What to consider before commissioning alternative provision?
Pupil and family
Must be at the center of discussions and any decision making. Accessing alternative provision should be seen as a supportive step and not a threat in relation to further sanctions.
Have they been fully involved in discussions and planning to support the pupil and meet their behaviour needs prior to any decision being made regarding alternative provision?
Within discussions and planning have they been fully involved in agreeing that an alternative provision placement would be a positive step to support behaviour?
Transport
What will be required and needs to be put in place? Who needs to be involved?
Aim:
- what is the aim of the alternative provision placement?
- what does the pupil want, and need, to get out of the provision?
- how will the aims be included within planning to maximise the opportunity of a successful placement?
- how will the objectives and plans be agreed, set out and regularly monitored with the alternative provision, including through frequent visits?
Length of time:
- how long will the provision be in place for?
- will it be part-time or full-time?
- if the placement is part-time, what other planning needs to be in place for the remaining time they are going to be in school?
- where an intervention is part-time or temporary, what plans need to be in place to minimise education disruption?
Curriculum:
- how will the alternative provision placement fit in with the pupil’s mainstream curriculum?
- how will the placement complement and keep up with the pupil’s current curriculum, timetable and qualification route?
- how will progress be frequently monitored, appropriately reviewed and communicated between the alternative provision and school?
- what staff liaison needs to take place and appropriate mechanisms of challenge?
Outcomes:
- what will success look like at the end of the placement?
- how will this look for attendance, attitude, attainment and behaviour?
- how can the pupil be fully involved in setting and monitoring progress so that they own their outcomes rather than feel done to?
- how will everyone be aware of and agree the outcomes and engage in regular monitoring of progress?
- where reintegration to the school is an objective, what planning needs to be in place to ensure an appropriate package of support is ready to support their return?
Suggested commissioning checklist
- check the registration status of each provider and whether they should be registered if they are not. Never use provision which contravenes the registration regulations
- check provider’s policies and procedures including:
- the written behaviour policy setting out amongst other matters the sanctions to be adopted in the event of pupil misbehaviour
- detailed curriculum plans and schemes of work, and student assessment procedures
- particulars of arrangements to safeguard and promote the welfare of pupils and how those arrangements have regard to DfE guidance: keeping children safe in education and working together
- anti-bullying policy
- health and safety policy
- complaints procedure
- quality of accommodation
- qualifications and experience of staff
- arrangements for administering first aid
- fire risk assessment and procedures
- recruitment and vetting checks for staff and management
- give providers information in writing about social networking, the use of social media and e-safety, making the school’s expectations clear
- give providers information in writing about the school’s expectations for child
- protection and procedures they should follow if they have a concern about a pupil
- support providers to access appropriate safeguarding training and information
- give providers information in writing about how the school should be informed of attendance and agree the subsequent follow up of absence
- check providers have good arrangements for working with other relevant services such as social care, mental health services, youth offending teams and drug support services
- ensure that the provider is transparent with costs and that the service you are commissioning is value for money and appropriate to the needs of the pupil
- ask the provider to complete an annual performance report to document the performance of the service offered and evaluate the outcomes delivered