When I tell people I work in Alternative Provision, I often get the same look: sympathy with a hint of confusion. There’s still a common assumption that AP is where students go when they can’t cope in mainstream education. But those of us who work in this field every day know the truth is very different. Alternative Provision isn’t a last resort, it’s a place where real education happens, often for the first time.
I recently visited a 14-year-old learner to observe a clearly focused session. Looking through his workbook, I saw the journey from a reluctant writer to one who was now producing grammatically correct, legible sentences. After just a few weeks of consistent, one-to-one sessions through our provision, he was engaging in meaningful maths, reading aloud for the first time, and—most importantly—starting to believe that he could learn.
Another privilege was meeting a young learner who is pre-verbal; supported by a tutor and a TA for his highly complex needs. He was purposefully engaged in a bespoke learning environment designed entirely around him. He moved fluidly between two-minute activities—phonics with one adult, a block puzzle with the other—punctuated by movement breaks in a rocking chair. The pace shifted regularly, but he remained actively engaged throughout. This level of personalisation simply isn’t possible in a mainstream classroom. That’s not a lowered standard. That’s a raised bar, redefined.
As Head of Education, I want our provision to be the best it can possibly be. That means bringing structure, high expectations, and ambition into everything we do but doing it in a way that works for the learners in front of us. We don’t water down our curriculum. We adapt it with intelligence and empathy.
We already take time to understand where our learners are starting from—but we’re now building on that by developing a clearer, more consistent approach to baseline assessments across Early Years to Key Stage 3. These aren’t tests for the sake of ticking boxes. They’re tools that help tutors understand each learner’s starting point and shape a path forward that builds confidence and skills.
But assessments alone aren’t enough. What makes great Alternative Provision is the combination of:
Strong, trusting relationships
Skilled, adaptable tutors
Thoughtful resources, tailored to real needs
A belief that every student can achieve meaningful progress
We don’t do crowd control. All too often, the sheer number of students with additional needs in a mainstream classroom leads to unmet individual needs. We do teaching. And we do it exceptionally well when we bring the right people, tools, and mindset together.
There is no one-size-fits-all in AP. Our students arrive with complex stories and varied needs, but they also come with huge potential. It’s our job to spot it, nurture it, and help it grow.
This blog is the start of an ongoing conversation. Each month, I’ll be sharing thoughts, insights, and updates as we continue to shape what outstanding education looks like in our setting. Together, we can raise the bar, not just for our learners, but for the entire sector.
Thanks for reading.
Head of Education
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