Alternative provision

WSAPC is the provision commissioned by West Sussex County Council to deliver a full-time mainstream curriculum to children and young people:

• with significant health needs that prevent them from being able to attend school. Schools can refer for this provision via the Fair Access Team
• following a decision to permanently exclude from school, when the provision will be offered by the sixth day following the exclusion decision
• being directed by schools to off-site provision to support them with regulating their behaviour

WSAPC also offer a service to schools to support the inclusion in mainstream schools of those children and young people who are at risk of exclusion. Schools can refer for this provision via the Fair Access Team.

Some schools have developed their own internal alternative provision. This may include forest school, small group sessions and other activities.

Schools may use independent alternative provision to complement or supplement the provision in school. For example, this may include activities such as bushcraft, art, angling, forest schools and equine therapy.

This provision can be very helpful for learners:

• who cannot manage a full-time curriculum in school
• with social, emotional or health needs
• at risk of exclusion or exploitation
• needing support with transition
• who are disadvantaged
• who struggle to attend school

Schools can access the list of providers via a Dynamic Purchasing System (DPS) and can feel confident that the providers, who are non-regulated by OfSTED, will be subject to quality assurance and ongoing monitoring by the WSCCC SEND Contracts and Commissioning Team.

IAPs on this list of providers are required to complete a series of statements and evidence their accreditations. There will then be an 'onboarding meeting' to check that what they have said in their application is a true reflection of their practices. Termly meetings are held to review their performance with an annual quality assurance visit at their site.

Providers on the list are required to share qualifications and experience within their service. They are also required to complete statements to state they adhere to safeguarding requirements and regulations.

Maintained schools, academies and free schools sign a partnership agreement which enable them to make a referral to approved providers. These will take into consideration the child or young person’s needs and interests, as well as the timing and location of the provision.

The DPS will then create a list of providers from which schools assess which would be the 'Best Offer' for the child or young person.

Schools and colleges follow steps to secure IAP for a child or young person. The school or college must:

• carry out the Graduated Approach of ‘Assess, Plan, Do, Review’ and demonstrate that it has used 'Quality First' teaching methods to support the child or young person
• seek advice from the WSCC Inclusion Teams
• contact the SEND Contracts and Commissioning Team for a partnership agreement
• sign the partnership agreement, after which the SEND Commissioning and Contracts Team will then provide further information which includes a list of relevant providers and a referral form for schools to complete, stating the desired outcomes for the young person
• contact relevant providers on the list to find the best offer that meets the needs of the child or young person
• issue the individual provision agreement and notify unsuccessful providers

6 to 12 weeks of early intervention to engage a child in education, making exclusion less likely. Outcomes for young people include:

• being able to use a range of coping strategies
• building positive relationships with adults
• improving relationships with other young people
• continuing learning and making progress
• catching up with learning after time out of education
• a planned and successful full-time return to school

Examples of provisions include:

• tutoring group or 1-2-1
• arts, crafts and cookery
• animal therapies, including equine (horse) therapy
• forest school and fishing

Vocational (work-based) opportunities in addition to school to interest young people and help them make progress in their learning. Vocational courses sometimes lead to qualifications.

Outcomes for young people include:

• becoming interested and enthusiastic about learning
• developing emotional, social and practical skills

Examples of provisions include:

• forest school and fishing
• outdoor and indoor activities
• vocational courses

6 to 12 weeks providing temporary education to learners whilst an education placement is being sought by the local authority. The outcome is that young people are able to successfully engage in and continue their education between placements.

Learners who are taught remotely through online platforms. The details of this package will depend on the individual circumstances of learners.

Outcomes include:

• young people engage with online tuition and are supported to move to face-to-face teaching where relevant and appropriate
• pupils at risk of exclusion continue to make progress in their learning

Learners who, due to their mental health and/or medical reasons, cannot attend their education setting or who are unable to verbally express their unmet social and emotional needs, so communicate this by becoming withdrawn, self-harming, isolated or displaying disruptive or disturbing behaviour.

Outcomes for young people include:

• help to identify and manage their feelings and behaviours
• building healthy relationships
• building self-control and self-awareness
• resolving conflict
• developing resilience, self-esteem and confidence
• reducing and removing harm to learners