Why alternative provision matters.

Jon Hunt
Nov 7, 2025
3 min read

Why alternative provision matters

As a school leader I’ve seen first-hand how mainstream classrooms don’t fit every young person. Alternative provision (AP) is not a last resort; it’s a practical, positive route to keep pupils learning, safe, and ultimately back on a mainstream path where that’s right for them. Recent Department for Education guidance makes this a statutory, quality-driven expectation for local authorities, trusts, and schools — AP must be suitable, full-time where appropriate, and focused on reintegration and safeguarding.

The problems AP solves

Keeps learning going — pupils who can’t access mainstream lessons because of exclusion, illness, or complex needs still get curriculum, qualifications, and structure.
Reduces long-term disengagement — high-quality AP builds routines and re-engages young people before disaffection becomes entrenched.
Supports complex needs — AP often works hand-in-hand with SEND and mental-health support to give the right combination of care and education.

These aims line up with recent national reviews that flagged gaps in oversight and quality across the sector and called for clearer systems, stronger safeguarding, and better routes back into mainstream where possible.

What the evidence and policy say leaders should do

Follow the updated DfE expectations for arranging, monitoring, and quality-assuring AP placements so pupils get safe, consistent education and a real plan for progress and reintegration.
Use the improvement plans and national reviews to push for better local coordination between schools, PRUs, and external providers, and to demand transparency in outcomes and funding.
Track outcomes beyond attendance — measure attainment, wellbeing, and reintegration rates so AP isn’t invisible and pupils’ progress is visible and accountable.

These are not optional extras; the recent guidance and reviews make clear that AP must be a planned, monitored, and quality-driven part of the education system.

Outdoor learning — the AP secret weapon

Outdoor learning supercharges AP. When pupils are disengaged or anxious, moving learning outside can rebuild confidence, reduce behaviour incidents, and develop real-world skills.

Emotional and behavioural gains — fresh air, movement, and hands-on activities help pupils regulate emotions and improve concentration.
Practical and vocational pathways — outdoor programmes easily link to vocational qualifications, employability skills, and local employers.
Improved attendance and engagement — pupils who resist classroom-based learning often respond to outdoor projects, gardening, conservation, and socially driven tasks.

Ofsted and academic work have recognised that non-mandatory curricular outdoor learning often goes under reported but delivers measurable benefits when inspected and supported. For AP specifically, outdoor provision can form a bridge back to mainstream learning and offer tangible evidence of progress for inspectors and families. GOV.UK.

How I’d shape AP in my school or trust (practical steps)

Map local provision and gaps — know your local AP landscape, registered and unregistered providers, and where quality or capacity is thin.
Make AP part of your retention and inclusion strategy — use AP proactively for short-term, tailored placements aimed at reintegration.
Embed outdoor learning — partner with local farms, conservation projects, or sports providers to create hybrid AP packages that blend classroom and outdoor work.
Set clear outcomes and review points — attendance, wellbeing, curriculum coverage, skills, and reintegration timeline must be tracked and shared with governors and the LA.
Champion safeguarding and oversight — insist providers meet safeguarding and quality standards and ensure smooth information-sharing between settings.

Final thought

If we get AP right we stop firefighting exclusions and instead build tailored pathways that value every pupil’s potential. Recent DfE guidance and national reviews give us a clearer framework and a mandate to act. As leaders we should treat AP not as an admission of failure but as a strategic tool: the place where creativity, outdoor learning, and laser-focused support combine to change trajectories and reconnect young people with learning. GOV.UK.

Jon Hunt