By Amy Husband, Head of School Academic, Academy21

Alternative provision (AP) is a multifaceted educational approach designed to support pupils with additional needs. It includes off-site provision, outreach work, internal alternative settings, and online learning. Despite its benefits, AP for primary-aged pupils remains a contentious topic. 

At Academy21 we offer live, online AP for students in Years 5 and 6 from September 2025. This gives primary leaders a genuine, DfE-accredited option for students who cannot manage in the classroom all day or need extra support as they approach secondary. This blog explores some of the strategies for effective AP implementation that we experience as partners and that comes out in the research.

Early intervention and reintegration
The Department for Education's 2022 report, Alternative Provision for Primary-Age Pupils in England: A Long-Term ‘Destination’ or a ‘Temporary Solution?, highlights that early AP intervention increases the likelihood of pupils returning to mainstream education. This suggests that AP should be viewed as a temporary intervention rather than a permanent solution. Early signs of struggle in mainstream settings should prompt high-quality AP interventions focused on reintegration.

Research indicates that early access to AP is linked to lower later attainment, often due to referrals for "violent behaviour" and social, emotional, and mental health (SEMH) needs. Success in AP should be measured by attendance, participation, reduced suspensions, and engagement, rather than traditional academic metrics. These foundational improvements can lead to academic progress. 

At Academy21, our extensive knowledge of this sector shows time and time again that building self-esteem and self-regulation through a wider definition of “progress” is the key to unlocking participation, and therefore progress, in academic learning. Ultimately, this leads to a more successful and sustained reintegration.

Effective AP components
Effective AP relies on strong relationships between pupils and staff. The Education Endowment Foundation (EEF) emphasises the importance of supportive relationships in its 2021 report, Improving Behaviour in Schools. However, the term "supportive relationship" is subjective and requires clear definition and high-quality continuous professional development (CPD) for staff. This clarity can help shift parental perceptions, as expectations for AP pupils are often perceived as too low.

At Academy21, our CPD for teachers has a sharp focus on relational teaching that promotes celebration of incremental successes, such as participation, attendance and engagement. Our staff are highly adept at building independence in our students, so they feel in control of their learning. In our experience, CPD that is rooted in pedagogical innovation and relational practice has proven to be a powerful tool that equips teachers well for the complexity of needs that we cater for. 

Key strategies for AP success

• Vision and goals: define a clear vision for each child and set incremental goals for progress. Regularly measure and review progress using specific metrics.
• Supportive relationships: clearly define what constitutes a supportive relationship and provide CPD for staff to implement this effectively, avoiding over-dependence on adults.
• Accredited provision: ensure any external AP, whether online or onsite, is Department for Education (DfE) accredited. This guarantees quality provision from qualified teachers.
• Reintegration focus: cultivate a culture where AP is seen as an intervention aimed at reintegration, not a destination. Communicate this clearly to staff and parents.
• Partnerships and communication: work in partnership with external agencies and maintain clear communication. Measure success beyond academics, considering attendance, participation, and social skills.
• Parental engagement: engage parents by building trust and fostering open communication. Their insights are valuable, and collaboration can help achieve common goals.
• Inclusive design: incorporate "inclusive by design" principles into AP development. Strategies like modelling, scaffolding, relational teaching, and small-step targets benefit all students.
• Curriculum alignment: ensure AP staff are qualified to teach core subjects. If not, consider outsourcing academic services to online providers, supervised by your staff.
• Embrace challenges: setting up or choosing an AP is a significant decision. With careful planning and implementation, the impact on students will be rewarding.

Reflections and takeaways
Every small step forward in AP should be guided by a clear vision, collaborative relationships, and a commitment to reintegration, from primary provision and beyond. While challenges are inevitable, investing time and care into a well-planned AP strategy can transform outcomes; and the difference it makes for students is well worth the effort.

If you would like more information about how Academy21 can deliver high-quality, DfE accredited, live online lessons for your pupils from Key Stage 2 to 5, please get in touch at contact@academy21.co.uk.