goal, even if their perspectives differ. Incorporate the theme of “inclusive by design” into your AP development. What is vital for one student is likely to be valuable for all. Modelling, scaffolding, relational teaching, and small-step targets: all of these should come as standard to set your pupils up for success.
Align your academic and pastoral curricula. Are AP staff qualified to teach core subjects and set pupils up for success? If not, consider exploring cost-effective solutions, such as outsourcing academic services to an online provider, which your own staff can supervise.
And be brave! There is no growth without challenge, and setting up an AP or choosing an AP for your pupils is a big decision. With the right investment of time, consideration, and implementation strategy, growth will be tangible, and the impact on students will make all the hard work worthwhile.
April 2025
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