Ten key things to know about alternative provision
the pupil and family must be central and fully involved in all discussions and any decision making. Including planning to support the meeting of behavioural needs prior to any decision regarding access to alternative provision
other interventions should have been established before placing a learner into alternative provision. Agreement from all relevant parties is needed to ensure the placement is necessary, appropriate and in the best interests of the learner
schools can access alternative provision via Lincolnshire’s provided routes, or they can make their own arrangements with alternative provision providers. In both situations the school, as the commissioner, is responsible for the provision and all the checks and monitoring that goes with this
when making a decision to place a pupil into an alternative provision setting, commissioners must have regard to the alternative provision statutory guidance (page 3)
a provider of alternative provision should be registered as an independent school if it caters full-time for five or more pupils of compulsory school age; or one such pupil who is looked after or has an EHC plan
all learners are entitled to a full-time education (subject to DfE registration requirements). Pupils placed in alternative provision must remain on their school roll unless permanently excluded. Learners should study english and mathematics as part of their core offer
if a placement at alternative provision involves a pupil with an EHC plan, the school must ensure that the SEND caseworker is notified of the plans prior to making any arrangements
pupils in alternative provision require regular reviews to assess the ongoing suitability of the placement, to plan for transition back into school or to a post 16 provider. Pupils are entitled to receive advice and guidance about their progression route
pupils placed in alternative provision should be given clear objectives linked to outcomes. Schools are responsible for ensuring objectives are met and outcomes are evaluated regularly throughout the placement. At the end of the placement, outcomes should be reviewed to determine the success of the intervention.
a school is likely to be judged inadequate for leadership and management by Ofsted if alternative provision is being used ineffectively, inappropriately or the necessary checks, monitoring and responsibility are not in place
