Who we support through Alternative Provision
A useful placement starts with a careful conversation. We look at the young person's strengths, needs and experience of education, then discuss whether our provision could offer the right support.
Enquire about AP
Different learners, different starting points
Our AP supports children and young people of primary and secondary age who may benefit from a personalised educational setting. The reasons for an enquiry vary. Some learners have missed education, some find their current environment difficult, and others need additional support while a longer-term arrangement is being considered.
The parent booklet includes learners with autism or ADHD, anxiety or avoidance around school, difficulties accessing the curriculum and challenges with behaviour or engagement. It also describes support for pupils awaiting a school placement or working towards reintegration. Each enquiry still needs an individual suitability discussion.
- Learners who need a more personalised approach to academic work.
- Young people rebuilding engagement after difficult experiences of school.
- Pupils whose educational programme includes additional practical or life-skills work.
- Families and referrers exploring a planned next step in education.
Understand what helps and what gets in the way
A diagnosis or referral category does not describe the whole learner. Tell us about their interests, how they communicate, what a good day looks like and which situations are difficult. Information about successful support can be just as useful as a list of concerns.
We also need to understand the level of support being requested and any relevant practical requirements. That helps the team decide what needs further discussion before offering a place. We will not assume a placement is suitable simply because another pupil has a similar label.
A visit can add useful information. It gives the family or referrer a chance to ask questions about the setting and helps the young person picture the people and activities involved. Please arrange it in advance and tell us what would make the visit more manageable.
Your questions, answered.
Does a diagnosis guarantee a suitable place?
No. We consider the individual learner and the support required. Two young people with the same diagnosis may need very different arrangements. Staff will discuss needs, practical considerations and available support before confirming whether a placement can be offered.
Can we enquire while waiting for a school placement?
Yes. Explain the current educational arrangement and who is coordinating the next placement. We can discuss suitability and availability, but any proposed start, timetable and funding must be agreed with the relevant people before attendance begins.
Can a school contact you before a formal referral?
Yes. An initial professional discussion can establish whether our provision may be relevant. Start with broad information and adult contact details. The team will explain how more detailed records should be shared if needed to assess suitability.
What if our child is worried about visiting?
Let the office know before arranging the appointment. Explain what tends to help and what is difficult. We can discuss the visit and what information to share beforehand, rather than expect every child to manage the same introduction in the same way.
Will every learner work towards returning to mainstream school?
No single outcome applies to everyone. Reintegration can be a goal where appropriate, but other learners may be preparing for a different placement or stage of education. The intended outcomes should be agreed and reviewed with the young person and the people supporting them.
Tell us about the support being sought
We will explain the suitability discussion and who needs to be involved in the next step.