New Alternative Provision Guidance

The “Arranging Alternative Provision: A Guide for Local Authorities and Schools” published by the Department for Education in February 2025 provides comprehensive guidance on the statutory duties and best practices for arranging alternative education for children who cannot attend mainstream schools. This document is aimed at local authorities, school leaders, and parents, emphasizing the importance of collaboration among stakeholders to ensure suitable educational opportunities for children in need.

Key Highlights:

1. Definition and Scope: Alternative provision (AP) refers to education arranged for children of compulsory school age who, due to exclusion, illness, or other reasons, would not receive suitable education otherwise. The guidance clarifies that elective home education and special educational provision arranged under section 61 of the Children and Families Act 2014 are not considered alternative provision.
2. Statutory Duties: Local authorities have a legal obligation under section 19 of the Education Act 1996 to arrange suitable education for children who cannot attend mainstream schools. This includes ensuring that children receive full-time education from the sixth school day of absence due to suspension or exclusion.
3. Strategic Planning: Local authorities are encouraged to develop strategic plans that assess the sufficiency and quality of alternative provision in their areas. This includes funding arrangements, placement planning, and quality assurance processes to ensure that all children receive timely and appropriate support.
4. Collaboration and Stakeholder Involvement: Effective collaboration among local authorities, schools, parents, and other agencies is crucial. The guidance stresses the importance of involving parents and children in decision-making processes to tailor educational provisions to individual needs.
5. Placement Criteria and Oversight: Local authorities should establish clear criteria for placing children in alternative provision, ensuring that placements are appropriate and proportionate to the child’s needs. Oversight responsibilities remain with the commissioning authority, which must maintain regular contact with the provider and monitor the child’s progress.
6. Safeguarding and Quality Assurance: The guidance emphasizes the need for safeguarding measures in alternative provision settings. Commissioners must ensure that providers conduct appropriate background checks on staff and maintain a safe environment for children.
7. Curriculum and Educational Quality: Alternative provision must deliver a high-quality, broad curriculum that meets the educational needs of children, including those with special educational needs (SEN). The curriculum should facilitate reintegration into mainstream education or support transitions to post-16 destinations.
8. Reintegration Plans: When a child is placed in alternative provision, a clear reintegration plan should be established from the outset, detailing how and when the child will return to mainstream education. Regular reviews of the child’s progress and adjustments to the plan are essential.
9. Internal Alternative Provision: The guidance acknowledges the role of in-school units or internal alternative provision, which can serve as a preventative measure to support children at risk of exclusion. These units should align with the local authority’s strategic plan and provide targeted interventions to improve behavior and engagement.
10. Updates from Previous Guidance: This document replaces earlier guidance and incorporates updates reflecting changes in policy and legislation, including provisions for children with health needs, remote education, and the management of pupil referral units (PRUs).

In summary, this guide serves as a vital resource for local authorities and schools, outlining their responsibilities and best practices in arranging alternative provision to ensure that all children receive a suitable education tailored to their individual needs.

Author: admin